ASSESSMENT PLAN         

 

DIVISION OF MUSIC

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Adopted 1994-95

Revised 2005

 

 

 

 

 

 

 

 

 

 

 

 

 

Page 2

 

EVALUATION OF DIVISION OF MUSIC ASSESSMENT PLAN

 

1.         How does the academic unit’s mission statement and goals flow from and contribute to the University mission statement?

 

            The Division of Music objectives are designed by the Music faculty and are consistent with        the goals of the institution.  These objectives closely relate to the basic goals of the University as stated in the catalog, particularly those quoted below.

 

            The University seeks to fulfill its mission by:

      

·        Offering quality educational opportunities in the form of master’s, baccalaureate, and associate degree preparation and certification in a variety of programs;

·        Offering a well-rounded program of general education designed to broaden and enrich students’ awareness of the world around them;

·        Providing contemporary curricula which prepare students for careers in selected fields, personal development, and for meeting societal needs;

·        Assisting students in developing interpersonal skills needed by responsible and productive members of society;

·        Providing cultural and aesthetic experiences that will serve to enhance appreciation of the arts;

·        Maintaining regional and national recognition of the institution and its academic programs by continuing to meet the standards of accrediting bodies, and seeking similar recognition of appropriate programs for which accreditation is available but yet to be achieved.

 

2.    How are the major field assessments based on the mission and goals of the academic unit and the University?

 

               Major field assessments based on mission and goals of the academic unit are as follows:

               Assessment Area                        Academic Unit and University Goals

 

               Entrance Examination                         1 and 3

               Theory Entrance and Exit Examination               1

               Jury Examinations                               1,2,3,5

               Student Recitals                                         1,2,3,5

               Piano Proficiency                               1,2,3

               Miscellaneous                                            1,2,3,4,5

               Career Outcomes                                      1,2

               Praxis I                                                     1,2,4

               Praxis II                                             1,2,4

 

 


3.    How are the data being gathered to support Assessment of the academic unit’s goals and mission?

 

       Data is being collected and used to assess the theoretical elements of music majors as follows:

 

·        Number of students passing or failing the entrance audition

 

o  type of feedback to the student

o  type of remediation recommended for those not passing the

§         audition

 

·        Number of students performing on:

 

               (a)  General Student Recitals

               (b)  Final Juries

               (c)  Senior Recital Juries

 

·        Number of students presenting junior and senior recitals in 2004

 

·        Number of guest artists and  faculty recitals in 2004

 

·        Number of students passing piano proficiency examination

 

·        Number of band and choral concerts

 

·        Number of students winning local, state and regional music honors

 

·        Career outcome information

 

·        Written narratives from junior music students assessing the General Education program

 

·        Alumni Survey to assess the strengths/weaknesses of music program

 

·        Praxis I Examination

 

·        Praxis II Examination

 

4.    Describe how faculty are involved in the process(es) of assessing student learning?

 

Based on input from the music faculty and the Music Assessment Committee, the Music Chair wrote the Division of Music Assessment Plan and the evaluation document which the music faculty reviewed.

 

5.    Describe your use of multiple forms of data gathering to assess student learning?

 

Multiple measures were used in gathering data which include obtaining information from the student records, the Registrar’s Office, the School of Education, the National Association of Schools of Music Handbook, the NASM HEADS Report, junior and senior music student written narratives, alumni survey questionnaire responses, and alumni files.

 

6.    Describe how data are being used to make programmatic changes in your academic unit.

 

With the addition of the Music Technology Lab in the Division of Music, a plan was proposed by faculty to incorporate more music technology into certain courses.  Two courses, MUS 1012  Introduction to Theory, and MUS 4772 Seminar in Music Technology implemented the five (5) semester theory sequence.

 

7.    Describe how both  faculty and students are given feedback concerning assessment results.

 

Students were given feedback through written and verbal communication in the areas of entrance auditions, jury examinations, student recitals and piano proficiency examinations.  The School of Education provided feedback to music students on the Praxis I and the Praxis II Examination.  The Praxis II scores were not forwarded to the Division of Music. The Division of Music faculty members were provided feedback by the Music Chair in faculty meetings, by memoranda, written reports, and minutes of committee meetings.

                                   

8.    Describe how your assessment plan is cost effective and reflects access, equity, and diversity.

 

The Unit Assessment Plan is cost effective in that each area to be assessed is within the scope of the planned program of study which receives funding through the annual budget allocated to the Division of Music. The Music Assessment Committee did not sense that access, equity or diversity were restricted in any way.

 

9.    How does your unit’s assessment system link to research on learning theories, constructing vs. acquiring knowledge, and active learning strategies?

 

       “Performance” based courses are a standard in the Division of Music utilizing problem solving    and critical thinking skills.  Many of the music methods courses are designed for discussion, student interaction and involvement.  Vocal recitals are examples of students performing, by memory, musical selections in English, Italian, French and German.

