Assessment: Course Four Column Fall 2017

Assessment: Course Four Column Fall 2017 El Camino: (FA) - Music ECC: MUSI 102A:Beginning Sightsinging SLO #3 Sing Minor Scales - Upon completion of the course, students should be able to sing minor scales, all simple intervals, short diatonic melodies, major and minor triads in root position, and clap a rhythmic example in simple meter featuring subdivisions of the beat. Course SLO Assessment Cycle: 201718 (Fall Input Date: 04/03/2014 01/23/2019 Exam/Test/Quiz - Students individually demonstrated their ability to sing, an in class exam, of Schubert's (The Organ Grinder) melody in F minor, using solfege and clapping the simple meter in 4/4. Each excerpt was preceded with the minor scale sung with its tonic minor triad in root position. Standard and Target for Success: It was expected that 80% of the students will orally perform the selected melodic example with 80% accuracy in notes, rhythms, and the solfege system. Based on the data collected 50% of the students performed with 90% accuracy, 40% performed with 80% accuracy and 10% performed with 70% accuracy. Overall strengths: The melodic excerpt was well-prepared by 80% of the students and they were able to successfully use the solfeggio system with 90% accuracy in tone, syllables and rhythm. They worked in teams and supported each other in preparation for the exam. Areas of Improvement: Ear training of intervals continues to be a challenging area for the beginning sight-singing student. (02/27/2018) % of Success for this SLO: 90 Faculty Assessment Leader: Joanna Nachef Action: Drill the intervals on a weekly basis (02/27/2018) Generated by Nuventive Improve Page 1 of 23

ECC: MUSI 103B:Theory and Musicianship II SLO #3 Common Chord Modulations - Upon completion of the course, students should be able to identify and analyze with Roman numerals common-chord modulations between closely-related keys in music written by composers from the Classical Era (Haydn, Mozart, and Beethoven). 18 (Fall Project - During the final weeks of the semester, students were given a take-home final project where they were asked to analyze several excerpts with Roman numerals. Two of the excerpts, Haydn s Sonata in e minor, Hob. XVI: 34, III, mm. 1-18 and Mozart s Sonata, K. 330, II, mm. 1-8, contained common-chord modulations. Standard and Target for Success: It is expected that at least 80% of students will score 75% or above on this SLO. Twenty five students took the assessment. The average score was 80.2%. Twenty out of twenty five students (80%) scored 75% or better on the assessment. Sixteen students out of twenty five (64%) scored 80% or above and eight (32%) scored 90% or above on the assessment. The highest score was 99% (two students), and the lowest score was 39%. Raw scores (from low to high) 39%, 55%, 55%, 56%, 68%, 75%, 76%, 79%, 79%, 80%, 80%, 81%, 82%, 83%, 84%, 88%, 88%, 90%, 91%, 91%, 92%, 97%, 98%, 99%, 99% Although the target for success was met (exactly 80% of students scored 75% or above), five students (20%) did score below 75% and four of these students scored below 60%. This indicates that even though most students were successful analyzing excerpts containing common-chord modulations with Roman numerals, 16% of the class (four out of twenty five) did not fully understand the topic. (02/13/2018) % of Success for this SLO: 80 Faculty Assessment Leader: Patrick Schulz Action: This topic (common-chord modulation) is studied for at least three weeks during Music 103B and is reviewed during the opening weeks of the next theory class (Music 203). Hopefully, students who did not fully understand the topic in Music 103B will master it in Music 203. In future Music 103B classes, I will show students further musical excerpts during class that feature common-chord modulations. The best way to practice the concept is to analyze many different musical excerpts. Furthermore, I will keep encouraging students who need further help to stop by office hours and/or work with the music tutors. (06/08/2018) 01/23/2019 Generated by Nuventive Improve Page 2 of 23

ECC: MUSI 105:Commercial/Jazz Theory Musicianship SLO #3 Composing - Students should be able to compose a brief (2-3 minute) original jazz-style piece using idiomatic melodies, harmonies, rhythms, and counterpoint. The composition should be neatly and clearly notated on manuscript paper so another musician could perform the work without the composer s assistance. 18 (Fall 01/23/2019 Generated by Nuventive Improve Page 3 of 23

