Music Department Program Plan Spring 2013

Transcription

1 Music Department Program Plan Spring 2013 Michelle Rivard 1

2 TABLE OF CONTENTS BACKGROUND, EVALUATION AND ANALYSIS Program Description... 3 Relationships Importance to Community... 4 Importance to Other Programs... 5 Program Taught Elsewhere... 5 Inter-Collegiate Collaboration... 5 Program Available at Other Institutions... 6 Articulation... 6 Costs Program Load WSCH/FTEF... 7 Improve Efficiency... 8 FTES income and Program Expenditures... 8 STAFFING, OPERATIONS/EQUIPMENT, ANCILLARY PROGRAMS Staffing Certificated Classified Operations/Equipment Ancillary Programs STUDENT SUCCESS Course Success/Completion Degrees/Certificates FTES/WSCH Student Learning Outcomes Student Survey Results CURRICULUM, REQUISITE, MODEL PROGRAM REVIEW NEW DIRECTIONS The Next Five Years Staffing and Budgets: Music Technology Program Staffing and Budgets: Music Major/minor Program SUMMARY APPENDICES IA: Goals from 2007 Program Plan IB: Changes Since 2007 Program Plan II: Music Technology and Recording Arts MTRA IIIA: Musical Theatre Program IIIB: Skills Certificates IV: Assist Articulation Agreements V: TMC: Transfer Model Curriculum: Music VI A: Current Faculty VIB: Requested Contract Faculty Position VII: SLO: Student Learning Outcome Results VIII: Assessment Analysis Forms ( )

3 BACKGROUND, EVALUATION & ANALYSIS PROGRAM DESCRIPTION: In accordance with the college mission the Music Department continues to offer a comprehensive transfer curriculum of music education with a complete, lower division music program in the classical or jazz track. Music Majors may fulfill all requirements for CSU and UC schools in theory, applied music, keyboard skills, literature, appreciation, technology and performance. Students are encouraged to perform in music ensembles covering a wide variety of interests and ability levels. We enjoy a reputation of being one of the top music education community colleges in California largely due to our outstanding faculty. We currently have 9 contract and 17 adjunct faculty. Our contract faculty members coordinate the various areas of music: Choral/Vocal, Theory/Musicianship, Instrumental, Jazz Studies, Piano/Keyboard and Traditional / Multi-Cultural Appreciation. Since the music department s primary focus is on making music, most of our performance ensembles are directed by contract faculty. Our guitar program is coordinated by long-serving adjunct faculty members in Classical and Jazz/Rock guitar. The department currently offers over 62 sections of music per semester of 55 courses in theory, applied music, performance ensembles and appreciation/history. The Computer-Assisted Instruction (CAI) Music Laboratory augments the curriculum by providing software, audiovisual and other programs, access to practice rooms, and one-on-one tutoring for students. For the beginner, Basic Music Skills courses are offered in fundamentals, technology, strings, brass, winds, piano, guitar, and voice. In a Performing Arts discipline, successful transfer students and professionals typically begin their development as children. In light of severe cuts in K-12 Arts Education, Cabrillo music offer extensive Basic Music Skills to prepare students for success in their pursuit of a music education. Multicultural music is offered through World Music Appreciation (fulfills GE and Multicultural requirements) and performing ensembles; it is continually being integrated into the rest of the transfer curriculum to reflect diverse cultures in music and serve the increasing diversity of our students. The Music Program is based upon teaching the skills for students to make music, including the incorporation of music reading in all courses. Students may participate in 16 performing groups in classical, jazz and world music. We take pride that our students easily pass assessment exams when they transfer to CSU and UC, as well as to many private universities. Our students perform professionally and several move on to careers in Music Education. (Currently, Cabrillo graduates teach music at Soquel High, Aptos High, Harbor High, Santa Cruz High, Pacific Collegiate School.) Our comprehensive and diverse offerings serve day and night students. Our five Distance- Learning offerings in the GE courses, Appreciation and Fundamentals, continue to be successful. Due to unit cutbacks we now offer only one off-campus course, Westside Community Folk/Gospel Choir, which maintains high enrollment (example: Fall 2012: 70 students.) Our Summer Session has been severely reduced, and we have only been able to offer two 3

4 appreciation courses, one on-campus and one on-line. For Summer 2013, we will need some of those units to support Touring Chorus, which will perform at the Vatican in Italy. Cabrillo Stage, a professional regional musical theatre company, open to Cabrillo students through TA75 and MUS 75, annually provides opportunities for performers, musicians, and production staff, and has been offering 4 shows per year; in the summer: two main stage productions in the Crocker Theatre, one in the Black Box theatre and a winter show at the Crocker. The Music Department has accomplished many objectives outlined in the 2007 Program Plan (See APPENDIX 1A.)There have been many changes in the Music department since 2007 that will affect the next six years. (See APPENDIX 1B.) Although cutbacks have continued to reduce our offerings, we strive to continue to serve a wide variety of students with varied experience and abilities, all of whom have the goal to improve and excel in their musical education, and we are committed to providing avenues for students to pursue their passion and interests. Despite the doom and gloom from Sacramento, we are committed to continue to provide a place of musical activity to promote cultural awareness and aesthetic appreciation for the college and its extended community. RELATIONSHIPS: Importance of the Program to the Community. The Music Program serves the College Master Plan in the following ways: Goal A: Outreach/Increase Enrollment: Music courses offer a non-threatening way for many students to start or return to college. The sense of community and creativity helps new students succeed in their initial college experiences. We also succeed in allowing many students who come to us unsure about their academic goals some become music majors and minors, and most decide to include an artistic component to their education. Goal B: Excellence in the Classroom: As stated in the Program Description, it is our outstanding faculty who teach and inspire our students. (This is continually mentioned in the current student survey, page 14.) Our new facility provides dedicated teaching/performance spaces that promote excellence. Our world music curriculum provides a global perspective to the universal language and culture of music. Goal C: CTE programs: Our MTRA, Music Technology and Recording Arts Program includes a pending AS and Certificate of Achievement (submitted in Fall 2012), and a Skills Certificate. We are submitting several Music Skills Certificates. In collaboration with Theatre Arts, we hope to add Musical Theatre certificates. Goal D: Enhance College Effectiveness: In order to maintain our successful program we continue to seek support staff and adequate budgets; we are in the process of complying with SLO Course and Program Assessment. Goal E: Revenue/Community: We continue to raise funds and seek equipment through donations from our generous community. We maintain active children s programs. We plan to increase our 4

