TRANSITION FROM TEACHER CENTER TO CHILD CENTER IN BASIC KEYBOARD COURSE BY SELF-ASSESSMENT
Article Sidebar
Main Article Content
Abstract
Basic Keyboard Course is a compulsory subject for all music students major, the objectives of this course are broad, and the teacher-center approach is mainly used. Based on this teaching method, a teacher selects appropriate knowledge and skills for teaching by demonstration and the student practice individually. However, some students struggle with learning on their own. To support these students, a student- center approach could be effectively used as a helpful strategy. More specifically, by self-assessment, the students will know in advance what they will learn, and what they do well or cannot do. Also, they will be able to realize what their problems related to their keyboard skills are and how to cope and solve these difficulties. The student-center approach can be used as an alternative way to help student succeed in learning Basic Keyboard course.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
เนื้อหาและข้อมูลในบทความที่ลงตีพิมพ์ในวารสารศิลป์ปริทัศน์ ถือเป็นข้อคิดเห็นและความรับผิดชอบของผู้เขียนบทความโดยตรง ซึ่งกองบรรณาธิการวารสารไม่จำเป็นต้องเห็นด้วย หรือร่วมรับผิดชอบใดๆ
บทความ ข้อมูล เนื้อหา รูปภาพ ฯลฯ ที่ได้รับการตีพิมพ์ในวารสารศิลป์ปริทัศน์ถือเป็นลิขสิทธิ์ของวารสารศิลป์ปริทัศน์
References
ทิศนา แขมณี. (2548). ศาสตร์การสอน: องค์ความรู้เพื่อการจัดกระบวนการเรียนรู้ที่มีประสิทธิภาพ (พิมพ์ครั้งที่ 4). กรุงเทพ ฯ : ศูนย์หนังสือแห่งจุฬาลงกรณ์มหาวิทยาลัย.
สำนักงานราชบัณฑิตยสถาน. (2558). พจนานุกรมศัพท์การศึกษาศาสตร์ร่วมสมัย ฉบับราชบัณฑิตยสภา. กรุงเทพฯ: สำนักงานราชบัณฑิตยสถาน
Andrade, H. (2019). A Critical Review of Research on Student Self-Assessment. Front Educ. Retrieve from https://www.frontiersin.org/articles/10.3389/feduc.2019.00087/full.doi: 10.3389/feduc.2019.00087
Andrade, H., and Y. Du. (2007). Student Responses to Criteria-referenced Self- Assessment. Assessment & Evaluation in Higher Education 32 (2): 159–181. DOI: 10.1177/0027432111434742
Andrew, D. Christopher. (2016). Student Self-Assessment: Teacher’s Definitions, Reasons, and Beliefs. All thesis and Dissertation. 6393. BYU Scholars Archive Retrieve from http:// scholarsarchive.byu.edu/etd.
Cowan, J. (2006). On becoming an innovative university teacher: Reflection in action. 2nd.ed. Oxford: Oxford University Press.
Elliott, David J. and Silverman, Marissa. (2014). Music Matters: A Philosophy of Music Education 2nd Edition. NY: Oxford University Press.
Green, Lucy. (2008). Music, Informal Learning and the School: A New Classroom Pedagogy. NY: Ashgate Publishing Ltd.
Hallam, Susan. (2006). Music Psychology in Education. London: Institute of Education, University of London.
Moss, M. Connie and Brookhart M. Susan. (2009). Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders. VA: ASCD Publishing.
National Association of Schools of Music. (2020). National Association of Schools of Music Handbook 2019-20. VA: The National Association of Schools of Music
Rosenshine, Barak. Froehlich, Hidegard and Fakhouri Inshad. (2002). The New Handbook on Music Teaching and Learning. A Project of the Music Education National Conference. Richard Colwell and Carol Richardson Editor. NY: Oxford University Press.
Scott, Sheila. (2012) Rethinking the Roles of Assessment in Music Education. Music Educators Journal, 98(3), 31-35.
Taras, M. (2010). Student self-assessment: processes and consequences. Teaching in Higher Education, 15(2), 199-209.
Wride, Michael. (2017). Guide to Self-Assessment; Academic Practice and e-learning (CAPSL) resourced assessment. University of Dublin Trinity College. Retrieved fromhttps://www.tcd.ie/CAPSL/resources/assessment/selfassessment.php
Yan, Zi and Brown T.L. Gavin. (2017). A cyclical self-assessment process: towards a model of how students engage in self-assessment, Assessment & Evaluation in Higher Education, 42:8, 1247-1262, DOI: 10.1080/02602938.2016.1260091
Young M. Margaret. (2013). University-level group instruction and professional musicians, Music Education Research, 15:1, 59-73.