SACSCOC Fifth Year Interim Report
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Assessment : 2013 - 2014 : Educational Programs :
Music BM
Music BM
3 Goals 3 Objectives 3 Indicators 3 Criteria 3 Findings 3 Actions
| 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 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. Students should demonstrate a well prepared performance exhibiting technical command, rhythmic accuracy, intonation, tonal control and overall musicianship appropriate to their academic level. |
| 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 80% of the students scoring in the excellent range to be a success. |
| Finding |
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| BM music students performed well according to the criterion. Over 80% 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. In addition, we have increased the standard of performance for each individual student during juries and therefore lowered the percent expectation to 80% in the excellent range. |
| GOAL: Music Theory |
| Objective |
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Each student will demonstrate proficiency in music fundamentals, part writing, and analysis through a skill based assessment exam administered at the end of the semester of their respective course of study. |
| Indicator |
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| Each student will be assessed in interval recognition, be expected to complete a 4-voice part writing example and analize an excerpt appropriate to the skill level they are studying. The results are then graded by the music theory faculty as a unit. A final, comprehensive score representing the evaluation of all music theory areas of proficiency is determined. |
| Criterion |
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| Grades resulting from the final, comprehensive score are categorized as 90-100= Excellent; 80-89= Above Average; 70-79= Sufficient. As a unit, the department will consider 90% of the students scoring 70% or higher to be a success. |
| Finding |
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| 94% of students met the target: 20% at the Excellent level; 44% Above Average; and 30% 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 continue to be available for all music theory students. |
| 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 respective period of music history. |
| Indicator |
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Each student will be required to take a comprehensive listening exam covering the respective composers, genres and styles of composition for the period of music history they are studying. Aural examples will be played and the students are expected 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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| 90 % of the students demonstrated above average success in acheiving the goal for the 19th century, 20th century and Baroque, but only 80% acheived above average concerning the Classic, Renaissance, and Medieval periods. |
Actions for Objective:
| Action |
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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. The department has initiated a center for early music studies in an effort to address this weakness and make these periods of music more accessable and familiar. |
| Previous Cycle's "Plan for Continuous Improvement" |
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The School of Music continues to evaulate curriculum and teaching methods in order to improve the quality of the program and the students who are enrolled. We have established mentoring for students who are having trouble in specialized areas. We will continue to refer students to the Reading Center, Writing Center, and/or Math Center when applicable. We will continue group work and peer review to encourage deeper retention of the most difficult material, as well as one on one tutoring. The School of Music, both faculty and student, continues to strive for excellence.
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| Update on Previous Cycle's "Plan for Continuous Improvement" |
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Many students were referred to the Reading and Writing Center as well as the Counseling Center to assist their individual needs. Our tutoring system has become more standardized and facutly office hours have been used to the full extent for assistance outside of the class room. The School of Music continues to pursue the most talented students and faculty in order to accomplish the mission of the School and the Univeristy at large.
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| Plan for Continuous Improvement |
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In an effort to provide a broader base appreciation and understanding for the ealier music periods the School of Music will begin the developement of an Early Music Center including collegium ensembles for the enrichment of both facutly and student. In addition, the theory area is exploring a more practical approach for ear training/musicianship for the music educator.
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