5 relationships with community organizations including: Kuumbwa Jazz Center, Santa Cruz Jazz Festival, UCSC, Santa Cruz Symphony, and area high schools. In the absence of elementary and middle-school music programs and the continued struggles of high school music programs, Cabrillo stands out within Santa Cruz County for its commitment to maintain access to quality music education. We accomplish this through our programs for transferring majors, life long learners, and children s performance groups. The theory/musicianship/keyboard courses in classical and jazz studies provide the essential training for transfer as a Music Major or Minor, as well as music training to members of the community in theory and instrument instruction. General education and multicultural courses in music appreciation serve transfer students in other areas seeking elective courses in the Humanities and provide access to increased cultural awareness to the community at large. Performance groups provide artistic and skill-building opportunities for all interested students. Performance groups of many levels, styles, and instrumentation provide opportunities for performers and audiences to participate in an integral part of our community s cultural life. We train the people who will continue to make music, thereby enriching all of our lives. Importance of the Program to other programs in the college. Associate Degree students may select from 23 Music Department courses to fulfill Area C: Humanities. The requirement for Multicultural Studies may be satisfied by four Appreciation courses. CSU transfer students may select from 9 music courses to satisfy Area C: Humanities and Fine Arts. Nine courses satisfy IGETC in Area 3: Arts and Humanities. Is the subject matter taught elsewhere on campus? The curriculum of music courses has not been taught elsewhere on campus. Basic piano and guitar are occasionally offered through Community Education, but they are not related to music reading or hand technique, and do not apply toward transfer. What inter-programmatic collaboration has or could occur? Regular collaboration occurs with the Theatre Arts department with the presentation by Cabrillo Stage (Summer Musical- MUS/TA 75), and enjoyed by 11,000+ patrons each year. MTRA- The pending AS and Certificate of Achievement in Music Technology and Recording Arts requires 6 non-music electives from Theatre Technology, Digital Media, Business and Physics. (See APPENDIX II) Interdisciplinary collaborations occur between Foreign Languages, History and Correlation of the Arts, MUS 77. A Staff Accompanist position would better serve Music, Theatre Arts and Dance Departments. Musical Theatre Skills Certificate. Music has been meeting with Theatre Arts and Dance to discuss developing a Skills Certificate and perhaps a transfer major, in Musical Theatre. To 5

6 date, we have discussed possible courses and have researched the programs at UC Irvine, Cal-State Fullerton and Cal-State East Bay.(See APPENDIX III) Counseling Department. While there is information from Counseling in the Music Student Handbook, and we encourage our students to make counseling appointments, the department would be better served if we established an ongoing relationship among music faculty and counselors. Community Outreach The Music Department also sponsors and supports two community programs, which in turn support our educational program: The Cabrillo Youth Strings Program, directed by Susan Brown, and The Cabrillo Youth Chorus, directed by Cheryl Anderson. The student choral club, Il Dolce Suono, provides a wonderful experience for our music majors. They perform to rave reviews at various events on and off campus. While these programs provide music education and access to cultural events, we have not been able to discover a way to offer them as courses, which could generate FTES for the college. We have several hundred students on campus each week, but they remain an ancillary part of our program. Is the program available at other educational institutions in this vicinity? The University of California at Santa Cruz* and San Jose State University offer lower division major programs, which are comparable to the Cabrillo program in music. California State University at Monterey Bay is still not offering the breadth of lower division courses that is available here. Cabrillo course offerings in Jazz are far more comprehensive than at most universities, motivating UCSC students to regularly enroll in Cabrillo jazz courses. With its variety of entry-level courses in every musical form, the Music Department encourages all students to explore their interests in music education and, as they develop their musical skills, these students contribute to the cultural vitality of our community. *Effective Fall 2012, UCSC has decided to no longer offer class piano. They are telling their majors to study privately or take piano classes at Cabrillo College. List the appropriate universities with which your program has been articulated. Articulation agreements are on file through Assist for 19 CSU s and 8 UC s (most are ) (See APPENDIX IV for List.) These agreements vary in articulated courses. Several list specific courses and several do not, because it is the standard practice at transfer institutions to rely upon the use of assessment exams to place students into the appropriate level for their programs in theory, musicianship, history, keyboard, ensemble and applied areas. All music courses are transferable. Our department encourages students to consider schools with performance and music education emphases. (An example is San Diego State University: there is no articulation agreement in Music, but two of our students transferred successfully this past fall, with one receiving a scholarship for Music Education. Through assessment, both qualified as Juniors.) 6

7 Many of our Music Technology courses do not have articulation agreements with CSU or UC because the emphasis is on Electronic Composition (such as at UCSC.) Our program has a vocational emphasis, and serves as a practicum in support of other music areas. The new TMC, Transfer Model Curriculum, for a BA in General Music has been approved at the state, but we have not yet submitted our courses. (See APPENDIX V for description and concerns.) The department is very concerned that the TMC is for a BA in General Music. There is no provision for degrees in Music Education, Jazz Studies, Performance, Music Technology or Music Therapy. COSTS Program Load The Music Program has generally been slightly more efficient than the college over the last five years, and is similar to the numbers of all of our previous program plans. The academic year of shows a small decrease. Here is the explanation, according to the Planning and Research Department: during the academic years , and , the college-wide fill rate was increasing rapidly, and hit 100% in 2009FA. Meanwhile, in Music, the section fill rate did not rise as rapidly (though it was rising steadily). It was around this point where the WSCH/FTEF ratio for Music dipped below that of the college. In subsequent semesters, the college-wide fill-rate receded somewhat. It was this interaction that resulted in the WSCH/FTEF ratio for Music returning to slightly-above that of the college. WSCH/FTEF MUSIC COLLEGE fall spring music average fall spring college average #higher % above 2006/ % 2007/ % 2008/ % 2009/ % 2010/ % The department maintains a strong commitment to ensuring that operational continuity is achieved. As adjunct faculty do not readily contribute to the program s other needs in recruitment, marketing, instrument repair/maintenance, planning, scholarships, publicity, library/lab acquisition, or the many other details inherent to a comprehensive music program, we rely upon contract commitment to achieve these goals. While the adjunct faculty contribute to our comprehensive course offerings and are an invaluable component to the program, it is the contract faculty who provide the leadership, expertise and dedication needed to maintain program excellence. They also run the Bach Academy, Santa Cruz Jazz Festival, Touring Chorus, and Children s voice and strings programs, all of which reflect and promote the influence of Cabrillo faculty-and our program- well beyond the College Campus. 7

8 Are there any reasons that the data do not provide an accurate view of the program? Non-Credit Courses As stated above, non-credit Senior/Older Adult course sections for performing groups generate 1/2 WSCH but are not reflected in the numbers. (The number of seniors enrolled ranges from per year.) How can the efficiency (load and cost effectiveness) of the program be improved? From our Program Plan: Increased efficiency would require significantly increased enrollment, which our current facility cannot bear. Our faculty and hourly staff should be commended for their dedication and commitment to music education, in spite of inadequate facilities. The load data stated above validates this commitment. Our students succeed because of their desire to learn music. They work in an inadequate facility with often-outdated equipment. Noise levels are high and practice areas are minimal. Concert dates are squashed in at the end of a semester, creating stress for the majority of our music majors and minors who perform in more than one group.. What we need is a true music facility, with adequate staff and equipment support. Our students and our community deserve it. With a dedicated facility designed to teach music we will be able to offer more courses to serve more students, and increase efficiency and success. From our Plan: As we look across the street at the rising of the Music Facility, we look forward to serving more students and providing increased access to the cultural community of Santa Cruz County Program Plan While the students, faculty and community are absolutely loving our dedicated facility, the rooms were designed to fit the existing program, so enrollment has not increased. We always taught maximum students for most programs and, with decreases in teaching units, we are offering a smaller program than before. We have noticed that there is a decrease in attrition, as students find the sense of community supportive. Students and faculty alike can find each other and share their common experience within these walls. The Music Lab has become the hub for students and faculty, and practice rooms are in constant use. FTES INCOME and PROGRAM EXPENDITURES The Music department has generated between 4.5 and 5% of the college FTES during the past 5 years, and has cost between 4.2 and 4.4 % of the college expenditures. This is consistent with the past Program Plan figures, despite a decrease in teaching units. Despite the specialized needs of equipment, supplies, maintenance, and operational support, the Music Department does not present a large cost to the college; however, we do use considerable ancillary and foundation funds to supplement our costs. 8

