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Nurturing student creativity through assessment for learning in music classrooms.
Benjamin Bolden1, Christopher DeLuca1
1Queen's University, Canada.
Research Studies in Music Education
|May 10, 2022
Summary
Canadian music educators use assessment for learning strategies to foster student creativity. These methods focus on assessment criteria, creative processes, classroom environment, and self-assessment for enhanced learning.
Area of Science:
- Music Education
- Educational Psychology
- Assessment Theory
Background:
- Student creativity is crucial for holistic development.
- Formative assessment practices can significantly impact creative skill development.
- Understanding how educators integrate assessment for learning to foster creativity is essential.
Purpose of the Study:
- To identify and analyze assessment for learning strategies used by Canadian music educators.
- To explore how these strategies support and develop student creativity.
- To categorize and describe creativity-nurturing practices in music education.
Main Methods:
- Qualitative research approach.
- Case study design involving six Canadian music educators.
- Analysis of assessment for learning strategies and their impact on student creativity.
Main Results:
- Identified four key categories of creativity-nurturing practices: developing assessment criteria, encouraging creative processes, optimizing the classroom context, and activating self-assessment.
- Detailed descriptions of specific strategies employed by educators.
- Demonstrated the application of formative assessment to nurture creativity.
Conclusions:
- Assessment for learning offers a powerful framework for developing student creativity in music education.
- The identified strategies are transferable to various educational contexts.
- Educators can leverage formative assessment to cultivate creativity effectively.
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