How To Teach Music

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1 ASSESSMENT SCHEDULE - Due: December 16, Past Year: Indicate which program level learning outcomes assessment or any other assessment projects you completed in the academic year. Learning Outcomes: ACTION: DATE COMPLETED: Our students will experience course content that embraces both past and current thinking in our respective disciplines. Provide a safe and toxic-free classroom environment for all art students Fine Arts students demonstrate a working knowledge of the proportion and structures of the human form. Reviewed ART , ART , and ART curricula as a department. We determined objectives for all sections and revised curriculum and syllabi accordingly. Reviewed the curriculum for the Music 110, 113, 151, 161, and 185 courses. Music faculty evaluated and established new objectives and course revisions which are now reflected in the current syllabi. We acquired paint cleaning systems for Rooms FA403 and FA404. The drawing and painting program acquired two sets of plasters each: planar analysis and muscular analysis. These were acquired to address the ART 112 and ART 201 figure curriculum. We also acquired two anatomy models, male and female, with muscles and fascia for the Art 112, Figure Drawing curriculum /01/09 Other Assessment Activities: [such as reviewing, revising, developing new learning outcomes; new program or course development] 2. Current Year: Indicate which program level outcomes you plan to assess or other assessment projects you plan to complete in :

2 Learning Outcomes: ACTION: COMPLETE BY: A better comprehension of course content for all students in our Fine and Performing Arts Program Courses especially with our numerous ESL students Fine and Performing Arts Students will have access to Seattle area professional arts organizations Other Assessment Activities: Faculty will hold group study sessions both during and outside of class to help students-- creating more of structured and interactive environment to aid in their success. Using Internet accessible materials to foster Information Literacy. Art instructor Tatiana Garmendia has established a classroom partnership with Seattle Art Museum (SAM) and now each of her drawing students get a free unlimited pass for the entire academic quarter If you have a longer term assessment plan that spans more than two years, please describe. Since 2006 Fine Arts faculty Don Barrie, Ron Tanzi, and Tatiana Garmendia have met on a quarterly basis to evaluate course outlines. In the past two years we have reviewed and revised outlines for Art 111, ART 112, ART 113, ART 201, ART 202, ART 203, ART 121, ART 122. Following said Course Outline revisions, we have also revised our course outlines. In the Spring of 2009 we are scheduled to review and revise Course Outlines for ART 101, ART 102, ART 103. Corresponding syllabi will be revised in the Fall of We are scheduled to review and revise Course Outlines for ART 205, Art 206, and ART 207 in the Winter of Revision of the corresponding syllabi will take place in the Spring of Security and safety of the Fine Arts studios is also undergoing a long term and on-going assessment. The production, storage, and disposal of toxic solvents and by-products of visual art processes directly impacts instruction and learning in the Fine Arts program. Consequently we have a Program Coordinator, Don Barrie, who meets with art faculty Tatiana Garmendia and Ron Tanzi, as well as with work study students on a weekly basis. He additionally meets with Jeff Watts twice a month, with Ron Hamberg twice a quarter, and with Audrey Wright once a week to assess studio maintenance, safety, storage and disposal of toxic materials. Music Faculty meet on a quarterly basis to evaluate course outlines and the music curriculum as a whole. Our program has grown in enrollment yet we see a great opportunity to reach many additional students with a Music Technology Center and a Recording Studio. Music Industry Studies is critical to meet the demands of the current job market. The video, film and video game industries