 

 

 

10. How are students required to present verbal and written explanations of how their work products demonstrate attainment of publicly stated goals and objectives for their learning

                                                                                                           

       Course syllabi state the expectations for each course taught by a faculty member.  A successful senior recital, for example, is a culmination of assigned materials properly completed and performed in a public setting which addresses the attainment of learned and demonstrated concepts.

 

11.  How do course syllabi state measurable objectives for student learning and provide for the assessment of students’ academic achievement?

 

       Course syllabi in the Division of Music clearly state student expectations in both course work     and/or the presentation of musical works.

 

12.  How are students involved in the assessment process?  For example, do students participate in your unit’s assessment committee activities? 

 

       Students in the Division of Music are not members of the Assessment Committee: however,       results of student surveys serve as input to the committee.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DIVISION OF MUSIC ANNUAL ASSESSMENT REPORT 2002

PART II

 

1.    Alumni/post graduate surveys that indicate satisfaction with program(s).

                                                  

       See appendices.   

 

2.    Aggregated results of certification/licensure examinations that are required for post-graduation employment.

      

       No new music students were certified or licensed in 2003.

 

3.    Exit interview with graduating seniors that ask students to reflect on programs and experiences.

 

       See appendices.

 

4.    CAAP scores (general education) for your majors and how this information is used to improve both general educational experiences and majors.  For example, writing scores are consistently below the mean for UAM students.  Consequently, how is writing reinforced/improved in both general education course and subsequent major area courses?

                                                  

Division of Music faculty are cognizant of the fact that continued improvement in the area of student writing across the curriculum is needed.  The faculty assign projects, research papers, and include narrative questions on examinations to enhance writing skills of music students.

 

5.    Aggregated data from individual students, specified groups of students, and/or courses or groups of courses that describe and reflect the attainment of the academic unit’s goals and mission.

 

       See appendices.

 

6.    Examples of student data acquired from surveys, checklists, unit-level oral/written examinations, interviews, portfolios, etc., standardized national exams, internships, juried review and performances that reflect their achievement of predetermined goals and objectives.

 

See appendices for forms that reflect achievement of students in Theory Assessment, Final Juries in Voice, Piano, Instrument, and Piano Proficiency.  Also attached are copies of forms for the Junior/Senior Narrative Evaluation of the Division of Music and the General Education Program, the Senior Exit Survey, and the Music Alumni Survey.

 



MUSIC MAJOR ASSESSMENT:      

 

       I.   Planned Assessment Activities:

 

In assessing the theoretical elements, the Division of Music faculty planned to analyze results of students’ entrance auditions, jury examinations, student recitals, piano proficiency, and career outcomes.  We planned to evaluate the self-assessment by the students of their study in music and the general education program.  The faculty also planned to evaluate the Division of Music Assessment Plan for possible revisions.

 

    II.   Actual Assessments Conducted:

 

              Entrance Auditions

 

Each student entering the Division of Music as a music major was required to audition before a music faculty member(s) of the student’s major performance area.

 

Theory Assessment

 

Through the use of the Music Theory Assessment Test (attached), we discovered that at least 90% of incoming freshman music majors had substantial deficiencies in fundamental knowledge areas of music.  For several years, the Division of Music offered a fundamentals of music remedial course that was employed to assist students with deficiencies.  The Fundamentals of Music course, however, was intended as a remedial solution for a few students, not a majority of students.  As the level of student high school preparation declined, it became evident that a more comprehensive, less denigrating approach was required.  In Fall 2000, a new course, Introduction To Theory, was introduced and integrated into the music theory sequence.  The genesis of this course can be traced to the use of and results from the Music Theory Assessment Test.  As a consequence, the Music Theory Assessment Test is no longer used or needed to evaluate incoming students.  Instead, the Introduction To Theory course provides background and knowledge in those areas considered to be essential to success in a college music theory environment. 

 

Student Recitals

 

All students enrolled in applied lessons were required to perform on at least one (1) General Student Recital each semester.

 

 

 

 

 

              Jury Examinations

                                                  

All students enrolled in applied lessons were required to perform on Final Juries in the spring and fall semesters of 2004.  Each student prepared a repertoire card recording the semester’s work in applied lessons.  These cards were filed in the Music Office.  Feedback was provided to students from faculty by way of written critiques.

 

Piano Proficiency Examination

 

At the conclusion of MUS 1342 Piano Class II, students were administered the piano proficiency examination.  Criteria for the test are listed in the Music Student Handbook, in the University Catalog, and on the Division of Music Webpage.

 

Career Outcomes

 

By corresponding and visiting with music graduates, the Division of Music Chair recorded music related positions in which graduates have been placed.  Data was also recorded on graduates’ acceptance into graduate schools.  This information was filed in the Music Office.

 

Written Narratives

 

Junior and senior level music students prepared written narratives assessing the music program and the general education program.  These narratives were returned to the Division of Music Chair and filed in the Music Office.

