{"id":12166,"date":"2024-05-24T11:00:00","date_gmt":"2024-05-24T11:00:00","guid":{"rendered":"https:\/\/www.lhi.is\/?post_type=threads&p=12166"},"modified":"2024-05-23T11:23:46","modified_gmt":"2024-05-23T11:23:46","slug":"leadin-is-limited","status":"publish","type":"threads","link":"https:\/\/www.lhi.is\/en\/thraedir\/thraedir-tolublad-9\/leidin-er-takmarkid\/","title":{"rendered":"The way is the goal"},"content":{"rendered":"\n
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Lei\u00f0in er takmarki\u00f0<\/h1>\n\t\t\t\t\t<\/div>\n\t
\n\t\t\t\n\t\t\t\t\t\t\t\t\t\t\"\"\n\t\t\t\t\n\t\t\t<\/figure>\n\t<\/section>\n\n\n\n
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El\u00edn Gunnlaugsd\u00f3ttir<\/strong><\/p>\n

 <\/p>\n

Inngangur<\/strong><\/p>\n

\u00cd \u00feessari grein ver\u00f0ur leitast vi\u00f0 a\u00f0 svara spurningunni hvernig h\u00e6gt er a\u00f0 n\u00fdta kennslua\u00f0fer\u00f0ir lei\u00f0sagnarmats (e. formative assessment), oft kalla\u00f0 lei\u00f0sagnarn\u00e1m (e. assessment for learning), \u00ed einkakennslu \u00ed t\u00f3nsm\u00ed\u00f0um og er greinin afrakstur n\u00e1mskei\u00f0s vi\u00f0 Listkennsludeild, Listah\u00e1sk\u00f3la \u00cdslands \u00ed kennslufr\u00e6\u00f0i h\u00e1sk\u00f3la sem \u00e9g t\u00f3k \u00fe\u00e1tt \u00ed hausti\u00f0 2023.<\/p>\n

\u00c9g hef \u00e1 undanf\u00f6rnum \u00e1rum kennt hlj\u00f3\u00f0f\u00e6rat\u00f3nsm\u00ed\u00f0ar \u00ed einkat\u00edmum vi\u00f0 Listah\u00e1sk\u00f3la \u00cdslands, a\u00f0allega \u00e1 bakkal\u00e1rstigi en einnig \u00e1 meistarastigi. T\u00f3nsm\u00ed\u00f0anemendur \u00ed bakkal\u00e1r- og meistaran\u00e1mi vi\u00f0 t\u00f3nlistardeild Listah\u00e1sk\u00f3la \u00cdslands l\u00e6ra t\u00f3nsm\u00ed\u00f0ar annars vegar \u00ed h\u00f3pt\u00edmum \u00fear sem l\u00f6g\u00f0 er \u00e1hersla \u00e1 a\u00f0 kenna \u00e1kve\u00f0nar t\u00f3nsm\u00ed\u00f0a\u00f0fer\u00f0ir og hins vegar \u00ed einkat\u00edmum \u00fear sem nemendur og kennarar hafa nokku\u00f0 frj\u00e1lsar hendur. Krafa er \u00fe\u00f3 ger\u00f0 um \u00fea\u00f0 a\u00f0 allir t\u00f3nsm\u00ed\u00f0anemendur skili af s\u00e9r \u00ed \u00fea\u00f0 minnsta einu verki \u00e1 \u00f6nn a\u00f0 undanskildum nemendum \u00e1 fyrstu \u00f6nn \u00ed bakkal\u00e1rn\u00e1mi. Verk nemenda eru svo flutt \u00e1 t\u00f3nleikum, yfirleitt af samnemendum, en \u00e1 meistarastigi sj\u00e1 atvinnumenn um a\u00f0 flytja verkin.<\/p>\n

T\u00f3nsm\u00ed\u00f0an\u00e1m \u00ed einkat\u00edmum er \u00ed e\u00f0li s\u00ednu mj\u00f6g nemendami\u00f0a\u00f0. Nemandinn kemur me\u00f0 hugmynd a\u00f0 verki og me\u00f0 hj\u00e1lp kennarans \u00fer\u00f3ar hann verki\u00f0 \u00e1fram \u00fear til \u00fea\u00f0 er tilb\u00fai\u00f0. Kennarinn er \u00fev\u00ed e\u00f0li m\u00e1lsins samkv\u00e6mt meira \u00ed hlutverki lei\u00f0beinanda en eiginlegs kennara \u00fe\u00f3 hann b\u00fai vissulega yfir \u00e1kve\u00f0inni s\u00e9rfr\u00e6\u00f0i\u00feekkingu og reynslu sem hann mi\u00f0lar af. A\u00f0fer\u00f0ir lei\u00f0sagnarmats \u00e6ttu \u00fev\u00ed a\u00f0 henta einkar vel \u00ed t\u00f3nsm\u00ed\u00f0akennslu \u00fear sem lei\u00f0sagnarmat er \u00ed e\u00f0li s\u00ednu nemendami\u00f0u\u00f0 n\u00e1lgun. \u00c6tlun m\u00edn \u00ed \u00feessari grein er a\u00f0 sko\u00f0a hvort a\u00f0fer\u00f0ir lei\u00f0sagnarmats g\u00e6tu gagnast til \u00feess a\u00f0 gera kennsluna og endurgj\u00f6f \u00ed t\u00f3nsm\u00ed\u00f0um markvissari. \u00deess ber a\u00f0 geta a\u00f0 \u00ed endurgj\u00f6f felst ekki bara endurgj\u00f6f kennara, heldur einnig endurgj\u00f6f nemenda og sj\u00e1lfsmat, \u00fear e\u00f0 lei\u00f0sagnarn\u00e1m er \u00ed e\u00f0li s\u00ednu l\u00fd\u00f0r\u00e6\u00f0islegt.[1]<\/sup><\/a><\/p>\n

Til \u00feess a\u00f0 h\u00e6gt s\u00e9 a\u00f0 heimf\u00e6ra lei\u00f0sagnarmati\u00f0 \u00e1 t\u00f3nsm\u00ed\u00f0akennsluna er leitast vi\u00f0 a\u00f0 sk\u00fdra \u00fea\u00f0 sem felst \u00ed t\u00f3nsm\u00ed\u00f0akennslu og er \u00fear stu\u00f0st vi\u00f0 greinina ,,Authentic Assessment in Music Composition: Feedback That Facilitates Creativity\u201d[2]<\/sup><\/a> eftir Daniel Deutsch.<\/p>\n

Til a\u00f0 f\u00e1 samanbur\u00f0 vi\u00f0 grein Daniel Deutsch ver\u00f0ur einnig stu\u00f0st vi\u00f0 grein Clint Randles og Mark Sullivan ,,How Composers Approach Teaching Composition: Strategies for Music Teachers.\u201d[3]<\/sup><\/a> N\u00e1lgun \u00feeirra Clint Randles og Mark Sullivan er um margt l\u00edk n\u00e1lgun Daniel Deutsch \u00fe\u00f3 \u00feeir nefni aldrei \u00ed greininni a\u00f0 \u00feeir hugsi t\u00f3nsm\u00ed\u00f0akennsluna \u00fat fr\u00e1 lei\u00f0sagnarmati en byggja meira \u00e1 skrifum\u00a0 Alan Belkin og \u00fe\u00e1 s\u00e9rstaklega \u00ed b\u00f3k hans A Practical Guide to Music Composition<\/em>.[4]<\/sup><\/a><\/p>\n

Me\u00f0fram greinarskrifunum hef \u00e9g haldi\u00f0 dagb\u00f3k um t\u00f3nsm\u00ed\u00f0akennslu vorannar 2024 en \u00e1 \u00feessari \u00f6nn hef \u00e9g unni\u00f0 markvisst me\u00f0 a\u00f0fer\u00f0ir lei\u00f0sagnarmats \u00ed minni t\u00f3nsm\u00ed\u00f0akennslu. H\u00e9r er um eins konar starfendaranns\u00f3kn a\u00f0 r\u00e6\u00f0a og \u00ed lok greinarinnar mun \u00e9g sk\u00fdra betur fr\u00e1 \u00feeirri vinnu.<\/p>\n