9 FTES Year Music College % income income/expense ratio 2006/ / / / / EXPENDITURES Music ** See Below Academ Program College Base % Program Actual ic Year Base Expenditures College Expenditures music Expenditure from Sources s Other Than Base 2006/07 $1,126,483 $26,804, % $181,517 $1,308, /08 $ $28,942, % $156,333 $1,359, /09 $1,194,091 $28,576, % $144,963 $1,339, /10 $1,159,538 $26,987, % $146,035 $1,305, /11 $1,166,177 $26,689, % $115,292 $1,281,469 Cost Center(s) included: Program Expenditures from Other Sources Other Than Base Include: Categorical Funds & Grants (Fund 12, 13, 17 & 79) Cost Centers: 4956, 4958, 4959, 4960, 4961, 4962, 4964, 4965, 4966, 4967, 4968, 4969, 4970, 4971, 4972, 4973, 4974, 4975, 4976, 4977, 4978, 4979, 4981, 4982, 4983, 4984 Outside funding sources. The Music department receives outside funding from a variety of sources. While one-time funds from the college contribute to overall operations (and vary greatly from year to year), Ancillary Accounts and Grants support many programs. Several programs are self-sufficient. Children s Program funds, for example, go exclusively to fund those department-sponsored programs. Each performing group earns revenue through ticket sales and fund raising events. These programs have had to use these monies to fund their basic programs, including music purchase, instrument repair, facility rentals, paper, etc. In the past the ancillary funds went toward tours, 9

10 uniforms, etc., but now must supplement the basic programs. The goal is to restore General Funds so that Ancillaries can serve other needs; including touring, guest artists, travel, etc., thereby enriching the performance experience of students. ** RE: Expenditures from Sources other than Base: The department feels that the drop in expenditures in is due to lower income from fewer and smaller public donations and low interest rates for endowed accounts. STAFFING, OPERATIONS/EQUIPMENT, ANCILLARY PROGRAMS STAFFING: Certificated: Currently there are 9 full-time instructors, the last one hired in Fall 2007 as the retirement replacement in piano. There are 18 adjunct instructors, all of whom have been a part of the department for over ten years. (See APPENDIX VI A) Effective June 2013, the long-serving Music Program Chair will retire. We hope to replace that contract position in voice with a vocal/choral/technology position (See APPENDIX VI B.) The current world music/percussion faculty member will assume Program Chair. We have found that having Contract Instructors in most of our areas has improved instruction and built these programs till we are bursting at the seams. Since hiring new contracts in 2004, 2005, and 2007, our Band, World Music and Piano programs have all increased in size and musical level. Only the decrease of units due to budget cuts is preventing more growth in these areas. In the future, a growth position in Guitar would round out our Contract faculty. Classified: For the 30 th year, there are NO classified staff positions assigned to the Music Department. We rely upon temporary hourly and student help to run the music technology labs and music libraries, help with publicity, provide accompanists, repair instruments/equipment, and serve at TA s for our many performing groups. The position of Performing Arts Technician has been revised to support Theatre Arts only. While Music used that person rarely, now the job description and responsibilities have shifted to the Theatre Arts program and the Theatre building. Also, the Assistant Theatre Operations Manager, while hired with an emphasis in sound, has limited time to help in the Music facility, beyond performances in Samper Hall. He cannot support our MTRA. We have not been successful in any of the outlined areas from the 2001 OR the 2007 Program Plan, including a Music Technician, Music Librarian, Accompanist and Publicist. We continue to struggle to find volunteers and student assistants. Qualified accompanists have become even 10

11 more difficult to find and keep. While the Cabrillo Marketing Department hired a VAPA dedicated position, her duties have become more college-wide and the Music department s publicity remains inconsistent. (Her position has recently been reduced.) Most performing groups pay for their own publicity materials. As mentioned above, the lack of a dedicated Music Technician is severely impacting our Technology program, which will become even more critical with the implementation of the Music Technology and Recording Arts (MTRA) AS degree and the Certificate of Achievement. OPERATIONS/EQUIPMENT General Fund. The costs of instruments, equipment, sheet music, accompanists, guest artists, repairs, etc. continue to increase, but since 2009, our operating budgets have continued to decline. New fees and costs for ensembles are taking a bite out of their ability to support their public performances. The new on-line format for ticketing, Vendini, was started in Spring 2012, charging each group for each ticket, sold or comped. A new 2% fee to use our ancillary accounts will make an additional hit on our programs. Many costs of using Duplications has now come to us as well. Instruments. While we anticipated significant new equipment for the new facility, due to budget constraints, very few new instruments were purchased from bond money: 1/3 of the Steinway Grand, one Yamaha grand (used), one cello, some percussion instruments. All other pianos were brought over from the old building (11) or donated (14 ) so we now have pianos of varied (mostly poor) quality. We received a Yamaha Grand donation in Fall 2012, which is performance quality, and an organ. The fact that we received NO band instruments continues to negatively impact our band program. We can t support new band students unless they already have instruments; we can t expect advanced players to have their own specialty instruments, such as bass trombone, oboe, tuba, etc. Universal Audio, of Scotts Valley, made significant donations to the Music Technology program. The music department paid for piano spiders(trolleys) and piano moving, and for new choral risers (Summer 2011, $18,000.00) from our general fund budget and foundation accounts. Repair and upkeep for our current instruments is a significant cost each year our repair budget has not kept up. Many students donate the funds to re-hair bows, for example. Our Piano Lab has several pianos that need repair. The costs for piano tuning, and maintenance of our performance instruments has increased dramatically over the past three years, with no increase in the budget. ANCILLARY PROGRAMS Children s Music Program/Music Education. Our Youth Strings program, directed by contract faculty member, Susan Brown, and Youth Choir program, directed by contract faculty member, Cheryl Anderson, continue to flourish. We had hoped to find a way to make them FTES generating, but that has not happened. It is anticipated that these programs need to be restructured and offered through Community Education. During the summer, we have been offering Cabrillo Youth Choir Camp, directed by Cheryl Anderson, Cabrillo Summer Music Academy for Youth, directed by contract faculty member, Susan Bruckner, and the Kuumbwa co-sponsored Jazz Camp, directed by 11

