Assessment Report Department of Music. Part I Assessment Summary

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1 A. Program/Discipline Mission Statement Assessment Report Department of Music Part I Assessment Summary It is the mission of the Music Department to provide affordable, accessible, and professional music instruction to students and members of our communities in a learningcentered atmosphere that embraces academic excellence, diversity, and innovation. The Music Department is committed to using effective means of instructional resources, and continuously assessing student achievement for the purpose of ongoing improvement. B. Intended Learning Outcomes for program (3-8 of the most important competencies in your program/discipline) Students enrolled in music instruction should be able to: For Music Fundamentals, Theory, and private lessons: 1) read and identify musical notation at a competent level; 2) define and describe basic music terminology; 3) demonstrate working knowledge of scales; 4) understand and identify key signatures, intervals, and chords. For Music Appreciation and Music History: 5) recognize and differentiate musical styles, forms, and genres; 6) identify and compare musical instruments, groups, and ensembles; 7) examine and distinguish different types of music and musical instruments from various cultures; 8) write a concert review or a term paper on a musical subject. For Private Instruction and Ensemble Groups: 9) improve technique and musical interpretation; 10) demonstrate competency on a musical instrument or voice. Benchmark for each outcome A good benchmark would be to have 80% of our students receive C or higher and be able to continue with the next sequence of courses or other music courses. The calculation of the benchmark does not include students who withdrew during the course of the semester. Result of one class is described below.

2 D. Assessment Results. MUS 100 L01 was chosen as a course to measure the progress of various degrees of musical knowledge. 1) A comprehensive final exam which includes: 121 points total. 33 points test their ability to identify and write clef signs, notation, pitches, key signatures, and time signatures. 34 points assess the student s understanding of major and minor scales, key signature identification, and triads (major, minor, augmented, and diminished). 54 points determine a student s ability to comprehend inversions, beaming of notes, intervallic relationships, and analysis (using roman numerals). 80% or higher shows a good comprehension of reading music and the student is prepared to take Music Theory and Sight Singing I. 70%-79% indicate that the student has some problems with reading and comprehending music and should review and seek tutorial help before enrolling in Music Theory. Below 69% the student fails and may not proceed to Music Theory I. 2) Eight quizzes throughout the semester, one after each chapter (except Chapter 1, which is skipped, and Chapters 7-9 which are combined). These quizzes demonstrate their ability to comprehend the concept covered in each chapter. Each quiz is given 100% possible. 60% is passing grade. After each test is graded, frequently missed questions are discussed so that students can comprehend why those questions were missed. 3) Homework assignments. Each chapter has two assignments at the end. Students are given these assignments and then are discussed in the next class. Then these concepts are included in the following quiz (see #2 above). 4) Student participation and class discussion of each chapter. Students are expected to attend every class and participate in the learning process of the concepts given in each chapter. Those who are struggling are helped both by the instructor and other students in the class. The assessment of participation then applies to both #2 and #3 above.

3 IV. Describe the format needed for the data so that you can analyze the results from part III. 50% of the grade will be from seven out of the eight semi-weekly written quizzes (one after every chapter), homework assignments, also class participation and discussions. Students are expected to contribute to the understanding of the class by attending and participating during the discussion of the concepts. 25% of the grade will be from the midterm, which will be comprehensive up to the chapter discussed prior to this exam. The test will be mostly written, although aural materials may be included. Also attendance and class participation will figure into this 25%. 25% of the grade will be from the final, which will be comprehensive. This exam may serve for anyone wishing to test out of Music Fundamentals. Data Results: Results of assessment questions shall be available to any ACC faculty or administrator. The results of Fall 2001 to Spring 2004 grades: Fall Spr. Fall Spr. Fall Spr Students who received A = Students who received B = Students who received C = Students who received D = Students who received F = (most were students who stopped attending; did not drop or withdraw) Students who received W = Total students V. Data evaluation Between Fall 2001 and Spring 2004, 92 students enrolled in MUS 100 L students withdrew before the final assessment, so they will not be included in the data evaluation. Out of the remaining 80 students, 68 students (85%) showed competent knowledge of the materials ( C or higher); they were advised to advance to Music Theory I (now MUS 110/112). Since the benchmark was for 80% of the students to receive C or higher, we have exceeded our expectations.

