To assess choir singing is a phenomenon that has been researched for several decades.What has been relevant in previous research is what to assess in choir singing and howit ́s done. This study explore upper secondary choral teachers ́perception of assessmentin choir singing. Through qualitative interviews, six choral teachers get to provide theirperception. Phenomenography constitutes astheoretical perspective, but also as a method,as the variation of different perceptions is analyzed. Three categories appears in theresults: the music teachers ́goal regarding choir singing and assessment, knowledge andabilities in choir singing, and assessment practices. The music teacher ́s goal with choirsinging vary depending on what the music teacher considers important. Perceptions aboutknowledge and abilities in choir singing differs slightly, however a joint perception is thatresponsibility and leadership is have a high impact on students ́ grade. Seven variousperceptions about assessment practices are prominent: digital recording, individual tests,choir singing tests, theoretical tests, assessment through experience, peer assessment and collective performance. In the discussion, two different natures emerge regardingteachers ́ goals with choral education: aesthetic goals and institutional goals. Findingspointed out that the nature of the goal affects the use of different assessment practices, tobenefit the objectives of the teacher.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-121744 |
| Date | January 2023 |
| Creators | Moensjö, Olle |
| Publisher | Linnéuniversitetet, Institutionen för musik och bild (MB) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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