Hva\u00f0 er lei\u00f0<\/strong>sagnamat?<\/strong><\/p>\n

En hva\u00f0 er lei\u00f0sagnarmat e\u00f0a lei\u00f0sagnarn\u00e1m? H\u00e9r ver\u00f0a \u00feessi tv\u00f6 hugt\u00f6k notu\u00f0 j\u00f6fnum h\u00f6ndum \u00fear sem heimildir sem vitna\u00f0 er \u00ed nota \u00fdmist hugtaki\u00f0 lei\u00f0sagnarmat e\u00f0a lei\u00f0sagnarn\u00e1m. \u00cd lei\u00f0sagnarmati eru ni\u00f0urst\u00f6\u00f0ur n\u00e1msmats nota\u00f0ar til a\u00f0 sty\u00f0ja vi\u00f0 framfarir nemenda \u00ed n\u00e1mi. N\u00e1msmati\u00f0 ver\u00f0ur \u00feannig vegv\u00edsir fyrir \u00e1framhaldandi n\u00e1m. H\u00e6fnivi\u00f0mi\u00f0 skipta h\u00e9r l\u00edka miklu m\u00e1li \u00fev\u00ed kennaranum \u00fearf a\u00f0 vera lj\u00f3st hva\u00f0a h\u00e6fni nemandinn \u00fearf a\u00f0 hafa a\u00f0 n\u00e1mi loknu. Ef kennarinn veit \u00fea\u00f0 ekki er erfitt fyrir hann a\u00f0 meta nemandann og veita r\u00e9tta endurgj\u00f6f.[5]<\/sup><\/a><\/p>\n

Lei\u00f0sagnarmat er \u00feannig andst\u00e6\u00f0a lokamats en lokamat gefur uppl\u00fdsingar um \u00e1rangur \u00ed n\u00e1mi \u00feegar \u00fev\u00ed er loki\u00f0.[6]<\/sup><\/a><\/p>\n

Lei\u00f0sagnarn\u00e1m hefur veri\u00f0 nota\u00f0 miki\u00f0 \u00ed grunnsk\u00f3lum landsins og \u00e1ri\u00f0 2021 kom \u00fat b\u00f3kin Lei\u00f0sagnarn\u00e1m,<\/em> hvers vegna, hvernig, hva\u00f0<\/em>?<\/em> eftir N\u00f6nnu Krist\u00ednu Christiansen og fjallar b\u00f3kin um \u00fea\u00f0 hvernig lei\u00f0sagnarn\u00e1m hefur veri\u00f0 nota\u00f0 og \u00fer\u00f3a\u00f0 \u00ed reykv\u00edskum grunnsk\u00f3lum. B\u00f3kin er s\u00f6mulei\u00f0is mj\u00f6g g\u00f3\u00f0 samantekt \u00e1 \u00fev\u00ed hva\u00f0 lei\u00f0sagnarn\u00e1m er.<\/p>\n

A\u00f0 \u00feessu s\u00f6g\u00f0u m\u00e6tti \u00e1lykta sem svo a\u00f0 lei\u00f0sagnarn\u00e1m s\u00e9 g\u00f3\u00f0 lei\u00f0 til kennslu \u00e1 yngri stigum en a\u00f0 anna\u00f0 eigi vi\u00f0 um h\u00e1sk\u00f3lan\u00e1m. Eftir stutta sko\u00f0un \u00e1 netinu kemur \u00fe\u00f3 \u00ed lj\u00f3s a\u00f0 mj\u00f6g margir erlendir h\u00e1sk\u00f3lar n\u00fdta s\u00e9r lei\u00f0sagnarn\u00e1m \u00ed sinni kennslu. Greinin eftir Deutsch ,,Authentic Assessment in Music Composition: Feedback That Facilitates Creativity\u201d[7]<\/sup><\/a> sty\u00f0ur einnig \u00feessa kenningu og ver\u00f0ur h\u00fan l\u00f6g\u00f0 til grundvallar \u00ed \u00feessari grein \u00e1samt b\u00f3kinni um lei\u00f0sagnarn\u00e1m sem nefnd var h\u00e9r a\u00f0 ofan. Lei\u00f0sagnarn\u00e1m hefur \u00ed raun ekkert me\u00f0 aldur a\u00f0 gera \u00fev\u00ed \u00fea\u00f0 er ,,n\u00e1msmenning \u00fear sem nemendur og kennarar hafa vaxandi hugarfar, tr\u00fa \u00e1 sj\u00e1lfum s\u00e9r, h\u00e6fni til a\u00f0 greina eigin n\u00e1msvitund (e. meta-cognitive skills) og liti\u00f0 er svo \u00e1 a\u00f0 allir geti teki\u00f0 meiri framf\u00f6rum\u201d.[8]<\/sup><\/a><\/p>\n

Grunn\u00fe\u00e6ttir lei\u00f0sagnarn\u00e1ms<\/strong><\/p>\n

G\u00f3\u00f0 n\u00e1msmenning er mj\u00f6g mikilv\u00e6g \u00ed lei\u00f0sagnarn\u00e1minu. \u00cd g\u00f3\u00f0ri n\u00e1msmenningu felst a\u00f0 kennarinn gerir s\u00e9r grein fyrir a\u00f0 hann hefur mikil \u00e1hrif \u00e1 nemendur, samskipti eru l\u00fd\u00f0r\u00e6\u00f0isleg, \u00fea\u00f0 er g\u00f3\u00f0 samvinna \u00e1 milli kennara og \u00feeir passa a\u00f0 n\u00e1mi\u00f0 s\u00e9 \u00ed samr\u00e6mi vi\u00f0 \u00fearfir nemandans. Nemendur eru einnig \u00f3hr\u00e6ddir a\u00f0 r\u00e6\u00f0a n\u00e1m sitt og eru ekki hr\u00e6ddir vi\u00f0 a\u00f0 gera mist\u00f6k, \u00feeir hafa tr\u00fa \u00e1 eigin getu og vita a\u00f0 seigla \u00ed n\u00e1mi er mikilv\u00e6g.[9]<\/sup><\/a><\/p>\n

A\u00f0rir grunn\u00fe\u00e6ttir \u00ed lei\u00f0sagnarn\u00e1mi eru skipulag, \u00e1hugi, n\u00e1msmarkmi\u00f0, \u00e1rangursvi\u00f0mi\u00f0 og fyrirmyndir, samr\u00e6\u00f0ur og spurningat\u00e6kni og endurgj\u00f6f. \u00c6tlunin er a\u00f0 fara yfir \u00feessa grunn\u00fe\u00e6tti og sko\u00f0a hvernig h\u00e6gt er a\u00f0 n\u00fdta \u00fe\u00e1 sem v\u00f6r\u00f0ur \u00ed lei\u00f0sagnarn\u00e1mi \u00ed t\u00f3nsm\u00ed\u00f0um.<\/p>\n

\u00cd \u00f6llu n\u00e1mi skiptir hugarfar (e. mindset) nemanda og kennara miklu m\u00e1li og er \u00fea\u00f0 hluti af n\u00e1msmenningunni. Hugarfar getur veri\u00f0 vaxandi (e. growth mindset) e\u00f0a fastm\u00f3ta\u00f0 (e. fixed mindset). Me\u00f0 vaxandi hugarfari er \u00e1tt vi\u00f0 hug sem s\u00e9r m\u00f6guleika til vaxtar og s\u00e1 sem er me\u00f0 fastm\u00f3ta\u00f0 hugarfari telur a\u00f0 n\u00e1msm\u00f6guleikarnir s\u00e9u fyrirfram \u00e1kve\u00f0nir \u00fat fr\u00e1 hlutum eins og til d\u00e6mis greind. Nemendur me\u00f0 vaxandi hugarfar fagna \u00e1skorunum, l\u00e6ra af gagnr\u00fdni og s\u00fdna almennt meiri seiglu \u00ed n\u00e1minu. Nemendur me\u00f0 fastm\u00f3ta\u00f0 hugarfar for\u00f0ast hins vegar \u00e1skoranir, gefast nokku\u00f0 au\u00f0veldlega upp og taka ekki vel gagnr\u00fdni. Sami nemandi getur svo veri\u00f0 me\u00f0 vaxandi hugarfar \u00e1 einu svi\u00f0i og fastm\u00f3ta\u00f0 \u00e1 \u00f6\u00f0ru. \u00dea\u00f0 er nokku\u00f0 lj\u00f3st a\u00f0 vaxandi hugarfar er mikilv\u00e6gt \u00ed listn\u00e1mi. Nemandinn \u00fearf a\u00f0 hafa tr\u00fa \u00e1 \u00fev\u00ed a\u00f0 hann geti \u00feroskast og kennarinn \u00fearf s\u00f6mulei\u00f0is a\u00f0 hafa tr\u00fa \u00e1 honum.<\/p>\n

\u00cd grein sinni leggur Daniel Deutsch \u00e1herslu \u00e1 a\u00f0 ,,t\u00f3nsm\u00ed\u00f0akennarar l\u00edti alltaf \u00e1 verk nemenda sinna sem alv\u00f6ru t\u00f3nsm\u00ed\u00f0 en ekki sem \u00e6fingu \u00ed t\u00f3nsm\u00ed\u00f0um\u201d.[10]<\/sup><\/a> Nemendur eru \u00fe\u00e1 l\u00edklegri til a\u00f0 vera drifnir \u00e1fram af \u00e1huga \u00e1 verkefninu og eigin sk\u00f6punargle\u00f0i (innri \u00e1hugahv\u00f6t) frekar en lokamatinu (ytri \u00e1hugahv\u00f6t) sem \u00ed \u00feessu tilfelli g\u00e6ti veri\u00f0 \u00e1lit annarra \u00e1 verkinu.<\/p>\n

