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

2

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

B.A.Music–concentrationinMusicManagement

3

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

B.A.Music–concentrationinMusicManagement

4

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

B.A.Music–concentrationinMusicManagement

5

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)

B.A.Music–concentrationinMusicManagement

6

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