The
The mission of the performing arts major is to offer a liberal arts
curriculum in music, theatre, and dance that will enable each student the
opportunity to fully develop his or her talents and abilities in the arts. This curriculum preserves tradition, welcomes
innovation, and allows a flexible personalized course of study grounded in
experiential learning. It is also
designed to foster an understanding of the interdisciplinary connections among
the three component disciplines of the major, and will prepare majors for
further study in graduate school, or for entry level positions in the
performing arts. The major provides
study and practice in the areas of performance, history and literature, theory
and criticism. In addition,
opportunities are provided to gain experience in arts management, marketing,
technology and design.
I. The
The mission of the music concentration within the performing arts major is
to enable individual students to develop their talents as musicians and
scholars to the fullest possible extent.
To that end, students will be taught to cultivate musical taste and
judgment; to be critical in their thinking and performing; to acquire and
develop problem-solving skills; and to learn and to value the importance of
cooperative efforts in performance, with the intention that these values will
become a part of their ongoing personal and professional lives.
II. Program Goals: The
Implementation of the
The foundation for the music concentration is the acquisition of a working
knowledge of music history, music theory, and music performing techniques, with
the ability to apply this knowledge, and communicate it effectively through
speaking and writing, as well as through performance. To this end, students will be required to
complete prescribed course work in:
Music Theory
and Analysis
Music History
and Literature, and
Private
Instrumental Instruction and Ensembles
In addition, students concentrating in music will develop an understanding
of the relationship between music, dance, and theatre through taking
fundamental courses in the latter two disciplines, and through actively participating
in dance and theatre performances.
III. The Study of Music
History and Literature
The Music
Concentration’s Music History requirements offer the student a concentrated
study of the histories, literatures, performance practices and cultural
contexts of music from Europe, the
These courses will provide the
student with a basic knowledge of the stylistic elements of the music in the
various periods of Western music history, and a broad knowledge of the
representative repertoire in each of these periods.
In addition to acquiring this basic
knowledge of Music History and Literature, students will achieve an understanding
of the cultural and aesthetic aspects of this material, as well as an
understanding of the cultural contexts and significance of the music of
non-western cultures.
Also, they will develop research,
analytical, and critical skills in order to achieve a better understanding of
the music which they study and perform.
C.
Criteria for Assessing Achievement of the Learning Objectives and
Outcomes
1. Students studying Music History and
Literature are expected to demonstrate their understanding of the materials and
the acquisition of the knowledge contained therein through the following
methods of assessment:
a. Students are to have completed any reading, listening or other assignments, prior to each class meeting. Students will be graded on their daily preparation, and on their class participation.
b. Acquisition, retention and
understanding of the knowledge contained within the assigned materials will be
assessed through periodic written tests, including comprehensive midterm and
final examinations.
c. The student’s research, analytical and
critical skills will be assessed through the above exams as well, but the
primary method of assessing these skills will be through the term papers to be
written about topics either assigned by
the professor or chosen by the student with the professor’s approval.
“A” -
Excellent. Outstanding work, evidenced by active participation
in discussion, and the ability to correctly answer questions related to the
daily assignments. The student’s performance demonstrates an exemplary sense of
discipline and preparation. Assigned
work is completed with consistency, effort, and enthusiasm. Performance on exams is of excellent quality
(well-prepared, thoughtful, and correct answers). Research for term papers is thorough, with
the use of a variety of source types.
Writing is grammatically correct and stylistically appropriate,
including citation style. The “A” student
shows obvious evidence of having studied consistently. Few or no excuses are
made for not completing assignments.
“B” - Good. Generally good work. The student demonstrates good preparation for
classes and examinations, and that assigned material is generally understood.
However, progress may sometimes be inconsistent, indicating possible inadequate
study habits or lack of follow-through on instructor’s suggestions. Assignments are generally completed, but not
always in a timely manner. The “B”
student has a generally good attitude, but class participation is somewhat
inconsistent, and the student is occasionally under-prepared for classes. Papers are adequately researched and style,
organization and grammatical usage are good. Since grades are not determined by
study and performance alone, but also by behavior, the “B” student could
possibly be an “A” student who is not working up to potential.