\u00cd upphafi n\u00e1ms \u00feurfa t\u00f3nsm\u00ed\u00f0anemendur a\u00f0 vera me\u00f0vita\u00f0ir um hva\u00f0a v\u00e6ntingar eru ger\u00f0ar til \u00feeirra. H\u00e6fnivi\u00f0mi\u00f0 og n\u00e1msmarkmi\u00f0 \u00feurfa a\u00f0 vera sk\u00fdr. Nemendur \u00feurfa a\u00f0 geta skapa\u00f0 \u00ed \u00f6ruggu r\u00fdmi og vera \u00f3hr\u00e6ddir vi\u00f0 a\u00f0 gera mist\u00f6k.[11]<\/sup><\/a> Me\u00f0 \u00fev\u00ed a\u00f0 hafa umgj\u00f6r\u00f0ina sk\u00fdra og frelsi til sk\u00f6punar innan hennar \u00f6\u00f0last \u00feeir \u00feetta \u00f6ryggi.<\/p>\n

N\u00e1msstigin \u00ferj\u00fa \u00ed t\u00f3nsm\u00ed\u00f0akennslunni<\/strong><\/p>\n

\u00c1\u00f0ur en lengra er haldi\u00f0 er gott a\u00f0 sko\u00f0a hva\u00f0 felst \u00ed t\u00f3nsm\u00ed\u00f0akennslu. \u00cd \u00fev\u00ed samhengi ver\u00f0ur sko\u00f0u\u00f0 grein[12]<\/sup><\/a> Daniel Deutsch og auk \u00feess grein Clint Randles og Mark Sullivan ,,How Composers Approach Teaching Composition: Strategies for Music Teachers\u201d[13]<\/sup><\/a>, en \u00e1\u00f0ur hefur veri\u00f0 geti\u00f0 um hana. \u00cd grein sinni gerir Daniel Deutsch grein fyrir \u00feeim \u00feremur \u00fe\u00e1ttum sem endurgj\u00f6f (e. feedback) t\u00f3nsm\u00ed\u00f0akennarans n\u00e6r til. \u00deetta eru: T\u00f3nsm\u00ed\u00f0at\u00e6kni (e. compositional technique), heildarsvipur (e. overall musical appeal), frumleiki (e. originality). \u00cd t\u00f3nsm\u00ed\u00f0at\u00e6kni felst \u00f6ll skr\u00e1ning og fr\u00e1gangur, en einnig skissuvinna og \u00fer\u00f3un t\u00f3nsm\u00ed\u00f0aa\u00f0fer\u00f0a, \u00ed heildarsvip felst st\u00edll (\u00f3h\u00e1\u00f0 st\u00edlger\u00f0), er verki\u00f0 einh\u00e6ft e\u00f0a fj\u00f6lbreytt, hver er stemmningin \u00ed verkinu og svo framvegis. \u00deegar tala\u00f0 er um frumleika er meira veri\u00f0 a\u00f0 tala um hvort verki\u00f0 l\u00edkist meira \u00e6fingu en eiginlegri t\u00f3nsm\u00ed\u00f0; me\u00f0 \u00f6\u00f0rum or\u00f0um hvort \u00fea\u00f0 megi greina ,,r\u00f6dd\u201d nemandans (t\u00f3nsk\u00e1ldsins) \u00ed verkinu.<\/p>\n

Til a\u00f0 g\u00f3\u00f0ur \u00e1rangur n\u00e1ist \u00ed \u00f6llum \u00feessum \u00fe\u00e1ttum skiptir Daniel Deutsch t\u00f3nsm\u00ed\u00f0aferlinu \u00ed \u00ferj\u00fa stig. \u00cd grein sinni gengur hann \u00fat fr\u00e1 \u00fev\u00ed a\u00f0 t\u00f3nsm\u00ed\u00f0akennslan s\u00e9 nemendami\u00f0u\u00f0 og bygg\u00f0 \u00e1 lei\u00f0sagnarmati (e. formative assessment). Ver\u00f0ur fari\u00f0 h\u00e9r \u00ed gegnum \u00feau \u00ferj\u00fa stig sem David Deutsch gerir grein fyrir[14]<\/sup><\/a> og \u00feau borin saman vi\u00f0 \u00fea\u00f0 sem Clint Randles og Mark Sullivan skrifa \u00ed grein sinni[15]<\/sup><\/a> en \u00feeir eru me\u00f0 svipa\u00f0ar skilgreiningar og Daniel Deutsch \u00feegar \u00feeir tala um t\u00f3nsm\u00ed\u00f0akennsluferli\u00f0 sem\u00a0 \u00feeir skipta \u00ed \u00ferennt og kalla: upphaf (1) framhald (2) og lok (3).<\/p>\n

Samkv\u00e6mt Daniel Deutsch fer fyrsta stig<\/strong> n\u00e1msins fram \u00ed upphafi annar en \u00fe\u00e1 fer af sta\u00f0 hugmyndavinna, kennari og nemandi r\u00e6\u00f0a um hvernig verk nemandinn vill semja og fyrir hva\u00f0a hlj\u00f3\u00f0f\u00e6rasamsetningu. Fyrir flest ung t\u00f3nsk\u00e1ld er \u00feetta spennandi t\u00edmi \u00fev\u00ed yfirleitt skortir \u00feau ekki hugmyndir. Stundum geta jafnvel hugmyndirnar or\u00f0i\u00f0 of margar og \u00fe\u00e1 getur kennarinn hj\u00e1lpa\u00f0 \u00feeim a\u00f0 velja eina hugmynd til a\u00f0 vinna me\u00f0.<\/p>\n

Clint Randles og Mark Sullivan[16]<\/sup><\/a> eru ekki alveg samm\u00e1la \u00feessu. \u00cd kaflanum um upphafi\u00f0 telja \u00feeir a\u00f0 nemendur skorti oft hugmyndir og \u00ed \u00feeim tilfellum geti kennarinn hj\u00e1lpa\u00f0 nemandanum me\u00f0 \u00fev\u00ed a\u00f0 koma me\u00f0 nokkrar opnar hugmyndir a\u00f0 verki. Me\u00f0 opnum hugmyndum er \u00e1tt vi\u00f0 hugmyndir sem kalla \u00e1 framhald, hugmyndirnar \u00feurfa ekki a\u00f0 einskor\u00f0ast vi\u00f0 lagl\u00ednur heldur geta l\u00edka veri\u00f0 vinna me\u00f0 t\u00f3nh\u00e6\u00f0, hryn, bl\u00e6 og t\u00f3nstyrk. Nemandinn getur s\u00ed\u00f0an vali\u00f0 \u00fat fr\u00e1 \u00feessum hugmyndum \u00fea\u00f0 sem honum hugnast best og unni\u00f0 me\u00f0 \u00fea\u00f0. Markviss vinna me\u00f0 hugt\u00f6k sem tengjast byrjun verka telja \u00feeir f\u00e9lagar einnig hj\u00e1lplega \u00feegar hefja \u00e1 verkaskrif.<\/p>\n

\u00c1 \u00f6\u00f0ru stigi<\/strong> segir Daniel Deutsch a\u00f0 komi\u00f0 s\u00e9 a\u00f0 \u00farvinnslu og geti h\u00fan reynst m\u00f6rgum nemendum erfi\u00f0. \u00c1 \u00feessu stigi er \u00fea\u00f0 hlutverk kennarans a\u00f0 hj\u00e1lpa nemandanum a\u00f0 \u00fer\u00f3a hugmyndirnar. Nemandi og kennari sko\u00f0a nokkrar lei\u00f0ir til a\u00f0 \u00fer\u00f3a verki\u00f0 \u00e1fram, ger\u00f0ar eru skissur og pl\u00f6n. \u00c1 endanum velur nemandinn svo \u00fe\u00e1 lei\u00f0 sem honum l\u00edst best \u00e1. Stundum er hj\u00e1lp \u00ed \u00fev\u00ed fyrir nemendur a\u00f0 kennarinn greini \u00fea\u00f0 sem \u00feeir eru a\u00f0 gera og \u00feeir geta s\u00ed\u00f0an unni\u00f0 \u00e1fram \u00fat fr\u00e1 \u00feeirri greiningu. \u00dea\u00f0 skiptir miklu m\u00e1li \u00ed \u00feessu sambandi a\u00f0 nemendur \u00e1tti sig \u00e1 \u00fev\u00ed a\u00f0 \u00feeir hafa alltaf val um \u00fea\u00f0 hvort \u00feeir fara a\u00f0 r\u00e1\u00f0um kennarans e\u00f0a ekki. Mikilv\u00e6gt er a\u00f0 nemendur finni a\u00f0 \u00feeir hafa sj\u00e1lfr\u00e6\u00f0i yfir eigin n\u00e1mi, en \u00fea\u00f0 er grundvallaratri\u00f0i \u00ed lei\u00f0sagnarn\u00e1mi og lei\u00f0sagnarmati.<\/p>\n