ECC: MUSI 111:Music Appreciation Survey SLO #3 Distinguishing Among Characters - Upon successful completion of this course, the student should be able to distinguish among the characteristics of various historical musical style periods 18 (Fall Exam/Test/Quiz - Students were given a test that asked them to distinguish between the musical style periods - Middle Ages to Modern. Questions were both aural and general knowledge. Standard and Target for Success: Based on percentage, it is expected that 75% of the students will score above 80%. In looking at the results, more than 80% of the students scored about 80%. (03/01/2018) % of Success for this SLO: Faculty Assessment Leader: Dr. W. Doyle Action: We will continue to update the aural examples to match the updated textbooks. (03/01/2018) 01/23/2019 Generated by Nuventive Improve Page 4 of 23

ECC: MUSI 112H:Honors Music Cultures of the World SLO #1 Elements of Music - Upon successful completion of this course, the student should be able to describe the elements of music - melody, harmony, rhythm, form, texture, dynamics, and timbre. 18 (Fall, 2018-19 (Spring 2019) Input Date: 09/13/2017 Essay/Written Assignment - Students were given an exam with both listening questions and general knowledge questions regarding the elements of music. Standard and Target for Success: The target is 75% of the students will score 80% or better. The students scored well above the target for the general knowledge questions - but just barely made the target for the listening examples. (03/01/2018) % of Success for this SLO: Faculty Assessment Leader: W. Doyle Action: Continue to develop effective listening examples and strategies. (03/01/2018) 01/23/2019 Generated by Nuventive Improve Page 5 of 23

ECC: MUSI 113:Survey of Jazz SLO #3 Musical Style Periods - Upon successful completion of this course, the student should be able to describe historical contexts, main styles, and innovators of jazz music. 18 (Fall Input Date: 01/21/2014 Exam/Test/Quiz - Students are given quizzes and exams to the following aspects in different historical periods of jazz, based on Mark Gridley s Concise Guide to Jazz : 1) Popular instrumentation during each style periods 2) Musical devices and performance practice 3) Name of important musicians and instrument they played Standard and Target for Success: It is expected that 70% of student will score 70% or above on this SLO About 70% of students scored 70% or above in their quizzes / exams. (11/30/ % of Success for this SLO: Faculty Assessment Leader: Alan Chan Action: Most students are able to identify many of the important jazz figures, characteristics of the style in historical context in general terms. However, students would need to pay close attention to historical details and definitions of terms, especially the exams are in multiple choice format. It is advised to review some of these concepts periodically during the semester. Students should be reminded to do more listening at home to better associate their knowledge to the music itself, since there is not enough time in class to listen to all listening assignments given during the week. (11/30/ 01/23/2019 Generated by Nuventive Improve Page 6 of 23

ECC: MUSI 116:History of Rock Music SLO #3 Musical Style Periods - Upon successful completion of this course, the student should be able to distinguish among the characteristics of various historical musical style periods. 18 (Fall Essay/Written Assignment - In MUSI 116 students are given two listening quizzes and listening section on their midterm and final exam. These questions require them to pinpoint artists and songs from different periods of rock history by identifying different musical components by ear. For listening tests the instructor will play a section of a song for students, 15-30 seconds of music. Students must infer from this sound clip artist, style, song, or time period information. Standard and Target for Success: It is expected that 85% of students will score 75% or above on this SLO Listening exams for these tests were taken from listening sections within the text book. Students were required to be familiar with material about all of these compositions. The actual listening examples were posted to students myecc account as a link for easy access. of Quizzes pertaining to SLO #3: Students who scored above 75% - 91% Students who scored below 75% - 9% of Listening Sections of Midterm and Final Exam pertaining to SLO #3 Students who scored above 75% - 87% Students who scored below 75&- 13% Average above 75% in Listening Quizzes and in sections on Midterm and Final: 89% (03/01/2018) % of Success for this SLO: 89 Faculty Assessment Leader: Jonathan Kleinhans Action: Additional Music to be used on listening exams. There is a lot of music that needs to be covered in a rock history class. Not all of this material is covered in the listening sections of textbooks. Some of these examples are historically important records and some serve to highlight style and era considerations. These examples are often overlooked or under examined due to time constraints. I propose a longer/broader listening list that would further inform student understanding of key elements in rock music and force exposure to more nuances of rocks diversity. This would be additional listening examples considered important by each individual instructor. (12/31/2018) 01/23/2019 Generated by Nuventive Improve Page 7 of 23

