School of Music College of Fine Arts

Transcription

1 School of Music College of Fine Arts 1. Introduction Assessment Plan for Graduate Vocal Pedagogy Certificate Mission Statement The Graduate Certificate in Vocal Pedagogy is to aid those individuals who hold an undergraduate or graduate degree in vocal performance, music education, communication disorders, and/or choral conducting who are looking to increase their knowledge and understanding of the singing voice. As well as increasing their marketability in higher education and be prepared to meet the challenges of teaching voice in the 21 st century. Basic Assessment Approach Assessment through basic vocal anatomy and physiology achieved in MUS 665 via examinations, through repertoire presentation of female and male young voices, the ability to actively teach a voice lesson to female and male voices, and finally to propose and observe a research topic within vocal pedagogy among all the voice studios. Definition of Key Terms: Assessment: A strategy for understanding, confirming, and improving student learning through a continuous and systematic process. Curriculum Map: A visual depiction of the integration of learning outcomes and professional standards in programmatic coursework. Learning Outcomes: Data from which inference can be made about learning but do not demonstrate actual learning. Direct Evidence: Data that demonstrates actual learning and the acquisition of specific skills. 2. Assessment Oversight, Resources The certificate program director will act as the assessment coordinator. It is the responsibility of this director to monitor the activities that occur in the program. This person will lead the assessment conversation held each fall and will write the assessment report due to the university on October Program-Level Learning Outcomes Outcome 1- Knowledge and Understanding of Repertoire for Young Voices

2 After MUS 665 the students will then be equipped with the basic knowledge of anatomy/physiology and acoustics of the voice. Students will have acquired the basic tools to know and understand the importance of selecting suitable repertoire for each individual, in order to positively compliment and understand the technical growth of each individual voice. Evaluation takes place during the spring semester of MUS 667 by the director of the program via rubric in accordance to the above outcome. MUS667 SP Outcome2- Teaching Voice Lessons Students will teach one half hour lessons of each gender in classroom presentation, 2-3 out of class lessons previous to the lesson presentation, and submit a written lesson plan. The lesson plan is to include the singers background, warm up exercises of body and voice, goals of these warm ups, and if the singers experience permits; song repertoire may be included. Student must demonstrate in lesson presentation a good understanding of acoustical difference of male and female voices, as well as different voice type difference. Evaluation takes place during spring semester of MUS 667 by the director of the program via rubric in accordance to the above outcome. MUS 667 SP Outcome 3-Independent Study/Observations Students will meet with the director of the program and establish a specified goal within pedagogy to observe in the upcoming semester. Once the student submits and has an approved proposal of the above goal, he/she schedules times within each vocal studio to observe voice lessons. A final report is submitted at the end of the semester in regards to the original proposal, and the faculty will also submit forms of attendance and participation of the student to the director.

3 Evaluation of written proposal and final paper is done by director of program. Graduate Independent Study Curriculum Map Teaching voice is a multi-task job since there are a number of important ingredients necessary to produce not only a good healthy sound but also to offer artistic results. Once I have decided with the student the specific focus of the observation according to his/her interest, needs and level of education and experience, these are some of specific issues the student observing must look at during the lesson in order to make a fair evaluation of the results obtained by the student being observe. By this I mean, that the student who is taking the lesson may, most likely, show a considerable improvement in the following points: Posture, quality of sound (clarity, intelligibility, endurance, among others), extension, easy production, volume, agility, flexibility. Must of the time a voice lesson consist of part technical work, and the rest is dedicated to working of specific repertoire that will depend of the level of the student at the time. To summarize this point, the student is observing the technical aspects and artistic results, as well as how the teacher giving the lesson, distributes her/his time to correct technique, language, musicianship, and overall artistic product. Lessons are must of the time minutes in length. I=Introduce, R=Reinforce, E=emphasis Course SLO1 SLO2 SLO3 MUP665 MUP667 I R,E INPT STUDY R,E 5. Assessment Methods and Measures Direct Methods: Repertoire presentation, voice lesson presentation, pedagogy/voice lessons observation proposal, pedagogy/voice lesson final paper. Indirect Methods: Grades GPA

4 6. Data Collection and Review Students are required to take examinations in both MUS 665 and MUS 667, which are to be graded by the faculty member of the course, also the director of the program. The exams and presentation grades are recorded by the director for the semester, and are stored with the student after the courses end. 7. Assessment Cycle and Data Analysis Outcome Number Stated Learning Outcome 1 Students will have a basic knowledge of vocal anatomy/physiology and acoustics. Students will have the tools required to select repertoire for both gendered voices and understand the individuality of each voice and its healthy growth. 2 Students must be able to demonstrate a good understanding of acoustical difference of female and male voices as well as those of voice type differences. Students must be able to write a lesson plan with a desired goal in mind, for both male and female voices. 3 Students will propose a desired pedagogical learning outcome they wish to observe from all the voice studios. Students will then write a final report on their observations. Cycle Academic Year Reporting Year 8.Teaching Effectiveness All instructors use the Teacher Course Evaluation (TCE) process to receive student evaluation each semester. 9. Post-graduate Success UK Opera Theatre updates its list of alumni and their whereabouts every year within the department as well as through our local community sponsor OperaLex.

5 10. Appendices