Assessment of Musical Knowledge from a Life-World-Phenomenological Perspective. : The Challenge of Conceptualising and Communication.
Part of : Hellenic journal of music, education and culture ; Vol.2, No.1, 2011, pages 37-45
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Pages:
37-45
Author:
Abstract:
The article functions as a contribution to the current discussion about assessment thattakes place in several educational settings, at several levels. In those contexts the idea of howdifferent qualities of musical knowledge are expressed, is constituted and re-created through thesharing of experience. Still concepts and descriptions of the qualities, which should be possible touse as a base for discussion and reflection upon musical knowledge, are most often missing. Thecontribution in the discussion is based on a view of knowledge and learning takes a life-worldphenomenologicalway of thinking as a point of departure, based on Merleau-Ponty, Heidegger andDufrenne. The philosophy offers a base for a further discussion of the possibilities of, and challengesto how musical knowledge can be assessed, and how assessment can become a part of musicallearning. This article will take into account the multi-dimensional phenomenon of music, and how itinfluences the concepts of musical knowledge and learning. It will address the conceptualisation ofsuch knowledge, the weight of style and earlier experiences, the aspect of response in connection tolanguage, and how musical knowledge can be expressed and assessed in the spirit of intersubjectivity.
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Subject (LC):
Keywords:
Assessment, conceptualization, musical knowledge, life-worldphenomenology
References (1):
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