SACSCOC Fifth Year Interim Report
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Assessment : 2011 - 2012 : Educational Programs :
Music Therapy BM
Music Therapy BM
3 Goals 3 Objectives 3 Indicators 3 Criteria 3 Findings 3 Actions
| GOAL: Music History |
| Objective |
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Students will identify, on the final exiting listening quiz for each music history course, the relevant composers, genres, and styles of compositions from the five periods of music history. |
| Indicator |
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Each student will be required to identify the appropriate information for each recording excerpt demonstrating his/her knowledge of musical styles and time periods. |
| Criterion |
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Scores resulting from the end of semester listening quiz are categorized as 90-100=Excellent; 80-89=Above Average; 70-79=Average; Below 70=Below Average. As a unit, the department considers above average proficiency by 90% of students to be a success. |
| Finding |
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Students met the challenge of identifying musical works from the more familiar time periods (19th century, 20th century and Baroque), but were weaker in their retention of information concerning the Classic, Renaissance, and Medieval periods. |
Actions for Objective:
| Action |
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A new method is being created whereby students will use group work and peer review to encourage deeper retention of less familiar subject material. |
| GOAL: Music Theory |
| Objective |
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Each student will demonstrate proficiency in music fundamentals, part writing, and analysis. |
| Indicator |
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Each student is required to complete homework assignments, quizzes, and examinations. A final, comprehensive score representing the evaluation of all music theory areas of proficiency is determined. |
| Criterion |
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Ratings resulting from the final, comprehensive score are categorized as 90-100 = Excellent; 80-89 = One or more areas need improvement; 70-79 = Sufficient. |
| Finding |
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94% of students met the target: 21% at the Excellent level; 46% one of more areas need improvement; and 27% at the sufficient level. The remaining 6% did not work at sufficient level. |
Actions for Objective:
| Action |
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The Music Theory faculty have found that individual sessions with faculty members and peer-tutors allow for the most benefit to students. These types of individual sessions will be available for all music theory students. |
| GOAL: Performance Application |
| Objective |
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Each student will demonstrate, through a juried performance, proficiency in instrumental/vocal performance relative to technical command, rhythmic accuracy, intonation, tonal control and musicianship. |
| Indicator |
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Each BM Music Therapy student is required to complete a juried instrumental/vocal performance each semester. The juries consist of School of Music faculty from the designated area (i.e woodwind, brass, string, guitar, percussion, and vocal). The performance is evaluated using a departmental jury form. A final comprehensive score representing the evaluation of the entire performance is determined. |
| Criterion |
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Scores from the end of semester juries are categorized as "A" = Excellent; "B" = Average; "C" = Below Average. The School of Music considers 90% of the students scoring in the excellent range to be a success. |
| Finding |
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BM Music Therapy students performed well according to the criterion. 90% scored in the excellent range. All students met for feedback individually with their applied teacher. |
Actions for Objective:
| Action |
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The School of Music faculty have found that the constructive criticism received on the jury forms from the other faculty members in their respective areas have assisted in the structure of the individual lessons with the students involved. |
| Closing the Loop |
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The School of Music will evaluate curriculum and teaching methods in order to improve the quality of the program and the students who are enrolled. Specifically, we will assign department mentors to students who are doing poorly in the specialized music areas. For students who do poorly in academic areas, we will refer them to the Reading Center, Writing Center, and/or Math Center as well as the Study Skills courses frequently offered by the SAM Center. We have instituted more group work and peer review to encourage deeper retention of the most difficult material, and we have increased the opportunities for individual sessions with faculty members and peer tutors. As we strive to increase the standard of excellence, by both faculty and student, the mission of the School and University as a whole will remain the focus.
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