12 adjunct faculty member, Steve Wilson. We hope to continue these popular programs into the future. Cabrillo Stage is a non-profit, non-union, professional summer stock, musical theatre company dedicated to presenting a diversity of musical theatre works with the goal of educating as well as giving its audiences quality family entertainment; Cabrillo Stage is recognized as one of the three major annual performing arts events in Santa Cruz County. In 2006, contract faculty member Jon Nordgren became Producing Artistic Director and has since taken the company to new heights producing four shows each season to sell out crowds. Despite the elimination of its General Fund operational budget, Cabrillo Stage continues its commitment to provide a nurturing, supportive, artistic environment which allows all of its artisans, professional and non-professional, the opportunity to create musicals with professional production standards. Cabrillo Stage will be the central component for the proposed Musical Theatre Major and Certificate program. STUDENT SUCCESS Course Success and Completion The Music Department continues to have a higher ratio of Course Success and Course Completion than the college. While the number of students has not increased significantly in our new facility, we feel that this is due to the fact that we are actually offering fewer courses. MUSIC Academic Year Course Enrollment Dept. Majors Course Success Course Completion Fall Spring Fall Spring Fall Spring Fall Spring Change N N N N N N N N N N N N N N N N 2006/07 1,869 2, % 73.9% 87.6% 86.0% 2007/08 1,992 2, % 74.1% 85.8% 83.3% 2008/09 1,975 2, % 72.3% 89.4% 86.8% 2009/10 1,982 2, % 75.1% 87.2% 85.5% 2010/11 2,053 2, % 76.9% 85.6% 87.2% COLLEGE Academic Year Course Enrollm Dept. Majors Course Success Course Completion Fall Spring Fall Spring Fall Spring Fall Spring Change N N N N N N N N N N N N N N N N 2006/07 48,151 47,024 7,531 7, % 66.6% 80.6% 80.3% 2007/08 51,362 51,727 8,425 8, % 67.8% 80.6% 82.0% 2008/09 55,923 51,634 8,948 8, % 68.9% 85.7% 84.6% 2009/10 52,836 49,920 8,726 8, % 70.6% 85.3% 84.7% 2010/11 49,730 48,438 9,278 9, % 71.9% 85.8% 86.3% 12

13 Degrees and Certificates While the number of degrees looks low, many of our transferring students have not applied for an AA; they just transfer. This is largely because four-year music departments interview/audition perspective students and offer their support, without completed AA degrees. For example, in Fall of 2012, two students transferred to San Diego State, two to Cal-State Fullerton, and four to San Jose State none of whom completed the AA. The Music Technology Skills Certificate was introduced in With the pending Spring 2014 implementation of the Music Technology and Recording Arts AS and Certificate of Achievement, we anticipate an increase in degrees. The implementation of Music Skills degrees will also increase awarded Skills Certificates.(See APPENDIX IIIB) The department also feels that we need to strengthen our relationship with the Counseling Division, to better-serve students, guiding them through the new AA-T degrees, keeping in mind that this new degree is for general music, not for Bachelors of Music, Music Education, Performance or Jazz Studies. 13

14 Certificates of Degrees Academic Achievement Skill Certificates Year Count Time Count Time Count Time 2006/ / / / / FTES/WSCH The load for the Music Department has remained consistently aligned with the college totals, with a slight decrease in 2008/09, rising by 2010/11. We have shown this consistency of expenditure and revenue in all past Program Plans. MUSIC Academic Year FTES WSCH FTEF WSCH/FTEF = Load Fall Spring Fall Spring Fall Spring Fall Spring Change N N N N N N N N N N N N N N N N 2006/ , , / , , / , , / , , / , , COLLEGE Academic Year Change FTES WSCH FTEF WSCH/FTEF = Load Fall Spring Fall Spring Fall Spring Fall Spring N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N N 2006/07 5, , , , /08 5, , , , /09 6, , , , /10 5, , , , /11 5, , , , MUSIC WSCH/FTEF Academic Percent of College WSCH Percent of College FTEF Year Fall Spring Fall Spring 2006/ % 5.37% 4.59% 5.02% 2007/ % 4.98% 4.54% 4.79% 2008/ % 4.62% 4.35% 4.76% 2009/ % 4.93% 4.47% 4.76% 2010/ % 5.03% 4.48% 4.78% This data characterizes a department with a steady, successful program. Programs enjoy loyal support from the community and from area high schools, including the increased number of private high schools in Santa Cruz County. 14

15 STUDENT LEARNING OUTCOMES (SLO s) (See APPENDIX VII) The Music Department was one of the first programs to participate in the SLO process from Spring 2005 through Fall We established criteria for each of the CORE 4, created assignments to assess SLO s and compiled results. Our program was used as a model for other disciplines. (At that time we were encouraged to have 3-4 SLO s per course.) However, since the initial Program Plan SLO component was completed, Music continued to follow the same criteria and assessed an area of the CORE 4 every semester through Fall Three semesters of findings were included in the Fall 2011 Yearly Update. In Fall 2012, we discovered that Music has NOT in fact assessed our SLO s correctly. Somehow, the Program Chair never understood that each course SLO was supposed to be assessed then discussed. We stayed with assessing the CORE 4. So, while we did a lot of work and learned a lot about our courses, we are woefully out of compliance with the process to assess each course SLO. Beginning for Fall 2012, the faculty set up mechanism to implement the course-imbedded plan and process to assess their individual course SLO s for the next six years. The Spring 2013 Flex meeting will begin the process of compiling information to improve student learning, and by the end of Spring 2013, we will have completed SLO assessment for our courses. Also, we are working through CurricuNet to limit the number of SLO s for courses. We will assess the MTRA Skills Certificate in Fall In collaboration with the SLO Coordinator, we have written area-specific SLO s for Performance, Applied, Theory, Appreciation and Technology programs as well as for Skills Certificates in these areas. We will be incorporating the assessments of these programs as they are implemented. We have developed an assessment cycle for all Course, Program, and Skills Certificate SLO s for the next six years. RESULTS OF STUDENT SURVEY As in previous Music Department reports, our students are our strength. Their goals and dreams are what drive our Goals (page 4) and responsibilities. The faculty feels privileged to teach one of the most important subjects in life. Conversely, what students praise about our program is our faculty and the reputation of our program. The surveys demonstrate that the faculty passion for music and their expertise is what draws them to our program and keeps them coming back for more. Most students commented on our new facility with rave reviews, despite the noise levels in the hallways. Students love the dedicated teaching spaces for technology and rehearsals. They would have liked more student lockers. Most students praised the diversity of offerings and the many programs in the Music Lab, although they want it open for more hours. Many students were unhappy with the quality of our instruments, and lack of technology support to help them. Surveys were given to students in Comprehensive Theory II, which is Music Majors, Music Appreciation and World Music, GE courses with mostly non-music students, and Chamber Choir, our top choral ensemble, with majors and non-majors. 134 students were surveyed out of 15

