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
Strengths:
Weaknesses:
Applied Music Courses
Strengths:
Weaknesses:
Music Faculty at UAM
Strengths:
Weaknesses:
Music Facilities and Equipment
Strengths:
Weaknesses:
Music Organizations
Strengths:
Weaknesses:
General Education Courses
Strengths:
Weaknesses:
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
Comments: