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By focusing on dance and on the voice as a music instrument, and applying a gender perspective, this article problematizes constructions of dance and music education – arenas where girls and women are in the majority. The result is based on the meta-analysis of a common issue found in four qualitative studies, three conducted at the aesthetic programs at upper-secondary schools in Sweden and one conducted in higher music education. The studies were produced through participatory observation, video-documented teaching situations, discussions with teachers about critical incidents, focus group discussions and group interviews. The meta-analysis shows that dance and vocal studies’ have similar subject constructions based on the traditions and conventions of the performing arts. Furthermore, the result points to the need to highlight how the body, the gaze, and the place are constructed in teaching and learning to clarify what norms and values ​surround the subjects. The article contributes to the discussion of how quality is understood in dance and music education and increases the knowledge of widening participation in these subjects.

Since the 1990s, the Swedish system of evaluation is criterion-referenced. In this system, one of the main purposes of national tests is to promote equity in assessment. This article explores how teachers in the subject fields of English and Swedish in compulsory school (grades 6 and 9), understand the relationship between the act of grading and the national test results. We find that the teachers we have interviewed typically dismiss quantitative data and comparisons at aggregated levels and we argue that this dismissal has its root cause in an erroneous understanding of criterion-referenced assessment as completely independent of norms. A better, more nuanced understanding of the role of norms in criterion-referenced assessment would, we suggest, allow teachers to make better use of the potential of national tests in promoting equity.

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