4 12 students (15%) did not comprehend the basic rudiments or failed to complete the classwork and were not recommended to continue with their theory studies. Based on the results of this assessment the following actions will be taken: Confusing or unclear questions will be modified or eliminated. More emphasis and time will be spent for concepts that were more difficult to comprehend, such as intervals and key signatures. A new CD put out by the text s publisher will be used. Overall, the results (85% passing) are positive and feel that we are headed in the right direction. A. Program/Discipline Mission Statement Part II Assessment PLAN ( ) Department of Music It is the mission of the Music Department to provide affordable, accessible, and professional music instruction to students and members of our communities in a learningcentered atmosphere that embraces academic excellence, diversity, and innovation. The Music Department is committed to using effective means of instructional resources, and continuously assessing student achievement for the purpose of ongoing improvement. B. Intended Learning Outcomes for program (3-8 of the most important competencies in your program/discipline) Students enrolled in private music instruction should be able to: 11) read and identify musical notation (pitches) at a competent level; 12) demonstrate accuracy and knowledge of rhythm and meter; 13) understand and identify scales and key signatures; 14) distinguish and apply correct intonation and pitches; 15) demonstrate working knowledge of phrasing, breathing (voice and winds), posture, and vibrato (except piano); 16) examine and identify basic music terminology and form; 17) recognize and differentiate musical styles/periods and composers 18) demonstrate and improve musicality and musical interpretation when playing/singing at recitals and classes. C. Benchmark for each outcome A good benchmark would be to have 80% of our student body achieve level 2 or higher in the rubric (attached), except those students who withdraw or stop showing for lessons.

5 Assessment methods for the outcome (and rubric): All private lesson instructors are required to keep records of each student s attendance and progress very carefully. Recommendations include them to tape record the student s progress. Teachers are to evaluate each student at the end of the semester on the eight topics in the assessment rubric. Assessing a student s progress in private lessons for an instrument or voice is a very subjective matter. Instead of written/oral exams, projects, or assignments, they are assessed on weekly progress in their technique and application of knowledge. The key is to have experienced, knowledgeable instructors who are qualified to make such assessments in a fair, just manner. PRIVATE INSTRUCTION PROGRAM, MUSIC DEPARTMENT Summary of program Since August 2000, the number of students taking private lessons has increased 300%- 400% and we have added private lessons in most major instruments as well as voice and composition. Along with growth, we have experienced diversity in the students ability, from pure beginners to advanced performers. How to accurately assess their progress is the plan for the music department starting in Summer At ACC, currently we have four course numbers for private lessons: MUS 141, MUS 142, MUS 241, and MUS 242. These numbers currently do not indicate the proficiency level, just the sequence of private lessons. This will be changed starting Summer Starting in Summer 2005, the following changes will be made. MUS 141 and 142 are offered as 1-credit or 2-credit. Music majors, minors, degreeseeking students and full time students will enroll for 2 credits ( hours/semester). Students and community members taking music for fun (not for a degree or transfer credits) will enroll for 1 credit ( hours/semester). They will be exempt from the following assessment and will be graded on attendance, attitude, and general improvement. MUS 241, 242 will remain 2 credits and are for intermediate to advanced students only. MUS 243 and 244 will be added for students who started in the 200 level and needs four different course numbers for transfer credit. The curriculum for 243 and 244 are same as those for 242. The following proficiencies must be reached by the end of each semester: A. Intended outcomes: MUS 141 (Beginning)--have basic ability to read musical notation (for guitar, guitar tablature and/or chord symbols) and apply them on their instrument/voice. Ability to

6 play simple tunes on the instrument or voice. Have a basic understanding of vocal or instrumental technique and theory. MUS 142 (Beginning/Intermediate): ability to play/sing three keys/scales/hand positions, and at least one piece in the repertoire; participation in the recital required as final assessment. MUS 241 (Intermediate/Advanced): improved intonation and technique from Progress in musicality and musical expression. Ability to play in most keys or hand positions, including minor. At least two pieces in the repertoire (participation in the recital required). For composition, finishing one short work by end of semester. MUS 242 (Advanced): Ability to play/sing in all keys/scales/positions. Improved musicality; understanding of music theory and history. Ability to do simple analysis of repertoire pieces. At least three pieces in the repertoire (participation in the recital required). For composition, finishing two short or one medium-sized work by the end of the semester. MUS 243 and 244 will be added to the catalogue for advanced students continuing the program. Proficiencies are same as MUS 242.