ECC: MUSI 117:Music of the Beatles SLO #3 Musical Style Periods - Upon successful completion of this course, the student should be able to distinguish among the characteristics of various historical musical style periods. 18 (Fall Exam/Test/Quiz - Students were given an exam with both listening questions and general knowledge questions regarding the historical style periods Standard and Target for Success: The target is 75% of the students will score 80% or better. The students scored well above the target for the general knowledge questions - but just barely made the target for the listening examples. (03/01/2018) % of Success for this SLO: Faculty Assessment Leader: W. Doyle Action: Continue to develop effective listening examples and strategies. (03/01/2018) 01/23/2019 Generated by Nuventive Improve Page 8 of 23

ECC: MUSI 143 :Beginning Woodwind Instruments SLO #3 Terminology and Symbols - Upon completion of the course, students will be able to demonstrate the ability to correctly interpret terminology and symbols for articulation and dynamics, and perform them in a given piece of woodwind music. 18 (Fall Performance - Students will perform Tchaikovsky's Capriccio Italien and Beethoven's Theme from Symphony No. 7 from the class text "Essential Elements." Their performance will be assessed for accuracy in identifying and performing the given articulations and dynamics. Standard and Target for Success: It is expected that 80% of the students will perform the selections with 75% accuracy or greater. 11 students individually performed the assigned musical compositions. 85% of the students played the songs with at least 90% accuracy of the given articulations and dynamics. 10% of the students played with better than 80% accuracy. 5% of the students played with greater than 75% accuracy. (12/13/ % of Success for this SLO: 100 Faculty Assessment Leader: Dane Teter Dane Teter Action: Provide assignments of a variety of songs in different styles that utilize a variety of articulations and dynamic levels. (10/22/2018) Follow-Up: The variety of songs in differing styles has been increased. (09/27/2018) 01/23/2019 Generated by Nuventive Improve Page 9 of 23

ECC: MUSI 144 :Beginning Brass Instruments SLO #3 Terminology and Symbols - Upon completion of the course, students will be able to demonstrate the ability to correctly interpret terminology and symbols for articulation and dynamics, and perform them in a given piece of contemporary brass music. 18 (Fall Performance - Students will perform Tchaikovsky's Capriccio Italien and Beethoven's Theme from Symphony No. 7 from the class text "Essential Elements." Their performance will be assessed for accuracy in identifying and performing the given articulations and dynamics. Standard and Target for Success: It is expected that 80% of the students will perform the selections with 75% accuracy or greater. 8 students individually performed the assigned musical compositions. 90% of the students played the songs with at least 90% accuracy of the given articulations and dynamics. 10% of the students played with better than 80% accuracy. (12/13/ % of Success for this SLO: 100 Faculty Assessment Leader: Dane Teter Dane Teter Action: Provide assignments of a variety of songs in different styles that utilize a variety of articulations and dynamic levels. (10/22/2018) Follow-Up: The variety of songs in differing styles has been increased. (09/27/2018) 01/23/2019 Generated by Nuventive Improve Page 10 of 23

ECC: MUSI 152abcd:Concert Choir SLO #3 Critiquing Performances - Upon completion of the course, members of the choral ensemble will be able to critique their performance by watching a DVD or listening to a CD of their concert. They will be able to measure choral elements of style, tone color, blend, balance, and interpretation with accurate musical terminology at an intermediate level. 18 (Fall Essay/Written Assignment - Students viewed their final performance of the semester with Memley's "Gloria" and "Magnificat", using a rubric that included the choral elements of Blend/Balance/Focus/Intonation/Styl istic Approach/Musicality with a range of Excellent-Fair. Standard and Target for Success: 90% of the students will successfully evaluate their choral performance using proper terminology with 80% accuracy. 31 students filled out the Concert Assessment Form which reflected their analytical ability to measure the choral elements of the performed major works. of this data showed that 90% of the singers successfully evaluated the performance with 80% accuracy. They also commented on the strengths and areas of improvement using accurate terminology and descriptions. 10% struggled in their critical analysis of the performance. The overall strengths that were highlighted included effectiveness in delivering the text and the style. Areas of improvement focused on the lack of confidence of some singers in their stance and attention during the performance. (02/27/2018) % of Success for this SLO: 90 Faculty Assessment Leader: Joanna Nachef Action: Work on engaging the singers in drills to improve posture and involvement during rehearsal. (02/27/2018) 01/23/2019 Generated by Nuventive Improve Page 11 of 23

