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The significance of formative assessment for pupils’ spiral progression in English lower secondary school group composing

The significance of formative assessment for pupils’ spiral progression in English lower... Abstract The notion of the spiral for progression and development is familiar both in general educational discourse and in the domain of music education. This brief article considers the spiral within the context of lower secondary school group composing in England. Through the use of examples taken from two schools in the English midlands, it argues that formative assessment is a key process for enhancing spiral-like musical learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png British Journal of Music Education Cambridge University Press

The significance of formative assessment for pupils’ spiral progression in English lower secondary school group composing

British Journal of Music Education , Volume 39 (1): 5 – Mar 1, 2022

The significance of formative assessment for pupils’ spiral progression in English lower secondary school group composing

sIntroductionsFormative assessment, when used effectively, improves learning (Scriven, 1967; Bloom, Hasting & Madaus, 1971; Crooks, 1988; Black & Wiliam, 1998; Broadfoot, 1998; Gipps, 1999; Gardner et al., 2010; Wiliam, 2016; Andrade and Heritage, 2018). It has particular significance within teachers’ pedagogical practices because, without it, educators cannot ‘elicit information which will be of use to the pupil and the teacher in deciding what ought to be done next in order to develop learning’ (Fautley, 2010, p. 9). Formative assessment, therefore, has the potential to support long-term spiral development. In relation to Swanwick and Tillman’s (1986) sequence of musical development, students’ musical thinking can develop from a focus on exploring materials, through a phase of personal expression, to centring on structure and form (Young, 2021). It can also support progression on a short-term basis, lesson-by-lesson.sDrawing on two examples from recent, group composing research conducted in the English lower-secondary school setting (Key Stage 3 – ages 11–14 – in English schools), this article discusses the significance of formative assessment, lesson-by-lesson, in the context of musical progress.sSpiral models within music educationsThe notion of the spiral is familiar both in general educational discourse and in the domain of music education (Bruner 1960, 1975; Swanwick & Tillman, 1986; Charanga, 2015; Daubney & Fautley, 2019).sWithin the context of composing, Swanwick and Tillman’s (1986) spiral describes population-generated information on children’s freely composed pieces between the ages of 3 and 11. Of particular interest are the ‘speculative’ and ‘idiomatic’ labels; the indicated ages (10–15) correspond to the age range spanning England’s Key Stage 3 (ages 11–14), the focus of this article. The characteristics of these two labels are...
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References (31)

Publisher
Cambridge University Press
Copyright
© Cambridge University Press 2022
ISSN
1469-2104
eISSN
0265-0517
DOI
10.1017/S0265051721000255
Publisher site
See Article on Publisher Site

Abstract

Abstract The notion of the spiral for progression and development is familiar both in general educational discourse and in the domain of music education. This brief article considers the spiral within the context of lower secondary school group composing in England. Through the use of examples taken from two schools in the English midlands, it argues that formative assessment is a key process for enhancing spiral-like musical learning.

Journal

British Journal of Music EducationCambridge University Press

Published: Mar 1, 2022

Keywords: formative assessment; group composing; lower-secondary school; spiral

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