H\u00e9r eru \u00feeir Clint Randles og Mark Sullivan a\u00f0 mestu samm\u00e1la Daniel Deutsch. \u00deeir leggja \u00e1herslu \u00e1 a\u00f0 nemendur n\u00e1i t\u00f6kum \u00e1 \u00fev\u00ed a\u00f0 hafa gott fl\u00e6\u00f0i \u00ed verkum s\u00ednum og l\u00e6ri ,,hvernig \u00feeir geti skapa\u00f0 og vi\u00f0haldi\u00f0 g\u00f3\u00f0u samhengi\u201d[17]<\/sup><\/a> \u00ed s\u00ednum t\u00f3nsm\u00ed\u00f0um. H\u00e9r getur markviss vinna me\u00f0 t\u00f3nlistarhugt\u00f6k veri\u00f0 hj\u00e1lpleg en l\u00edka hugt\u00f6k \u00far fr\u00e1sagnarlist og jafnvel b\u00ed\u00f3myndum.<\/p>\n

\u00deegar ger\u00f0 verksins er n\u00e6rri loki\u00f0 hefst \u00feri\u00f0ja stig<\/strong> n\u00e1msins samkv\u00e6mt Daniel Deutsch. Heildarsvipur verksins er metinn. Hugsanlega \u00fearf a\u00f0 lengja e\u00f0a stytta einhverja hluta. Nemendur f\u00e1 h\u00e9r t\u00e6kif\u00e6ri til a\u00f0 meta hvort \u00feeir hafi n\u00e1\u00f0 a\u00f0 tj\u00e1 \u00fea\u00f0 sem \u00feeir \u00e6tlu\u00f0u s\u00e9r (sj\u00e1lfsmat). \u00c1 \u00feessu stigi eru oft ger\u00f0ar sm\u00e1v\u00e6gilegar breytingar. Ef verki\u00f0 er fyrir hlj\u00f3\u00f0f\u00e6rah\u00f3p \u00fe\u00e1 eru hlj\u00f3\u00f0f\u00e6raraddir (partar) skrifa\u00f0ir \u00e1 \u00feessu stigi n\u00e1msins.<\/p>\n

\u00deegar verkinu er loki\u00f0 er mikilv\u00e6gt a\u00f0 draga saman \u00fea\u00f0 sem gert hefur veri\u00f0 (e. summative assessment). Sl\u00edkt mat getur hj\u00e1lpa\u00f0 nemandanum a\u00f0 setja sig og verki\u00f0 \u00ed st\u00e6rra samhengi. \u00c1 \u00feessum t\u00edmapunkti getur l\u00edka veri\u00f0 gagnlegt a\u00f0 hitta samnemendur og f\u00e1 jafningjamat.<\/p>\n

\u00cd grein sinni r\u00e6\u00f0a \u00feeir Clint Randles og Mark Sullivan \u00fea\u00f0 vandasama verk a\u00f0 lj\u00faka vi\u00f0 t\u00f3nsm\u00ed\u00f0. \u00deeir leggja l\u00edka \u00e1herslu \u00e1 a\u00f0 nemendur l\u00e6ri a\u00f0 undirbyggja enda verka sinna. Ef \u00fea\u00f0 er ekki gert \u00fe\u00e1 s\u00e9 h\u00e6tta \u00e1 \u00fev\u00ed a\u00f0 verkunum s\u00e9 loki\u00f0 me\u00f0 hra\u00f0i og a\u00f0 lokin missi marks. Endirinn er j\u00fa \u00fea\u00f0 seinasta sem \u00e1heyrandinn heyrir og gefur oft \u00f6\u00f0ru sem gerst hefur \u00ed verkinu d\u00fdpri merkingu.<\/p>\n

\u00deessi \u00ferj\u00fa stig sem greinarh\u00f6fundar tala h\u00e9r um er eitthva\u00f0 sem flest okkar sem kennum t\u00f3nsm\u00ed\u00f0ar \u00feekkjum. Hugmyndavinnan \u00e1 stigi eitt, \u00fear sem allt er h\u00e6gt, \u00fe\u00f3 einstaka nemandi str\u00f6ggli l\u00edka \u00fear og svo \u00farvinnslan \u00e1 \u00f6\u00f0ru stigi sem getur oft veri\u00f0 strembin. \u00deri\u00f0ja stigi\u00f0 er svo lokahnykkurinn og \u00fe\u00e1 reynir oft \u00e1 vandvirkni nemenda vi\u00f0 fr\u00e1gang n\u00f3tna og radda. \u00cd t\u00f3nsm\u00ed\u00f0an\u00e1minu \u00ed Listah\u00e1sk\u00f3la \u00cdslands f\u00e6r nemandinn skriflega ums\u00f6gn \u00ed lok annar og m\u00e6tti segja a\u00f0 \u00fea\u00f0 s\u00e9 \u00fea\u00f0 sem Daniel Deutsch kallar ,,summative assessment\u201d. \u00cd \u00feessari ums\u00f6gn draga t\u00f3nsm\u00ed\u00f0akennarar venjulega saman vinnu vetrarins, segja hva\u00f0 hefur veri\u00f0 gert, hva\u00f0 t\u00f3kst vel og hva\u00f0 v\u00e6ri h\u00e6gt a\u00f0 \u00fer\u00f3a \u00e1fram og e\u00f0a vinna betur \u00ed. Segja m\u00e1 a\u00f0 \u00fear s\u00e9 endurgj\u00f6f vetrarins dregin saman \u00ed eina efnisgrein.<\/p>\n

N\u00e1msstigin \u00ferj\u00fa me\u00f0 tilliti til lei\u00f0sagnarmats<\/strong><\/p>\n

Daniel Deutsch skrifar \u00feessa greiningu h\u00e9r a\u00f0 ofan \u00fat fr\u00e1 lei\u00f0sagnarmati (e. formative assessment)\u00a0\u00a0 en Clint Randes og Mark Sullivan byggja, meira eins og \u00e1\u00f0ur er geti\u00f0 \u00e1 kennslufr\u00e6\u00f0i Alan Belkin. \u00deeir f\u00e9lagar leggja miki\u00f0 upp \u00far or\u00f0r\u00e6\u00f0unni \u00ed kennslustundunum en \u00fea\u00f0 er l\u00edka einn af \u00feeim \u00fe\u00e1ttum sem miki\u00f0 er lagt upp \u00far \u00ed lei\u00f0sagnarmati. Me\u00f0 or\u00f0r\u00e6\u00f0u er til d\u00e6mis \u00e1tt vi\u00f0 a\u00f0 kennarinn spyrji ,,r\u00e9ttra\u201d spurninga, \u00fe.e. spurninga sem lei\u00f0a nemendur \u00e1fram \u00ed n\u00e1minu.[18]<\/sup><\/a> En sko\u00f0um betur hva\u00f0 \u00fea\u00f0 er anna\u00f0 sem taka m\u00e1 \u00far lei\u00f0sagnarn\u00e1mi til a\u00f0 gera t\u00f3nsm\u00ed\u00f0akennsluna skilvirkari.<\/p>\n

Skipulag<\/strong> er einn af megin\u00fe\u00e1ttum lei\u00f0sagnarn\u00e1msins. \u00cd \u00fev\u00ed felst a\u00f0 t\u00edmar s\u00e9u reglulegir og einnig a\u00f0 nemendur viti til hvers er \u00e6tlast af \u00feeim, \u00feeir \u00feurfa a\u00f0 \u00feekkja h\u00e6fnivi\u00f0mi\u00f0 n\u00e1msins svo \u00feeir viti hvert \u00feeir eru a\u00f0 stefna. \u00deegar r\u00e6tt er um skipulag er vert a\u00f0 gefa gaum a\u00f0 undirtitli b\u00f3karinna Lei\u00f0sagnarn\u00e1ms, hvers vegna, hvernig, hva\u00f0<\/strong><\/em>?<\/em><\/strong> \u00deegar vi\u00f0 sko\u00f0um spurnarforn\u00f6fnin \u00ed undirtitlinum m\u00e1 spyrja sig hvers vegna<\/em> t\u00f3nsm\u00ed\u00f0anemendur eigi a\u00f0 s\u00e6kja einkat\u00edma \u00ed t\u00f3nsm\u00ed\u00f0um? Hva\u00f0 geta \u00feeir l\u00e6rt \u00ed einkat\u00edmum frekar\u00a0 en a\u00f0 vera til d\u00e6mis bara \u00ed h\u00f3pt\u00edmum. Hvernig?<\/em> getur v\u00edsa\u00f0 til \u00feess hvernig nemandi og kennari geti n\u00fdtt s\u00e9r t\u00edmana. Hver eru hlutverk nemandans og kennarans \u00ed \u00feessum t\u00edmum. Hva\u00f0<\/em> er \u00fea\u00f0 sem s\u00fdnir svo a\u00f0 markmi\u00f0inu hefur veri\u00f0 n\u00e1\u00f0. Er \u00fea\u00f0 t\u00f3nverki\u00f0 sem ver\u00f0ur til e\u00f0a er \u00fea\u00f0 vinnan vi\u00f0 \u00fea\u00f0. H\u00e6fnivi\u00f0mi\u00f0 n\u00e1mskei\u00f0sins eru g\u00f3\u00f0 lei\u00f0 til a\u00f0 meta loka\u00fatkomuna og sj\u00e1 hvort markmi\u00f0um hefur veri\u00f0 n\u00e1\u00f0. Hvers vegna? <\/em>sn\u00fdr oft meira a\u00f0 stj\u00f3rnendum sk\u00f3lans, \u00fe\u00f3 ekki s\u00e9 \u00f3l\u00edklegt a\u00f0 nemandinn og kennarinn spyrji sig einnig \u00feessarar spurningar. Spurnarforn\u00f6fnin hvernig <\/em>t\u00edmarnir eru n\u00fdttir og hva\u00f0<\/em> kemur \u00fat \u00far \u00feeim er hins vegar algj\u00f6rlega \u00e1 \u00e1byrg\u00f0 kennarans og nemandans.<\/p>\n

