The behaviour of the orchestral conductor as a model for exploring Values-Based Education

The behaviour of the orchestral conductor as a model for exploring Values-Based Education

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The behaviour of the orchestral conductor as a model for exploring Values-Based Education

Values Based Education is of growing importance both in the United Kingdom, in Singapore and elsewhere. It subsumes many of the competencies inferred by the notion of 21st Century Skills, such as Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration, Information, Media, and Technology Skills, Life and Career Skills. Values Based Education implies social meanings, cultural and behavioural contexts and because of this the abilities and practices required are not amenable to forms of instruction, measurement, written tests and examinations. The authors contend that this situation is analogous to music, where ‘,knowing about’, is not the same as being able to perform, and being able to perform individually is not the same as being able to do so in concert with others. The role of the orchestral conductor exemplifies a transferable approach because of the explorative and iterative nature of interactions between an orchestra and its conductor in developing forms of performance that are relevant and appropriate. Relationships between forms of assessment, learning, and collaborative problem solving in orchestral settings are explored and form the basis for recommendations both for classroom practice and for further research.Keywords: Assessment Character Citizenship Conductor Education Music Orchestral Values

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