“C” - Satisfactory. Student is not always well-prepared for classes and examinations. The “C” student has a nonchalant attitude toward the course, and offers frequent excuses for lack of preparation and progress. There is a recurrent pattern of under-prepared classes and exams. It is apparent that the “C” student does not always study consistently, and may be attempting to learn the materials assigned during the class, rather than having prepared in advance. Papers are not thoroughly researched. Style, organization and grammar are marginal.
“D” - Marginal. The student demonstrates inadequate class
preparation, failure to complete assignments, an excessive number of missed
classes, and insufficient performance on exams.
Under-prepared classes and excuses are the norm. The “D” student may have a negative attitude
toward the course, or exhibit multiple and persistent unproductive behaviors in
class. Papers are inadequately researched.
Style, organization and grammar are poor.
“F” - Failure. Lack of progress. totally inadequate preparation for classes failure to
complete assignments, and failing performance on a majority of graded exercises
such as tests and papers.
IV.
The Study of Music Theory and Analysis
A.
Written Theory and Analysis
1. Learning Objectives of Music Theory
Instruction:
a. To understand and
read musical notation.
b. To gain skills in
relating the aural and visual components of music through performance.
c. To
understand the scalar and harmonic structures of music and to be able to
identify their various forms.
d. To
understand rhythmic function and its complexities.
e . To be able to identify and understand overall musical
forms.
f. To gain
experience in score reading.
g. To gain
skills in keyboard technique using harmonic accompaniment with a melody.
h. To gain
skills in aurally perceiving intervals, chords, and rhythms.
i. To gain an
understanding of range and timbre of musical instruments
2.
Learning Outcomes of Music Theory Instruction:
a. The student
will demonstrate the ability to read music on a keyboard.
b. The student
will demonstrate the ability to identify scales and chords both written and
heard.
c. The student
will demonstrate the ability to read and perform simple and complex rhythms.
d. The student
will demonstrate the ability to analyze chord progressions, modulations, and part
writing in musical works.
e. The student
will demonstrate the ability to analyze musical forms.
f. The student
will demonstrate the ability to read and understand a score.
g. The student
will demonstrate the ability to play a harmonic accompaniment to a melody.
h. The student
will demonstrate the ability to aurally identify intervals, chords, and
rhythms.
i. The student will demonstrate a knowledge of the
range, timbre and characteristics of the various musical instruments.
3.
Criteria for Assessing the Achievement of the Learning Objectives and
Outcomes
a. The students’ progress in reading music on a keyboard will be assessed regularly in the classroom. Suggestions will be made to improve any problem areas. There will be several formal evaluations of this skill during the class.
b. The students’
ability to identify scales and chords, both visually and aurally, will be
assessed regularly in class, in assignments, and in formal quizzes and exams.
c. The assessment of the
students’ ability to read and perform simple and complex rhythms will take
place through the demonstration of this skill in class and on formal exams.
d. The assessment of
the students’ ability to analyze chord progressions, modulations, and part-writing
will be accomplished through the demonstration of analytical competency in
formal assignments, quizzes and exams.
e. The assessment of
the students’ ability to analyze musical form will be accomplished through
demonstration of this ability in formal assignments, quizzes and exams.
f. The students’
ability to read a score will be assessed by demonstrating this skill in class
and in formal assignments.
g. The
students’ ability to provide a harmonic accompaniment to a melody will be
assessed by the performance of this skill on a keyboard in class and on a
formal exam.
h. The student will be assessed on the ability to aurally identify intervals, chords and rhythms both in class and on formal quizzes and exams.
i. The student will be assessed on the ability to
demonstrate knowledge of the timbre, range and characteristics of musical
instruments in class and on formal exams.
B.
Computer-Based Recording, Composition and Synthesis (Songcraft)
1. Learning Objectives
a. To enable
selected students to develop their song writing and composing skills.
b. Students learn to arrange and record their own music, and to mix and master their music to produce their own demo recording.
c. Students gain a
competent knowledge of available recording technology and its operation,
including microphone techniques and the operation of hard disk-based digital
recording software and hardware.
d. Students develop the
ability to conceive and arrange a piece of original music. The student should be able to communicate
effectively his or her vision of form, instrumentation and texture for the work
which is produced.
