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ERIC Number: EJ819200
Record Type: Journal
Publication Date: 2008-Sep
Pages: 10
Abstractor: ERIC
Reference Count: 26
ISSN: ISSN-1532-8090
Debating Assessment in Music Education
Fisher, Ryan
Research and Issues in Music Education, v6 n1 Sep 2008
Music education organizations achieved a huge success in Texas several years ago when legislation declared music as a part of the core curriculum. Similarly, more recent national education legislation like No Child Left Behind has recognized music as a core curricular subject. Since that time, little has been done to assess music students to ensure a set of basic skills and knowledge is being achieved. While national and state music standards exist, these standards, in many cases, are not mandatory and merely serve as a guide or recommendations for music educators to follow. Other core subjects endure severe oversight and rigorous testing at the state and local levels to measure whether or not students are attaining minimum standards. Some music educators are pushing for national testing of music students to demonstrate that music has an academically measurable component. Yet other music educators are fearful that assessment of music education will have the same negative effects that other core subject high-stakes testing has had on schools. This article serves to discuss the current debate on national music assessment and to argue that music education's place in the core curriculum demands an increase in oversight through standardized music assessment of students in music education classes. (Contains 1 footnote.)
University of St. Thomas. Graduate Programs in Music Education, Loras Hall 103, 2115 Summit Avenue, Saint Paul, MN 55105. Tel: 651-962-5729; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001