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A study of music performance assessment : the effects of training and experience on criteria used by music examinersWinter, Neal, n/a January 1991 (has links)
Music is both an art and a science involving emotional
appreciation and intellectual understanding. When music
performances are assessed, appropriate criteria should be
used by examiners who appreciate the art and understand
the science. This study examined the effects of training
and experience on the judgements made by individuals who
possessed an understanding of music performance (i.e.
qualified musicians and music educators), from
observations on videotape of three piano performances (by
the same pianist).
The thirty three participants were required to observe the
videotape and complete a separate music performance
assessment (MPA)sheet for each piece, and then rank the
three pieces in order of preference. The MPA sheet
contained (a) thirty three descriptive statements, under
five headings, to which the examiner responded on a . six
point Likert scale, and (b) a section for recording an
overall impression mark, with provision for comment.
There were four examiner categories: (1) untrained and
inexperienced, (2) trained and inexperienced, (3)
untrained and experienced, and (4) trained and
experienced. The term 'experience' was applied to those
participants who had previous involvement as examiners in
any formal music performance assessment situation. The
term 'trained' was applied to those participants who
attended a short preparation course presented as part of
the study. The responses of the four categories of
examiner were tested for significant difference (.05
level) through the use of multivariate analysis of
variance with repeated measures.
One of the performances (piece 1) was recorded digitally
by computer (using MIDI and the 'Vision' program) which
provided a printout of what occurred during the
performance. A comparison of the subjective analysis of
the 'Vision' printout results with the examiner responses
for piece 1, revealed that there was a link between the
judgements made by examiners and the actual performance by
the pianist.
Results of the study indicate that (a) experience and
training effects the criteria used by music examiners in
the assessment of music performances, (b) training
influenced the examiner responses more than experience,
(c) in the 'best' performance, the effects of examiner
training and experience were negligible, and (d) in the
area of 'global' and 'specific' assessment of music
performance, all examiners divorced the two approaches,
however judgements of the untrained examiners were more
obvious in their disparity.
The results of this study suggest that the training a
music examiner receives prior to the performance
assessment session may be more important in producing
consistent and accurate reports than the amount of
previous examining experience. The criteria used by the
music examiner should be clearly presented with
appropriate dimensions for the musical instrument on which
the student performs.
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Approaching the Examiner's Chair: Chronicling the Experiences of Piano Examiner Apprentices for the Royal Conservatory of MusicDumlavwalla, Diana Teresa 21 November 2011 (has links)
Examinations administered by the Royal Conservatory of Music (RCM) play a major role in the musical education of many individuals across Canada. The evaluative process needs to be a constructive one in order to ensure its positive impact on students’ musical education. Examiners who are confident and comfortable in their roles as assessors are more likely to provide this ideal environment for the students. Individuals at the dawn of their examining careers are prone to lower confidence and comfort levels due to their inexperience. Yet all music students deserve an optimal examination situation, even from new examiners. Ensuring that an examiner receives proper training will help to increase their confidence and comfort levels while assessing students.
This study examined the elements of an examiner’s education, experience and preparation which contributed to higher confidence and comfort levels as they participated in the RCM evaluative process. Ten individuals participated in surveys and interviews. Seven were recent apprentices of the examiner training program and three were senior examiners. Their experiences and insights given in a narrative form shed light on which elements of their background and training benefited them as examiners. According to the participants, varied and extensive pedagogical training, taking exams as students and intensive performance education gave them the most advantages during their early careers as examiners. Regarding the examiner apprenticeship program, participants felt that they would have benefited from more practical experience during the early classroom seminar, additional opportunities to observe students at varying performing levels and more time for discussion with their mentors.
These recommendations for background preparation and enhanced training are intended to give examiners greater confidence in their evaluative roles early in their careers, enabling them to provide constructive and effective assessments for students and their teachers.
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Approaching the Examiner's Chair: Chronicling the Experiences of Piano Examiner Apprentices for the Royal Conservatory of MusicDumlavwalla, Diana Teresa 21 November 2011 (has links)
Examinations administered by the Royal Conservatory of Music (RCM) play a major role in the musical education of many individuals across Canada. The evaluative process needs to be a constructive one in order to ensure its positive impact on students’ musical education. Examiners who are confident and comfortable in their roles as assessors are more likely to provide this ideal environment for the students. Individuals at the dawn of their examining careers are prone to lower confidence and comfort levels due to their inexperience. Yet all music students deserve an optimal examination situation, even from new examiners. Ensuring that an examiner receives proper training will help to increase their confidence and comfort levels while assessing students.
This study examined the elements of an examiner’s education, experience and preparation which contributed to higher confidence and comfort levels as they participated in the RCM evaluative process. Ten individuals participated in surveys and interviews. Seven were recent apprentices of the examiner training program and three were senior examiners. Their experiences and insights given in a narrative form shed light on which elements of their background and training benefited them as examiners. According to the participants, varied and extensive pedagogical training, taking exams as students and intensive performance education gave them the most advantages during their early careers as examiners. Regarding the examiner apprenticeship program, participants felt that they would have benefited from more practical experience during the early classroom seminar, additional opportunities to observe students at varying performing levels and more time for discussion with their mentors.
These recommendations for background preparation and enhanced training are intended to give examiners greater confidence in their evaluative roles early in their careers, enabling them to provide constructive and effective assessments for students and their teachers.
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