Assessment of
learning and the allocation of credits according to the European Credit
Transfer and Accumulation System is no longer an educational tool which
concerns professors, but it has become a statutory duty that sees
conservatories of music part of a network of relationships. This study
highlights the situation of Higher Music Education in Italy: we will consider the assessment models in
their context of use and on the basis of ideal values that support them; we
will examine the famous case of Giuseppe Verdi, rejected in its entrance exam
to the Conservatory of Milan, which represents, paradoxically, the weaknesses
of the assessment system, providing a historical perspective; we will propose an examination of the practical and legal
aspects of the national assessment system; finally, we will offer an
example of good practice that shows how to contextualize some important aspects
of this problem.
References
[1]
Ausubel, D. P. (1968). Educational Psychology. A Cognitive View. New York: Holt (tr. it.: 1983. Educazione e processi cognitivi. Milano: Franco Angeli).
[2]
Avanzini, A. (2002). Giuseppe Verdi, un profilo pedagogico. Milano: Franco Angeli.
[3]
Bordin, A., Cantamessa, M., & De Cicco, D. (2012). Musical Learning and Assessment: Normatives, Practices and Methods in the Context of the Italian Education System. In T. S. Brophy, & A. Lehmann-Wermser (Eds.), Music Assessment across Cultures and Continents: The Culture of Shared Practice. Proceedings of the 3rd International Symposium on Assessment in Music Education (pp. 175-185). Chicago: GIA Publication.
[4]
Conati, M. (2000). Ricordi personali su Verdi (1898-1900). In Verdi. Interviste e incontri (pp. 370-373). Torino: EDT.
[5]
Corda Costa, M., & Visalberghi, A. (1995). Misurare e valutare le competenze linguistiche. Firenze: La Nuova Italia.
[6]
Cox, J. (2010). Admission and Assessment in Higher Music Education. Brussels: AEC-Association Européenne des Conservatoires Académies de Musiqueet Musikhochschulen.
[7]
Döbert, H., von Kopp, B., & Mitter, W. (2007). The Education Systems of Europe. London: Springer.
[8]
Eurydice (2010). Focus on Higher Education in Europe 2010. The Impact of the Bologna Process. Brusselles: European Commission.
[9]
Fautley, M. (2010). Assessment in Music Education. Oxford: Oxford University Press.
[10]
Gatti, C. (1931). Verdi. Milano: Alpes.
[11]
Montemorra Marvin, R. (2010). Verdi the Student-Verdi the Teacher. Parma: Istituto Nazionale di Studi Verdiani.
[12]
Oberdorfer, A. (1951). Giuseppe Verdi. Autobiografia dalle lettere. Milano: Rizzoli.
[13]
Pougin, A. (1881). Giuseppe Verdi. Vita anedottica, con note ed aggiunte di Folchetto. Milano: Ricordi.
[14]
Rossi, T. (1997). The Present Reality and Trends in Italian Music Education. In S. Leong (Ed.), Music in Schools and Teacher Education: A Global Perspective (pp. 229-236, 308-312). Nedlands: ISME, Callaway International Resource Centre for Music Education (CIRCME), The University of Western Australia.
[15]
Rossi, T., & Fedrigo, C. (2010). Music Teaching Professions and New Teacher Training in Italian Conservatories of Music: From Music Educator to Teacher of Music and Instruments. In N. Kalyoncu, D. Erice, & M. Akyuz (Eds.),. Music and Music Education within the Context of Socio-Cultural Changes. Proceedings of the 18th EAS Congress (pp. 215-223). Ankara: Abant Izzet Baysal University-EAS Association for Music in Schools.
[16]
Rossi, T., & Fedrigo, C. (2012). The Musician as Teacher: A Contribution to Higher Musical Education in Italy. In Program and Conference Schedule, 20th EAS Conference, Craftsmanship & Artistry (pp. 18-19). The Hague, The Netherlands: EAS Association for Music in Schools, The Royal Conservatoire The Hague.
[17]
Walker, F. (1962). The Man Verdi. London: Dent. (Reprint: Chicago: University of Chicago Press, 1982)
