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LearningOutcomesDataReport
BachelorofArtsinMusic–concentrationinMusicManagement
DepartmentofMusic
Fall,2011enrollment‐20ReportcompletedbyErnieM.HillsandRobinFisherJanuary25,2012Pleasenote:TheBachelorofArtsinMusic–concentrationinMusicManagementprograminthecurrentUniversityCatalogisbeingeliminated;thosechangesarediscussedinitem5below.Thisdocument,whileaddressingthecurrentprogram,isforwardlookingandtherefore,mostclearlyaddressesthenew,smallerBAinMusicprogramwillbeineffectstartingFall2012.Thatprogramwillbettersatisfystudentneedsmakingthisprogramunnecessary.1.Learning‐outcomestrajectoryInrecentyears,wehavemovedawayfromfocusingourassessmentreportsonindividualclassesandtowardafocusonthelearningoutcomesfortheentireprogram.ThisshiftbecamemostnoticeableaboutayearagowhenwewroteourfirstdraftoflearningoutcomesfortheBachelorofArtsinMusicprogram.ThosewerecontainedinourAssessmentReportsubmittedinJune2011.Sincethen,learningoutcomeshavebeenrevisedandexpandedtoaddresstheneedsofallofourundergraduatedegreeprograms.2.LearningOutcomes(eachareimportant,sotheyarenotprioritized)Abletodemonstratebasictechniqueandperformanceskillsonhis/herinstrumentandinensemble,aswellasbasickeyboardandsightsingingskills. Becausemusiciansarefistknownbytheirabilityto“do”music,theabilitytoperformatabasiclevelonaprimaryinstrumentorvoiceandcontributetoperformancesinlargeensembles(choir,band,orchestra,etc.)isessential.Theskillsofappliedmusicenablethestudenttobeimmersedintheactofmusicmakingwhichprovidesacontextforthelearningofacademicknowledgeinourfield.Basickeyboardandsightsingingskillsareessentialmusicianshiptoolsthatenablestudentstointegrateperformanceunderstandingswithacademicpursuits.Showageneralknowledgeofthemajorstyles,genres,andcomposersintheirsocio‐politicalcontextfromtheseventeenthcenturytothepresent. Musicfromdifferentstyleperiods,genres,andcomposersmustbedealtwithusingtheknowledgeofplaceandtime.Itisthroughthestudyofmusichistory,theory,literature,andperformancepracticethatstudentsdeveloptheabilitytoplaceindividualworkswithinthecontextofplaceandtime.Understandingaboutthecourseofartistichistoryandstylisticdevelopmentinformsallaspectsofmusicperformanceandinquiry.
B.A.Music–concentrationinMusicManagement
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Demonstratetheabilitytosynthesizegeneralknowledgeofmusicalforms,processes,andstructuresandspeakorwritewithknowledgeableandarticulateconfidenceaboutmusic. Asstudentsmasterfundamentalunderstandingsoftheacademicdisciplinesofmusichistoryandmusictheory,andtheapplieddisciplineofmusicperformance,theyareabletoseehoweachdisciplineinformsandisinformedbytheothers.Itisthroughthissynthesisthatstudentsdeveloptheabilitytocriticallyevaluatemusicalperformances,compositions,andwritings.Theabilitytospeakandwritewithinthedisciplineisessentialforthestudenttodemonstratetheirknowledgeandtopassknowledgealongtoothers.3.AlignmentwiththeBaccalaureateLearningGoalsCompetenceintheDisciplineisclearlyarticulatedineachofthelearningoutcomesabove.Musicstudentsmustbeabletodemonstratethroughperformance,analysis,writing,andspeakingthecompetenciescontainedwithinthestudyofmusicaspartofaliberalartsdegree.TheprogramdevelopsKnowledgeofHumanCulturesthroughthestudyofhistoricalcontextforeachmusicalworkencountered.Thisoftenincludesastudyofotherarts,languages,andsocio‐politicalbackgrounds.Althoughthesciencesarenotencountereddirectlythroughourprogram,studentsgainmuchpracticalknowledgeofthePhysicalandNaturalWorldasitisexpressedthroughvariedacousticalenvironments.IntellectualandPracticalSkillsarefoundthroughouttheprogram.Eachmusicalworkencounteredisapproachedthroughinquiryandanalysisthatisdesignedtoleadtocriticalandcreativethinking.Communicationskillsareessentialtoolsforarticulatingmusicalconceptsandartisticachievement.Theensembleperformanceexperiencerequiresstrongteamworkandproblemsolvingskills.Thepursuitofmusiciscarefullyconstructedtowardtheaccumulationofprogressivelymorechallengingworksandgroupperformancesarealwaysproject‐orientedactivities.ThedevelopmentofPersonalandSocialResponsibilityisanimportanttouchstoneofallmusicstudy.Studentmusttakepersonalresponsibilityforthedevelopmentoftheirperformanceandmusicianshipskillsandmustdemonstratethoseskillsonaregularbasis.Therolethateachmusicianplayswithinalargerensemblerequiresthesocialresponsibilityofateam;eachmusicianmustcarryhis/herpartforthebenefitofthegroup.Performancebeforeliveaudiencesdevelopasenseofcivicengagementthatisoftenlinkedwithinterculturalknowledgeandunderstanding.Alloftheseformthefoundationsandskillsforlifelonglearningthroughinvolvementwithdiversecommunitiesandreal‐worldchallenges.IntegrativeLearningisrequiredforstudentstosynthesizetheenormouscanonofmusicandtousethatknowledgetodemonstrateadvancedaccomplishmentinourfield.Becauseofeachstudent’sinvolvementingeneraleducation,theprogram
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encouragesdevelopmentofunderstandingsoftheworldbeyondmusicandtheuseofthatknowledgetoinformtheirmusicalwork.Thoughthis,webelievethatourstudentsbecomemorethanwell‐roundedmusicians;theybecomewell‐roundedindividuals.4.MonitoringLearningOutcomesAbletodemonstratebasictechniqueandperformanceskillsonhis/herinstrumentandinensemble,aswellasbasickeyboardandsightsingingskills. Individualperformanceskillsaremonitoredthroughweekly,individualappliedlessons.Eachstudentmustperformajuriedfinalperformanceattheendofeachsemester.Thesejuryexamsareusedtoevaluateeachstudent’sabilityandprogressappropriateforadvancementtothenextlevel.Ensembleperformanceskillsaremonitoredthroughrehearsalsandperformancesofeachensemble.Becauseeachensemblegivesthreeormoreperformanceseachsemester,studentperformancesareevaluatedbythegeneralpublic.KeyboardskillsaremonitoredthroughtheMUSC14courses.Eachstudentmustperformspecificskillsatafinalevaluationeachsemesteruntiltherequiredskillshavebeenappropriatelyaccomplished.Sightsingingskillsareacquiredandevaluatedinthemusictheoryandmusicianshipcourses. Asindicatedabove,eachstudentintheprogramisevaluatedmultipletimeseverysemesterfortheirindividualandensembleperformanceskills.Everystudentmustdemonstratemusicianshipskillstocompletethelower‐divisionrequirementsinkeyboardandsightsinging. Forthejuryexam,thestudentpreparesspecificsololiteratureasassignedandperformsaformalprogrambeforeajuryof3‐5facultymembers.Asamplejuryassessmentformisattached.PublicperformancesgivenbythemajorensemblesareallrecordedandarchivedinthedepartmentsListeningLab.Keyboardskillproficiencyexamareadministeredbyatleasttwofacultymembers.Asampleoftheproficiencyexamisattached.Sightsingingistestedthroughoutthemusicianshipclassesandinafinalskillsexam.Asampleoftheexamisattached. Thefacultyinvolvedinthevariousjuriedexamsconferinregardstotheevaluationandprogressofeachstudentandthusreviewthelearningoutcomesandthedegreetowhichourstudentsaccomplishtheseskills.Showageneralknowledgeofthemajorstyles,genres,andcomposersintheirsocio‐politicalcontextfromtheseventeenthcenturytothepresent. ThislearningoutcomeismonitoredthroughthreerequiredcourseswhicharesurveysofWorldMusicandwesternMusicLiterature.Studentsarealsorequiredtwoupperdivisionelectivestakenfrommusichistoryortheory.Thesecoursesreinforcethelearningoutcomewithin‐depthstudy. Eachstudentintheprogrammusttakethesecourses.Assessmentsgiveninthecoursesfocusonbroadeningknowledgeofcommonrepertoire,deepeningunderstandingsofthewaysinwhichmusicintersectswithlifearoundit,andthepracticeofanalyticalandcreativeapproachestothestudyofmusic.Thislearningoutcomehasnotbeenthesubjectofaparticularassessmentstudy,butweclosely
