(Un)Assessing the Processes and Products of Children’s Original Musical Composition

Abstract

Abstract This chapter explains the author’s view that grading specifically, and assessment, more broadly, of a child’s creative product as well as process, should be done with utmost care. Assessment done thoughtlessly (even with good intentions) has the potential to squelch a child’s comfort and freedom with being creative and original. In this chapter, the author addresses strategies for teachers to approach a child’s original musical work in a way that will not squelch creativity. The chapter details findings from research as well as the author’s own practical experience working with children in a variety of settings and with a variety of assignments over the past twenty years. The assessment of both the processes of creation as well as the products (original music) will be described. The chapter concludes with practical suggestions for teachers to move forward confidently in their approaches to composing in their classrooms.