\u00c1hugi, n\u00e1msmarkmi\u00f0, (\u00e1rangurs)vi\u00f0mi\u00f0 og fyrirmyndir <\/strong>er annar mikilv\u00e6gur \u00fe\u00e1ttur \u00ed lei\u00f0sagnarn\u00e1mi. \u00cd \u00feessum \u00fe\u00e6tti felst \u00fea\u00f0 hvernig n\u00e1mi\u00f0 er kynnt og hve miki\u00f0 nemendur hafa um \u00fea\u00f0 a\u00f0 segja. \u00cd einkakennslu \u00ed t\u00f3nsm\u00ed\u00f0um \u00fearf sjaldnast a\u00f0 gl\u00e6\u00f0a \u00e1huga nemenda, \u00e1hugi nemenda getur \u00fe\u00f3 dala\u00f0 ef erfi\u00f0lega gengur a\u00f0 semja e\u00f0a \u00feeir skilja ekki athugasemdir kennarans. \u00de\u00e1 getur veri\u00f0 gott, til a\u00f0 stu\u00f0la a\u00f0 framf\u00f6rum \u00ed n\u00e1mi a\u00f0 auka \u00e1huga nemandans \u00e1 verkum annarra. \u00c1hugi kennarans \u00e1 verki nemandans skiptir l\u00edka miklu m\u00e1li.<\/p>\n

N\u00e1msmarkmi\u00f0 lei\u00f0sagnarn\u00e1msins mi\u00f0ast yfirleitt ekki vi\u00f0 loka\u00fatkomuna, miklu frekar lei\u00f0ina a\u00f0 henni. \u00deetta er gott a\u00f0 hafa \u00ed huga og kallast \u00e1 vi\u00f0 \u00e1rangursvi\u00f0mi\u00f0i\u00f0 (e. success criteria) sem getur veri\u00f0 \u00fdmist opi\u00f0 e\u00f0a loka\u00f0. Loku\u00f0 vi\u00f0mi\u00f0 eru \u00e1minning um a\u00f0 eitthva\u00f0 ver\u00f0i a\u00f0 gerast en \u00ed opnum vi\u00f0mi\u00f0um hafa nemendur val. Or\u00f0r\u00e6\u00f0a \u00ed kennslustundum skiptir \u00fev\u00ed auglj\u00f3slega miklu m\u00e1li. Betra er til d\u00e6mis a\u00f0 segja ,,\u00fe\u00fa g\u00e6tir gert \u2026\u201d (opi\u00f0) frekar en ,,ger\u00f0u \u2026\u201d (loka\u00f0). Nemandinn ver\u00f0ur a\u00f0 finna a\u00f0 hann hefur alltaf val.<\/p>\n

\u00dea\u00f0 a\u00f0 sko\u00f0a fyrirmyndir eru hluti af lei\u00f0sagnarn\u00e1mi. H\u00e9r er \u00ed raun \u00e1tt vi\u00f0 a\u00f0 sko\u00f0a verk annarra og l\u00e6ra af \u00feeim. \u00deetta er eitthva\u00f0 sem er oft gert \u00ed t\u00f3nsm\u00ed\u00f0akennslunni. \u00dea\u00f0 a\u00f0 sko\u00f0a og hlusta \u00e1 t\u00f3nverk annarra t\u00f3nsk\u00e1lda er nau\u00f0synlegt fyrir alla t\u00f3nsm\u00ed\u00f0anemendur \u00fev\u00ed \u00fea\u00f0 hj\u00e1lpar \u00feeim oftast a\u00f0 \u00fer\u00f3a og sta\u00f0setja sig og s\u00edna t\u00f3nlist. Vi\u00f0 \u00fea\u00f0 a\u00f0 sko\u00f0a t\u00f3nverk annarra geta l\u00edka kvikna\u00f0 n\u00fdjar hugmyndir.<\/p>\n

Samr\u00e6\u00f0ur og spurningat\u00e6kni <\/strong>er st\u00f3r hluti af lei\u00f0sagnarn\u00e1minu og l\u00edka af t\u00f3nsm\u00ed\u00f0an\u00e1minu. Oft tala t\u00f3nsm\u00ed\u00f0akennarar um a\u00f0 ,,samtali\u00f0 vi\u00f0 nemandann s\u00e9 gott\u201d og er \u00fe\u00e1 a\u00f0 \u00f6llum l\u00edkindum \u00e1tt vi\u00f0 a\u00f0 gagnkv\u00e6mur skilningur r\u00edki \u00e1 milli kennara og nemenda og a\u00f0 samr\u00e6\u00f0urnar \u00ed t\u00edmunum lei\u00f0i til framfara \u00ed n\u00e1minu. \u00cd t\u00f3nsm\u00ed\u00f0at\u00edmum spyr kennarinn nemandann oft \u00fat \u00ed verki\u00f0 sem hann er a\u00f0 semja. G\u00f3\u00f0 spurningat\u00e6kni felst me\u00f0al annars \u00ed \u00fev\u00ed a\u00f0 gefa nemandanum t\u00edma til a\u00f0 svara og hj\u00e1lpa honum a\u00f0 or\u00f0a hugsun s\u00edna. \u00de\u00e1 skiptir l\u00edka m\u00e1li a\u00f0 spyrja ekki loka\u00f0ra spurninga. \u00dea\u00f0 er betra a\u00f0 spyrja spurninga sem hvetja nemandann til a\u00f0 hugsa og \u00fdta undir \u00e1huga hans.[19]<\/sup><\/a> H\u00e9r kallast hugmyndir lei\u00f0sagnarn\u00e1msins \u00e1 vi\u00f0 hugmyndir Clint Randles og Mark Sullivan um g\u00f3\u00f0a or\u00f0r\u00e6\u00f0u \u00ed t\u00f3nsm\u00ed\u00f0at\u00edmum.[20]<\/sup><\/a><\/p>\n

Seinasti \u00fe\u00e1tturinn sem h\u00e9r ver\u00f0ur r\u00e6tt um og er st\u00f3r hluti af lei\u00f0sagnarn\u00e1minu er endurgj\u00f6f. <\/strong>Miklu skiptir a\u00f0 nemendur f\u00e1i g\u00f3\u00f0a endurgj\u00f6f me\u00f0an \u00e1 t\u00f3nsm\u00ed\u00f0an\u00e1minu stendur. ,,Endurgj\u00f6f sn\u00fdst \u00ed e\u00f0li s\u00ednu um a\u00f0 lei\u00f0beina nemandanum fr\u00e1 \u00feeim sta\u00f0 \u00fear sem hann er staddur \u00ed n\u00e1minu og a\u00f0 n\u00e1msmarkmi\u00f0i s\u00ednu, \u00fe.e.a.s. h\u00e6fninni sem hann er a\u00f0 tileinka s\u00e9r.\u201d[21]<\/sup><\/a><\/p>\n

