Outcomes for All Professional Degrees in Music Utah State University 2015

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1 Outcomes for All Professional Degrees in Music Utah State University 2015 The following outcomes are presented in a format defining four levels of competency for each skill/knowledge set. Since this instrument is used for all curricula in the department and since the curriculum is delivered by multiple members of the faculty, the department has agreed that the following equivalencies are to be applied in the evaluation of student achievement: Disengaged: Course grade of D (between 60% and 69% of course points earned) or F (less than 60% of course points earned) Emerging: Course grade of C (between 70% and 79% of course points earned) Developing: Course grade of B (between 80% and 89% of course points earned) Engaged: Course grade of A (between 90% and 100% of course points earned) Students individual transcripts serve as evidence of the following competencies, and students ability to complete the Music Department curriculum with each course at or above C- (emerging) coupled with a cumulative 2.75 grade point average in Music courses (see Music Department Green Sheet) demonstrates, at minimum, a developing mastery of the musical craft for immediate entry into the community of professionals as well as further study at the graduate level. Data is analyzed through review of individual student grades in each course. Department clerical staff compiles data for review by Department chair and related committees. TABLE OF CONTENTS Objectives Common to All Professional Baccalaureate Degrees (Music Performance, Piano Pedagogy, Music Education, Music Therapy) Additional Objectives for Music Education Majors Additional Objectives for Music Therapy Majors Additional Objectives for Master of Music Majors The Bachelor of Arts Major

2 Objectives Common to All Professional Baccalaureate Degrees (Music Performance, Piano Pedagogy, Music Education, Music Therapy) *Program Question: How does the Music curriculum facilitate becoming a skilled artist/teacher/practitioner in the music and music-related professions? 1. Demonstrates the knowledge and skills related to basic piano keyboard instruction? understanding of keyboard several keyboard techniques techniques and fingerings... and fingerings... basic understanding of keyboard techniques and fingerings through applied application of the following: scales triads seventh chords progression and resolution of diatonic and chromatic chords harmonization of melodies transposition of chord progressions arpeggios practicing and learning pieces most or all keyboard techniques and fingerings Demonstrates a knowledge of the history of music? understanding of some elements of music history,,, basic knowledge of music history through cognitive application of a historical perspective of events, individuals, repertoire, and styles in the following time periods: Ancient music through Medieval times Renaissance Baroque Classical Romantic Twentieth Century to present World Music Demonstrates understanding of several elements of music history and begins to draw large-scale conclusions regarding chronology of events,,, Demonstrates a pragmatic understanding of most or all elements of music history and draws large-scale conclusions regarding chronology of events including cause and effect,,, (this question entirely encompasses Music Performance and Piano Pedagogy as well as the initial foundations of the Music Education and Therapy degrees)

3 3. Demonstrates the knowledge and skills related to music theory and ear training? understanding of music theory and ear training... basic understanding of music theory and ear training in the following specific areas: traditional harmony and part writing, including roman numeral analysis and figured bass realization 20 th and 21 st century musical techniques music sight reading as measured through vocal sight-singing aural skills as measured through response to live or recorded musical examples some elements of music theory and ear training and shows developing practical knowledge of these skills in score reading, musical application, and critical listening Demonstrates the knowledge and skills to use technology in a music-specific way? basic understanding of music technology in the following specific areas: music notation arranging music composing music most or all elements of music theory and ear training and draws pragmatic conclusions from these skills in score reading, musical application, and critical listening... understanding of music technology, particularly in the application of basic music notation software Demonstrates basic conducting skills? conducting skills through applied application of the following: basic conducting patterns, attack, release, anacrusis, fermata, and subdivisions understanding of individual contributions in ensemble performance basic score analysis basic rehearsal techniques some elements of music technology; should know the transpositions of many instruments and their application to music arranging... most or all elements of music technology; should having working knowledge of instrument transpositions and applications, their place on the score, and basic ability to transcribe or arrange a pre-existing or original musical work for another medium using notation software... understanding of basic applied conducting skills... some conducting gestures along with the beginnings of a critical ear for ensemble performance and improvement... several conducting gestures along with some critical listening skills complemented by some basic rehearsal techniques for systematic improvement; some ability to read a full score will occur...

