Assessment with Orff-Schulwerk Pedagogy in the Chinese Junior High School Music Classroom

DOI

10.2991/assehr.k.210609.067How to use a DOI?

Keywords

Music education, Assessment, Orff-Schulwerk, Chinese junior high school, Creativity

Abstract

This article examines the necessity and applicability of the Orff-schulwerk approach as an assessment principle to Chinese music classroom assessment. Previous research has focused on discussing how Schulwerk-based instruction appropriate for formative and summative assessments. However, the combining of the Orff-Schulwerk pedagogy with the assessment mechanism of the Chinese junior high school music classroom has not been more discussed. This article criticizes the summative assessment of music in Chinese junior high school, and highlights the fact that the Orff-Schulwerk approach is able to provide Chinese music practitioners with an inner direction featuring creativity at the heart of assessment.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Xiaoyu Xiong
PY  - 2021
DA  - 2021/06/10
TI  - Assessment with Orff-Schulwerk Pedagogy in the Chinese Junior High School Music Classroom
BT  - Proceedings of the 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021)
PB  - Atlantis Press
SP  - 332
EP  - 338
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210609.067
DO  - 10.2991/assehr.k.210609.067
ID  - Xiong2021
ER  -