| Abstract [eng] |
In the gradually being established education based on the liberal education paradigm, special attention is paid to non-formal music education of children organised in music (art) schools, the sector which can significantly contribute to development of personal, social, educational, professional competences providing equal opportunities to every person to become an active and successfully functioning member of society through satisfaction of the needs for self-expression. Today, education in music school is characteristic of not only the features of the liberal education paradigm that are specific to non-formal education of pupils, but also has retained the features of the classical education paradigm which were the basis to start foundation of them back in the Soviet period. The prevailing dichotomy of education makes the problem of the environment under evaluation relevant. It is observed that formal assessment in music education is a specific and the least investigated constituent part of contemporary process of education, which, even though undergoing little changing, makes impact on a positive change of the entire system. The aim of the research of the Doctoral Dissertation is to investigate and generalise experiences of pupils, teachers and parents in formal assessment in the context of non-formal music education of children. The method of semi-structured interview has been employed to collect the research data and, having analysed it by applying the method of qualitative content analysis based on inductive logic, the following conclusions have been obtained: formal assessment of pupils in music schools is dissociated from the very process of teaching and learning; music schools are characteristic of multiple concepts of formal assessment; in practice of music school education, formal assessment manifests as a dual process, i.e. differs in lesson and public accounting for assignments; regulates pupils’ motivation for learning; helps to reveal pupil’s and teacher’s self-value and make impact on its (self-)formation; determines the emotional experiences underwent by both pupils and teachers in the process of (self-)education and is dependent on the contexts prevailing in music schools. |