2. Learning
Outcomes
The assignment for each semester is
for the student to learn as much as he or she can about the techniques required
to use the available recording equipment, and to compose, arrange, and record
at least one piece of music. Each
student is in charge of the production of his or her own song. Collaborative projects are encouraged, but it
is very important that in such projects no one student ends up “running the
show.” The guidelines for projects are
as follows:
a. Each student is to
write at least one song.
b. That student then
becomes both the composer and producer;
he or she is “in charge” of that song’s creation.
c. Other students may
be brought in to record specific parts.
For instance, if the student wants a guitar solo in his or her song, but
the student doesn’t play guitar well enough to record one, he or she may have
someone else play that part. Working
with other students in the class in encouraged whenever possible.
d. When students are
playing or singing on one of their classmate’s songs, they must respect that
classmate’s vision and “authority” as the producer. Feedback and criticism are important, but
only when asked for.
e. The final product
should consist of at least one completed song or other piece of music burned to
CD.
Students who are selected to
participate in this course are expected to demonstrate progress appropriate to
their individual levels of skill during semi-weekly classes in which they are
taught a systematic approach to recording and song-writing technique,
introduced to a variety of musical styles and genres, and coached as a group in
appropriate studio practice.
Students will present their works in
progress at each class and receive oral critiques from the instructor and their
peers, based on the objectives outlined above, as appropriate. Student grades for each semester of study
will be assigned from “A” to “F” based on the following criteria or grading
rubrics:
“A.” Excellent.
Outstanding work,
evidenced by consistent progress in technical development, expression, and
general engineering, production, and composing quality. The students’ performance demonstrates an
exemplary sense of discipline and preparation.
Assigned work is completed with consistency effort, and enthusiasm. Improvements are made and maintained, and
musical and technical errors are systematically detected and corrected. Compositions and production are of excellent
quality (well-prepared and well-performed). The “A” student shows obvious
evidence of having prepared consistently.
Few or no excuses are made for not completing assignments.
“B.” Good. The student demonstrates
good preparation for classes.
Compositions are of a relatively high quality, and the student has
generally made good technical and musical progress. However, progress may sometimes be inconsistent,
indicating possible inadequate work habits or lack of follow-through on
instructor’s suggestions. Assignments
generally completed, but not always in a timely manner. The “B” student has a generally good
attitude, but error correction is somewhat inconsistent, and student is
occasionally under-prepared for class. Since grades are not determined by
talent alone, but also by
behavior, the “B” student could possibly be an “A” student who is not working
up to potential.
“C.” Satisfactory.
The student has made adequate to minimal
progress in technical and musical development.
Student is not always well-prepared for class. Musical and technical errors sometimes are
uncorrected from class to class. The “C”
student has a nonchalant attitude toward the course, and offers frequent
excuses for lack of preparation and progress.
It is apparent that the “C” student does always work on his or her
projects consistently, and may be attempting to learn the materials or skills
assigned during the classes, rather than in their outside preparation time.
“D.” Marginal. The student demonstrates inadequate technical
and musical progress, failure to complete assignments, and excessive number of
missed classes, and insufficient preparation for the classes that are
attended. Errors are frequently not noticed
or corrected. Poor preparation for classes
and excuses are the norm. The “D” student may have a negative attitude toward
the course, or exhibit multiple and persistent unproductive behaviors in class
or during other work sessions. The “D”
student will not be permitted to continue taking Songcraft.
“F.” Failure.
Lack of progress, totally inadequate preparation for classes
and failure to complete assignments.
The “F” student will not be permitted to continue taking Songcraft.
V.
The Study of Performance Skills Through Private and
Ensemble Instruction
A.
Private Instruction
The goal of vocal and instrumental
music instruction is the acquisition of technical facility on a musical
instrument and the understanding and application of musical interpretation
while performing.
