國立虎尾科技大學 |

The Perceptions and Cultural Persistence of Graded Music Examinations, and Their Impacts on Instrumental Teaching and Learning in Hong Kong.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Perceptions and Cultural Persistence of Graded Music Examinations, and Their Impacts on Instrumental Teaching and Learning in Hong Kong./
作者:	Tse, Yee Ni.
面頁冊數:	1 online resource (417 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
Contained By:	Dissertations Abstracts International85-09A.
標題:	Music. -
電子資源:	click for full text (PQDT)
ISBN:	9798381946109

The Perceptions and Cultural Persistence of Graded Music Examinations, and Their Impacts on Instrumental Teaching and Learning in Hong Kong.
Tse, Yee Ni.

The Perceptions and Cultural Persistence of Graded Music Examinations, and Their Impacts on Instrumental Teaching and Learning in Hong Kong. - 1 online resource (417 pages)

Source: Dissertations Abstracts International, Volume: 85-09, Section: A.

Thesis (Ph.D.)--University of London, University College London (United Kingdom), 2024.

Includes bibliographical references

Musical performance assessments have had a long tradition. It has been suggested that formal music examinations, such as Graded examinations, are beneficial to students' musical learning in terms of increasing motivation, structuring learning, setting goals, providing challenges, and obtaining certification. This research aimed to explore the Graded instrumental examinations system in Hong Kong. A theoretical model inspired by Bronfenbrenner's Ecological Systems Theory (1994), Activity Theory (Engestrom, 2001), and Creech's (2009) typology of parent-pupil-teacher triadic interactions was used to reflect and understand how Graded music examinations were perceived and experienced. The study employed a mixed methods approach in a progressively focused manner that embraced two sequential phases: N=182 questionnaire responses from instrumental teachers, parents, and pupils, and N=14 individual semi-structured interviews. Three cases were also chosen to study example interactions and views within a participant triad. Results suggest that stakeholders had different perceptions and levels of agreement about the values and functions of Graded examinations, such as the benefits, level of association with the Hong Kong education environment, and pedagogical approaches towards Graded examinations. Although participants generally advocated the taking of Graded examinations, they also recognized potentially unhealthy, unintended effects. Due to its highly competitive and achievement-based educational context, Hong Kong culture puts a huge emphasis on credentialization in educational attainment. Because of this, a number of social educational issues emerge, including a 'teaching for assessment' culture and examination-oriented learning. Extra-curricular activities are used for pupils to access 'top-rated' schools. Overall, the importance of certifications is overly emphasized. A double-edged effect was reported and contradictory attitudes were observed from participants concerning the advocacy of these examinations. This rise in popularity of Graded examinations, then, acted as a driving force for a further emphasis on achievement and certification, which in turn built a further achievement-based society, leading to a self-serving cycle.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381946109Subjects--Topical Terms:

649088
Music.
Subjects--Index Terms:

CredentialisationIndex Terms--Genre/Form:

554714
Electronic books.

The Perceptions and Cultural Persistence of Graded Music Examinations, and Their Impacts on Instrumental Teaching and Learning in Hong Kong.
LDR:03761ntm a22003977 4500 001 1147031
005 20240819061936.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798381946109
035 $a (MiAaPQ)AAI30996200
035 $a AAI30996200
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Tse, Yee Ni. $3 1472630
245 1 4 $a The Perceptions and Cultural Persistence of Graded Music Examinations, and Their Impacts on Instrumental Teaching and Learning in Hong Kong.
264 0 $c 2024
300 $a 1 online resource (417 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-09, Section: A.
500 $a Advisor: Welch, Graham.
502 $a Thesis (Ph.D.)--University of London, University College London (United Kingdom), 2024.
504 $a Includes bibliographical references
520 $a Musical performance assessments have had a long tradition. It has been suggested that formal music examinations, such as Graded examinations, are beneficial to students' musical learning in terms of increasing motivation, structuring learning, setting goals, providing challenges, and obtaining certification. This research aimed to explore the Graded instrumental examinations system in Hong Kong. A theoretical model inspired by Bronfenbrenner's Ecological Systems Theory (1994), Activity Theory (Engestrom, 2001), and Creech's (2009) typology of parent-pupil-teacher triadic interactions was used to reflect and understand how Graded music examinations were perceived and experienced. The study employed a mixed methods approach in a progressively focused manner that embraced two sequential phases: N=182 questionnaire responses from instrumental teachers, parents, and pupils, and N=14 individual semi-structured interviews. Three cases were also chosen to study example interactions and views within a participant triad. Results suggest that stakeholders had different perceptions and levels of agreement about the values and functions of Graded examinations, such as the benefits, level of association with the Hong Kong education environment, and pedagogical approaches towards Graded examinations. Although participants generally advocated the taking of Graded examinations, they also recognized potentially unhealthy, unintended effects. Due to its highly competitive and achievement-based educational context, Hong Kong culture puts a huge emphasis on credentialization in educational attainment. Because of this, a number of social educational issues emerge, including a 'teaching for assessment' culture and examination-oriented learning. Extra-curricular activities are used for pupils to access 'top-rated' schools. Overall, the importance of certifications is overly emphasized. A double-edged effect was reported and contradictory attitudes were observed from participants concerning the advocacy of these examinations. This rise in popularity of Graded examinations, then, acted as a driving force for a further emphasis on achievement and certification, which in turn built a further achievement-based society, leading to a self-serving cycle.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Music. $3 649088
650 4 $a Higher education. $3 1148448
650 4 $a Music education. $3 1179893
653 $a Credentialisation
653 $a Musical performance
653 $a Graded examinations
653 $a Hong Kong
653 $a Instrumental teaching and learning
655 7 $a Electronic books. $2 local $3 554714
690 $a 0522
690 $a 0745
690 $a 0413
710 2 $a University of London, University College London (United Kingdom). $b Institute of Education. $3 1468492
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-09A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30996200 $z click for full text (PQDT)