 

                     Senior Exit Survey

 

                     Senior music majors completed a Senior Exit Survey.

 

Alumni Survey

 

Music Alumni Surveys were sent to graduates of the UAM music program.

 

Division of Music Assessment Plan

 

The Music Assessment Committee planned to evaluate and make minor revisions in the Division of Music Assessment Plan.

 

 

 

 

 

 III.   Results of Assessments Conducted:

 

Entrance Auditions

 

Approximately 100% of students auditioning for band enrolled in band.  Approximately 88% of students auditioning for choir enrolled.  Specific materials to practice were recommended as remediation for those not passing the examination and a reaudition date was suggested.

 

Theory Assessment

 

Through the use of the Music Theory Assessment Test (attached), we discovered that at least 90% of incoming freshman music majors had substantial deficiencies in fundamental knowledge areas of music.  For several years, the Division of Music offered a fundamentals of music remedial course that was employed to assist students with deficiencies.  The Fundamentals of Music course, however, was intended as a remedial solution for a few students, not a majority of students.  As the level of student high school preparation declined, it became evident that a more comprehensive, less denigrating approach was required.  In Fall 2000, a new course, Introduction To Theory, was introduced and integrated into the music theory sequence.  The genesis of this course can be traced to the use of and results from the Music Theory Assessment Test.  As a consequence, the Music Theory Assessment Test is no longer used or needed to evaluate incoming students.  Instead, the Introduction To Theory course provides background and knowledge in those areas considered to be essential to success in a college music theory environment. 

              

Student Recitals

 

All students enrolled in applied music were required to perform on at least one General Student Recital each semester. Three (3) students presented a senior recital.

 

Jury Examinations

 

All students enrolled in applied lessons in voice, piano and band instruments, including music majors, minors and non-majors performed on final juries.  Approximately 99% passed the final juries.  Each student filled out a repertoire card recording the semester’s work in applied lessons.  These cards were filed in the Music Office.

 

Piano Proficiency

 

Thirteen (13) students pursuing the Bachelor of Arts in Music degree were administered the Piano Proficiency Examination.

                                                                                                                                        

 


              Miscellaneous

 

Due to the nature and function of the performing arts, the Division of Music is under constant evaluation by members of the public who attend student, faculty and guest artist recitals, band and choral concerts and other musical productions.

              

                     In 2004, the Division of Music presented the following events:

      

§         Five (5) Concert Choir Concerts

§         Three (3) Symphonic Band Concerts

§         Three (3) Guest Artist Recital

§         Two (2) Music Theater Workshop Productions

§         Three (3) Senior Recitals

§         Four (4) Marching Band Exhibition

 

                                 

               Career Outcomes

 

               There were three (3) graduates received the Bachelor of Arts in Music degree in 2004.

 

               Degree                  Bachelor of Arts in Music

               Number of Graduates                         3

              Employed in Music Field                    2

               Employed in Other Areas                   0

               Graduate School                                1

 

 

              

 

 

               Written Narratives

 

               The written narratives from junior and senior music students assessing the music program and the general education program indicated that students believe they are receiving excellent instruction at the University of Arkansas at Monticello.

 

Alumni Survey

 

Response to the Music Alumni survey indicated that the music program is a strong contributor to Alumni success and professional development.

              

               Division of Music Assessment Plan

 

The Music Assessment Committee evaluated and made minor revisions in the Division of Music Assessment Plan.  The plan was reviewed by the Music Faculty.

 

IV.         Recommendations/Plan for Improvement

 

Based on a composite view of the findings from all practices in 2004, the Music Assessment Committee recommends the following:

·        To improve the Division of Music Assessment Plan, The Music Assessment Committee should continue to review and make revisions in the plan as necessary.  The plan should then be reviewed by the entire music faculty.  In evaluating the plan, it was determined by the Committee that curriculum changes should continue to be made to change the recital requirement to a recital/project requirement;

 

·        To investigate the possibility of adding a concentration in Jazz Studies to the existing Bachelor of Arts degree.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MUSIC EDUCATION MAJOR ASSESSMENT:   

 

1.      Planned Assessment Activities:

 

In assessing the theoretical elements, the Division of Music faculty planned to analyze results of students’ entrance auditions, jury examinations, student recitals, piano proficiency, and career outcomes.  We planned to evaluate the self-assessment by the students of their study in music and the general education program.  The faculty also planned to evaluate the Division of Music Assessment Plan for the Bachelor of Music Education Curriculum for possible revisions.

 

2.      Actual Assessments Conducted:

 

       Entrance Auditions

 

Each student entering the Division of Music as a music education major was required to audition before a music faculty member(s) of the student’s major performance area.

