Transcript Damien Sagrillo – 1 May 2014 - [email protected] Music Education in Luxembourg and its Assessment Damien Sagrillo Université du Luxembourg CEA 2 0 1 4 12 Conference.

Damien Sagrillo – 1 May 2014 - [email protected]
Music Education in
Luxembourg and its
Assessment
Damien Sagrillo
Université du Luxembourg
CEA 2 0 1 4
12 Conference on Educational Assessment
May 1, 2014
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Célestin Freinet: Cycling
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Jean-Jacques Rousseau
 Music education
 orientation towards practice
 3 arguments
Singing and composing before musical «literacy»
1.



Difference between written language and music
2.


3.
Before learning something about our anatomy, we use
it
Activity first
Learning by doing
Language: We produce our own ideas
Music: We produce the ideas of others
Formative evaluation
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The Learning Processes and
Music Education
Formal learning
Non-formal learning
Informal learning
http://kompass.humanrights.ch/cms/front_content.php?idcat=1539
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Overview
Music education in Luxembourg
 General courses
 Primary and secondary schools
 University
 Social Educational Work
 Special music education
 Conservatories, music schools, music courses
 Community funding
 Private music schools
 Further
 Informal music learning in amateur groups
 LOGIN:MUSIC (Luxembourg Philharmonic
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Music education in formal
school environments. Contents
 Tendency: An oversupply of learning contents
“underchallenges” pupils!
 Traditional contents
 Art music
 New tendencies
 Music, movement
 Folk songs
 Theory of music

 Orff method

 Recorder


and dance
Musicals
Jazz, Rock, Pop, HipHop, Techno
Video clips, film
music
Music and IT
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Music education in formal
school environments.
Forms of assessment
 How can be assessed?
 Appraising: formative evaluation
 Validating: intermediate form
 Censoring: evaluating numerically
 What can be assessed?
 All the above listed contents
 Competences
 Practicing (singing, playing), music theory (knowledge about
music), musical creativity, listening to music, elementary
dancing and music theatre, music in an transversal approach
 Aspects to consider for assessment
 Collaboration, presentations, practice, homework, project
work,…
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Quantitative Comparison
General Schools and Music
Schools (2009-10)
 Pupils at primary and at secondary level
 47051 + 37941 = 84992
 (France: 14.955.000, Germany 11.676.338,
Austria 2001: 1.091.500, Switzerland 2008:
1.267.458 )
 Pupils at conservatories, music schools and music
courses
 5124 (Cons.) + 5479 (MS) + 4114 (CM) = 14717
 (France: 280.000, Germany 237.116, Austria
2007: 206.000, Switzerland 2004: 243.000)
17,3% of the school population
(France: 1,9 %, Germany: 2,03%, Austria 18,9%,
Switzerland: 19,2)
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Music in social work
Education
• At the secondary schools for educators
• At the university
Adressees
• Children, adolescents, elder peoble
• Music therapy
Relevance
• Extracurricular activities
• Screening for future talents
Topics
Evaluation
• From general schools and specially
adapted
• Normally none or, if at all, formative
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Specialized Music Education
Public music schools
Private music schools
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The Law of Music Education,
1998
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http://www.legilux.public.lu/leg/a/archives/1998/0035/1998A04911.html
Specialized
music education
for future
professional
musicians
Musical
education for
children
Improvement
of musical
knowledge for
adults
Preamble
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Set of rules
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Optional
•Basis 1-3
nd
•2 level 4-5
•Specialized 4-5(-6)
“FM” /
Solfeggio
Obligatory
Minors
Major
Instrument /
Vocal /
Dance
•Theory of
harmony
•Sight-reading
•Chamber music
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Motivation
Talent
Interest
Extrinsic motivation
by parents and by
summative
assessment?
No Talent
No Interest
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Levels of artistry during
apprenticeship
 Age  “FM” / Solfeggio
 Instrument
(Voice,…)
 8-11
 1ère mention
 12
 1er prix
 3e mention
 14
 Solfège supérieur
 2e mention
 16
 1ère mention
 18
 2e prix
 20
 1er prix
 22
(equivalent to an entrance exam for academic studies)
 Prix supérieur
(equivalent to a first year of academic studies)
 These levels are evaluated summatively by
school-external experts in contest situations
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School assessment
in Luxembourg
 From summative to formative, competence-
based evaluation in fundamental schools
 2009: year of transition
 For 6-12 years-old children
 Mostly summative evaluation in secondary
schools
 Double assessment in public music schools
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Double assessment in
public music schools
 Assessment by class teachers every semester
 Summative
 Recently tendencies to formative evaluation due
to the recent paradigm change in fundamental
schools
 Summative assessments in regular
compulsory internal music-school-“contests”
by school-external experts
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Assessment tables
 Summative ev.
 0-10
 10-20
 20-30
 30-40
 40-50
very bad
bad
insufficient
sufficient
good
very good
 50-60
 (only for music schools)
 50-55
 56-58
 59-60
very good
distinction
great distinction
 Formative ev.
 4 levels of
competences from
A (very good) to
D (to be improved)
 Comments on
 Disciplinary
competences
 Cross-curricular
competences
 Further reports
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Evaluation of the system
Assessment of education in Luxembourg since 1970
Reputation Reputation
of general
of music
education education
Reference:
Pisa
Evaluation
Reference:
Increasing number and success
of Luxembourgish students at
international music universities
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The system assesses,
but the system also needs
to be assessed
 Criteria of assessment
 Accepted students to music universities
 Development of musical life in Luxembourg
 Partially a result of music education
 Interviewing of alumni
 By semi-guided interviews in relation to community music
and music education
 Critical review of the range of subjects, their necessity and
their quality
 Adaptability to today’s needs
 Comparison of more modern curricula
 France, Germany, Belgium,…
 Analysis of the reasons of the drop-out-rate
 Why do music pupils stop their apprenticeship?*
The Droping-out of „solfège“-pupils is a
negative assessment of the system
2003/2004
1st year 505
2nd year 418
3rd year 325
2004/2005
1st year 495
2nd year 440
3rd year 389
2005/2006
1st year 549
2nd year 405
3rd year 418
2006/2007
1st year 525
2nd year 472
3rd year 484
Semiofficial statistics of the music school of the national
music federation (communicated orally)
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Thank you for
your attention!
Damien Sagrillo
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