3 are employing students who have training in Music Industry Studies. Students are flocking to colleges who are able to provide this area of study. Shoreline Community College, Bellevue Community College, Edmonds Community College, and Pierce College all have Music Technology/Industry labs and Recording Studios they (like our MUSC 110, 161, 151, 185, and 204 classes) have wait lists each quarter. The college missed a golden opportunity to establish a Music Technology Center and a Recording Studio when full-time music faculty Jim Cauter and Brian Kirk spent an entire quarter working with architects to design a portion of the Masonic Auditorium that was to be divided between Theater, Art and Music. After 12 weeks of meetings and outside research on facility design, equipment, soundproofing, and storage needs Jim and Brian were informed that Music was not to receive any of the space in the Masonic Auditorium, it was all going to Theater and Art. It is imperative to find space in the Masonic Auditorium or elsewhere to house a Music Technology Center and a Recording Studio not doing so is to ignore the needs of our students who clearly see a career path in Music Industry Studies. [Each fall you will report on the past year s assessment activities under section #1 above. You will report your plans for the current year under section #2 above. You do not need to assess all outcomes each year. Pick one or two areas of concern in your curriculum and put your focus there. Define the problem and create a plan to address it. This is the focus of the annual reports. Program reviews will look at the assessment reports you create each year as part of the review. If you have a longer term plan, report them here under #3.] ASSESSMENT REPORT for academic year DEMONSTRATION OF LEARNING: What assignments or projects demonstrate student learning outcomes are achieved? What evidence do you have that students are achieving the learning outcomes? You may choose to focus on one or two learning outcomes each year. Learning Outcomes Assessment methods Evidence of Learning FAPAP students process, analyze, and respond to sensory information through the language and skill unique to a given art. students apply the elements of art and design principles to representational and objective visual responses. Daily assessment through evaluation of class work. Weekly assessment through evaluation of homework and critiques. Quarterly assessment through evaluation of student portfolios.

4 Art History students use specific vocabulary and formal critical systems to analyze works of art. Music students read notation, compose, stylistic analysis, and interpret music literature. Theater students study, analyze, and evaluate established and emergent literary works. FAPAP students demonstrate competency in creative expression through production of visual art or participation in performances. students demonstrate competency in a given technique and medium through the creation of original and personal compositions. Art History students create an art piece in any medium of their choice as a means of personal expression. Music students perform and interpret music in both solo and ensemble settings. Theater students perform and interpret dramatic works in both solo and ensemble settings. Daily assessment through evaluation of class work. Weekly assessment through evaluation of homework and critiques. Quarterly assessment through evaluation of student portfolios. FAPAP students understand historical contributions and cultural dimensions of a given art. students recognize cultural diversity in historical works and in contemporary art. Art History students recognize cultural diversity and philosophies across nations and use interactive skills to work in groups effectively. Daily, weekly and quarterly assessment through oral and written exams.

5 Music students understand music as a reflection of the diversity of our world's religions, languages, social systems, economy, and geography. Music students look at the concept of music as a global expression of peoples distinctive beliefs, values, and ways of life. FAPAP students demonstrate aesthetic valuing through analysis and judgment about works of a given art form. students initiate and engage in critical discourse. They analyze and evaluate techniques, composition, expression, and content through formal critiques. Art History students compare and contrast, analyze and evaluate art styles and individual artworks in written and spoken responses. Music students compare and contrast, analyze and evaluate styles of music through oral and written expression. Theater students analyze and evaluate techniques, composition, expression, and content through written and spoken responses. Daily, weekly and quarterly assessment through oral and written exams FAPAP students access and evaluate information Drawing, Painting, Design, Printmaking, and Art History students study and evaluate works of art Daily, weekly and quarterly assessment through

6 from a variety of sources and contexts, including technology. through visits to galleries and museums, through internet research, through slide lectures, film screenings, and through selected book/journal readings. active attendance, completion of assignments, participation in small and large group activities. Music students work closely with our Seattle Central Librarians to access and evaluate information from a variety of sources, contexts, and technology. Music faculty have collaborated with SCCC Librarians to develop Rubrics for Research Paper Writing and Course Specific Research Guides which are posted on the SCCC Library web site. Theater students attend plays, research using ProQuest and other data bases within the dramatic arts. FAPAP students connect and apply what they learn in a given art form to other subject areas and to careers. students utilize their portfolios to gain entrance in fine arts, graphic design, fashion design, film, print technologies, animation, interior design, architecture, and medical illustration programs. students participate in Service Learning with arts and educational institutions in the Seattle community. Music students transfer their skills to jobs in artist management, sound engineering, music One on one quarterly assessment through portfolio reviews.