16 over 1700 enrolled in Fall 2011, or approximately 8%. While we are pleased that music majors were included in this survey, the department feels that the diverse nature of our program would be more accurately assessed from a larger sample of our students. CURRICULUM, REQUISITE, and MODEL PROGRAM REVIEW STUDENT UNITS To comply with the student Carnegie Unit formula, all applied and performance courses lecture/lab units were changed in Fall 2011: one student unit went from 1 lec/2 lab to.5 lec/2.5 lab (2 tu s) (2hrs scheduled/1tba) OR from 1 lec/3 lab to.5 lec/3.5 lab (3tu s) (3hrs scheduled/1tba) In the case of some performance ensembles, the load was changed to 5hrs lab. CURRICULUM REVIEW All Music courses were updated through CurricuNet in Spring 2012 and revised in Fall Texts, Methods of Evaluation, Teaching Units and enrollment limits were upgraded to reflect current policies. Content, Objectives and Assignment categories received clarification changes. Some courses have been leveled to comply with the new Repeatability regulations. More changes are coming for Spring 2013 to comply with the regulations as well as to strengthen and limit SLO s. TRANSFER MODEL CURRICULUM (TMC) Student units for Musicianship courses (MUS 1M, 2M, 3M, 4M) were submitted in Spring 2012 through CurricuNet to reflect the requirement, from 3 lecture hours for 3 student units to.5 lecture/3.5 lab for 1 student unit. The department is considering submitting current courses to the TMC; we are not certain that doing so is in our students true interest. To date only a few schools have done so. We will be discussing this in Spring (See APPENDIX V) REPEATABILITY As approved by the Chancellor s Office in June 2012, Performance Ensembles and some Applied Music courses will continue the 4 time repeatability, as defined by Title V. For other applied courses, course sequencing will be submitted in Fall 2012 and Spring Currently, students in ensembles who have exhausted the 4 time limit may audit. Seniors may enroll in non-credit sections of the course. Work is being done in Sacramento to allow students to enroll through Community Education. This is especially important to keep our performance ensembles viable. The music major cannot get ensemble experience for transfer if there is no group. 16

17 NEW DIRECTIONS The Next Five Years The Music Department has several goals for the next five years. Many will have to wait until budgets improve. The long range effects of decreased repeatability, lowered budgets, loss of faculty will likely affect our efficiency and success, resulting in lower FTES. The state-wide political turn away from serving life-long learners will contribute to this decrease in our effectiveness. We hope that moving toward providing a Community Education avenue for students to continue to participate in ensembles will lessen this decrease. 1. Continue to align program with new state mandates: Curriculum, TMC, Repeatability/Repetition, Non-Credit. Support the state-wide proposal to allow students to enroll in performance courses through Community Education. 2. Continue support of on-going programs The budgets have not kept up with increased costs for supplies, tuning, applied music stipends, accompanists, repair, etc. Cost: See Below: Staffing and Budgets: Music Technology Program Major/minor Program 3. Counseling Department Alignment Establish regular contact with the Counselors to support our music transfer students. A. Have a music faculty member attend 1-2 counseling meeting each semester. B. Invite a counselors to music department meetings C. Create a small committee to update the department on Transfer Model Curriculum, Assist Agreements, College-specific requirements, etc. D. Assistance in transfer student tracking. E. Assistance in tracking alumni. Cost: None except for any materials for students, i.e. handbook, forms, etc. 4. Revise Applied Music Program Re-address our current Applied Music course (MUS 16) to create a comprehensive Applied Music program targeted to providing Private Instruction to Music Majors A. Align content, objectives, SLO s with 4-year requirements, and the TMC. B. Refine Applied Music Program to include tracking student progress in lessons and performance recitals. C. Establish a Jury system to evaluate student progress. D. Provide defined goals and objectives for each instrument. E. Improve process for providing individual lesson support by professional musicians. F. Improve the annual Scholarship Program to augment lesson support 17

18 5. Maintain the Music Department s commitment to performance, in ensembles and individually. Our philosophy is that excellence in Music Education is best achieved through active participation in making music. 6. Promote interconnection with students A. Develop Web Presence B. Develop process for transfer student tracking. C. Develop process for tracking alumni. 7. Develop Skills Certificate Programs (See APPENDIX II, III B) MTRA:Music Technology and Recording Arts: Completed: Skills Certificate Submitted to state FA 2012: AS, Certificate of Achievement Major Area Skills Certificate: Voice, Instrumental (Strings, Winds, Percussion, Guitar), Latin Studies, Jazz Studies 8. Develop a comprehensive major in Musical Theatre. Provide skills and experience for students wishing to pursue a major in Musical Theatre, that includes requirements from Music, Theatre Arts and Dance. (See APPENDIX IIIA) *Align training with Cabrillo Stage. *Create Programs: Musical Theatre Transfer Major Musical Theatre Skills Certificate Musical Theatre Certificate of Achievement Staffing and Budgets 1. Music Technology Program 2. Music Major /Minor Program 1. Music Technology Program To increase and improve success in Music Technology in our Smart Classrooms (Theory/Keyboard, MIDI, Synthesis, and Recording), provide technical support for our Music Technology Program and to support students in the areas of performance within our new Recital Hall, the Music department recommends providing Classified support and increased budgets to increase efficiency and promote student success. This includes classroom and performance equipment maintenance. Classified Staff: Music Technician 100% Cost: $49, annually (LIA) Range 40, 12 month Manage substantial equipment inventory and repair needs, facilitate multiple uses of rehearsal spaces, troubleshoot recording studios and technical equipment. Technical support for smart classrooms and rehearsal spaces. Budgets: Increase budgets for to maintain working equipment that is up-do-date with industry standards. 18

19 A. Music Lab: Increase supply budget by 60%, from $1,302 to $2083 per year. (headphones, adaptors, cables, software upgrades, video/cd/dvd purchases, AV repair) INCREASED ONGOING COST: $ B. Music Technology: Fund Technology Supply budget by 60%, from $1150 to $1840 per year. (software and hardware upgrades, equipment repair) INCREASED ONGOING COST: $ Music Major/Minor Program To support students in reaching their music education goals, the Music Department recommends increased funding to enhance its Performance/Applied/Methods program. This includes hiring contract faculty in Choral/Vocal and Guitar, both with Technology expertise, acquiring a Music Librarian and Staff Accompanist, providing increased lesson support for students, and increasing budgets for sheet music and equipment. From performance ensembles to theory to applied music instruction, the core of the Music Department s program is to maintain and expand its ability to meet the growing needs and diversity of students. Increased access to the music program will promote success and reach a growing population of under served students and audiences. Classified Staff: Music Librarian/Instrument Coordinator 100% Cost: $47, annually (LIA) Range 38, 12 month The Choral/Vocal and Instrumental libraries, serving 10 ensembles, are housed in one central location, the Music Library. Currently staffed by hourly help, there is a need for dedicated librarian to manage $250, collection, including the database, for efficient use by faculty and students. The $250, instrument inventory, including coordination for instrument and equipment repair, bow rehairing, tuning, etc, is also managed through the Music Library. Staff Accompanist/Coordinator 80% Cost: $37, annually (LIA) Range 38, 10 month Preparation and accompanying for rehearsals and performances of choral ensembles, voice classes and auditions. Coordinate additional accompanist help for Music, Theatre Arts, and Dance department needs. Certificated Staff Contract Faculty A. Replacement Position: Cost: $ 39, The Music Department needs a vocal/choral/music technology position to maintain the contract leadership that is so necessary for our program. With the retirement of the Program Chair, the voice classes will lose their contract leadership. We will have only one contract position in the choral/vocal areas. We need another contract faculty member to help in the complicated coordination of running the 19

