Perspectives on Learning Assessment in the Arts in Higher Education

<p>Drawing on theoretical and empirical insights from art teachers in Canada and Europe, this edited volume explores the question of how learning in the arts can be effectively and fairly assessed in the context of higher education.</p><p>The chapters consider a rich variety of assessment practices across music, visual and plastic arts, performing arts, design, fashion, dance and music and illustrate how knowledge, competencies, skills and progress can be viably and fairly assessed. Contextual challenges to assessment are also considered in depth, and particular attention is paid to the challenges of reconciling teaching in the arts, aimed at an intuitive transformation of the student, and assessing learning that takes on its meaning in subjectivity and sensitivity.</p><p>This text will benefit researchers, academics and educators in higher education with an interest in assessment in the artistic disciplines and in the topic of creativity more broadly. Those specifically interested in educational assessment policy and the visual arts will also benefit from this book.</p> <p>Introduction </p><p>Diane Leduc and Sébastien Béland</p><p>PART ONE: Fundamental perspectives: About subjectivity and intentionality </p><p>Chapter 1. The Ethics of Assessing Learning in the Arts</p><p>Denis Jeffrey and Lorna Boily </p><p>Chapter 2. Objectifying Subjectivity </p><p>François-Marie Gerard </p><p>Chapter 3. The Problem of Authorship: A Thorn in the Side of Assessment </p><p>Dina Zoe Belluigi </p><p>PART TWO: Broader Perspectives: From the audition to the graduation </p><p>Chapter 4. From Competitions to Examinations: An Analysis based on a Range of Practices and Artistic Assessment Criteria in France, Switzerland, and Albania</p><p>Isabelle Mili </p><p>Chapter 5. The Assessment of Instrumental Learning in Classical Music in Francophone Canada and Europe<br><i>Isabelle Héroux and Laurence Lambert-Chan </i></p><p>Chapter 6. From Fail to First: Revising Assessment Criteria in Art and Design</p><p>Robert Harland and Phil Sawdon </p><p>PART THREE: Overlapping perspectives: Between the fear and the wow!</p><p>Chapter 7. Should We Fear Assessment in the Arts?</p><p>Charles Hadji </p><p>Chapter 8. Assessing Creativity in Three College Programs<br><i>Angela Mastracci</i> </p><p>Chapter 9. The <i>Wow</i> Factors: The Assessment of Practical Media and Creative Arts Subjects</p><p>Janey Gordon </p><p>PART FOUR: Applied perspectives: Of competencies and practices </p><p>Chapter 10. Assessing Competencies in Visual Arts: The Case of Francophone Europe</p><p>Bernard-André Gaillot </p><p>Chapter 11. Development and Assessment of Creative Competency in Visual Art and Dance </p><p>Pierre Gosselin, Sylvie Fortin, Elaine St-Denis, Sylvie Trudelle, Francine Gagnon-Bourget, and Serge Murphy </p><p>Chapter 12. The Assessment of Creative Competency in the Visual Arts in Québec Universities and Colleges</p><p>Pierre Gosselin, Elaine St-Denis, Sylvie Fortin, Sylvie Trudelle, Francine Gagnon-Bourget, and Serge Murphy </p><p>Chapter 13. The Assessment of Creative Competency in Contemporary Dance in Québec</p><p>Colleges and Universities: What the teachers have to say about it</p><p>Sylvie Fortin, Sylvie Trudelle, Pierre Gosselin, Elaine St-Denis, and Serge Murphy </p><p>Chapter 14. Using the Portfolio as a Tool for Assessment in the Arts</p><p>Martin Mainguy </p><p>Chapter 15. Assessing Practices in Four Postsecondary Performing Arts Institutions in Montreal</p><p>Diane Leduc and Laurence Lambert-Chan </p>