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Drawing on theoretical and empirical insights from art teachers in Canada and Europe, this edited volume explores the question of how learning in the arts can be effectively and fairly assessed in the context of higher education.
The chapters consider a rich variety of assessment practices across music, visual and plastic arts, performing arts, design, fashion, dance and music and illustrate how knowledge, competencies, skills and progress can be viably and fairly assessed. Contextual challenges to assessment are also considered in depth, and particular attention is paid to the challenges of reconciling teaching in the arts, aimed at an intuitive transformation of the student, and assessing learning that takes on its meaning in subjectivity and sensitivity.
This text will benefit researchers, academics and educators in higher education with an interest in assessment in the artistic disciplines and in the topic of creativity more broadly. Those specifically interested in educational assessment policy and the visual arts will also benefit from this book.
List of contents
Introduction
Diane Leduc and Sébastien Béland
PART ONE: Fundamental perspectives: About subjectivity and intentionality
Chapter 1. The Ethics of Assessing Learning in the Arts
Denis Jeffrey and Lorna Boily
Chapter 2. Objectifying Subjectivity
François-Marie Gerard
Chapter 3. The Problem of Authorship: A Thorn in the Side of Assessment
Dina Zoe Belluigi
PART TWO: Broader Perspectives: From the audition to the graduation
Chapter 4. From Competitions to Examinations: An Analysis based on a Range of Practices and Artistic Assessment Criteria in France, Switzerland, and Albania
Isabelle Mili
Chapter 5. The Assessment of Instrumental Learning in Classical Music in Francophone Canada and Europe
Isabelle Héroux and Laurence Lambert-Chan
Chapter 6. From Fail to First: Revising Assessment Criteria in Art and Design
Robert Harland and Phil Sawdon
PART THREE: Overlapping perspectives: Between the fear and the wow!
Chapter 7. Should We Fear Assessment in the Arts?
Charles Hadji
Chapter 8. Assessing Creativity in Three College Programs
Angela Mastracci
Chapter 9. The Wow Factors: The Assessment of Practical Media and Creative Arts Subjects
Janey Gordon
PART FOUR: Applied perspectives: Of competencies and practices
Chapter 10. Assessing Competencies in Visual Arts: The Case of Francophone Europe
Bernard-André Gaillot
Chapter 11. Development and Assessment of Creative Competency in Visual Art and Dance
Pierre Gosselin, Sylvie Fortin, Elaine St-Denis, Sylvie Trudelle, Francine Gagnon-Bourget, and Serge Murphy
Chapter 12. The Assessment of Creative Competency in the Visual Arts in Québec Universities and Colleges
Pierre Gosselin, Elaine St-Denis, Sylvie Fortin, Sylvie Trudelle, Francine Gagnon-Bourget, and Serge Murphy
Chapter 13. The Assessment of Creative Competency in Contemporary Dance in Québec
Colleges and Universities: What the teachers have to say about it
Sylvie Fortin, Sylvie Trudelle, Pierre Gosselin, Elaine St-Denis, and Serge Murphy
Chapter 14. Using the Portfolio as a Tool for Assessment in the Arts
Martin Mainguy
Chapter 15. Assessing Practices in Four Postsecondary Performing Arts Institutions in Montreal
Diane Leduc and Laurence Lambert-Chan
About the author
Diane Leduc is Full Professor in the Didactics Department at the University of Quebec in Montréal, Canada.
Sébastien Béland is Associate Professor in the Department of Educational Policy and Foundations at the University of Montréal, Canada.
Summary
Drawing on theoretical and empirical insights from Arts teachers in Canada and Europe, this edited volume explores the question of how learning in the arts can be effectively and fairly assessed in the context of higher education.