20 vocal component of our program, and contribute to the choral program. Scheduling, recruitment, high school outreach, etc. can only be accomplished by full time committed faculty. (Currently, the instrumental side of the house has four contract positions directing performance ensembles. Full time commitment and expertise in our instrumental program has created growth and maintained excellence in every area. For example, we now have 2 levels of Band, Jazz Band, and Orchestra and also offer Combos, Latin Ensemble, Piano Ensemble, Guitar Ensemble, Percussion Ensemble and Chamber Ensembles. The students have better access to performing opportunities, due to the innovation, expertise and follow through provided by our contract instrumental faculty. ) Also, the Music Lab should continue to be coordinated by a contract faculty member (also part of outgoing Program Chair s assignment.) With the growth of our Music Technology program through the pending MTRA AS and Certificate of Achievement, we are seeking a faculty member with expertise and experience in technology. The role of the Music Lab is changing to include better, more comprehensive support of this program. With the increase in the depth and scope of the music technology program, an instructor with this expertise is now needed to run the Music Lab. Leadership is the key to the success of our music program. Each area has increased in visibility and quality under the commitment of contract faculty. Our program fully deserves to replace our retirement faculty member to help us continue to provide the best opportunities to our great students. Presently, music technology is a part of any music degree, so we are confident that we can find a person with expertise and teaching experience in both areas. B. New position: Guitar Cost: $91,112 annually While we have had two excellent adjunct instructors in Classical and Jazz/Pop Guitar for many years, a conversion to a contract position would provide expertise, leadership and increased programmatic commitment in the department. Cost: C. Musical Theatre Major Program: Cost: 9-15 Teaching Units. Budgets: Professional Services: a. Increase Applied Music Stipends for Private Lessons: 40 students/year X 12 $25.00/lesson = $12,000/year. Student contributes $80/year x 40 students = $3, School total contribution would be: $8,800. (Current budget = $2,400.00/year from college, $1,100 /yr from student) Currently, the amount for 30 students /year is: $40 from the student, $80 from the college=$120 to an instructor, which was set up in 1970 s to provide 12 $10. INCREASED ON-GOING COST: $6,

21 b. Provide Assistant Accompanist budget for applied instruction and performance ensembles in Music, Theatre Arts and Dance. Assistant Accompanists: 20 hrs/week X 32 weeks $25.00 =$16, TOTAL yearly budget, including Staff Accompanist, above: $40, (Current budget = $24,210/year for Professional Services accompanists. INCREASED ON GOING COST: $15,790.00/yr c. Increase Piano Tuning budget.(never increased since before move) Currently: $ = 24 pianos 2X $80 = $3, Proposed: actual current cost: 25 pianos 2X $115 = $ INCREASED ON GOING COST: $1,610.0/yr d. Increase Repair budget: Our Korg electric pianos (usually $ per piano), and Audio equipment need constant repair. Instruments need periodic repair/maintenance. Increase to $1, Currently: $376.00/year INCREASED ON GOING COST: $1,000.00/year Equipment: Instruments: There were NO wind/brass instruments purchased from the Bond Measure. COST: $30, ,000 for 6-15 instruments ONE TIME Pianos: There were no pianos purchased during the move. The fifteen practice rooms need adequate pianos to replace donated (terrible) ones. COST: $6,000-8,000 each up 10 pianos =$6,000-$80,000 ONE TIME Storage Cabinets: Due to the varied use of each rehearsal hall, we need adequate ways to securely store instruments, uniforms, and other supplies for teaching. Studio B needs to be able to store equipment in order to become a functioning teaching space. Students need more lockers. COST: $4,000-5,000 ONE TIME Electric Truck /Cart: During the design phase of the VAPA project, it was determined that the purchase of double instruments would avoid the schlep factor that having two performance buildings would create. No instruments were purchased, and it turned out that there is not enough storage space under the theatre stage. We currently have students move things and there has been damage to instruments (and several thefts.) The operations for performances should be handled in a professional, efficient way. We need an electric truck to move instruments, stands, chairs, risers back and forth among performance spaces. It will be used by all Music and Theatre Arts and available to all of VAPA. COST: $12, ONE TIME 21

22 Supplies: a. Restore Performing Ensemble supply budget: sheet music. Increase yearly budget to $ 1,000 per group. (cut in 1995 from $1,000 to $400/year per group). 16 $1,000/group = $16, (Current budget = $6,400.) INCREASED ON-GOING COST: $9,600/year. b. See Budgets under 1. Music Technology Program above. c. Increase publicity budget to $2,000 per year for advertising, fliers, and programs. (Current budget =$800) INCREASED ON-GOING COST: $1, SUMMARY The Cabrillo Music Department, despite continued decreases in funding, limited staff support, antiquated equipment and technology, continues to succeed. Faculty and students continue to seek outside funds in order to support the program. Faculty simply cannot be expected to continue to provide for all support needs (library, inventory, publicity, repair, etc.) and depend upon student volunteers to manage in these critical areas. The Music Department seeks staff support and additional funding to reflect rising costs of program operation and increased student enrollment. Students are Cabrillo s greatest asset and music students deserve to be fully supported in pursuit of their goals. The Music Department wishes to continue to offer its quality music program to all interested students in the greater Santa Cruz community. It is one of the largest music programs in the California Community College system, maintaining a reputation of serving the educational and cultural needs of a diverse student population. Students enroll in Cabrillo music courses in order to pursue their life musical goals, which include music major transfer curriculum, personal enrichment, private instruction, ensemble performance, technology, composition and lecture format courses. The department is consistently recognized and applauded for the expertise and dedication of its music faculty, and it s variety of Western and Non-Western musical offerings. The realization of the new facility is providing dedicated space for courses, workshops, music festivals, and a myriad of other venues to address to celebrate this diversity in music. 22