 

       Theory Assessment

 

       Through the use of the Music Theory Assessment Test (attached), we discovered that at least    90% of incoming freshman music majors had substantial deficiencies in fundamental knowledge areas of music.  For several years, the Division of Music offered a fundamentals of music remedial course that was employed to assist students with deficiencies.  The Fundamentals of Music course, however, was intended as a remedial solution for a few students, not a majority of students.  As the level of student high school preparation declined, it became evident that a more comprehensive, less denigrating approach was required.  In Fall 2000, a new course, Introduction To Theory, was introduced and integrated into the music theory sequence.  The genesis of this course can be traced to the use of and results from the Music Theory Assessment Test.  As a consequence, the Music Theory Assessment Test is no longer used or needed to evaluate incoming students.  Instead, the Introduction To Theory course provides background and knowledge in those areas considered to be essential to success in a college music theory environment. 

             

       Student Recitals

 

All students enrolled in applied lessons were required to perform on at least one (1) General Student Recital each semester.

 

 

       Jury Examinations

 

       All students enrolled in applied music instruction are evaluated at the end of each semester before a jury composed of music faculty.  The feedback to students is provided by the applied teacher in verbal and written form.  The consultation with the student occurs immediately following the performance.  A copy of the critique is given to the student and a copy is placed in the student’s folder.

 

       Piano Proficiency Examination

 

All candidates for the Bachelor of Music Education and Bachelor of Arts in Music degrees must pass a piano proficiency examination.  This examination must be completed prior to the internship year for the B.M.E. degree.  Examination requirements will include the following:

 

       (B.M.E. and B.A. with Instrumental or Vocal emphasis)


      Scales - All major scales and all three forms of the minor scales; two octaves, hands separately.

      Chord Drill - Cadential sequence of I - IV64 - I - V65  - I

      Sight-Reading - Read from sight a selected example from the piano literature.

      Transposition - Transpose a given melody up or down one whole step.

      Harmonization - Harmonize a melody using appropriate chords and accompaniment patterns.

      Repertoire - Perform two prepared pieces from contrasting style periods.

 

       (B.M.E. and B.A. with Piano emphasis)


 

Scales - All major scales and all three forms of the minor scales; four octaves, hands together.

Arpeggios - All major and minor arpeggios; three octave, hand together.

Chord Drill - Cadential sequence of  I - IV64 - I - V65  - I in all major and minor keys.

Sight-Reading - Read from sight a selected example from the piano literature.

Transposition - Transpose a given melody up or down one whole step.

   Harmonization - Harmonize a given melody using appropriate chords and accompaniment patterns.

 

 

 

       Career Outcomes

 

       Through correspondence and visits with graduates, the Division of Music Chair  recorded music related positions in which graduates have been placed.  This information was filed in the Music Office.

 

      

 

 

       Written Narratives

 

Junior and senior level music students prepared written narratives assessing the music program and the general education program.  These narratives were returned to the Division of Music Chair and filed in the Music Office.

 

       Senior Exit Survey

 

       Senior music majors completed a Senior Exit Survey.

 

       Alumni Survey

 

       Music Alumni Surveys were sent to graduates of the UAM music program.

      

       Division of Music Assessment Plan

 

The Music Assessment Committee planned to evaluate and make minor revisions in the Division of Music Assessment Plan.

 

       Praxis I and Praxis II Examinations

 

Music education majors’ test scores on the Praxis I and the Praxis II are on file in the School of Education.

 

3.      Results of Assessments Conducted:

 

       Entrance Auditions

 

       Approximately 100% of students auditioning for band enrolled in band.  Approximately 88%     of students auditioning for choir passed the performance test.  Specific materials to practice were recommended as remediation for those not passing the examination and a re-audition date was suggested by the directors.

 

       Theory Assessment

 

       Through the use of the Music Theory Assessment Test (attached), we discovered that at least    90% of incoming freshman music majors had substantial deficiencies in fundamental knowledge areas of music.  For several years, the Division of Music offered a fundamentals of music remedial course that was employed to assist students with deficiencies.  The Fundamentals of Music course, however, was intended as a remedial solution for a few students, not a majority of students.  As the level of student high school preparation declined, it became evident that a more comprehensive, less denigrating approach was required.  In Fall 2000, a new course, Introduction To Theory, was introduced and integrated into the music theory sequence.  The genesis of this course can be traced to the use of and results from the Music Theory Assessment Test.  As a consequence, the Music Theory Assessment Test is no longer used or needed to evaluate incoming students.  Instead, the Introduction To Theory course provides background and knowledge in those areas considered to be essential to success in a college music theory environment. 

 

       Student Recitals

 

All music majors performed on General Student Recitals.

      

       Jury Examinations

 

All students enrolled in applied lessons including music majors, minors and non-majors performed on Final Juries.  Approximately 95% passed the final juries.  Each student filled out a repertoire card recording the semester’s work in applied lessons.  These cards were filed in the Music Office.  Faculty members scored each student’s performance and provided written comments at Final Juries.  Copies of the score sheet and critiques were given to students and a copy was filed in each student’s permanent file in the Music Office.

