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I. Research-based rubrics for assess...

Nelly, Thomas F.

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I. Research-based rubrics for assessing undergraduate music compositions: A validity study. II. Identity Crisis, a composition for wind ensemble, percussion, electric organ, and electric bass.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	I. Research-based rubrics for assessing undergraduate music compositions: A validity study. II. Identity Crisis, a composition for wind ensemble, percussion, electric organ, and electric bass./
作者:	Nelly, Thomas F.
面頁冊數:	263 p.
附註:	Advisers: Paul Richards; James Sain.
Contained By:	Dissertation Abstracts International67-06A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3224591
ISBN:	9780542756467

I. Research-based rubrics for assessing undergraduate music compositions: A validity study. II. Identity Crisis, a composition for wind ensemble, percussion, electric organ, and electric bass.
Nelly, Thomas F.

I. Research-based rubrics for assessing undergraduate music compositions: A validity study. II. Identity Crisis, a composition for wind ensemble, percussion, electric organ, and electric bass. - 263 p.

Advisers: Paul Richards; James Sain.

Thesis (Ph.D.)--University of Florida, 2006.

Part II of this document is an original composition for wind ensemble, percussion, electric organ, and electric bass. It was inspired by research in creativity and authenticity.

ISBN: 9780542756467Subjects--Topical Terms:

1017808
Education, Music.

I. Research-based rubrics for assessing undergraduate music compositions: A validity study. II. Identity Crisis, a composition for wind ensemble, percussion, electric organ, and electric bass.
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245 1 0 $a I. Research-based rubrics for assessing undergraduate music compositions: A validity study. II. Identity Crisis, a composition for wind ensemble, percussion, electric organ, and electric bass.
300 $a 263 p.
500 $a Advisers: Paul Richards; James Sain.
500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2091.
502 $a Thesis (Ph.D.)--University of Florida, 2006.
520 $a Part II of this document is an original composition for wind ensemble, percussion, electric organ, and electric bass. It was inspired by research in creativity and authenticity.
520 $a The purpose of part I of this document was to develop and validate assessment rubrics for use in assessing undergraduate music compositions. The following questions guided this study. First, what are the constructs of undergraduate music composition? Second, can these constructs be developed into assessment rubrics? And third, can these rubrics be validated by experts in the field of undergraduate composition, in this case, composition professors?
520 $a Research revealed four main constructs of undergraduate music composition: craftsmanship, musicianship, communication of ideas, and creativity. Each is a main category in the rubric's design and each contains its own criteria. The rubrics were designed based on research in music assessment, creativity assessment, music composition, creativity models, aesthetics, music education, and psychology.
520 $a Twelve professors who are teachers of undergraduate composition students have examined and commented on the rubrics. They varied by geographic region, school size, gender, age (34-74), and years of teaching experience (5-50); all hold a doctorate degree in composition, and all are active composers. The evaluation instrument used consisted of a questionnaire and instructions that were designed by the researcher. Evaluations occurred between March and August of 2005.
520 $a Results showed that craftsmanship, musicianship, creativity, and communication of ideas are the main constructs of undergraduate music composition and that the rubrics designed based on these constructs are valid assessment tools for use in undergraduate composition (11 of 12 participants agree). However, some suggestions were made for changes, additions, and deletions to the criteria (categories in the rubrics) used to assess these constructs. Overall, the participants (1) would use such rubrics because they are comprehensive and enable teachers to clearly communicate with their students, and (2) favored formative over summative assessment. Therefore, it was suggested a flexible rubric be created in which elements can be selected from a comprehensive list and which can be implemented in a personal, case-by-case manner. Based on the responses of the participants, the rubric was revised by the researcher.
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