Hostname: page-component-669899f699-qzcqf Total loading time: 0 Render date: 2025-04-26T01:16:56.620Z Has data issue: false hasContentIssue false
  • English
  • Français

Too fine a net to catch the fish? An investigation of the assessment of composition in GCSE Music

Published online by Cambridge University Press:  18 December 2008

Christopher Pilsbury  and
Philomena Alston
Get access Rights & Permissions [Opens in a new window]

Abstract

In this study, the authors set out to investigate the assessment of musical composition in the General Certificate of Secondary Education (GCSE), according to the criteria and marking system of a ‘typical’ examining board. In this article they describe how they conducted their investigations, what they found, what they suggest may be reasons for those findings, and how it might be possible to make improvements in the assessment procedures.

Type
Research Article
Information
British Journal of Music Education , Volume 13 , Issue 3 , November 1996 , pp. 243 - 258
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

D.E.S. (1985) Music from 5 to 16, Curriculum Matters 4. London:H.M.S.O.Google Scholar
D.E.S. (1992) Music in the National Curriculum (England). London:H.M.S.O.Google Scholar
Hargreaves, D. (1990) ‘The Arts in the School Curriculum'. In Swanwick, K. (Ed.) The Arts and Education. London:NAEA.Google Scholar
Harvey, J. (ed) (1994) ‘These music exams'. London: Associated Board of the Royal Schools of Music.Google Scholar
Paynter, J. (1982) Music in the Secondary School Curriculum. Cambridge: Cambridge University Press.Google Scholar
Paynter, J. (1992) Sound & Structure. Cambridge: Cambridge University Press.Google Scholar
Paynter, J. & Aston, P. (1970) Sound and Silence. Cambridge: Cambridge University Press.Google Scholar
Ross, M. (1986) ‘Against Assessment’. In Ross, M. (ed) Assessment in Arts Education. Oxford: Pergamon Press.Google Scholar
Salaman, W. (1987) ‘Music in Schools and the National Curriculum'. Music Teacher 66, 12, 7–9.Google Scholar
Salaman, W. (1988) ‘Objectives and the Teaching of Composition’. British Journal of Music Education 5, 1, 3–20.CrossRefGoogle Scholar
Secondary Examinations Council (1986) G.C.S.E. A Guide for Teachers. London:Open University Press.Google Scholar
Stavrides, M. (1995) The Interaction of Audience-listening and Composing: a Study in Cyprus Schools. Unpublished Ph.D. thesis, University of London.Google Scholar
Swanwick, K. (1979) A Basis for Music Education. London:NFER Nelson.Google Scholar
Swanwick, K. (1988) Music, Mind, and Education. London:Routledge.Google Scholar
Swanwick, K. (1990) ‘The Arts & the Curriculum'. The Arts & Education. London:NAEA.Google Scholar
Swanwick, K. (1991) ‘Further Research on the Musical Development Sequence'. In Psychology of Music 19, 22–32.CrossRefGoogle Scholar
Swanwick, K. & Tillman, J. (1986) ‘The Sequence of Musical Development*. British Journal of Music Education 3, 3, 305–339.CrossRefGoogle Scholar
Willmott, A. S. & Nuttall, D. L. (1975) (eds) The Reliability of Examinations at 16 + . London: MacMillan Education.Google Scholar