7 journalism, the video game music industry, ring tones for cell phones, and the film and video industry. Theater students connect classroom learning to current events, to creative arts management, and journalism. FAPAP students value their own skills, abilities, ideas, and art. They take pride in their work, and manage personal health and safety. exhibit their work in the Fine Arts Building galleries and in the M. Rosetta Hunter Art Gallery. They enter and participate in various contests including the League For Innovation Annual Student Art Competition. demonstrate proper use of equipment and proper precautions for the use and disposal of toxic solvents. Art History students create an art piece in any medium of their choice and present it to the class. Music students perform music, compose music, and do artist management. Assessment through participation in quarterly and annual exhibits and contests. Ongoing daily assessment through class work. EXTERNAL EVIDENCE? Alumni, employer, Curriculum Review or Technical Advisory Committee feedback? What data from outside the classroom have led to curriculum changes? [Add any sources of information that influence your curriculum decisions unique to your program.]

8 FINDINGS: What do you conclude from your outcomes assessment activities? Are curriculum changes needed? 30 music students have successfully transferred and been admitted to music departments in many universities around the country. Schools: University of Washington Boston Conservatory Berklee School of Music Cal Arts, LA Clive Barker School of Recording, NYC Bellevue College New School of Social Research/Music New York University Guitar Institute of Technology University of North Texas Cornish School of the Arts Western Washington University University of New Mexico at Las Cruzas Gonzaga University William Patterson University Manhattan School of Music University of Southern California Texas A&M University University of Arizona Eastern Washington University Washington State University Outstanding Students from SCCC One student has become a internet-sensation/recording artist/tv personality Tay Zonday: (vocalist and Pianist) Composer of "Chocolate Rain" - greatest number (and counting) of youtube "hits" since the creation of youtube - South park episode, Dr Pepper Commercial (written from his song)

9 - Bing Search engine commercial Student #2 Terence Vaughn (pianist) Musical Director for Rapper/Actor LL Cool J Student #3 Ellen Finn (composer) 1 published piano book (original songs of my Jewish heritage) - lives in the Honduras where she has created a music program for underpriveleged students living in the Honduras Student #4 Barbara Hubers Drake/Ellen Finn (sax and Bass) The Seattle Womens Jazz Orchestra was formed from students of the Community Education Jazz Ensemble Student #5 Liem Nguyen (Pianist) First Student from SCCC to be admitted to Medical school/music minor at Texas A&M University ACTIONS TAKEN: What, if any, program changes have you made in the past year as a result of assessment activities. WHAT WAS THE IMPETUS FOR THE CHANGE? 1) The Fine and Performing Arts Program has increased their use of technology in all teaching methods. Computer based learning, online learning, and web based learning portals are all employed. 2) Students are receiving free in class/outside of the classroom tutoring for reinforcement of concepts covered. Peer tutoring courses that allow former students to receive credit to tutor students in music. 3) Music has increased it's enrollment with the use of technology in the classroom. Electronic music composition and music theory use the industry standard composing and audio production software. 4) The Fine and Performing Arts Program now has added an Electronic music course to the curricula. The course is recognized nationally as a qualified prerequisite for admission into audio production schools. 5) We have added a number of assignments requiring internet research and incorporation of social media. As an example, Drawing ART 112 class now has to view of Kara Walker ( and William Kentridge

10 ( then report back and create their own storyboards in response. Additionally, at specific times during studio practice, students are required to photograph their work and post it in social media (Myspace, Facebook, blog, Twitter, etc.) Painting Art students are directed to view specific segments from the ART 21 Video Portal. Printmaking are directed to explore various episodes of the 3-minute egg, posted at Crown Point Press's website/blog, [What changes have you ALREADY made in the past year?] ACTIONS PLANNED: Based on what you learned from assessment activities this last year for the above learning outcomes or other assessment activities, are there any follow-up activities planned or required? Our Music Program is still waiting to find out if funding for the much needed Electronic Music Lab has been secured. The Electronic Music Lab will attract large numbers of students to our program and help us to establish our Music Certificate Program. Drawing Art 111 has to exlore perspective, but students find it onerous. To make it fun, I will use sources from Marvel comics and Manga to create transparencies and handouts that explain one, two, and three point perspective. Now that the Seattle Central Copy Center can make color copies, a review and update of the ART 201 Copy Text to include color reproductions is needed.. The Fine and Performing Arts Program will review Art and MUSC 110 and 161 outlines and make appropriate changes. Acquisition of a new press, to replace the broken and now stolen Castin-Berglin Press. [This should be the basis for next year s assessment activities and assessments.]