Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

1

Music Education in Luxembourg and its

Assessment

Damien SagrilloUniversité du Luxembourg

CEA 2 0 1 412th Conference on Educational Assessment

May 1, 2014

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

2

Célestin Freinet: Cycling

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

3

Jean-Jacques Rousseau

Music education orientation towards practice

3 arguments1. Singing and composing before musical «literacy»

Before learning something about our anatomy, we use it

Activity first Learning by doing

2. Difference between written language and music Language: We produce our own ideas Music: We produce the ideas of others

3. Formative evaluation

The Learning Processes and Music Education

Formal learning

Non-formal learningInformal learning

http://kompass.humanrights.ch/cms/front_content.php?idcat=1539

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

5

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 Orchestra)

OverviewMusic education in Luxembourg

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

6

Music education in formal school environments. Contents

Traditional contents Art music Folk songs Theory of music Orff method Recorder

New tendencies Music, movement

and dance Musicals Jazz, Rock, Pop,

Hip-Hop, Techno Video clips, film

music Music and IT

Tendency: An oversupply of learning contents “underchallenges” pupils!

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

7

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,…

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

8

Quantitative ComparisonGeneral 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)

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

9

Music in social work

• At the secondary schools for educators

• At the university

Education

• Children, adolescents, elder peoble

• Music therapy

Adressees

• Extracurricular activities• Screening for future talents

Relevance

• Normally none or, if at all, formative

Evaluation

• From general schools and specially adaptedTopics

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

10

Specialized Music Education

Public music schoolsPrivate music schools

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

11

The Law of Music Education, 1998

Preamble

Musical education

for children

Specialized music

education for future

professional musicians Improveme

nt of musical

knowledge for adults

http://www.legilux.public.lu/leg/a/archives/1998/0035/1998A04911.html

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

12

Set of rules

“FM” /Solfeggi

o

•Basis 1-3•2nd level 4-5

•Specialized 4-5(-6)

Obligatory

Minors

•Theory of harmony•Sight-reading

•Chamber music

Initiation to

music

Optional

MajorInstrument /

Vocal /Dance

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

13

Talent Interest

No Talent No Interest

Extrinsic motivation

by parents and by summative assessment?

Motivation

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

14

Levels of artistry during apprenticeship

“FM” / Solfeggio

1ère mention 1er prix Solfège

supérieur

Instrument(Voice,…)

3e mention 2e mention 1ère mention 2e prix 1er prix

(equivalent to an entrance exam for academic studies)

Prix supérieur(equivalent to a first year of academic studies)

Age 8-11 12 14 16 18 20

22

These levels are evaluated summatively by school-external experts in contest situations

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u 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

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

16

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

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

17

Assessment tables

Summative ev. 0-10 very bad 10-20 bad 20-30 insufficient 30-40 sufficient 40-50 good 50-60 very good

(only for music schools) 50-55 very good 56-58 distinction 59-60 great distinction

Formative ev. 4 levels of

competences fromA (very good) to D (to be improved)

Comments on Disciplinary

competences Cross-curricular

competences Further reports

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

18

Reputation of

music educatio

n

Reputation of

general educatio

n

Assessment of education in Luxembourg since 1970

Reference:Pisa

Evaluation

Reference:Increasing number and

success of Luxembourgish students

at international music universities

Evaluation of the system

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u 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?*

20

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)

Dam

ien

Sag

rillo

– 1

May

201

4 -

dam

ien.

sagr

illo@

uni.l

u

21

Thank you for your attention!

Damien Sagrillo