 

Piano Proficiency

 

No student pursuing the Bachelor of Music Education degree was administered the piano proficiency examination.

      

       Career Outcomes

 

There were no graduates receiving the Bachelor of Music Education degree in 2004.

 

       Written Narratives

 

Results of written narratives from junior and senior music students assessing the music program and the general education program indicated that students believe they are receiving excellent instruction at the University of Arkansas at Monticello.

 

Alumni Survey

 

Virtually all respondents indicated they had received excellent preparation at UAM for their current jobs.

 

Division of Music Assessment Plan

 

The Music Assessment Committee evaluated and made minor revisions in the Division of Music Assessment Plan.  The plan was reviewed by the Music Faculty.

 

 

Praxis I and Praxis II

 

Results of music majors’ scores on the Praxis I and the Praxis II  are on file in the School of Education. Information on the Praxis I scores was sent to the Music Chair who shared the material with each student’s major advisor.  Praxis II scores for music majors were not shared with the Division of Music.

4.      Recommendations/Plan for Improvement

 

Based on a composite view of the findings from all practices in 2004, the Assessment Committee members recommend the following:

 

·        To improve the scores of music students taking the Praxis II Examinations, review sessions in music should be made available to assist students preparing for the examinations.  A copy of music major scores on the examinations should be forwarded from the School of Education to the Division of Music,

 

·        To investigate the possibility of offering a Music Concentration in the existing Master of Education degree.

 

·        To improve the Division of Music Assessment Plan, the Music Assessment Committee should continue to review and make revisions in the plan as necessary.  The plan should then be reviewed by the entire music faculty.  In evaluating the plan, it was determined by the committee that the curriculum should be reviewed with the goals of reducing the number of hours in the Bachelor of Music Education degree,

 

 

 

 

 

 

 

 

 

 

DIVISION OF MUSIC

 

 

 

Mission:      The mission of the Division of Music is to offer quality educational opportunities in music that provide students with the technical skills and the theoretical and historical knowledge necessary for competence in their chosen areas of concentration, and

 

Goals:            

·         To prepare students at the baccalaureate level for successful careers in teaching and in other musical occupations;

 

·        To prepare students in music for successful graduate study;

 

§         To provide students opportunities for cultural and aesthetic experiences through active participation in the arts;

 

§         To offer general education course work in music for all students of the University;

 

§         To provide cultural and aesthetic experiences for the University, the community, and southeast Arkansas through the presentation of recitals, concerts, master classes, workshops, and seminars.

 

Major Fields: Music

                             Music Education

 

 

 

 

MUSIC MAJOR

 

 

 

Goals:            The Bachelor of Arts in Music major is designed to prepare individuals upon graduation to pursue careers in (1)  private studio teaching, or (2) related fields of music.

 

 

Learning Objectives:

 

               A student who graduates with a Bachelor of Arts in Music should be able to:

 

§         Perform from the repertory of a particular performance medium;

 

§         Develop technical skills in music for artistic self-expression;

 

§         Demonstrate sight reading ability;

 

§         Demonstrate an understanding of the common elements and organizational patterns of music and their interaction;

 

§         Identify and categorize music in historical, cultural and stylistic contexts;

 

§         Demonstrate an understanding of an experience in art forms other than music;

 

§         Develop and defend value judgments about music;

 

§         Demonstrate capability to utilize technology as related to fields of music.

 

 

Practices Used to Assess Theoretical Elements of Music Major 

 

1.    Entrance Audition.  All students who declare an intention to major in music  will be required to audition before a music faculty member of the student's major performance area.  The audition requirement must be fulfilled prior to the semester in which the student will enroll in the music education program.

 

 

 

 

 

 

 

This assessment will be based on the following:

 

  Musicianship

  Tone quality

  Sight reading

  Tonal memory

  Rhythm

  Intonation

  Technique

  Range

 

 

The faculty member will evaluate the student on each of the factors listed.  The student will be notified in writing on the results of the audition.  Any student who does not pass the audition will be given written recommendations from the Chair and the faculty members on how to improve and reaudition.  The recommendations will be documented and will become a part of the student's record in the Division of Music Office.

 

2.    Theory Assessment.  All Freshman music majors are enrolled in Introduction to Theory.  This course is designed to reinforce fundamentals and prepare students for success in the rest of the theory sequence.

 

3.    Jury Examinations.  All students enrolled in applied music instruction are evaluated at the end of each semester before a jury composed of music faculty.  Ample notice and opportunity to sign up for the performance time is given near the end of each semester.  It is the student's responsibility to arrange for an accompanist for all juries.  The arrangement with an accompanist should be completed at least two weeks prior to the jury.  The feedback to students is provided by the applied teacher in verbal and written form.  The consultation with the student occurs immediately following the performance.  A copy of the critique is given to the student and a copy is placed in the student’s folder.

