Chapter 1 notes

Assessment provides "proof..."
...of musical growth, progress
...That we're making the right decisions in teaching
...when faced with challenges by authorities (i.e. parents, budget cuts)
...for a "sense of purpose" for students
....of accountability of student learning

"Assessment and Learning Theory..."
Learning Theory - broad, meta theory deals with specific subject
Music has numerous cognitive domains (sing, play, listen, create...)
Ill structured vs. well structured domains - guided by rules or principles
"structuredness" is not dependent on teaching, it's the nature of the domain. Math is well structured, rhythm in music is not.
The more ill structured or complex the domain is, the more varied student experiences must be.

Constructivism: contextual, spiral learning, experiential continuum
Objectivism: right/wrong, governed by set principles


Modes of expression: performing, creating, and responding
performing: active music making, expression and interpretation
creating: origination, composer/improviser/arranger
responding: audience member or consumer, critical thinking and informed judgement