Department of Music Assessment Plan (September, 2004)

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1 Department of Music Assessment Plan (September, 2004) 1. Learning Objectives: I.1. Demonstrate an intellectual and aural understanding of the basic structural elements of music through the use of the basic vocabulary of music. Cognitive: Understands the common elements and organizational patterns of music and communicates that understanding. Skill: Performs and describes music Attitudes: Values the ability to participate in music performance and discourse. Measures: jury exams, junior standing juries, recital performances, arranging assignments, composition assignments, program notes, music history papers, analysis assignments, conducting assignments. I.2. Identify and analyze the role of music within a variety of cultures and historical periods, its impact on society, and its stylistic interpretation. Cognitive: Has a basic knowledge of music history through the present time. Understands how cultural and historical context impacts performance. Skill: Performs music in the style of origin. Is able to contextualize music. Attitudes: Values the inherent worth of studying music and society. Measures: music history papers, recital and ensemble performance, non-western music assignments. I.3. Demonstrate an awareness of structure and style through the development of skills necessary to create, critique, and perform music from a variety of cultures and historical periods. Cognitive: Understands how music is organized. Skill: Creates derivative or original music extemporaneously and in written form. Has sufficient technical skills for artistic self-expression. Attitudes: Has an appreciation for the aesthetic experience at both expressionistic and formalistic levels. Measures: jury exams, junior standing juries, recital performances, arranging assignments, theory and composition assignments, program notes, music history papers, analysis assignments, conducting assignments. I.4. Demonstrates musical comprehension and leadership necessary to conduct an ensemble. ~ 1 ~

2 Cognitive: Understands vocal technique, instrumental technique, piano or other accompanying instruments, and performance practice. Skill: Is able to communicate musical intent through gesture, and through verbalization. Attitudes: Values the role of the conductor in the ensemble experience. Measures: conducting assignments, conducting videos, score reading, vocal methods assignments, instrumental methods assignments. I.5. Understand, use and apply technology appropriate to professional needs. Cognitive: Understands how to run computer software; access, generate, and manipulate data; and publish results. Skill: Is able to apply tools for enhancing personal and professional growth and productivity. Attitudes: Values the use of technology for personal and professional growth. Measures: notation/sequencing software use, PowerPoint or presentation software, drill and practice software usage, electronic music composition, bookkeeping, grade-keeping software use, internet/web design. Bachelor of Music Option in Music with Teacher Certification II.1. The competent music teacher is able to relate various types of music knowledge and skills within and across the arts. Cognitive: Understands similarities and differences in the meaning of common terms used in the various arts, the commonalities of music and other disciplines, and understands the aesthetic principles of music. Skill: Identifies similarities and differences in the meaning of common terms used in the various arts. Identifies the commonalities of music and other disciplines, and applies aesthetic principles of music. Attitudes: Values the relationships in and among the arts. Measures: lesson plans, clinical experiences, methods class assignments. II.2. The competent music teacher understands and is able to apply pedagogical knowledge and skills appropriate to the teaching of music. Cognitive: Understands the rationales for music as a basic component of general education. ~ 2 ~

3 Understands teaching methods for general, choral, and instrumental music education (PreK-12). Understands teaching methods for students with special educational needs. Understands characteristics of appropriate music education materials and literature for a variety of music education settings. Understands characteristics of developing human voice from early childhood to late adolescence. Understands the characteristics of wind, string, and percussion instruments. Understands the characteristics of rhythmic, harmonic, and melodic instruments used in the classroom. Understands the techniques of accompanying classroom and performing ensembles. Understands types and characteristics of music technology appropriate for the school music program. Understands techniques of composing, scoring, and arranging music appropriate for a variety of instruments and voices within the school music program. Understands techniques of conducting appropriate to school performing ensembles. Understands techniques for assessing students aptitude and achievement appropriate to the school music program. Skill: Articulates a logical rationale for the role of music in the school curriculum. Identifies and applies teaching methods for general, choral, and instrumental music education (PreK-12). Identifies and applies teaching methods for students with special educational needs. Identifies characteristics of appropriate music education materials and literature for a variety of music education settings. Identifies vocal classifications and ranges and the stages of vocal maturation from early childhood to late adolescence. Identifies characteristics, principles, and techniques of tone production on wind, string, and percussion instruments. Identifies and performs on rhythmic, harmonic, and melodic instruments used in the classroom. Applies the techniques of accompanying classroom and performing ensembles. Identifies and uses music technology appropriate for the school music program. Identifies and applies techniques of composing, scoring, and arranging music appropriate for a variety of instruments and voices within the school music program. Applies techniques of conducting appropriate to school performing ensembles. ~ 3 ~