4 6. Demonstrates knowledge and skills on a major instrument or voice? applied musical skills several basic applied maintaining a performance musical skills maintaining a level consistent with performance level consistent student s semester of with student s semester of collegiate study... collegiate study... applied musical skills through applied performance of the following: artistic self-expression commensurate with the standards set by the individual applied studio teacher as measured through bi-annual jury examinations consistent with major area of study in music artistic performance of a broad repertory for the instrument or voice demonstrated through solo and ensemble performance sight-reading on the instrument or voice demonstrating independence from the teacher and an ability to make personal musical decisions to share with others most or all basic applied musical skills achieving a performance level consistent with the studio s benchmark for graduation in the specific area of musical study...

5 Additional Objectives for Music Education Majors Program Question: How does the Music curriculum facilitate becoming a skilled teacher of music fulfilling requirements for licensure in public schools? 1. Demonstrates an understanding of child development and the identification and understanding of the principles of learning? understanding the stated concepts... basic understanding of the following concepts, as assessed by academic performance in applicable courses in the Music Education and Secondary Teacher Education Program curricula: child development principles of teaching and learning several stated concepts, particularly basic pedagogy on individual instruments and voice along with basic critical analysis skills as an observer in a school classroom... most or all stated concepts, basic pedagogy on individual instruments and voice, critical analysis skills as an observer in a school classroom, basic strategies in the sequencing of events from the known to the unknown, and basic knowledge of the music education profession: its infrastructure as well as specific methods and materials Demonstrates a fundamental philosophy of music education? understanding the stated concepts... basic understanding of the following concepts, as assessed by academic performance in applicable courses in the Music Education and Secondary Teacher Education Program curricula: philosophical and social foundations underlying music education an ability to express a rationale for personal attitudes and beliefs several stated concepts, particularly basic empirical and phenomenological arguments supporting the importance of music in child development and in formal school settings... most or all stated concepts, has developed a personal philosophy for music education based on preexisting research and thought; is familiar with a few of the names and taxonomies on which rationale for music education is based...

6 3. Demonstrates basic knowledge and skills used in assessment of student learning and design of curricular sequence? understanding the stated concepts... basic understanding of the following concepts, as assessed by academic performance in applicable courses in the Music Education and Secondary Teacher Education Program curricula: aptitude assessment assessing pre-existing experiences and current achievement of students devise sequential experiences to meet learning goals some stated concepts, particularly a few ideas for assessment of student learning and strategies for improvement... many stated concepts, has multiple assessment strategies for various music classroom situations; can use some basic strategies of synthesis and analysis in systematically sequencing while cycling to main points in a Gestalt fashion Demonstrates basic knowledge of current methods and materials in music education? understanding the stated concepts... basic understanding of the following methods and materials in music education, as assessed by academic performance in applicable courses in the Music Education and Secondary Teacher Education Program curricula: repertoire strategies of administration of a school music program strategies for developing and maintaining an engaged group dynamic in the classroom several stated concepts, particularly in the areas of classroom management... many stated concepts, has various strategies to reach diverse learning styles in the classroom; understands the infrastructure of the public school system and its procedures; has strong familiarity with a limited amount of the repertoire appropriate to their discipline...

7 5. Demonstrates an awareness of the development process involved in becoming a successful teacher? understanding the stated concepts... basic understanding of the professional development process leading to a lifelong successful teacher, as assessed by academic performance in applicable courses in the Music Education and Secondary Teacher Education Program curricula: professional organizations professional literature professional development conferences post-graduate opportunities for advanced degrees several stated concepts; has familiarity (or personal experience with) a professional conference... many stated concepts, including knowledge of the most important professional conferences, pertinent periodical literature and books, national organizations specific to the student s discipline, and strategies for searching and applying for graduate school...