\u00cd \u00feessu sambandi er mikilv\u00e6gt a\u00f0 kennarar geri s\u00e9r grein fyrir \u00fev\u00ed hva\u00f0a \u00e1hrif endurgj\u00f6fin kann a\u00f0 hafa \u00e1 nemandann. \u00deannig er endurgj\u00f6f sem sn\u00fdr a\u00f0 sj\u00e1lfi nemandans ekki g\u00f3\u00f0, eins og til d\u00e6mis a\u00f0 segja ,,\u00feetta var besta verki\u00f0 \u00e1 t\u00f3nleikunum\u201d. H\u00e9r er veri\u00f0 a\u00f0 efla ytri \u00e1hugahv\u00f6t nemandans og \u00fea\u00f0 skilar ekki miklu. Endurgj\u00f6f sem hins vegar sn\u00fdr a\u00f0 n\u00e1minu og fjallar um n\u00e6stu skref eftir a\u00f0 t\u00f3nverk hefur veri\u00f0 flutt gagnast nemandanum miklu frekar og eflir innri \u00e1hugahv\u00f6t hans.<\/p>\n

Sj\u00e1lfsmat er hluti af endurgj\u00f6finni og fyrir t\u00f3nsm\u00ed\u00f0anemendur er gott a\u00f0 \u00fej\u00e1lfast \u00ed \u00fev\u00ed. \u00deetta m\u00e1 til d\u00e6mis gera me\u00f0 \u00fev\u00ed a\u00f0 sko\u00f0a eldri verk \u00feeirra og finna \u00feannig \u00fat hverjar framfarirnar eru og hva\u00f0 h\u00e6gt er a\u00f0 \u00fer\u00f3a enn frekar. H\u00e9r er gaman a\u00f0 geta \u00feess a\u00f0 \u00ed b\u00f3k t\u00f3nsk\u00e1ldsins og t\u00f3nsm\u00ed\u00f0akennarans Arnold Sch\u00f6nberg (1874-1951) Fundametals of Music Composition <\/em>(1967), <\/em>sem kom \u00fat eftir hans dag, er s\u00e9rstakur kafli sem hann kallar Advice for self-criticism[22]<\/strong><\/sup><\/a>, <\/em>\u00ed \u00feeim kafla er margt sem t\u00f3nsm\u00ed\u00f0anemendur geta n\u00fdtt s\u00e9r jafnvel \u00fe\u00f3 \u00feeir s\u00e9u a\u00f0 semja t\u00f3nlist \u00ed allt \u00f6\u00f0rum st\u00edl.\u00a0 D\u00e6mi um \u00fea\u00f0 sem Sch\u00f6nberg telur vera gott a\u00f0 gera \u00feegar eigin verk eru sko\u00f0u\u00f0 er a\u00f0 greina hugmyndirnar, passa \u00f3\u00fearfa skraut sem getur trufla\u00f0 fl\u00e6\u00f0i verkins, en einnig \u00fearf a\u00f0 varast einh\u00e6fni. Sch\u00f6nberg r\u00e1\u00f0leggur nemendum a\u00f0 gera margar skissur og umfram allt a\u00f0 hlusta vel. \u00c9g held a\u00f0 flest okkar sem kennum t\u00f3nsm\u00ed\u00f0ar getum teki\u00f0 undir \u00feessi r\u00e1\u00f0 og \u00ed raun m\u00e1 segja a\u00f0 me\u00f0 \u00fev\u00ed a\u00f0 \u00fej\u00e1lfa vel sj\u00e1lfsmat nemenda geri kennarinn sig \u00e1 endanum \u00f3\u00fearfan og v\u00e6ntanlega er \u00fea\u00f0 lokatakmark t\u00f3nsm\u00ed\u00f0akennslunnar.<\/p>\n

Endurgj\u00f6f fr\u00e1 nemendum til kennara er l\u00edka mikilv\u00e6g. Endurgj\u00f6f getur falist \u00ed \u00fev\u00ed a\u00f0 nemendur geri grein fyrir s\u00ednum \u00fe\u00f6rfum en h\u00fan felst l\u00edka \u00ed \u00e1rangri \u00feeirra og jafnvel \u00ed \u00f3s\u00f6g\u00f0um or\u00f0um.<\/p>\n

Jafningjamat er ein tegund endurgjafar og eitthva\u00f0 sem m\u00e6tti n\u00fdta meira \u00ed t\u00f3nsm\u00ed\u00f0akennslu.<\/p>\n

Jafningjamat kallar \u00e1 a\u00f0 nemendur hittist og r\u00e6\u00f0i saman um \u00fea\u00f0 sem \u00feeir eru a\u00f0 gera. \u00cd jafningjamati er nau\u00f0synlegt a\u00f0 tala um hvernig endurgj\u00f6fin er gefin \u00fev\u00ed h\u00fan m\u00e1 ekki vera s\u00e6randi. Mj\u00f6g g\u00f3\u00f0 a\u00f0fer\u00f0 er a\u00f0 nefna fyrst tv\u00f6 g\u00f3\u00f0 atri\u00f0i og svo eitt sem g\u00e6ti veri\u00f0 betra e\u00f0a m\u00e6tti \u00fer\u00f3a, \u00feessi a\u00f0fer\u00f0 er stundum k\u00f6llu\u00f0: Tv\u00e6r stj\u00f6rnur og ein \u00f3sk. <\/em>Mikilv\u00e6gt er a\u00f0 nemendur l\u00edti \u00e1 endurgj\u00f6f fr\u00e1 jafningjum s\u00ednum sem ,,t\u00e6kif\u00e6ri en ekki pers\u00f3nulega gagnr\u00fdni.\u201d[23]<\/sup><\/a><\/p>\n

Ni\u00f0ursta\u00f0a<\/strong><\/p>\n

\u00cd \u00feessari grein hefur veri\u00f0 fari\u00f0 yfir hva\u00f0 felst \u00ed t\u00f3nsm\u00ed\u00f0akennslu me\u00f0 lei\u00f0sagnarmat a\u00f0 lei\u00f0arlj\u00f3si. Ni\u00f0ursta\u00f0an er s\u00fa a\u00f0 \u00fea\u00f0 sem skiptir mestu m\u00e1li \u00ed n\u00e1minu er a\u00f0 n\u00e1msmenningin s\u00e9 g\u00f3\u00f0 og vaxandi hugarfar n\u00e1i a\u00f0 einkenna kennslustarfi\u00f0. N\u00e1mi\u00f0 \u00fearf a\u00f0 vera vel skipulagt og nemendur \u00feurfa a\u00f0 vita hva\u00f0a kr\u00f6fur eru ger\u00f0ar til \u00feeirra (h\u00e6fnivi\u00f0mi\u00f0). Vi\u00f0halda \u00fearf \u00e1huga \u00feeirra \u00e1 n\u00e1minu og lei\u00f0in \u00fearf a\u00f0 vera vel v\u00f6r\u00f0u\u00f0 (n\u00e1msmarkmi\u00f0\/h\u00e6fnivi\u00f0mi\u00f0). Gott er a\u00f0 n\u00fdta verk annarra \u00ed kennslunni (fyrirmyndir). Samr\u00e6\u00f0ur milli kennara og nemanda \u00feurfa a\u00f0 vera opnar og varast skal a\u00f0 spyrja loka\u00f0ra spurninga. Endurgj\u00f6fin er svo einn mikilv\u00e6gasti \u00fe\u00e1tturinn og er \u00fe\u00e1 b\u00e6\u00f0i \u00e1tt vi\u00f0 endurgj\u00f6f fr\u00e1 kennara, sj\u00e1lfsmat og jafningjamat.<\/p>\n

\u00dat fr\u00e1 \u00feessari ni\u00f0urst\u00f6\u00f0u hef \u00e9g unni\u00f0 \u00e1 \u00feessari \u00f6nn. \u00cd upphafi annar var n\u00e1mi\u00f0 skipulagt.<\/p>\n

Fari\u00f0 var yfir dagsetningar t\u00f3nleika og sko\u00f0a\u00f0 hven\u00e6r verkin \u00feyrftu a\u00f0 vera tilb\u00fain. Jafningjamat f\u00f3r fram \u00ed upphafi annar en \u00fe\u00e1 hittust nemendur og kynntu verkin sem \u00feeir skrifu\u00f0u \u00e1 haust\u00f6nn fyrir hvort \u00f6\u00f0ru. Stefnt er a\u00f0 \u00fev\u00ed a\u00f0 hafa annan sl\u00edkan t\u00edma \u00ed um mi\u00f0jan apr\u00edl. \u00cd upphafi \u00feessara t\u00edma er fari\u00f0 yfir hvernig best er a\u00f0 hafa endurgj\u00f6fina og eru nemendurnir be\u00f0nir um a\u00f0 nefna fyrst tv\u00f6 atri\u00f0i sem \u00feeim \u00feykja g\u00f3\u00f0 og s\u00ed\u00f0an eitt atri\u00f0i sem m\u00e6tti \u00fer\u00f3a e\u00f0a sko\u00f0a betur. Fyrsti t\u00edminn gekk mj\u00f6g vel og var gagnlegur fyrir nemendur.<\/p>\n

