An investigation into the assessment of progression in composing in music at key stage 3

Abstract

At a time when continuity and progression are considered vital in education in schools it was brought to the writer's attention that teachers are encountering problems in assessing the progression of pupils' work in composing in music. The relevant literature and documentation of the twentieth century suggests that training and guidance for music teachers in teaching composing has been lacking and there could well be difficulties in teaching and assessing this area of the curriculum. The investigation took place through interviewing a sample of secondary music teachers of different levels of experience. Their perceptions as to the nature of composing and progression were particularly focused upon. The results of the investigation show that there is little agreement amongst teachers as to the nature of composing and progression. This was largely due to their diverse perceptions as to the role of composing. Many of the informants lacked experience in this field. Also, there was a mismatch of expectations between SCAA (D.F.E. 1996), the National Curriculum (D.F.E. 1995), teachers and pupils as to what should be achieved in composing at Key Stage 3.Areas where achievement and progression could be measured were, however, identified in the results. These have been focused upon by the writer in designing part of a curriculum for music at Key Stage 3 in which progression can be measured accompanied by a suitable scheme of assessment.