8 Additional Objectives for Music Therapy Majors Program Question: How does the Music curriculum facilitate becoming a skilled practitioner of music therapy worthy of practicing in a clinical situation? 1. Demonstrates the skills of a trained musician? Demonstrates basic applied musical skills through applied performance... applied musical skills through applied performance of the following: piano voice guitar major performing instrument/voice several basic applied musical skills maintaining a performance level consistent with student s semester of collegiate study... most or all basic applied musical skills achieving a performance level consistent with the studio s benchmark for graduation in the specific area of musical study Demonstrates the knowledge and skills to apply various musical styles for appropriate therapeutic intervention? Demonstrates basic applied knowledge and musical skills as effective tools for therapeutic intervention applied knowledge and musical skills as effective tools for therapeutic intervention basic applied knowledge and musical skills as effective tools for therapeutic intervention on at least one instrument/voice most or all applied knowledge and musical skills as effective tools for therapeutic intervention; this includes mastery of multiple musical instruments/voice/media and multiple musical styles appropriate to the treatment needs 3. Demonstrates the ability to be an effective therapist? Demonstrates basic ability to become an effective therapist... ability to become an effective therapist through the following means, evaluated through individual courses in the music therapy curriculum: self-inquiry authenticity understanding of the dynamics of the therapist-client relationship basic ability to become an effective therapist, including basic skills of selfassessment most or all skills required to become an effective therapist; high-level thinking skills include genuine self-assessment through expert knowledge of the discipline and embracement of the ethical obligations of the being in a therapist-client interaction

9 4. Demonstrates the cultural, social, psychological, and biological knowledge pertinent to the use of music as a tool in a therapeutic environment? Demonstrates basic knowledge and basic knowledge and understanding of the understanding in several cultural, social, aspects of the cultural, psychological, and social, psychological, and biological perspectives of biological perspectives of music... music... knowledge and understanding of the cultural, social, psychological, and biological perspectives of music as a phenomena of humanity, evaluated through individual courses in the music therapy curriculum most or all basic knowledge and understanding of the cultural, social, psychological, and biological perspectives of music Demonstrates the ability to accurately assess client needs? Demonstrates basic Demonstrates some specific knowledge and skills, knowledge, and understanding to accurately understandings to accurately assess... assess... knowledge and understanding to accurately assess the following, evaluated through individual courses in the music therapy curriculum the needs of a variety of clinical populations develop appropriate music therapy treatment protocols for individual and group settings most or all basic knowledge and understanding to accurately assess Demonstrates the ability to write in a scholarly style appropriate to the music therapy discipline? Demonstrates basic Demonstrates some specific scholarly knowledge and aspects of scholarly writing skills to fulfill the knowledge and writing minimum academic skills to fulfill the minimum requirements of the academic requirements of discipline... the discipline... scholarly knowledge and writing skills to fulfill the following minimum academic requirements of the discipline, evaluated through individual courses in the music therapy curriculum to document client response and progress to contribute to the professional body of knowledge through research and scholarly publications most or all aspects of scholarly knowledge and writing skills to fulfill the minimum academic requirements of the discipline.....

10 7. Demonstrates the capacity/interest for continual professional growth? Demonstrates initial Demonstrates some specific synthesis of knowledge and synthesis of knowledge and skills to develop a unique skills to develop a unique therapeutic style... therapeutic style... synthesis of knowledge and skills to develop a unique therapeutic style through continual/ongoing personal and professional growth and development, evaluated through individual courses in the music therapy curriculum Demonstrates a true identity as a therapist; shows mastery in the synthesis of knowledge and specific skills to develop a unique therapeutic style... Additional Objectives for Master of Music Majors In addition to criteria for undergraduate programs, graduate students must earn a cumulative grade point average (GPA) of at least 3.0; thus, graduate students are expected to earn grades in the Developing or Engaged categories of each area rubric to meet the requirements in the master of music program. The Bachelor of Arts Major The faculty is in the process of developing specific learning outcomes measures for the newly-approved Bachelor of Arts degree. The first step in assessment of this degree is receiving plan approval from the National Association of Schools of Music (NASM), then, once students begin to pursue this as a degree option, collection of student data will begin for the different tracks within program. The department anticipates developing an assessment framework for the first tracks in this degree during the academic year.

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