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monitorstudentachievementinthesecoursesastheyarerequiredforstudentstoadvancetoupperdivisioncoursework. AcopyofthefinalexamforMUSC10Bisattachedtothisdocument.Youcanseethatitfocusesonauralidentificationofmusicalexamplessuchthatthestudentmustplacetheworkwithinitshistoricalcontextandidentifyspecificcompositionalattributes.Additionally,studentsmustshowunderstandingofspecificcompositionalmovementsandidentifyworksfromascoresamplewithoutthebenefitofauralplayback. Asindicatedabove,thishasnotbeenthesubjectofaspecificassessmentreport.However,facultyfromtheareameetonaregularbasistodiscusstheefficacyofthecoursesinmeetingthelearningoutcome.Demonstratetheabilitytosynthesizegeneralknowledgeofmusicalforms,processes,andstructuresandspeakorwritewithknowledgeableandarticulateconfidenceaboutmusic. Thelowerdivisionmusictheorycoursesaresequentialinnaturewitheverincreasingdifficultiesofunderstandingrelatedtomusicalforms,processes,andstructures.Throughregulartesting,compositions,andanalysisprojects,studentsmustdemonstratecompetencewiththeseconcepts.Inupperdivisioncourses,studentswriteandspeakabouttheseconceptsastheyrelatetospecificscoreanalysisprojects.ThecapstoneSeniorSeminarcourserequiresstudentstodemonstrateasynthesisoftheirmusicalexperiencesandknowledgethroughapublicpostersession. Thislearningoutcomewastestedwithasampleofstudentsin2010.StudentsinMUSC6andMUSC7weregivenanassessmentbasedontheirknowledgeofalteredchordsinwhichtheyhadtoidentifyspecificharmoniesfromscoreanalysis.Theresultswereasexpected.StudentswhowereenrolledinMUSC6couldaccuratelyidentifythesecondarydominantharmonies(100%)butmostwereunabletoidentifytheaugmentedsixthharmonies.ThoseenrolledinMUSC7completedbothassessmentswithease(100%).ThisprojectwaswrittenupasourAnnualAssessmentReportforthedepartmentinJune2010.Facultyusedthedatatoconcludethatthetwocoursesareaccomplishingtheirspecificlearninggoalsatthelevelofachievementexpected.Acopyofthe2010AssessmentReportisattachedtothisdocument.5.Outcomesusedtoaddressthecurriculum ThisprogramhasrecentlybeentransformedfromaratherlargeBArequiring52‐65unitstoamuchsmallerprogramof40units.Thechangeswerenotprecipitatedsomuchbyourassessmentoflearningoutcomesasbytheassessmentofournationalaccreditingbody,theNationalAssociationofSchoolsofMusic(NASM).Duringourrecentaccreditationvisit(October2011),theBAinMusicwasidentifiedasbeingunnecessarilylargeandcumbersomeforaliberalartsdegreeinmusic.Rather,itwasapproachingthesizeandscopeofaBachelorofMusicdegree–theprofessionaldegreeinourfield. Thedepartmentaddressedthisassessmentbycarefullyreviewingandupdatingthethreemajorlearningoutcomesdiscussedaboveinlightofthe
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program’sgoalofaliberalartsdegreewithageneralemphasisinmusic.WealsoworkedwiththeStandardsfortheBAincludedintheNASMHandbooksothattheprogramwasingoodalignmentwiththenationalstandards.Tomakesurewewouldbeabletoprovideasummativeassessmentofstudentsgraduatingfromtheprogram,weaddedaSeniorSeminarcapstonecourseinwhichstudentwillproduceartifactsthatdisplayanoverviewoftheirmusicstudyanditsrelationshiptotheiroveralleducation.Thenewprogramhasasecondarybenefitofprovidingstudentwithabout30unitsoffreeelectiveswithinthe120unittotal.Weareadvisingstudentstodevelopusefulcognateswiththoseelectiveunitssothatstudentsmightpursuemusicandbusiness(orothers),makingthisMusicManagementconcentrationunneccesary.Webelievethatthesechangeswillmakethisdegreeusefultoanimportantpartofourstudentpopulation.6.Datafromalumni Alumnisurveyshavebeenusedinconjunctionwithon‐campusprogramreviews.Datafromthesurveyshavebeenanalyzedandcurricularchangeshaveresulted.Overall,alumniseemquitesatisfiedwiththeirprogramsratingtheirexperiencesintheperformancerealmhighest,followedbymusichistory,musictheory,andmusicianship. Alumnisurveysandotheralumnifeedbackhaveresultedinchangestothekeyboardproficiencyrequirementsasthestandardsweredeemedunnecessarilydifficult.Alumnifeedbackwasgreatlyresponsiblefortheadditionofjazzstudiestothedepartment’sofferingsandrevisionstomusiceducationcoursework.7.Learningoutcomesandaccreditation AsafullyaccreditedmemberoftheNationalAssociationofSchoolsofMusic,eachprogrammustadhereto“standards”and“competencies”aspublishedintheNASMHandbook.Forthisprogram,theHandbookstates:
