Perfoming Arts Results of Assessment

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.

Performance evaluation, written assignments

18. Have a working knowledge of instrumental and vocal techniques appropriate for teaching.

Proficiency exam, video, graduate survey, student teaching.

2. Have a working knowledge of the historical basis of the development of musical forms and structures.

Written tests, written analysis, aural analysis, written analysis, written tests.

19. Have a working knowledge of appropriate instructional materials and their use.

Proficiency exam, video, graduate survey, student teaching.

3. Have a knowledge and understanding of the historical development of music, its historical periods, genres, mediums, and composers, within their cultural context.

Written analysis, writing samples, aural analysis, written tests.

20. Demonstrate skills in the administration of the school music program.

Portfolio, graduate survey.

4. Be familiar with music technology in its various forms for teaching, composition, and scholarly pursuits.

Participant observation, upper division selected assignments.

21. Understand and be able use effective classroom management skills.

Video, portfolio, student teaching.

5. Have a practical knowledge of performance practice in their particular ensemble performing area(s).

Simulated activities, observations.

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.

Oral and /or written report portfolio, internship, graduate survey.

6. Have a knowledge of solo repertoire and technical studies in their major area of study.

Juries, recitals, other concert performances, master classes.

23. Be able to apply appropriate pedagogical knowledge and prepare effective lesson plans in a variety teaching situations.

Internship, videotape, graduate survey, portfolio

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.

Observations, graduate surveys, recital paper or program notes.

24. Be able to establish and articulate a philosophy of music teaching and learning.

Written assignments, portfolio, simulated activity.

8. Have writing skills and ability to use research tools (library, internet, etc.)

Papers, writing samples, participant observation, simulated activities.

25. Demonstrate knowledge, experience and teaching skills for further graduate study in pedagogy or a career in music studio teaching.

Portfolio, internship, graduate survey.

9. Be able to demonstrate performing competence in their major area of study.

Juries, recitals, master class

26. Demonstrate competency in evaluating various music software and/or technologies as they relate to pedagogy.

Written assignments, oral reports, portfolio

10. Be able to articulate basic knowledge of applicable performance and teaching literature.

Repertoire lists, master class

27. Demonstrate knowledge, skills, and rehearsal techniques of piano accompanying in a variety of settings.

Performance evaluation, studio accompanying, concert/convocation evaluation.

11. Have a working knowledge of music education in the U.S. schools.

Written tests, MENC membership.

28. Demonstrate knowledge of literature styles and performance practice in the student’s major performance area.

Recitals, juries, master class, graduate survey, recital program notes/papers, written report.

12. Be able to articulate a philosophy of music education.

Student teaching, portfolio.

29. Be able to demonstrate a high quality of performance competence in the student’s major area of study.

Recitals , juries, master class.

13. Be familiar with standard music curricula, particularly the National Standards for Music Education and the Utah Core Curriculum.

Written tests, comparison papers

30. Have the skills necessary to prepare for performance independent of outside teaching and assistance.

Recitals, juries, graduate surveys

14. Be able to write goals and objectives for music instruction.

Portfolio, graduate surveys, student teaching.

31. Be able to articulate knowledge of applicable performance and teaching literature.

Portfolios, notebooks

15. Be able to prepare effective lesson plans for class lessons and ensemble rehearsals.

Portfolio, video, student teaching, graduate surveys.

32. Have a knowledge of the fundamentals of music pedagogy.

Written assignments, observations.

16. Diagnose and prescribe appropriate content and techniques according to the music learning sequence for all levels and types of learners.

Video, written test, student teaching, field experience, internship

33. Vocal majors will be able to sing in foreign languages.

Juries, recitals, master class.

17. Have competent conducting technique and rehearsal techniques for a variety of ensemble situations.

Video, graduate survey, written test, field experience, internship.

34. Have a practical knowledge of performance practice in their particular ensemble performing area(s).

Simulated activities, observations.

Additionally the Music Area outcomes assessment results for 2001-2002 showed the following:

1. In the Music Core test results continue as an accurate indicator of students’ ability in the courses. Students who successfully complete the first two years of school, therefore completing the core, are rarely unable to complete the remainder of their major courses.

2. As was noted in last year's assessment report, a music theory placement test was administered to all students entering first year theory. This test has successfully placed students into either the Fundamentals of Music course, or in a few cases, allowed qualified students to skip to the second semester of theory.

3. As a requirement for re-accreditation with the National Association of Schools of Music, and to continue to build strength in the music degree programs, incoming students were formally auditioned for placement in their requested major areas for the first time. The majority were successfully admitted, but a few were deferred and placed into the Music 1601 lessons for non-majors. These students were allowed to enroll in the academic courses, and will be allowed to complete the first year of these courses, by which time they must successfully audition for admittance or they will not be allowed to continue. A number of these students re-auditioned at the beginning of the second semester, and most were successful. As a result of these auditions we will better be able to track the progress of these students who wish to pursue a degree in music, but are not a the necessary performance level to do so.

4. Students who complete their junior and senior recitals are passing these recitals. A larger number of recitals were not completed during the semester in which the students enrolled for them. As a result the faculty determined that students who do not complete the recital will receive a failing grade until the recital is completed.

5. Students in the Music Education program continue to feel that the College of Education programs do not sufficiently meet the need for the correct preparation to be music teachers. It is becoming more obvious that education course work needs to be more specifically oriented toward specific music needs, and that this is best taught through the Music Area. Dr. Thomas Priest, the Director of Music Education who came on board this year is considering options regarding courses which could be better taught through music.

Performing Arts