11. “Seeing Is Believing”: The Importance of Visual Factors in Music Performance Assessment

Dorina Geta Iușcă 1
  • 1 “George Enescu” National University of Arts from Iaşi, , Romania

Abstract

The criteria recommended for the performance of internal assessment are the ones included in the national model for school inspection applied by the inspectors in the school inspectorate or the Ministry of Education (with subsequent names) who carry out internal assessments. Educational establishments can also decide on certain additional criteria - in line with the specific needs. All educational establishments must perform the annual assessment of activity, regarding school development, educational programs, curricular and extracurricular activities, quality of the teaching-learning process, human resources development, relations with the community and European dimension in the education offered. A tricky problem is represented by the specific assessment of Children Centres and Clubs that carry out non-formal activity, without school programs and handbooks approved by the Ministry of Education. Carrying out an analysis of the manner of assessing formal and non-formal educational units, the need to readjust the internal and external assessment was identified. At the level of school inspectorates, school inspection is carried out by a team consisting of specialised inspectors who know the specificity of those educational units. The main problem is represented by the external assessment carried out by ARACIP with the help of standard specific means: fields, indicators, reference descriptors and specific descriptors. Through the study performed, a series of proposals on the beneficial amendments for the quality assessment within Children Centres and Clubs is identified.

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • 1. Adams, G. (1978). Racial Membership and Physical Attractiveness Effects on Preschool Teachers’ Expectations. Child Study Journal, 8, 29-41

  • 2. Cann, A., Siegfried, W., & Pearce, L. (1981). Forced Attention to Specific Applicant Qualifications: Impact on Physical Attractiveness and Sex of Applicant Bias. Personnel Psychology, 34, 65-75

  • 3. Davidson, J. W. (1994). Which Areas of a Pianist’s Body Convey Information about Expressive Intention to an Audience? Journal of Human Movement Studies, 6, 279-301

  • 4. Davidson, J. W. (2007). Qualitative Insights into the Use of Expressive Body Movement in Solo Piano Performance: A Case Study Approach. Psychology of Music, 35(3), 381-401

  • 5. Eagly, E. H., Ashmore, R. D., Makhijani, M. G., & Longo, L. C. (1991). What Is Beautiful Is Good, But…: A Meta-Analytic Review of Research on the Physical Attractiveness Stereotype. Psychological Bulletin, 110, 109-128

  • 6. Elliott, C. A. (1995/1996). Race and Gender as Factors in Judgments of Musical Performance. Bulletin of the Council for Research in Music Education, 127, 50-56

  • 7. Forbes, G. W. (1994). Evaluative Music Festivals and Contests – Are They Fair? Update: Applications of Research in Music Education, 1, 16-20

  • 8. Gillespie, R. (1997). Ratings of Violin and Viola Vibrato Performance in Audio-Only and Audiovisual Presentations. Journal of Research in Music Education, 45(2), 212-220

  • 9. Griffiths, N. K. (2009). “Posh Music Should Equal Posh Dress”: An Investigation into the Concert Dress and Physical Appearance of Female Soloists. Psychology of Music, 1-19

  • 10. Juchniewicz, J. (2008). The Influence of Physical Movement on the Perception of Musical Performance. Psychology of Music, 36(4), 417-427

  • 11. Lychner, J. A. (2008). A Comparison of Non-Musicians’ and Musicians’ Aesthetic Response to Music Experienced with and without Video. International Journal of Music Education, 26(1), 21-32

  • 12. McCray, J. (1993). Effects of Listeners’ and Performers’ Race on Music Preferences. Journal of Research in Music Education, 41(3), 200-211

  • 13. Radocy, R. E. (1989). On Quantifying the Uncountable in Music Behavior. Bulletin of the Council for Research in Music Education, 88, 22-31

  • 14. Ryan, C., & Costa-Giomi, E. (2004). Attractiveness Bias in the Evaluation of Young Pianists’ Performances. Journal of Research in Music Education, 52(2), 141-154

  • 15. Shahani, C., Dipboye, R., & Gehrlein, T. (1993). Attractiveness Bias in the Interview: Exploring the Boudaries of an Effect. Basic and Applied Social Psychology, 14, 317-328

  • 16. Wapnick, J., Mazza, J. K., & Darrow, A. A. (1998). Effects of Performer Attractiveness, Stage Behaviour, and Dress on Violin Performance Evaluation. Journal of Research in Music Education, 46(4), 510-521

  • 17. Wapnick, J., Mazza, J. K., & Darrow, A. A. (2000). Effects of Performer Attractiveness, Stage Behaviour, and Dress on Children’s Piano Performances. Journal of Research in Music Education, 48(4), 323-336

  • 18. Wapnick, J., Ryan, C., Lacaille, N., & Darrow, A. A. (2004). Effects of Selected Variables on Musicians’ Ratings of High-Level Piano Performances. International Journal of Music Education, 22(1), 7-20

OPEN ACCESS

Journal + Issues

Search