23 APPENDIX IA FROM 2007 Program Plan To improve and increase the ways in which we serve our students, the Music Department has outlined several areas that we are in the process of developing to address changing trends in music education and increase student learning. A. Music Technology Program COMPLETED A new Music Technology Certificate Program is being developed to satisfy present day student demand, to reflect current trends in Music Education, and to make full use of our state of the art Music facility currently under construction, in anticipation of future demand for educational opportunities in Music Technology and Recording. All curriculum has been written and an advisory board has been established, with plans to launch in the new facility. It will include several 8-week sessions in various software programs. Led by faculty member, James Durland, this program will offer students Certificates in Music Production, Sound Engineering, or Electronic Music Composition. An Associate of Arts degree track will also include rigorous requirements in the study of traditional music. B. Music Major Program 1.Theory/Musicianship Program Revisions Integrate MUS sequence to better track student progress in Theory and Musicianship. COMPLETED Develop regular communication with Counseling Department, in order to serve student goals and placement within the department. CARRY OVER TO 2012 PLAN 2. Applied Music / Performance Group Programs CARRY OVER TO 2012 PLAN Revise student contact hours to align with how other community colleges are offering Applied Music. ELIMINATE Provide consistent Professional musical support with a Staff Accompanist. Provide consistent professional program support with a Music Librarian Revise Student Scholarship process 3. Piano Program COMPLETED With the hire of a new contract in the piano program, we hope to create courses that better serve our keyboard population, with short courses in Accompanying, Ensemble, and Advanced Techniques. C. Program and Event Scheduling and Room Use COMPLETED Develop comprehensive plans, several years in advance, to accommodate all music, theatre arts and dance performances. Our current program had been factored in to the new dedicated spaces, and with no growth we can barely fit in our programs and events. We will need to be creative and collaborative in our needs. There is still limited space, limited staff and equipment to go around. As of Spring 2012, scheduling has gone to once a year. Lack of staffing still impacts use. NO LONGER AN ISSUE: Due to the maximum use of on-campus spaces for our existing program, the department would like to retain access to the Erica Shilling Forum, Theatre, and Sesnon House. These occasional needs will serve the program, allow for growth, as well as support our ancillary Children s programs, which remain important to the teaching of music. 23

24 APPENDIX I B Changes in the Music Program since the 2007 Program Plan and affecting the next six years: 1. New Facility 2. Music Technology and Recording Arts (MTRA) Program, 3. To Be Arranged Hours 4. Carnegie Unit Calculations 5. Repeatability 6. Transfer Model Curriculum (TMC) 7. Applied Music 8. Performance Space Rentals/ Box Office 1. New Facility In fulfillment of the 1998 bond measure that included a Visual and Performing Arts Complex, the Music program began the Fall 2009 semester in our new facility, which includes dedicated classroom, rehearsal, practice, and storage space and a 350-seat performance space, recently named the Barbara Samper Recital Hall. We knew that if we build it they will come, but did not anticipate the overwhelming response of students. The lab and practice rooms are in constant use, we have run out of storage space, classes are packed. The sense of community that has developed within our building extends among faculty and students. It s a great place to learn! We have had several problems with the building, most notably the HVAC system and acoustic problems in the newly-named Barbara Samper Recital Hall. In spring 2012, we had an acoustician visit and prepare a report about possible fixes to make the space more amenable for our groups. We hope to have the funds to accomplish these changes. 2. Technology Program As indicated in the Program Direction of the 2007 Program Plan, we now offer a Skills Certificate, which many students earn while taking their major courses( APPENDIX II). After five years of preparation our Music Technology and Recording Arts (MTRA) AS degree and Certificate of Achievement have been submitted to the state for approval. The anticipated launch is Spring 2013, offering degrees/ certificates in Music Production, Sound Engineering, or Electronic Music Composition. While the program is already highly impacted, we do not anticipate obtaining additional teaching units any time soon. The 2-year program will have several courses taught only once a year, so many students will need to take longer to earn their degrees. This is very unfortunate, as the program could absolutely explode with more units and staffing. 3. TBA Hours In Summer 2011, all Community College Courses with To Be Arranged (TBA) hours were audited. Many colleges were deemed out of compliance with state regulations, including Cabrillo. The Music Department has two categories of TBA. 24

25 A. Music Lab Attendance Requirement. The Music Lab is a resource center for students to complete additional assignments, and receive tutoring for many of our courses. While we had a process for accountability, we were out of compliance with regards to having students log in during the first week and each week (we had thought that the equivalent total hours was sufficient, not each and every week.) B. Performance Ensemble TBA Hours. As with all college ensembles, TBA hours account for extra rehearsals, performances, field trips, etc. We have done two things to address compliance: 1. For ensembles with one hour TBA, we have scheduled the hour so that a course that was previously scheduled for 3 hours/1hr TBA per week, is now scheduled for 4 hours per week. 2. For ensembles with more than one hour TBA, we are now calculating attendance as Positive Hour Attendance, rather than Census. Although there has been some concern that Positive Hour Attendance could result in lowered FTES, the nature of performance ensembles required a full commitment by students, so the drop-out rate is very low. Also, scheduling the extra TBA hours has caused some time overlap and room assignment problems. We are hoping to move to Positive Hour Attendance calculations for all ensembles. Should TBA be eliminated from our program, the department stands to lose significant FTES, as all courses have one hour TBA. For example, MUS 6, Fundamentals, is 3hours lecture/1 hour TBA (in the Music Lab), or 4 FTES for 3 teaching units. The loss of the lab hour would result in 3hours lecture for 3 teaching units. We incorporated the Lab component (as described in B above) because we felt that it pedagogically increased a student s success. The discipline of Music education for our students, who enter our program with little or no experience, actively respond to one-on-one help, computer programs, and sectional rehearsals/performances. We feel that this extra, directed study outside of the scheduled course is absolutely necessary in order for students to gain the skills necessary to transfer and/or pursue their music education. We hope to be able to offer our students this access. 4. Carnegie Unit Calculations In order to comply with Carnegie Units calculations regarding student hours and unit credit, in Fall 2011 the Music Department changed the lecture/lab calculation for all Performance and Applied Music courses (see III Curriculum section). Most music programs had previously been calculated as lecture/critique, due to the rigor of ensembles, for only one student unit each, in order to not create many extra units on a student s transcript. The new calculations retain that goal. 5. New for : Course Repeatability Unlike Course Repetition, which now allows only 3 repeats if a student receives a nonpassing grade, this past year Music Programs throughout the state successfully argued the need for Repeatability for students who PASS in Performance Ensembles and Applied 25

26 Music. The Chancellor s Office has changed Title V to maintain a four-time repeat for these courses (SB1440.) Other courses, such as piano, will be sequenced in order to comply. For Example, Classical Guitar used to be two courses, MUS 33AB, each taken twice. We have sequenced the curriculum to be MUS33ABCD. We are submitting curriculum in Fall 2012 and Spring 2013 for other courses. One negative effect of the course repeatability limitation argument has been the focus on life-long learners. In most cases allowing these students to repeat courses when not necessarily seeking to transfer is receiving scrutiny in these budgetary hard times. However, for Performance Ensembles, students need ensemble experience: the student trumpet major cannot perform the required literature in a Jazz Band, for example, without the correct instrumentation perhaps there is no student drummer, so we need a community player. A voice major needs to sing Choral Masterworks in a large choir (no community college has the required 100+ voice majors!) Currently, the community musicians can audit or, if a senior, enroll in the non-credit sections. The State Academic Senate has proposed allowing enrollment in the ensemble through Community Education, but to date there is no progress. Most performing ensembles have been very efficient: high enrollment for few teaching units. The audit, non-credit and community education avenues to enroll these students will significantly reduce the FTES generation of the ensembles. 6. New for : Transfer Model Curriculum (TMC) As directed by 2010 s SB 1440, California State Universities have instituted a suggested course of study for transferring community college students, the TMC. (See APPENDIX V) Established to streamline and coordinate accepted courses for transfer, we believe that the TMC is woefully inadequate for music majors. The limit of 24 units to transfer has several critical flaws: A. Many community college students start with NO previous musical background, and need to learn the basic skills of music, in theory, acuity, technique and experience in order to be prepared to transfer and compete with four-year students. B. The limitations of the TMC include: NO required piano courses. Although they are recommended, the units would be outside the 24 unit limit. Keyboard skills are critical in music education as all theory/reading/musicianship study is based on the keyboard. UC Santa Cruz has recently cut their class piano program; instead the following appears on their web site: Students entering with minimal keyboard skills should seek additional private keyboard training throughout the theory sequence. One instructor told me that she is recommending that her students take class piano at Cabrillo College. C. The limitations of the TMC include: NO Music History/Appreciation course Although it is recommended, the units would be outside the 24 unit limit. Many CSU s and UC s require a historical survey/appreciation course during a student s freshman year. While such a course may count for a student s GE, it does not count in the major. 26