 

4.    Student Recitals.  Each music major is required to perform in a student recital at least once each semester.  During the senior year, an individual, full-length recital is required.  This recital may not be presented until approved by the faculty during the senior recital jury. The student’s instructor in the applied area provides feedback to the student after the jury.

 

5.    Piano Proficiency Examination.  All candidates for the Bachelor of Arts in Music degree must pass a piano proficiency examination. Examination requirements will include the following:

                                                  

 

       (B.M.E. and B.A. with Instrumental or Vocal emphasis)


      Scales - All major scales and all three forms of the minor scales; two octaves, hands separately.

      Chord Drill - Cadential sequence of I - IV64 - I - V65  - I

      Sight-Reading - Read from sight a selected example from the piano literature.

      Transposition - Transpose a given melody up or down one whole step.

      Harmonization - Harmonize a melody using appropriate chords and accompaniment patterns.

      Repertoire - Perform two prepared pieces from contrasting style periods.

 

       (B.M.E. and B.A. with Piano emphasis)


 

              Scales - All major scales and all three forms of the minor scales; four octaves, hands together.

              Arpeggios - All major and minor arpeggios; three octave, hand together.

              Chord Drill - Cadential sequence of  I - IV64 - I - V65  - I in all major and minor keys.

              Sight-Reading - Read from sight a selected example from the piano literature.

              Transposition - Transpose a given melody up or down one whole step.

            Harmonization - Harmonize a given melody using appropriate chords and accompaniment patterns.

7.   Miscellaneous.  Due to the nature and function of the performing arts, the Division of Music is under constant evaluation by members of the public who attend student and faculty recitals, band and choral concerts, and other musical productions.

 

Press reviews of divisional activities assist in bringing recognition to the various musical organizations.  In addition, talented students consistently win honors in state and regional competitions.

 

The faculty continually seek to improve the quality of their course instruction and strive to provide the best possible musical experiences to students and the public.

 

8.   Career Outcomes.  The following criteria will be used to assess how successful our music graduates are doing outside the University:

 

Has the student obtained employment in music?

Has the student continued to pursue his/her interests in the field of music?

Has the student been admitted to a post-graduate program?

 

This information will be obtained by follow-up surveys of graduates, contact with other professionals, and the news media.  The music faculty will be informed on the career outcomes of the music majors.  Each graduate who has not met one of the three criteria will be surveyed to determine the reasons why.  Reasons pertaining to academic achievement will be reviewed by the Division of Music faculty.

Practices Used to Assess General Education Elements of Music Majors

 

1.   Self-Assessment by the Student.  During the student's junior year, he/she will prepare a written narrative assessing education and training up to that point.  Comments should be made directed to the applied lessons, the classroom education, their strengths and weaknesses, and any other subjects the student feels necessary to assess.  This document will be reviewed by a faculty committee.  The student's music advisor will discuss the review with the student, and the review itself will become a part of the student's records in the Division of Music.  The student should comment on how well he/she thinks the general education curriculum (44 hours) prepared him/her for the music major.

 

 

Evaluation of the Assessment Plan for the Music Major

 

The music faculty will meet annually to review the results of assessment practices of the music major.  Suggestions for improvements will be discussed and implemented as deemed appropriate.

 

Recommendations made by the music faculty will be documented and will become a part of the records in the Division of Music Office.

 

MUSIC EDUCATION MAJOR

 

Goals:   The music education graduate should be able to teach music effectively to students in                      grades P-12. 

 

             Individuals are prepared in selected areas of specialization to (1) teach or supervise music at the elementary or secondary levels, (2) teach music in a private studio, (3) conduct band or choir in secondary music programs or (4) pursue other musical careers.

 

 

Learning Objectives:

 

             A student who graduates with a Bachelor of Music Education Degree should be able to:

o Demonstrate a functional knowledge of and skill on the piano, basic instruments of the band and orchestra, Orff and classroom instruments (including fretted instruments) as well as the voice;

o Teach music at various levels to different age groups and in a variety of classroom and ensemble settings;

o Apply analytical and historical knowledge to curriculum development, lesson planning, daily classroom and performance activities as related to the understanding of musical styles, multi-cultural literature, and the music of various historical periods;

o Develop and defend evaluation judgments about music;

o Conduct, arrange, and/or adapt music from a variety of sources to meet the needs and ability levels of school performing groups;

 

o Demonstrate performance skills necessary to lead a successful rehearsal;

o Apply principles of learning theories and the psychology of child growth and development as they relate to music;

o Assess aptitudes, musical abilities, and plan age and musically appropriate educational programs to meet assessed needs;

o Demonstrate a knowledge of current music education methods, trends, and materials available in all fields and levels of music education;

o Understand evaluative techniques and apply that ability to assessing both the musical progress of students and the objectives and procedures of the curriculum;

o Demonstrate capability to utilize technology as related to fields of music.

 

 

Practices Used to Assess Theoretical Elements of Music Education Major 

 

1.   Entrance Audition.  All students who declare an intention to major in music education will be required to audition before a music faculty member of the student's major performance area.  The audition requirement must be fulfilled prior to the semester in which the student is to be enrolled in the music education program.