\u00deegar \u00feetta er skrifa\u00f0 eru flestir nemendur \u00e1 \u00f6\u00f0ru stigi (\u00farvinnslustiginu) eins og Daniel Deutsch velur a\u00f0 kalla \u00feetta t\u00edmabil.[24]<\/sup><\/a> Yfirleitt er dvali\u00f0 lengst \u00e1 \u00feessu stigi og \u00e1 \u00feessari \u00f6nn hef \u00e9g vari\u00f0 meiri t\u00edma \u00ed a\u00f0 sko\u00f0a verk annarra en \u00e9g hef gert \u00e1\u00f0ur (nota\u00f0 fyrirmyndir). M\u00e9r hefur fundist \u00fea\u00f0 gefa g\u00f3\u00f0a raun og hj\u00e1lpa nemendum a\u00f0 sta\u00f0setja sig. M\u00e9r finnst \u00fea\u00f0 l\u00edka hj\u00e1lpa nemendum a\u00f0 \u00fer\u00f3a verk s\u00edn \u00e1fram. \u00de\u00e1 hef \u00e9g l\u00edka gert meira af \u00fev\u00ed a\u00f0 greina hugmyndir og verk nemenda og hefur \u00fea\u00f0 veri\u00f0 gott fyrir nemendur en einnig mig sem kennara. \u00c9g hef l\u00edka reynt a\u00f0 hafa or\u00f0r\u00e6\u00f0una \u00ed anda lei\u00f0sagnarmatins og nota\u00f0 meira l\u00fdsandi og greinandi or\u00f0alag. \u00deetta hefur m\u00e9r fundist skila s\u00e9r \u00ed betri samr\u00e6\u00f0um \u00ed t\u00edmunum. \u00deegar komi\u00f0 er a\u00f0 lokafr\u00e1gangi verkanna hyggst \u00e9g nota fj\u00f6lbreyttari a\u00f0fer\u00f0ir endurgjafar, jafningjamat eins og \u00e1\u00f0ur hefur komi\u00f0 fram og einnig sj\u00e1lfsmat.<\/p>\n

Lokaor\u00f0<\/strong><\/p>\n

Lj\u00f3st er a\u00f0 h\u00e9r er ekki veri\u00f0 a\u00f0 gera st\u00f3rkostlegar breytingar \u00e1 t\u00f3nsm\u00ed\u00f0akennslunni. \u00cd raun er meira veri\u00f0 a\u00f0 sko\u00f0a hvernig h\u00fan fer fram, skr\u00e1 hva\u00f0 virkar vel og hva\u00f0 \u00fea\u00f0 er sem m\u00e6tti gera betur. \u00dea\u00f0 m\u00e1 segja a\u00f0 \u00feessi \u00f6nn hj\u00e1 m\u00e9r s\u00e9 notu\u00f0 til a\u00f0 taka fyrstu skrefin \u00ed starfendaranns\u00f3kn (e. action research).[25]<\/sup><\/a> En fyrsti hluti \u00feeirra ranns\u00f3knar felur \u00ed s\u00e9r a\u00f0 safna saman g\u00f6gnum og er \u00fea\u00f0 gert me\u00f0 \u00fev\u00ed a\u00f0 halda dagb\u00f3k um kennsluna. Dagb\u00f3karskrifin eru s\u00ed\u00f0an sko\u00f0u\u00f0 og \u00edgrundu\u00f0 og n\u00e6stu skref \u00ed kennslunni \u00e1kv\u00f6r\u00f0u\u00f0 \u00fat fr\u00e1 \u00fev\u00ed. Hafa nemendur veri\u00f0 uppl\u00fdstir um \u00feetta og gefi\u00f0 sam\u00feykki sitt.<\/p>\n

Titill \u00feessarar greinar ,,Lei\u00f0in er takmarki\u00f0\u201d<\/em> er \u00fe\u00fd\u00f0ing \u00e1 \u00fe\u00fdska or\u00f0atilt\u00e6kinu ,,Der Weg ist das Ziel\u201d <\/em>og er or\u00f0atilt\u00e6ki\u00f0 raki\u00f0 til k\u00ednverska heimspekingsins Konf\u00fas\u00edusar. Or\u00f0atilt\u00e6ki\u00f0 hefur veri\u00f0 t\u00falka\u00f0 \u00e1 \u00feann veg a\u00f0 lei\u00f0in a\u00f0 takmarkinu s\u00e9 oft \u00e1hugaver\u00f0ari en takmarki\u00f0 sj\u00e1lft, einnig m\u00e6tti leggja \u00fea\u00f0 \u00fat sem svo a\u00f0 vert s\u00e9 a\u00f0 gefa gaum a\u00f0 \u00fev\u00ed sem gerist \u00e1 lei\u00f0inni, nj\u00f3ta \u00feess og l\u00e6ra af \u00fev\u00ed. M\u00e9r finnst \u00feetta or\u00f0atilt\u00e6ki draga vel saman \u00fea\u00f0 sem felst \u00ed lei\u00f0sagnarmati og lei\u00f0sagnarn\u00e1mi. \u00dea\u00f0 a\u00f0 vera vakandi og opinn fyrir \u00fev\u00ed sem gerist \u00ed kennslu og n\u00e1mi skerpir alla s\u00fdn og gerir n\u00e1mi\u00f0 og kennsluna \u00e1n\u00e6gjulegri og vonandi betri. Lokatakmark t\u00f3nsm\u00ed\u00f0akennslunnar hl\u00fdtur a\u00f0 vera a\u00f0 nemendur n\u00e1i a\u00f0 ver\u00f0a sj\u00e1lfst\u00e6\u00f0ir listamenn. Lei\u00f0in a\u00f0 \u00fev\u00ed marki \u00fearf a\u00f0 vera vel v\u00f6r\u00f0u\u00f0 og er \u00fea\u00f0 m\u00edn tr\u00fa a\u00f0 a\u00f0fer\u00f0ir lei\u00f0sagnarmats og lei\u00f0sagnarn\u00e1ms s\u00e9u g\u00f3\u00f0ar til \u00feess.<\/p>\n

\n

Heimildaskr\u00e1:<\/strong><\/p>\n

B\u00e6kur:<\/strong><\/p>\n

Elsa Ingibj\u00f6rg P\u00e1lsd\u00f3ttir, Fj\u00f6lbreyttar lei\u00f0ir \u00ed n\u00e1msmati: a\u00f0 meta \u00fea\u00f0 sem vi\u00f0 viljum a\u00f0 nemendur l\u00e6ri <\/em>(Reykjav\u00edk: I\u00f0n\u00fa, 2011).<\/p>\n

Nanna Krist\u00edn Christiansen, Lei\u00f0sagnarn\u00e1m, hvers vegna, hvernig, hvar? <\/em>(Reykjav\u00edk: Nanna Krist\u00edn Chirstiansen, 2021).<\/p>\n

Sch\u00f6nberg, Arnold, Fundamentals of Music Composition<\/em>, ritst\u00fdrt af Gerald Strang og Leonard Stein (London: Faber and Faber Limited, 1967).<\/p>\n

Vefs\u00ed\u00f0ur:<\/strong><\/p>\n

Clint Randles and Mark Sullivan, ,,How Composers Approach Teaching Composition: Strategies for Music Teachers\u201d, Sage Journals<\/em>, bindi 99, hefti 3 (mars 2013), s\u00f3tt 19. mars 2024, https:\/\/journals.sagepub.com\/doi\/10.1177\/0027432112471398<\/a><\/p>\n

David Deutsch, ,,Authentic Assessment in Music Composition: Feedback That Facilitates Creativity\u201d, Sage Journals, <\/em>bindi 102, hefti 3 (mars 2016), s\u00f3tt 13. jan\u00faar, 2024, https:\/\/journals.sagepub.com\/doi\/full\/10.1177\/0027432115621608<\/a><\/p>\n

Hj\u00f6rd\u00eds \u00deorgeirsd\u00f3ttir, ,,Lei\u00f0sagnarn\u00e1m eykur \u00fe\u00e1ttt\u00f6ku og sj\u00e1lfr\u00e6\u00f0i nemenda \u00ed n\u00e1mi s\u00ednu\u201d Sk\u00f3la\u00fer\u00e6\u00f0ir, t\u00edmarit \u00e1hugaf\u00f3lks um sk\u00f3la\u00fer\u00f3un, <\/em>s\u00f3tt 25. jan\u00faar, 2024.
\nhttps:\/\/skolathraedir.is\/2023\/12\/08\/leidsagnarnam-eykur-thatttoku\/<\/a><\/p>\n

,,Lei\u00f0sagnarmat\u201d, A\u00f0aln\u00e1mskr\u00e1, <\/em>https:\/\/adalnamskra.is\/greinar\/leidsagnarmat<\/p>\n

Nanna Krist\u00edn Christiansen, ,,Hva\u00f0 er lei\u00f0sagnarn\u00e1m?\u201d Sk\u00f3lavar\u00f0an, <\/em>1. tbl. 2019, <\/em>s\u00f3tt 8. jan\u00faar 2024. https:\/\/www.ki.is\/um-ki\/utgafa\/frettir-og-pistlar\/skolavardan\/2021\/hvad-er-leidsagnarnam<\/a><\/p>\n