Studentsholdingundergraduateliberalartsdegreesmusthave:(1)Theabilitytohear,identify,andworkconceptuallywiththeelementsofmusicsuchasrhythm,melody,harmony,structure,timbre,texture.(2)Anunderstandingofandtheabilitytoreadandrealizemusicalnotation.(3)Anunderstandingofcompositionalprocesses,aestheticpropertiesofstyle,andthewaystheseshapeandareshapedbyartisticandculturalforces.(4)Anacquaintancewithawideselectionofmusicalliterature,theprincipaleras,genres,andculturalsources.(5)Theabilitytodevelopanddefendmusicaljudgments.Studentsholdingundergraduateliberalartsdegreesmustdevelop:(1)Abilityinperformingareasatlevelsconsistentwiththegoalsandobjectivesofthespecificliberalartsdegreeprogrambeingfollowed.(2)Understandingofproceduresforrealizingavarietyofmusicalstyles.(3)Knowledgeand/orskillsinoneormoreareasofmusicbeyondbasicmusicianshipappropriatetotheindividual’sneedsandinterests,andconsistentwiththepurposesofthespecificliberalartsdegreeprogrambeingfollowed.
NASMHandbook,VII,D,2‐3(page98)
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Bycomparingthesetothelearningoutcomesspecifiedforthisprogram,onecanseethereiscarefulalignmentbetweenourcampusgoalsandthosesetforthbyouraccreditingagency.8.Afinalword Weappreciateyourinterestinthisprogramanddesiretounderstandtheuniqueeducationalgoalsassociatedwithprogramsinmusic.Ifthereareaspectsofthisdocumentthatareunclear,pleasecontactusforclarification.Attachments:
LearningOutcomesdocumentpreparedforCollegeofArts&Lettersshowingeachlearningoutcome,thecoursesinwhichthelearningtakesplace,andtheassessmenttoolsusedtoevaluatetheoutcomes.ThisincludesarubricdemonstratingalignmentoftheLearningOutcomesforthisprogramwiththedimensionsandlearninggoalspublishedbytheLuminaFoundationhttp://www.luminafoundation.org/.
Samplejuryexamassessmentform. Samplekeyboardproficiencyassessment. Samplesightsingingproficiencyassessment. SamplefinalassessmentfromMUSC10B–MusicLiterature. DepartmentofMusicAnnualAssessmentReport,2010withresultsforan
AlteredChordAssessmentinMUSC6andMUSC7.
AnnualAssessmentReportDepartmentofMusic
June2010
Duringthespringof2010,thedepartmentengagedinanassessmentprojectthatlookedataveryspecificaspectofourmajorcurriculum.Inaddition,wesetinplacealong‐termprojectthatwillbegincollectingdatainfall2010.
AlteredChordAssessmentinMUSC6andMUSC7Everymusicmajormustcompleteathree‐semestersequenceoflower‐divisionmusictheorystudyinMUSC5,6,and7(Beginning,Intermediate,andAdvancedMusicTheory).ThetopicofalteredchordsbeginsinMUSC6withtheintroductionofsecondarydominants.ThetopicisexpandedoninMUSC7withtheadditionalstudyofaugmentedsixthchordsandotherextendedharmonicresources.Whatgoalsorlearningobjectives/outcomeswereassessed?WeassessedtheunderstandingoftwotypesofalteredchordsinstudentsenrolledinMUSC6andMUSC7lateinthespring2010semester.Ingeneral,wewantedtoknowhowwelltheconceptsofalteredharmonieswerebeingintroducedinMUSC6andhowthatinformationwasbeingretainedandmasteredinMUSC7.Theseharmonicresourcesareanessentialknowledgeforprofessionalmusiciansandareextremelyimportanttoassurethesuccessofstudentsinupperdivisioncoursework.Themasteryofthismaterialisalearninggoalforthelowerdivisiontheorysequence.Howdidyouassesstheselearningoutcomes?StudentsinMUSC6and7weregiventhesameshortquizcomprisedoffourquestions.TwoquestionsreferredtoashortmusicalexampleinDmajorthatincludedasecondarydominantseventhchord.Studentswereaskedto(1)identifythelocationofthealteredchordand(2)tonamethespecificchordusingRomannumeralanalysis.TwoquestionsreferredtoanothershortmusicalexampleinAminorthatincludedanaugmentedsixthchord.Studentswereaskedto(3)identifythelocationoftheaugmentedsixthand(4)toidentifythetypeofthechordasanItalian6th,German6th,orFrench6th.Thedatacollectedforthenumberofresponsesandpercentageofcorrectanswersisgivenbelowforeachcourse.