27 D. The limitations of the TMC include: NO Music Technology courses. Although they are recommended, the units would be outside the 24 unit limit. Most CSU s and UC s require a technology course during a student s first two years, as computer notation and technology is now standard for assignments, ear training, composition, and recording performances. While one tech course may count for a student s GE, it does not count in the major, and is not sufficient to cover a student s needs.. E. Only 4 semesters of performance ensemble experience would leave our students woefully underprepared in the area of music literature, especially for Music Education Majors. Currently, many CSU s require large and small ensemble enrollment each semester; under the TMC, community college students could not count additional ensemble work. F. Only 4 semesters of Applied Music excludes the basic skills beginning courses that many students need before private instruction. The TMC in Music is for a BA in Traditional General Music only. It has no provision for a BA in Jazz Studies, Composition, Performance, Music Education or Music Technology. It does not apply to a Bachelor of Music. In informal discussions with several CSU Music Chairs, we have been told that students should continue to study and then go directly to their departments for assessment. In fact, for Fall 2012, several music majors have been accepted to San Jose State, Cal-State Fullerton, Cal-State Long Beach and San Diego State, all with at least 87 student units. Many of these students received scholarships. They were each at Cabrillo for at least three years. (Zendrex Llado (09-12, 87units), Elizabeth Shipton (09-12, 91units), Duncan Shipton (07-12, 88units), Rachel Rohe (08-12,111units), Janie Dusenberry (08-12, 114 units). The student limitation for students transferring to the UC system has been in place for many years. However, in music, our students are assessed and often accepted despite having many units. If students otherwise qualify, the extra units are just not counted. We hope that, despite budget restraints, California Public Universities will not inadvertently exclude otherwise qualified students from transferring because of additional necessary music units they took in order to compete at the Junior level. Another, inadvertent consequence of the TMC is lower FTES generation. The theory program s four Musicianship courses, currently 3 students units per course, has been submitted to the curriculum committee to reduce the student unit to 1 student unit, to align with the TMC. Music will lose the FTES that has been generated for those 3 unit courses that will still meet 3 hours per week. Also, if students cannot take all the courses they need to gain skills, there will be a decrease in courses offered and thus, a decrease in FTES generation. 7. Applied Music Many schools call instruction on instruments, in an individual or class format, Applied Music, the concept is receiving a narrower focus with regard to repeatability and the TMC. While discussed in the 2006 Program Plan, the Music Department has made no progress in creating an actual process for Individual Music Lessons. Our current Applied Music course is an attempt to give recital experience and credit for instruction. However, to align with the new emphasis on Applied Music for repeatability and the TMC, we have 27

28 added a faculty jury component to our course outline. Students will perform a graded jury at the end of each semester. That grade will be included in the final grade for Applied Music, MUS Performance Facility Rental Policies and Box Office After being in our new facility for three years, VAPA has created a new Facility Rental Fee process and structure for renting out the Samper Recital Hall as well as the Crocker Theatre and Black Box. This represents a lot of work to find viable, affordable ways to serve the college and community while maintaining the primary purpose of Instruction. The ticketing process in included in these new policies. Our groups are now all going through Vendini, a software ticketing system. VAPA has a temporary Box Office manager and patrons may buy advance tickets on line, by phone, or at the box office. While this change is likely the wave of the future, the music faculty has concerns about the costs involved. It remains to be seen how this affects our groups. Most of our events have traditionally served walk-up patrons only. We want to continue to provide performing opportunities to our students without needing to be concerned about the rising costs of piano tuning, staffing, publicity and now, ticketing. 28

29 APPENDIX II MUSIC TECHNOLOGY and RECORDING ARTS (MTRA) The music department has established a Skills Certificate and has submitted proposals for an AS and Certificate of Achievement. Music Technology Skills Certificate This certificate program prepares students for a career in the music industry. The program is designed to produce mid-level to professionallevel producers, engineers, and musicians. The course of study will cover all aspects of the music production process including recording, marketing, and distribution. This skill set will prepare students for careers in digital audio, recording, production, electronic music com position, as well as arranging, songwriting, and sound design. Required Courses MUS 5 Beginning Jazz/Pop Music Theory OR MUS 6 Fundamentals of Music MUS 7 Music Synthesis, Sampling, and Electronic Music MUS 28 Popular Songwriting MUS 31A Introduction to Recording Studio ½ AND MUS 31B Intermediate Recording Techniques: The Project Studio ½ OR MUS 31LS Recording Techniques III: Live Sound Production ½ MUS 51A Beginning Piano I MUS 57A Music and Computers I: Digital Audio Workstation ½ AND MUS 57B Music and Computers II: Electronic Music Composition ½ OR MUS 57NS Music and Computers III: Music Notation and Scoring ½ Total Units

30 APPENDIX III A Develop a comprehensive major in Musical Theatre. Provide skills and experience for students wishing to pursue a major in Musical Theatre, that includes requirements from Music, Theatre Arts and Dance *Align training with Cabrillo Stage. *Consider current curriculum: Music MUS 15A Jazz/Pop Solo Voice MUS 17A Beginning Voice MUS 65 Opera Workshop MUS 66 Opera Theatre Production MUS 75 Musical Theatre Production (Cabrillo Stage) Theatre Arts TA 10A Basic Acting Techniques TA 11 Voice and Diction for the Theatre TA 12A Movement for Actors TA 29 Rehearsal and Performance TA 75 Musical Theatre Production (Cabrillo Stage) Dance DANCE 61 Introduction to Dance DANCE 65 Jazz Dance DANCE 66 Choreography *Research Musical Theatre Programs A. UC Irvine: BFA Musical Theatre (see next pages) B. Cal-State Fullerton: BFA Musical Theatre (see next pages) C. Alan Hancock Community College D. Foothill College E. Santa Rosa College *Develop new curriculum *Create Programs: Musical Theatre Transfer Major Musical Theatre Skills Certificate Musical Theatre Certificate of Achievement Cost: 9-15 Teaching Units. 30

31 UC:IRVINE 31