1. Learning Objectives of Vocal and Instrumental
Private Instruction
a. To learn how to
sing or play an instrument as musically as possible within the range of the
student’s ability.
b. To develop
technical facility on the instrument, such as good articulation, refined sense
of pitch, range of the instrument, good tone, and dynamic range.
c. To develop
productive means of practicing with the highest concentration level in an
efficient manner.
d. To gain efficient
music reading skills with an understanding of musical terms and symbols.
e. To gain knowledge
and mastery of all scales, arpeggios, and other musical patterns, as well as
etudes, solos, and ensemble literature of various musical periods.
f. To demonstrate
the significance of the expressive nature of music and understand that one must
pay attention to its expressive value at all times.
g. To develop
listening skills with attention to greater focus, refinement, and details
through the study of recordings and attendance at live performances.
h. To successfully
perform on student recitals and concerts with appropriate concert etiquette and
demeanor
2. Learning Outcomes for Vocal and Instrumental
Private Instruction
a. The student will
demonstrate progress in weekly lessons by performing progressively more
difficult technical studies, etudes, and repertoire from appropriate musical
literature.
b. The student will
demonstrate productive practicing habits by coming prepared for each lesson.
c. The student will
demonstrate efficient music reading skills in weekly lessons by reading various
works from the literature, chosen by the teacher.
d. The student will
demonstrate mastery of scales, arpeggios, and perform etudes and solo works of
the appropriate literature in weekly lessons.
e. The student will
demonstrate an understanding of the expressive qualities of music in weekly
lessons by performing etudes and solo works.
f. The student will
demonstrate a development of listening skills by including these in performance
preparation and discussion during weekly lessons.
g. The student will
perform on student recitals, concerts, or master classes with appropriate
concert etiquette and demeanor.
3. Criteria For the
Assessment of Private Vocal and Instrumental Instruction
a. The student will
be assessed at each lesson to determine progress in performing technical
studies, etudes, and appropriate repertoire.
Additional assignments will be given to address any problem areas.
b. The student will
be assessed at each lesson to determine whether sufficient practice has
occurred. Suggestions for improved
efficiency will occur if necessary.
c. The student’s
progress in music reading skills will be assessed on a regular basis. Additional literature will be presented to
check the progress of this skill.
d. The student will
be assessed on a regular basis to determine mastery of scales, arpeggios, and
the ability to perform etudes and solo works from the repertoire. This assessment will result in further
assignments to address any problem areas that may be evident.
e. The student‘s
ability to demonstrate the expressive qualities of music in etudes and solo
works will be assessed on a regular basis.
The student will be given additional assignments to address any problem
areas.
f. The development of
the student’s listening skills will be assessed on a regular basis. Discussion of problem areas will occur and
suggestions will be made to address these issues.
g. The student will
be assessed on the completion of expected public performances.
B.
Ensemble Instruction
The goal of ensemble music
instruction is to provide students with the opportunity to acquire technical
facility and musical interpretation as a group function.
1. Objectives of Ensemble Instruction
a. To learn how to
perform musically in an ensemble and to function successfully as a member of
that group.
b. To grow and
develop as a musical ensemble demonstrating technical facility, musical
understanding, and the ability to communicate musically with others.
c. To develop
productive rehearsal techniques and preparation.
d. To gain efficient
ensemble music reading skills with an understanding of musical terms and
symbols.
e. To gain knowledge
of the musical styles of the various historical periods.
f. To perform
musically, understanding the significance of expression transcending technique.
g. To develop
listening skills with attention to matching pitch, articulation and dynamic of
other musicians.
h. To successfully
perform on concerts demonstrating appropriate concert etiquette and demeanor.
