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Abstract

This research investigated the attitudes towards assessment of music teachers in Brittany, France. The relative significance attached to musical examination and the psychological attitudes of music teachers towards assessment were examined. Participants (staff, students, teachers and directors of five music conservatoires in Brittany) were interviewed and completed two Q-sort questionnaires in which 20 statements reflected attitudes towards music assessment. Results suggested that musical performances in French schools of music are organized in a final and normative form. This article demonstrates how two different epistemological concepts, ‘evaluation’ and ‘exam’, are seen as very similar in the opinions of music teachers.

Keywords

assessment attitudes conservatoires examinations France music teacher

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Attitudes of music teachers towards final examinations in the French music conservatoires

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