MUSC6(31studentstotal)Question# Correct Incorrect Percentagecorrect
1 31 0 100.0%2 25 6 80.6%3 20 11 34.5%4 2 29 6.4%
MUSC7(20studentstotal)Question# Correct Incorrect Percentagecorrect
1 20 0 100.0%2 20 0 100.0%3 20 0 100.0%4 20 0 100.0%
ForthestudentsinMUSC7,wewerepleasedtofindthatall20answeredthequestionscorrectly.Thisshowsastrongunderstandingofthesetwoalteredharmoniesatleastatthetestedlevelofbasicidentification.The31studentsinMUSC6performedwithinourexpectations.All31answeredthefirstquestioncorrectlyidentifyingthelocationofthesecondarydominantchord.About80%ofthestudentswereabletocorrectlyidentifythespecificsecondarychord.ThesedatashowthattheMUSC6studentsaredevelopingarudimentaryunderstandingofsecondarybutthatsome(20%)havenotyetmasteredthespecifics.Inquestion3weweresurprisedtofindthat20oftheMUSC6studentswereabletoidentifythelocationoftheaugmented6thchorddespitenothavingbeenintroducedtothistopic.Theirsuccesseitherdemonstratessomegeneralizedknowledgeofalteredharmoniesorsimpleeliminationbasedontheirabilitytoidentifytheonechordtheydidn’tknow.Forthetwostudentswhocorrectlyansweredquestion4webelievethatisbestexplainedasguessingonamultiplechoicequestion.Overall,theassessmentdemonstratesthatthetwocoursesareaccomplishingtheirlearninggoals.MUSC6issuccessfullyintroducingthetopicofalteredharmoniesandMUSC7issuccessfullycompletingtheprocessatahighlevelofachievement.Webelievethislevelofachievementbodeswellforstudentsuccessinsubsequentcourses.
Asaresultoffacultyreflectionontheseresults,arethereanyprogramchangesanticipated?Becausetheresultsdemonstratedahighdegreeofaccomplishmentoflearninggoalsinbothcourses,nochangesareanticipatedatthistime.Whatassessmentactivitiesareplannedfortheupcomingacademicyear?Wewillbeginamulti‐yearassessmentprogramasdescribedbelow.
APlantoAssessIndividualStudentAchievementinAppliedMusic
Attheheartofthemusicmajorcurriculumisthedevelopmentofeachindividual’sperformanceabilities.Thisdevelopmentisdifficulttomeasureaseachstudentbringsindividualizedabilityintotheirfreshmanyearandeachstudentprogressesintheirownway.Theassessmentisfurthercomplicatedbecausethereislittleuniformityofperformancemedia,pedagogy,orliterature.Despitetheseimpediments,wewishtoassessindividualachievementandprogressthroughoutstudent’sundergraduatecareer.Thisprojectwillstrivetodeveloptenstudentportfoliosofperformancesdocumentedthroughvideo.Incomingfreshmenwillbevideorecordedgivingasoloperformanceduringthefirstfewweeksoftheirfirstsemester.Theywillbesimilarlyrecordedatleastonceortwiceeachyear,duringthejuriedevaluationprocessesattheendofeachterm.Attheendofeachacademicyear,thevideodatawillbeassembledsuchthatafacultycommitteecanreviewtheperformancesinchronologicalorder.Thecommitteewillevaluatethedegreetowhichstudentsaremakingsubstantialartisticprogress.Thisprocesswillcontinueuntilthestudenthascompletedthebachelor’sdegree.Atthattime,weshouldbeabletonotesignificantandsustainedimprovementinallaspectsofthestudent’smusicalachievementorbegintoidentifyreasonsforthelackofthatachievement.
