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Student Success Plan
 
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Outcomes for Majors:
Music performance, composition, or music education track
 

Outcomes for (BMus, BA)
Program Information Goals Assessment Methods
1.  Skill in at least one area of performance, developed to a level appropriate to the degree program and track selected.
Performance jury, participation in major ensembles, junior and senior recitals, chamber music activity, Thursday Series, Keyboard Skills proficiency exam, exit interview.
2. Ability to function as an ensemble player in large and small ensembles.
3. Ability to demonstrate piano skills at a level of proficiency need by all professional musicians.
4. Ability to demonstrate functional knowledge of the language and grammar of music, recognize compositions in historical and stylistic perspective and recognize and execute common elements of music-rhythm, pitch, melody, harmony, timbre, dynamics, and form. In addition the student should display the ability to analyze and manipulate and write about these elements in a coherent manner.
For specific tracks the following additional goals have been developed: Specific tracks:
Performance:
1. Knowledge of applicable solo and ensemble literature and orientation to and experience with fundamentals of pedagogy. 		Performance: junior and senior recital evaluations, ensemble, chamber, solo performances
2. Solo and ensemble performance in a variety of formal and informal settings.
Music Education:
1. Ability and desire to teach music effectively in large and small group settings. 		Music Education: logs, video and field experience critique, entrance audition, performance juries, Thursday Series, senior recital, Keyboard Skills and Preprofessional Competency Exam, Praxis II
2. Command of current practices in music education.
3. Performance and teaching skills on typical classroom instruments.
4. Conducting skills that are clear and comprehensive.
5. Knowledge of available school materials, and the ability to generate original teaching materials.
6. Knowledge of current practices in general school curricula, particularly in reading, language arts, and math, and how to further these studies through musical activities.
7. Ability to perform musically on an instrument or vocally.
8. Ability to accompany at the piano.
9. Knowledge of the principles of learning theories and their implications for music education.
10. Ability to use alternative strategies to evaluate students
Composition:
1. Ability to compose works in various media and forms that show the highest possible level of skill in the use of basic concepts, tools, techniques and procedures.		 Composition: Weekly tutorials, original student compositions
2. Presentation of original works in public forums and in seminars in which critical assessment of their music is given
Music Therapy:
1. Ability to accompany via the keyboard and guitar.		 Music Therapy: practicum, internship and performance exams
2. Knowledge of techniques and strategies that allow for intervention following diagnosis.
3. Ability to design and implement a treatment plan in various clinical settings.
4. Knowledge of appropriate musical materials and resources to function as a licensed music therapist
  BA BA: comprehensive project, large ensembles

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This page last modified Friday, 18-Apr-08 14:48:12