2. Learning Outcomes of Ensemble Instruction
a. Students will
demonstrate in rehearsals their musical progress as an ensemble, which will
include such elements as technical facility, ensemble sensitivity, and the
ability to follow a conductor or leader.
b. The students will
demonstrate productive rehearsal techniques in their progressive increased
mastery of assigned literature.
c. The students will
demonstrate in each rehearsal their improving ensemble music reading skills
through their ability to read increasingly more difficult literature.
d. The students will
become increasingly more familiar with various styles and periods of music
throughout the rehearsals.
e. The students will
demonstrate their increased musical understanding of the expressive quality of
music throughout the rehearsals of the literature assigned.
f. The students will
demonstrate the improvement in their listening skills through their ability to
perform in tune, match articulations, play with rhythmic accuracy, appropriate
phrasing, and dynamics, and through their responsiveness to the playing of
other members of the ensemble.
g. The students will
demonstrate appropriate concert etiquette and demeanor during their formal
performances.
3. Criteria for the Assessment of Learning Outcomes
for Ensemble Instruction
a. The students, as a
group, and individually, will be assessed at each rehearsal on their progress
toward performing with technical facility, ensemble sensitivity, and the
ability to follow a conductor.
Suggestions will be made at each rehearsal to address problem areas.
b. The students will
be assessed at each rehearsal to determine their progression in mastering the
assigned literature and their ability to demonstrate productive rehearsal
techniques. Suggestions will be made to
address any problem areas.
c. The students will
be assessed at each rehearsal on their progress in improving their musical
reading ability. They will be given new
pieces to sight-read on a regular basis and will be assessed on their ability
to do this successfully.
d. At each
rehearsal, the students will be assessed on their ability to perform works from
various historical periods with stylistic accuracy. Suggestions will be given
to address any problem areas.
e. The students will
be assessed on their ability to perform music expressively as a group and
individually. Any problem areas will be
addressed during the rehearsal.
f. The students will
be assessed at each rehearsal on their ability to demonstrate their listening
skills by playing in tune, matching articulations, playing with rhythmic
accuracy, with appropriate dynamics, and being responsive to other members of
the ensemble. Suggestions for
improvement will be given t each rehearsal.
g. The students will
be assessed on their ability to successfully perform the works assigned and
rehearsed, in a formal concert.
VI. Senior Project and
Comprehensive Examination for Students Concentrating in Music
1. The Senior Project
During the Senior year, each student concentrating in music must elect
a terminal project which shall consist of either a research paper in the area
of music history and literature, or the preparation of a public recital of
representative music literature performed on the student’s major instrument. This project is intended to demonstrate
competency in the student’s chosen specialization within the concentration --
music scholarship or performance.
2. The Comprehensive Examination
At the end of
the Spring semester of the senior year, all students
concentrating in music will take a comprehensive examination in the three
instructional areas of the discipline -- music history & literature, music
theory & analysis, and performance.
a. Each student shall
prepare a written theoretical analysis of a work selected by the faculty which
will demonstrate competency in music theory.
The assignment of this project will be made four weeks before it is due.
b. Each student will
sit for a three-hour examination in music history and literature which will
require the identification and placement in historical context of six
representative musical examples from the Western tradition The student will be supplied with scores and
recordings of the examples.
c.
Each student will demonstrate competency in performance in
one of two ways; if a senior recital has been given, the grade for that recital
shall constitute the performance grade in the comprehensive evaluation. If a recital has not been given, the
student’s private instructor will assign a work to be prepared and performed
for the music faculty which will demonstrate competency as a performer. The
assignment of this work shall be made four weeks before the performance for the
faculty.
B. Learning
Objectives
Students who have completed the Senior Project and the Comprehensive. Examination satisfactorily shall have
demonstrated that they have achieved the objectives outlined in the mission
statement for the Music Concentration.
C. Criteria for Assessing Achievement of the
Learning Objectives
The criteria
for assessing the achievement of the learning objectives of the Senior Project
and Comprehensive examination shall be the same as those outlined for each of
the component curricular offerings of the music concentration as described in
each of the appropriate rubrics found above.
The grade for
each of these components will constitute one-third of the total grade for the
comprehensive examination.
The grading of
the comprehensive evaluation shall be performed by the entire music
faculty. Each student’s comprehensive
examination performance should satisfactorily meet the assessment criteria of
each section of the music curriculum (music
history & literature, music theory & analysis, and performance), as
described in each of the rubrics for these sections.