 <\/p>\n

\n

 <\/p>\n

[1]<\/sup><\/a> Nanna Krist\u00edn Christiansen, Lei<\/em>\u00f0sagnarn\u00e1m, hvers vegna, hvernig,<\/em> hva<\/em>\u00f0<\/em>?<\/em> (<\/em>Nanna Krist\u00edn Christiansen, Reykjav\u00edk, 2021), bls. 11<\/p>\n

[2]<\/sup><\/a> Daniel Deutsch, ,,Authentic Assessment in Music Composition: Feedback That Facilitates Creativity\u201d, Sage Journals<\/em>, bindi 102, hefti 3 (mars 2016), s\u00f3tt 13. jan\u00faar, 2024. https:\/\/journals.sagepub.com\/doi\/full\/10.1177\/0027432115621608<\/a><\/p>\n

[3]<\/sup><\/a> Clint Randles and Mark Sullivan, ,,How Composers Approach Teaching Composition: Strategies for Music Teachers\u201d, Sage Journals<\/em>, bindi 99, hefti 3 (mars 2013), s\u00f3tt 19. mars 2024, https:\/\/journals.sagepub.com\/doi\/10.1177\/0027432112471398<\/a><\/p>\n

[4]<\/sup><\/a> Alan Belkin (1951) er kanad\u00edskt t\u00f3nsk\u00e1ld hann kenndi t\u00f3nfr\u00e6\u00f0i og t\u00f3nsm\u00ed\u00f0ar vi\u00f0 fj\u00f3ra h\u00e1sk\u00f3la \u00ed Montreal \u00ed Kanada en hefur h\u00e6tt st\u00f6rfum og vinnur n\u00fana eing\u00f6ngu vi\u00f0 t\u00f3nsm\u00ed\u00f0ar.<\/p>\n

[5]<\/sup><\/a> Nanna Krist\u00edn Christiansen, ,,<\/em>Hva\u00f0 er lei\u00f0sagnarn\u00e1m\u201d, Sk<\/em>\u00f3lavar\u00f0an,<\/em> 1. tbl. 2019, s\u00f3tt 8. jan\u00faar, 2024. https:\/\/www.ki.is\/um-ki\/utgafa\/frettir-og-pistlar\/skolavardan\/2021\/hvad-er-leidsagnarnam\/<\/a><\/p>\n

[6]<\/sup><\/a> Elsa Ingibj\u00f6rg P\u00e1lsd\u00f3ttir, Fj<\/em>\u00f6lbreyttar lei\u00f0ir \u00ed n\u00e1<\/em>msmati: a\u00f0 meta \u00fea\u00f0 sem vi\u00f0 viljum a\u00f0 nemendur l<\/em>\u00e6ri <\/em>(I\u00f0n\u00fa, Reykjav\u00edk, 2011)<\/p>\n

[7]<\/strong><\/sup><\/em><\/a> D. Deutsch, ,,Authentic Assessment in Music Composition: Feedback That Facilitates Creativity\u201d<\/p>\n

[8]<\/sup><\/a> Nanna Krist\u00edn Christiansen, Lei\u00f0sagnarn\u00e1m, hvers vegna, hvernig,<\/em> hva\u00f0<\/em>?, <\/em>bls. 11<\/p>\n

[9]<\/sup><\/a> Nanna Krist\u00edn Christiansen, Lei\u00f0sagnarn\u00e1m, hvers vegna, hvernig,<\/em> hva\u00f0<\/em>?<\/em><\/p>\n

[10]<\/sup><\/a> D. Deutsch, ,,Authentic Assessment in Music Composition: Feedback That Facilitates Creativity\u201d<\/p>\n

[11]<\/sup><\/a> Nanna Krist\u00edn Christiansen, Lei\u00f0sagnarn\u00e1m, hvers vegna, hvernig,<\/em> hva\u00f0<\/em>?<\/em><\/p>\n

[12]<\/sup><\/a> D. Deutsch, ,,Authentic Assessment in Music Composition: Feedback That Facilitates Creativity\u201d<\/p>\n

[13]<\/sup><\/a> C. Randles and M. Sullivan, ,,How Composers Approach Teaching Composition: Strategies for Music Teachers\u201d<\/p>\n

[14]<\/sup><\/a> D. Deutsch, ,,Authentic Assessment in Music Composition: Feedback That Facilitates Creativity\u201d<\/p>\n

[15]<\/sup><\/a> C. Randles and M. Sullivan, ,,How Composers Approach Teaching Composition: Strategies for Music Teachers\u201d<\/p>\n

[16]<\/sup><\/a> C. Randles and M. Sullivan, ,,How Composers Approach Teaching Composition: Strategies for Music Teachers\u201d<\/p>\n

[17]<\/sup><\/a> C. Randles and M. Sullivan, ,,How Composers Approach Teaching Composition: Strategies for Music Teachers\u201d<\/p>\n

[18]<\/sup><\/a>,,Lei\u00f0sagnarmat\u201d, A\u00f0alsn\u00e1mskr\u00e1, <\/em>https:\/\/adalnamskra.is\/greinar\/leidsagnarmat<\/a>, s\u00f3tt 28. mars 2024<\/p>\n

[19]<\/sup><\/a> Nanna Krist\u00edn Christiansen, Lei\u00f0sagnarn\u00e1m, hvers vegna, hvernig,<\/em> hva\u00f0<\/em>?<\/em><\/p>\n

[20]<\/sup><\/a> C. Randles and M. Sullivan, ,,How Composers Approach Teaching Composition: Strategies for Music Teachers\u201d<\/p>\n

[21]<\/sup><\/a> Nanna Krist\u00edn Christiansen, Lei\u00f0sagnarn\u00e1m, hvers vegna, hvernig,<\/em> hva\u00f0<\/em>?, <\/em>bls. 148<\/p>\n

[22]<\/strong><\/sup><\/em><\/a> Arnold Sch\u00f6nberg, Fundamentals og Music Composition<\/em>, ritst\u00fdrt af Gerald Strang og Leonard Stein, (Faber and Faber limited, London, 1967)<\/p>\n

[23]<\/sup><\/a> Nanna Krist\u00edn Christiansen, Lei\u00f0sagnarn\u00e1m, hvers vegna, hvernig,<\/em> hva\u00f0<\/em>?, <\/em>bls. 160<\/p>\n

[24]<\/sup><\/a> Daniel Deutsch, ,,Authentic Assessment in Music Composition: Feedback That Facilitates Creativity\u201d<\/p>\n

[25]<\/sup><\/a> Hj\u00f6rd\u00eds \u00deorgeirsd\u00f3ttir, ,,Lei\u00f0sagnarn\u00e1m eykur \u00fe\u00e1ttt\u00f6ku og sj\u00e1lfr\u00e6\u00f0i nemenda \u00ed n\u00e1mi s\u00ednu\u201d, Sk<\/em>\u00f3la\u00fer\u00e6\u00f0<\/em>ir, t\u00edmarit samtaka \u00e1hugaf<\/em>\u00f3lks um sk<\/em>\u00f3la\u00fer<\/em>\u00f3un, <\/em>s\u00f3tt 25. jan\u00faar, 2024. https:\/\/skolathraedir.is\/2023\/12\/08\/leidsagnarnam-eykur-thatttoku\/<\/a>.<\/p>\n\t\t\t\t\t\n\t\t\t<\/div>\n\t\t<\/div>\n\t<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":10,"featured_media":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"wds_primary_threads_cat":0,"footnotes":""},"threads_cat":[201],"class_list":["post-12166","threads","type-threads","status-publish","hentry","threads_cat-thraedir-tolublad-9"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.lhi.is\/en\/wp-json\/wp\/v2\/threads\/12166","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lhi.is\/en\/wp-json\/wp\/v2\/threads"}],"about":[{"href":"https:\/\/www.lhi.is\/en\/wp-json\/wp\/v2\/types\/threads"}],"author":[{"embeddable":true,"href":"https:\/\/www.lhi.is\/en\/wp-json\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lhi.is\/en\/wp-json\/wp\/v2\/comments?post=12166"}],"version-history":[{"count":3,"href":"https:\/\/www.lhi.is\/en\/wp-json\/wp\/v2\/threads\/12166\/revisions"}],"predecessor-version":[{"id":13075,"href":"https:\/\/www.lhi.is\/en\/wp-json\/wp\/v2\/threads\/12166\/revisions\/13075"}],"wp:attachment":[{"href":"https:\/\/www.lhi.is\/en\/wp-json\/wp\/v2\/media?parent=12166"}],"wp:term":[{"taxonomy":"threads_cat","embeddable":true,"href":"https:\/\/www.lhi.is\/en\/wp-json\/wp\/v2\/threads_cat?post=12166"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}