Student Name here
Type term here
Degree / Program
Grading Key A=Outstanding
B=Good C=Satisfactory
D=Minimum Pass Work F=Failure
G R A D E
Teacher signature/date
Grades:
Tone………………………………………………
Technique (diction, breathing)…………
Musicianship (interpretation, phrasing, dynamics)……………………………
Intonation………………………………………
Rhythm……………………………………………
Consistency of practice………………………
Attitude (cooperation, responsiveness)
Performance Exam Average…………
Instrument
Credit Hours Teacher Compositions studied this semester:
Teacher Comments & Recommendations:
Technical work emphasized:
CollegeofArtsandLettersLearningOutcomesDepartment:Music
Program:BachelorofArts,MusicConcentration
Withthedegree“BALIBERALSTUDIES/MusicConcentration”,graduateswillbeableto:1.Abletodemonstratebasictechniqueandperformanceskillsonhis/herinstrumentandinensemble,aswellasbasickeyboardandsightsingingskills.He/shewillreachthislearningobjectivethroughthefollowingcoursesandassessmenttools:
Course
Title AssessmentTools
MUSC3XA(4semesters) AppliedStudy(LowerDiv.) JuryexameachsemesterMUSC13X(elective AppliedStudy(UpperDiv.) JuryexameachsemesterMUSC14C BasicKeyboardSkills Finalexamtestingskillsincludingscales,arpeggios,sight‐
readingandtranspositionMUSC142/3X LargePerformingEnsemble Choir,BandorOrchestrarehearsalandperformanceMUSC151(elective) FundamentalsofConducting Finalexamconductingfromascorewithstudentensemble2.Showageneralknowledgeofthemajorstyles,genres,andcomposersintheirsocio‐politicalcontextfromtheseventeenthcenturytothepresent.He/shewillreachthislearningobjectivethroughthefollowingcoursesandassessmenttools:
Course
Title AssessmentTools
MUSC9 MusicinWorldCultures Papersandexamsabouttheroleofmusicanditsmanifestationsinvariouscultures
MUSC10A/B SurveyofMusicLiterature Emphasisonlisteningskillsandwritingaboutmusic.Finalexams/termpapers
MUSC110A/B(elective) HistoryofMusic WritingandspeakingaboutmusicfromearlyGreekstocontemporaryusingharmonicanalysis,auralevaluationandhistoricalcontext.Finalexams/termpapers
3.Demonstratetheabilitytosynthesizegeneralknowledgeofmusicalforms,processes,andstructuresandspeakorwritewithknowledgeableandarticulateconfidenceaboutmusic.He/shewillreachthislearningobjectivethroughthefollowingcoursesandassessmenttools:
Course
Title AssessmentTools
MUSC5,6&7(3semesters) MusicTheory Writtenexamsandrigoroustestingofauralskillseachsemesterwithincreasingdifficultyandcomplexity
MUSC103(elective) Counterpoint Writtenexams,termprojectMUSC105(elective) 20thCMusic Writtenexams,scoreanalysis,termpaperMUSC106(elective) Form&Analysis Scoreanalysis,termprojectMUSC184(Capstone) SeniorSeminar SeniorPortfolioProject&CareerPlanning
Dimension Discipline
LearningIntegrativeLearning
IntellectualSkills
AppliedSkills
CivicEngagement
Remembering
Learns terminology for and functions of music theory and form from the 17th C to the present.
Able to list historical periods, major composers and stylistic development of music in Western Civilization and other cultures
Learns to play his/her instrument proficiently.
Understanding
Grasp the role of social context in the historical and stylistic development of music.
Able to sight-sing, write melodic dictation and harmonic analysis at a proficient level. Has acquired basic keyboard skills including sight-reading and scales at a competent level. Is competent in the use of music notation software
Understand the value of music in society and as it relates to other fields.
Applying
Recognizes musical styles and genres from various historical periods
Performs in various ensembles with informed stylistic and technical proficiency
Participates in department outreach programs such as FeNAM and String Project
Analyzing
Analyze & explain theoretical and historical elements in various genres of classical music
Analyze general and detailed components of music, i.e. harmonic, structural and stylistic.
Evaluating
. Able to make informed assessments of musical compositions and performances
Able to critically evaluate his/her own performance and that of peers.
Creating
Able to apply knowledge of music to other liberal arts disciplines
Assemble artifacts of entire college experience in a public poster session (capstone)
Practice and prepare independently for performance (juries)
Integrate music with other disciplines in community forums and venues