Weber State University
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Performing Arts1999-2000 (submitted fall 2000) The following Learning Outcomes were assessed during the school year 1999-2000 in the Department of Performing Arts (assessment procedures in bold). It should be noted that all thirty-four Learning Outcomes in the Music Area are assessed each year in their various forms. Not all assessment procedures are used with each of the outcome measurements. 1. Understand and be able to apply the basics of music theory, aural, and keyboard proficiency.
2. Have a working knowledge of the historical basis of the development of musical forms and structures.
3. Have a knowledge and understanding of the historical development of music, its historical periods, genres, mediums, and composers, within their cultural context.
4. Be familiar with music technology in its various forms for teaching, composition, and scholarly pursuits.
5. Have a practical knowledge of performance practice in their particular ensemble performing area(s).
6. Have a knowledge of solo repertoire and technical studies in their major area of study.
7. Be able to work independently on a variety of musical problems by combining their capabilities in performance, aural, verbal and visual analysis, composition, repertoire knowledge, and music history.
8. Have writing skills and ability to use research tools (library, internet, etc.)
9. Be able to demonstrate performing competence in their major area of study.
10. Be able to articulate basic knowledge of applicable performance and teaching literature.
11. Have a working knowledge of music education in the U.S. schools.
12. Be able to articulate a philosophy of music education.
13. Be familiar with standard music curricula, particularly the National Standards for Music Education and the Utah Core Curriculum.
14. Be able to write goals and objectives for music instruction.
15. Be able to prepare effective lesson plans for class lessons and ensemble rehearsals.
16. Diagnose and prescribe appropriate content and techniques according to the music learning sequence for all levels and types of learners.
17. Have competent conducting technique and rehearsal techniques for a variety of ensemble situations.
18. Have a working knowledge of instrumental and vocal techniques appropriate for teaching.
19. Have a working knowledge of appropriate instructional materials and their use.
20. Demonstrate skills in the administration of the school music program.
21. Understand and be able use effective classroom management skills.
22. Have a knowledge of pedagogical methods and materials in the appropriate discipline and the ability to evaluate the appropriateness of those methods with respect to individual teaching situations.
23. Be able to apply appropriate pedagogical knowledge and prepare effective lesson plans in a variety teaching situations.
24. Be able to establish and articulate a philosophy of music teaching and learning.
25. Demonstrate knowledge, experience and teaching skills for further graduate study in pedagogy or a career in music studio teaching.
26. Demonstrate competency in evaluating various music software and/or technologies as they relate to pedagogy.
27. Demonstrate knowledge, skills, and rehearsal techniques of piano accompanying in a variety of settings.
28. Demonstrate knowledge of literature styles and performance practice in the student’s major performance area.
29. Be able to demonstrate a high quality of performance competence in the student’s major area of study.
30. Have the skills necessary to prepare for performance independent of outside teaching and assistance.
31. Be able to articulate knowledge of applicable performance and teaching literature.
32. Have a knowledge of the fundamentals of music pedagogy.
33. Vocal majors will be able to sing in foreign languages.
34. Have a practical knowledge of performance practice in their particular ensemble performing area(s).
FACULTY DISCUSSION in each of the areas is ongoing at the beginning of the new fall semester. Results of assessment procedures, including input from current and graduating students has led to the decision in the Music Area to request the addition of a new program which will be a combination of the Keyboard Pedagogy and Keyboard Performance degrees. This new degree which will be a major in Keyboard Pedagogy and Performance. In the Music History area the addition of an adjunct faculty member who is completing a Ph.D. in Musicology has made a substantial difference in the program. She is doing very well and as a result so are the students. The Music Education area is now under the temporary leadership of Mr. Paul Hathcock who replaced Timothy Brakel who left at the last minute to take a position at another school. The department is mounting a full scale faculty search to for a permanent replacement for this position. Mission Statement / Student Learning Outcomes / Curriculum Grid / Assessment Plan / Contact Person |
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