 

This assessment will be based on the following:

 

Musicianship

Tone quality

Sight reading

Tonal memory

Rhythm

Intonation

Technique

Range

 

The faculty member will evaluate the student on each of the factors listed.

 

The student will be notified in writing on the results of the audition.  Any student who does not pass the audition will be given written recommendations from the faculty member conducting the audition  on how to improve and reaudition.  The recommendations will be documented and will become a part of the student's record in the Division of Music.

 


2.         Theory Placement. All entering Freshmen music majors were assigned to a course, Introduction to Theory, which is now part of the five (5) semester theory sequence.

 

3.    Jury Examinations.  All students enrolled in applied music instruction are evaluated at the end of each semester before a jury composed of music faculty.  Ample notice and opportunity to sign up for the performance time is given near the end of each semester.  It is the student's responsibility to arrange for an accompanist for all juries.  The arrangement with an accompanist should be completed at least two weeks prior to the jury.  The feedback to students is provided by the applied teacher in verbal and/or written form.  The consultation with the student occurs following the performance.

 

 

 

4.    Student Recitals.  Each music education major is required to perform in a student recital at least once each semester.  During the senior year, an individual, full-length recital is required; this recital must be performed prior to student teaching.  The procedure for feedback to students is the same as the feedback on jury examination.

 

5.      Piano Proficiency Examination.  All candidates for the Bachelor of Music Education and Bachelor of Arts in Music degrees must pass a piano proficiency examination.  This examination must be completed prior to the internship year for the B.M.E. degree.  Examination requirements will include the following:

 

            (B.M.E. and B.A. with Instrumental or Vocal emphasis)


                    Scales - All major scales and all three forms of the minor scales; two octaves, hands separately.

                    Chord Drill - Cadential sequence of I - IV64 - I - V65  - I

                    Sight-Reading - Read from sight a selected example from the piano literature.

                    Transposition - Transpose a given melody up or down one whole step.

                    Harmonization - Harmonize a melody using appropriate chords and accompaniment patterns.

                    Repertoire - Perform two prepared pieces from contrasting style periods.

 

            (B.M.E. and B.A. with Piano emphasis)


 

                 Scales - All major scales and all three forms of the minor scales; four octaves, hands together.

                 Arpeggios - All major and minor arpeggios; three octave, hand together.

                 Chord Drill - Cadential sequence of  I - IV64 - I - V65  - I in all major and minor keys.

                 Sight-Reading - Read from sight a selected example from the piano literature.

                 Transposition - Transpose a given melody up or down one whole step.

            Harmonization - Harmonize a given melody using appropriate chords and accompaniment patterns.

 

 

6.    Praxis II.  The student must make a passing score on the Professional Knowledge Test and on the Specialty Examination.  The student will receive the scores.   Scores are also made available to the School of Education.  This information is not automatically shared with the Division of Music.

 

7.    Miscellaneous.  Due to the nature and function of the performing arts, the Division of Music is under constant evaluation by members of the public who attend student and faculty recitals, band and choral concerts, and other musical productions.

 

Press reviews of Divisional activities assist in bringing recognition to the various musical organizations.  In addition, talented students consistently win honors in state and regional competitions.

 

 

The faculty continually seek to improve the quality of their course instruction and strive to provide the best possible musical experiences to students and the public.

 

8.    Career Outcomes.  The following criteria will be used to assess how successful our music education graduates are doing outside the University:

 

Has the student obtained employment in Music Education?

Has the student continued to pursue his/her interests in the field of music?

Has the student been admitted to a post-graduate program?

 

This information will be obtained by contact with other professionals, the news media, and follow-up surveys of graduates.  The Music faculty will be informed on the career outcomes of the music education majors.  Each graduate who has not met one of the three criteria will be surveyed to determine the reasons why.  Reasons pertaining to academic achievement will be reviewed by the Division of Music faculty.

 

Practices Used to Assess General Education Elements of Music Education Major

 

1.    Praxis I.  Each music education major is required to take the Praxis I during his/her sophomore year.  The student must make a passing score to be admitted to the teacher education program.  Results of the Praxis I will be given to individual students and will be made available to the Division Chair by the School of Education.  Each marginal or failing student will be encouraged to work with his/her academic advisor in implementing academic strategies to overcome the deficient areas.  Students who do not make the cut-off score will be allowed to retake the test.

 

2.    Self-Assessment by the Student.  During the student's junior year, he/she will prepare a written narrative assessing education and training up to that point.  Comments should be made directed to the applied lessons, the classroom education, their strengths and weaknesses, and any other subjects the student feels necessary to assess.  This document will be reviewed by a faculty committee.  The student's music education advisor will discuss the review with the student and the review itself will become a part of the student's records in the Division of Music.  The student should comment on how well he/she thinks the general education curriculum (44 hours) prepared him/her for the music education major.