4 Identifies and applies techniques for assessing students aptitude and achievement appropriate to the school music program. Attitudes: values pedagogical knowledge and skill necessary for teaching. Measures: peer teaching, position papers, educational philosophy papers, SPE 3500 assignments, adapted lesson plans, pre-clinical experiences, orchestration and arranging assignments; methods class notebooks, student teaching, departmental approval portfolio. 2. Data Collection Cycle: A. Surveys are conducted in new student orientations and prior to graduation. B. Student Portfolios: Students will be responsible for developing and submitting a portfolio with artifacts documenting accomplishment of learning objectives. Portfolio Guidelines All Portfolios: I. 1. Demonstrate an intellectual and aural understanding of the basic structural elements of music through the use of the basic vocabulary of music. Music theory, analysis assignments Arranging assignments Aural skills assignments Program notes written by student In addition to the above, Performance Majors must include: Program notes from senior recital I. 2. Understand and analyze the role of music within a variety of cultures and historical periods, its impact on society, and its stylistic interpretation. Music history papers Non-Western Music papers Programs indicating performance of varied literature Literature, history, philosophy, arts papers ~ 4 ~

5 I. 3. Demonstrate an awareness of structure and style through the development of skills necessary to create, critique, and perform music from a variety of cultures and historical periods. Music history papers Non-Western Music paper Programs indicating performance of varied literature; recordings of performances Analysis, arranging or composition assignments In addition to the above, Performance Majors must include: Recordings- 3 representative selections from Senior Recital Programs from all solo and ensemble performances I.4. Demonstrate musical comprehension and leadership necessary to conduct an ensemble. Conducting evaluations; video tapes of conducting Program indicating ensemble conducting Conducting an ensemble outside of school (church, community, schools) I.5. Understand, use and apply technology appropriate to professional needs. Notation/sequencing software use PowerPoint or presentation software- print out representative slides Drill and practice software usage Electronic music composition Book-keeping, grade-keeping software use Internet/web design Online courses taken Teacher Certification Portfolios: II.1. The competent music teacher is able to relate various types of music knowledge and skills within and across the arts. ~ 5 ~

6 Lesson plans demonstrating related arts; teaching evaluations; video tapes Art, theatre, or dance classes Evidence of participation in art, theatre, dance or related arts performances/activities II.2. The competent music teacher understands and is able to apply pedagogical knowledge and skills appropriate to the teaching of music. Lesson plans; teaching evaluations; video tapes Teaching evaluations from private students/prep program Evaluations of clinical experiences Notebook checklists from methods courses; required in the portfolio V. 1. Demonstrate good communication skills. Written work Evaluations of speeches, presentations V. 2. Use basic skills of measurement and assessment in instructional decision-making. Lesson plans Evaluations designed for your students V.3. Demonstrate knowledge of past and present developments, issues research, and social influences in the field of education. 3. Evaluation of Data: Papers from MUS 2440, 2441, 2442, 3400, 3440, EDF 2555, 4450, SED 3330, EDP 3325, SPE 3500, OR 3000 ~ 6 ~

7 A. Each semester, a sample of student portfolios in each degree option will be reviewed by a faculty panel. A standard set of rubrics will be used to evaluate each portfolio. Feedback: A. Summaries of assessment data are provided to faculty with specific information provided to division directors. B. Data and evaluations are incorporated into departmental planning. A departmental self-study will occur each year with a Departmental Self- Study Document maintained. Assessment of student attitudes toward the department. Each year the department conducts a survey of students in major courses. Data is used to evaluate general student satisfaction and provide information about student issues. Those issues are presented at student forums for discussion. Exit surveys. Teacher Certification students fill out an Exit Survey at the final student teaching seminar. Music Education Division Director administer surveys and submits data to Assessment Committee. Performance Option and Jazz Option students fill out Exit Survey after Senior Recital is given. Department Chairperson administers surveys and submits data to Assessment Committee. Assessment of alumni attitudes toward the department. Alumni surveys are conducted bi-annually. Department Chairperson administers surveys and submits data to Assessment Committee. Approved: April 10, 2003 ~ 7 ~

8 FACULTY Departmental Self Study (Revised annually) Assessment Committee Distributes Plan Recommends Revisions Supervises Data Collection Analyzes Data Reports to Faculty Alumni Survey (Bi- annual) Student Surveys (Ongoing) Portfolios (Graduation) Chair Distributes Chair Distributes Div. Directors/Chairperson Collects Reports Data Entrance Panel Reviews and Reports Data Periodic Exit Reports Data

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