Sheila Scott

Sheila ScottB.Mus. (1984) University of Saskatchewan, B.Mus. [Mus.Ed.] (1985), University of Saskatchewan, M.Mus. (1991) University of Calgary, Elementary Education, Ph.D. (1997) University of Alberta, Elementary Education

elementary music education

Phone: 204-727-7435

Sheila J. Scott, associate professor of music education, holds a masters degree in school music from the University of Calgary. She earned a Ph.D. in Elementary Education from the University of Alberta. She teaches undergraduate and graduate courses in elementary music education and a graduate seminar that prepares students to undertake comprehensive examinations or thesis research.

Scott’s research is in the areas of student assessment and inquiry-based (constructivist) music education. She has authored numerous publications including articles in General Music Today, The Kodaly Envoy, and Contributions to Music Education. In addition to her scholarly work, Dr. Scott is involved in an educational initiative where, along with her elementary music education per-service students, she prepares and delivers a weekly music class for autistic children.

Her research in student assessment has culminated in several published articles and numerous presentations across North America. The following is a sample of this work:

Published Papers

  • Scott, S. J. (2002). The development and application of a performance-based measure to assess a creative endeavor by fourth and fifth grade music students. Contributions to Music Education, 29(1), 29-46.
  • Scott, S. J. (2001). Examining the roles of student assessment in a Kodaly-based instructional sequence. Alla Breve, 26(1), 7-9.
  • Scott, S. J. (2001). A task-centered approach to performance-based assessments. General Music Today, 14(3), 10-14.
  • Scott, S. J. (2000). Making links between research and instruction: Students’ perception of contour and interval while reading music notation. The Kodaly Envoy, 27(1), 5-8.
  • Scott, S. J. (2000). Cognitive psychology and test development: The application of the SOLO taxonomy to classify the strategies used by grade 5 students to solve selected music reading tasks. Contributions to Music Education , 27(2), 37-57.
  • Scott, S. J. (2000). Reconceptualizing the validity of student assessment in music education: A construct-centered approach for the new millennium. In Marlene Taylor and Barbara Gregory (Eds.). Music of the Spheres Conference Proceedings, International Society for Music Education, p. 332-337.

Professional Presentations

  • Scott, S. J. (2002, October). “Incorporating assessment in long-term plans for instruction: Implications for music education. Accepted for presentation at the conference of the Alberta Assessment Consortium, Edmonton, Alberta.