Abstract
Assessment of instrumental music performance: definitions, criteria, measurement
Highlights
The concept of music performance achievement or musical achievement is variably understood and operationalised in different ways in research
The high percentage of resignations and the fact that students are discouraged from studying in a music school can be explained by insufficient musical attainment, which has a negative effect on students’ internal motivation for playing an instrument (Kaleńska-Rodzaj, 2014a; McPherson and Renwick, 2011; Twarowska, 2012)
The analysis will focus on musical achievement in learning to play an instrument, allowing for a more precise definition of music achievement in this particular area, which differs from the definition of achievement in music theory, e.g. knowledge of musical forms, knowledge of music history or the ability to recognise different instruments (Radocy, 1989)
Summary
Despite the lack of generally accepted, well-defined performance evaluation criteria (Kaleńska-Rodzaj, 2014b), the literature indicates that expert assessment covers both the quality of the performance and the level of expertise attained (Manturzewska, 1968). In order to assess the performance level of a given person, one needs to relate his or her current musical skills to the expertise of others in the selected reference group. Researchers may, for example, be interested in the person’s performance level compared to the rest of the population or in comparison with persons in a smaller social group, e.g. music school students. The lower part of the pyramid represents the level of performance achieved by persons who have not received specific training in music and have average musical skills, for example, they can sing a simple song. Music experts are a less numerous group that have received advanced musical education
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