1. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu 1 Music Education in Luxembourg and its Assessment Damien Sagrillo Université du Luxembourg CEA 2 0 1 4 12 th Conference on Educational Assessment May 1, 2014

2. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu Célestin Freinet: Cycling 2

3. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu Jean-Jacques Rousseau  Music education  orientation towards practice  3 arguments 1. Singing and composing before musical «literacy»  Before learning something about our anatomy, we use it  Activity first  Learning by doing 2. Difference between written language and music  Language: We produce our own ideas  Music: We produce the ideas of others 3. Formative evaluation 3

4. The Learning Processes and Music Education Formal learning Non-formal learning Informal learning http://kompass.humanrights.ch/cms/front_content.php?idcat=1539

5. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu  General courses  Primary and secondary schools  University  Social Educational Work  Special music education  Conservatories, music schools, music courses  Community funding  Private music schools  Further  Informal music learning in amateur groups  LOGIN:MUSIC (Luxembourg Philharmonic Orchestra) Overview Music education in Luxembourg 5

6. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu Music education in formal school environments. Contents  Traditional contents  Art music  Folk songs  Theory of music  Orff method  Recorder 6  New tendencies  Music, movement and dance  Musicals  Jazz, Rock, Pop, Hip- Hop, Techno  Video clips, film music  Music and IT  Tendency: An oversupply of learning contents “underchallenges” pupils!

7. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu Music education in formal school environments. Forms of assessment  How can be assessed?  Appraising: formative evaluation  Validating: intermediate form  Censoring: evaluating numerically  What can be assessed?  All the above listed contents  Competences  Practicing (singing, playing), music theory (knowledge about music), musical creativity, listening to music, elementary dancing and music theatre, music in an transversal approach  Aspects to consider for assessment  Collaboration, presentations, practice, homework, project work,… 7

8. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu 8 Quantitative Comparison General Schools and Music Schools (2009-10)  Pupils at primary and at secondary level  47051 + 37941 = 84992  (France: 14.955.000, Germany 11.676.338, Austria 2001: 1.091.500, Switzerland 2008: 1.267.458 )  Pupils at conservatories, music schools and music courses  5124 (Cons.) + 5479 (MS) + 4114 (CM) = 14717  (France: 280.000, Germany 237.116, Austria 2007: 206.000, Switzerland 2004: 243.000) 17,3% of the school population (France: 1,9 %, Germany: 2,03%, Austria 18,9%, Switzerland: 19,2)

9. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu Music in social work At the secondary schools for educators At the university Education Children, adolescents, elder peoble Music therapy Adressees Extracurricular activities Screening for future talents Relevance Normally none or, if at all, formative Evaluation From general schools and specially adapted Topics 9

10. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu 10 Specialized Music Education Public music schoolsPrivate music schools

11. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu 11 The Law of Music Education, 1998 Preamble Musical education for children Specialized music education for future professional musicians Improvement of musical knowledge for adults http://www.legilux.public.lu/leg/a/archives/1998/0035/1998A04911.html

12. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu Set of rules 12 “FM” / Solfeggio Basis 1-3 2 nd level 4-5 Specialized 4-5(-6) Obligatory Minors Theory of harmony Sight-reading Chamber music Initiation to music Optional Major Instrument / Vocal / Dance

13. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu 13 TalentInterest No TalentNo Interest Extrinsic motivation by parents and by summative assessment? Motivation

14. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu Levels of artistry during apprenticeship  “FM” / Solfeggio  1ère mention  1er prix  Solfège supérieur 14  Instrument (Voice,…)  3e mention  2e mention  1ère mention  2e prix  1er prix (equivalent to an entrance exam for academic studies)  Prix supérieur (equivalent to a first year of academic studies)  Age  8-11  12  14  16  18  20  22  These levels are evaluated summatively by school-external experts in contest situations

15. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu School assessment in Luxembourg  From summative to formative, competence- based evaluation in fundamental schools  2009: year of transition  For 6-12 years-old children  Mostly summative evaluation in secondary schools  Double assessment in public music schools

16. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu Double assessment in public music schools 16  Assessment by class teachers every semester  Summative  Recently tendencies to formative evaluation due to the recent paradigm change in fundamental schools  Summative assessments in regular compulsory internal music-school-“contests” by school-external experts

17. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu Assessment tables  Summative ev.  0-10very bad  10-20bad  20-30insufficient  30-40sufficient  40-50good  50-60very good  (only for music schools)  50-55very good  56-58distinction  59-60 great distinction 17  Formative ev.  4 levels of competences from A (very good) to D (to be improved)  Comments on  Disciplinary competences  Cross-curricular competences  Further reports

18. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu 18 Reputation of music education Reputation of general education Assessment of education in Luxembourg since 1970 Reference: Pisa Evaluation Reference: Increasing number and success of Luxembourgish students at international music universities Evaluation of the system

19. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu The system assesses, but the system also needs to be assessed  Criteria of assessment  Accepted students to music universities  Development of musical life in Luxembourg  Partially a result of music education  Interviewing of alumni  By semi-guided interviews in relation to community music and music education  Critical review of the range of subjects, their necessity and their quality  Adaptability to today’s needs  Comparison of more modern curricula  France, Germany, Belgium,…  Analysis of the reasons of the drop-out-rate  Why do music pupils stop their apprenticeship?*

20. 20 The Droping-out of „solfège“-pupils is a negative assessment of the system 2003/20041 st year505 2 nd year418 3 rd year325 2004/20051 st year495 2 nd year440 3 rd year389 2005/20061 st year549 2 nd year405 3 rd year418 2006/20071 st year525 2 nd year472 3 rd year484 Semiofficial statistics of the music school of the national music federation (communicated orally)

21. Damien Sagrillo – 1 May 2014 - damien.sagrillo@uni.lu – damien.sagrillo@uni.lu 21 Thank you for your attention! Damien Sagrillo