Betyg och bedömning på det estetiska programmet - En kvalitativ studie om hur lärare uppfattar att betyg och bedömning inverkar på elevernas musikaliska lärande

Sammanfattning: During my five years of educational studies at Malmö Academy of Music, and with a great personal interest in the subject, I have observed a trend where measureable factors are increasingly sought after within the educational school system. Within that trend I have noticed a risk in letting the simplicity and bias, that so often permeates measurable factors, influence musical education to a large extent. Trying to ensure quality within musical education through statistics and eloquent catch-phrases, as is done within commercial business, is in my opinion not only wrong, but immediatly harmful to music education. This study examines how teachers within the performing arts perceive that grading and assesment impact teaching. The purpose was to investigate how high school teachers within the performing arts relate to grading and assessment in relation to teaching, and how these factors affect the individual student's musical learning. Since I was interested to learn the teachers’ point of view on the matter, my choice of method to examine this was qualitative interviews. I interviewed five teachers who are currently teaching within the performing arts, more specifically within the subjects of ensemble, individual instrument, or both. My results revealed a variety of opinions on how grading and assessment affect the teachers in the classroom. There was a teacher consensus that grading and assessment are necessary, rather than something contributing to the students learning.