 

Evaluation of the Assessment Plan for the Music Education Major

 

The music faculty will meet annually to review the results of assessment practices of the music education major.  Suggestions for improvement will be discussed and implemented as deemed appropriate.

 

Recommendations made by the music faculty will be documented and will become a part of the records in the Division of Music Office.

 

 


       UAM INSTRUMENTAL MUSIC JURY FORM

STUDENT                           _____________________________________

 

ADJUDICATOR          _____________________________________

 

DATE                                   _____________________________________

 

COMPOSITION          _____________________________________


 

MUSICIANSHIP (20 POINTS POSSIBLE)

Tone quality, beauty, control in dynamic range, control in all registers, use of vibrato,

use of subtle articulation, stage presence, etc.

 

 

 

                                                                                                                                  ______________

                                                                                                                                  points this section

INTONATION (20 POINTS POSSIBLE)

 

 

 

                                                                                                                                  ______________

                                                                                                                                  points this section

INTERPRETATION (20 POINTS POSSIBLE)

Phrasing, overall expressiveness, choice of tempo, execution of dynamics, and performance of

appropriate style, musical line, etc.

 

 

 

                                                                                                                                  ______________

                                                                                                                                  points this section

TECHNIQUE (20 POINTS POSSIBLE)

Facility, ease of execution, breath control, scale patterns, etc.

 

 

 

                                                                                                                                  _______________

                                                                                                                                  points this section

RHYTHM (20 POINTS POSSIBLE)

Accuracy, accents, precision, etc.

 

 

                                                                                                                                  _______________

                                                                                                                                  points this section

GRADE (ON 100 POINT SCALE)


____________________________

Adjudicator’s Signature                                                                                   Total Score

 

University of Arkansas at Monticello

Division of Music

Junior/Senior Narrative Evaluation of the

Division of Music and the General Education Program

 

Please describe the strengths and weaknesses of the following items in the Division of Music and the General Education Program at UAM.

 

Music Courses

 

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       Weaknesses:

 

                     

 

 

Applied Music Courses

 

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Music Faculty at UAM

 

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Music Facilities and Equipment

 

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Music Organizations

 

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General Education Courses

 

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Suggestions for Improvement:

 

 

 

 

 

 

Other Comments:

                            

 

 

University of Arkansas at Monticello

Division of Music

Senior Exit Survey

 

The Division of Music appreciates your time in completing this survey.  We are always searching for ways to improve our program and your input will be very valuable to us!

 

Last Name ______________________   First Name __________________________

 

E-mail address ________________________________________________________

 

Address _____________________________ Telephone _________________________

City _____________________________________   State _______   Zip ________

 

Country _________________________________

 

YOUR EVALUATION OF THE DIVISION OF MUSIC:

 

Circle the appropriate number below based upon your appraisal of each component.

 

 

5=Oustanding

   4=Excellent

     3=Good

      2=Fair

       1=Poor

 


FACULTY

       Knowledgeable in their field of expertise                        5     4     3     2     1

       Dedicated to students                                                5     4     3     2     1

       Accessible to students                                               5     4     3     2     1

       Provided specifics career guidance                         5     4     3     2     1

       Concerned with student progress                      5     4     3     2     1

       Role model                                                                   5     4     3     2     1

 

COURSES

   Broad range of courses                                              5     4     3     2     1

   Challenging content                                                    5     4     3     2     1

   Reflect career needs of graduates                            5     4     3     2     1

   Applied music content                                                5     4     3     2     1

   Preparation for graduate school                                5     4     3     2     1

   Usefulness of textbooks                                             5     4     3     2     1

   Outside reading assignments                                    5     4     3     2     1

 

SUPPORT SERVICES

   Library offerings in music                                           5     4     3     2     1

   Support from division chair                                        5     4     3     2     1

   Support from office staff                                             5     4     3     2     1

 

 

      

CO-CURRICULAR ACTIVITIES AND ORGANIZATIONS

   Kappa Kappa Psi                                                       5     4     3     2     1                                 

       Performances                                                              5     4     3     2     1

       Student research                                                         5     4     3     2     1

       Music Theater productions                                         5     4     3     2     1

       Marching Band                                                            5     4     3     2     1

       Concert Band                                                              5     4     3     2     1

       Jazz Band                                                                    5     4     3     2     1

       Concert Choir                                                              5     4     3     2     1

       Chamber Choir                                                            5     4     3     2     1

                     Chamber Ensembles                                                        

                      Woodwind                                                             5     4     3     2     1                                 

                      Brass                                                                     5     4     3     2     1

                      Percussion                                                           5     4     3     2     1

 

OTHER

   Music facilities                                                             5     4     3     2     1                                 

   Music Equipment                                                        5     4     3     2     1

   Music Listening Library                                              5     4     3     2     1

   Music Technology Laboratory                                    5     4     3     2     1

                                                                                                                                        

 

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