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 CE  Vol.5 No.14 , August 2014
Assessment and Professors’ Competence in Italian Higher Music Education between Tradition and New Goals
Abstract: 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.
Cite this paper: Rossi, T. , Bordin, A. and Cicco, D. (2014) Assessment and Professors’ Competence in Italian Higher Music Education between Tradition and New Goals. Creative Education, 5, 1341-1352. doi: 10.4236/ce.2014.514153.
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