ECC: MUSI 215A:Music History and Literature up to 1750 SLO #3 Musical Style Periods - Upon successful completion of this course, the student should be able to distinguish among the characteristics of various historical musical style periods. 18 (Fall Essay/Written Assignment - Students were given an exam with both listening questions and general knowledge questions regarding the elements of music. Standard and Target for Success: The target is 75% of the students will score 80% or better. The students scored well above the target for the general knowledge questions - but just barely made the target for the listening examples. (03/01/2018) % of Success for this SLO: Faculty Assessment Leader: W. Doyle Action: Continue to develop effective listening examples and strategies and expand upon availability of both the textbooks and the CDs in the Music Library. (03/01/2018) 01/23/2019 Generated by Nuventive Improve Page 12 of 23

ECC: MUSI 222:Opera Workshop SLO #3 Movement and Singing - Upon successful completion of this course, students will be able to simultaneously coordinate movement and singing. 18 (Fall 01/23/2019 Generated by Nuventive Improve Page 13 of 23

ECC: MUSI 231B:Intermediate Piano II SLO #3 Thee-Octave Arpeggios - Upon completion of the course, students will be able to play threeoctave arpeggios in C and G major, hands-together. Course SLO Assessment Cycle: 2015-16 (Spring 2016), 2017-18 (Fall 01/23/2019 Generated by Nuventive Improve Page 14 of 23

ECC: MUSI 232 :Advanced Piano SLO #3 Four-Octave Arpeggios - Upon completion of the course, students will be able to play fouroctave arpeggios in C and G major, hands-together. 18 (Fall Performance - As part of their first exam, students will be asked to play four-octave arpeggios in C and G major, hands-together. Standard and Target for Success: I expect that 70% of my students will score 75% or higher on this activity. 90% of my students scored 75% or higher on this SLO. Students performed very well on this SLO. I was quite happy with this result, since hands-together arpeggios are quite challenging in terms of both fingering and coordination, and many students find them to be one of the most difficult technical skills that we work on in this class. I did a significant amount of in-class individual coaching on this skill, and I believe that the most important finding from this data is that one-on-one observation and assistance are invaluable in terms of helping students to achieve mastery of challenging technical exercises (03/02/2018) % of Success for this SLO: 90 Faculty Assessment Leader: Polli Chambers-Salazar Action: One teaching strategy that I believe could be implemented as an enhancement to the teaching of this SLO would be to integrate instruction on how to practice hands-together arpeggios using an additive technique. I will teach the students to begin their practice session by playing only the first 4 notes of the arpeggio hands-together, a range which includes the first position shift in the right hand arpeggio. Once they have mastered this, I will teach them to add one note at a time, repeating each segment until it is easy to play. They will be encouraged to first add notes going up the keyboard, and then to take a break before beginning the process on the descending side of the arpeggio. (03/02/2018) Follow-Up: I have been teaching my students to begin their arpeggio practice session by playing only the first 4 notes of the arpeggio hands-together, a range which includes the first position shift in the right hand arpeggio. Subsequently they have been adding one note at a time, repeating each segment until it is easy to play. (10/13/2018) 01/23/2019 Generated by Nuventive Improve Page 15 of 23

ECC: MUSI 257abcd:Women's Chorus SLO #3 Critiquing - Upon completion of the course, members of the choral ensemble will be able to critique their performance by watching a DVD or listening to a CD of their concert. They will be able to measure choral elements of style, tone color, blend, balance, and interpretation with accurate musical terminology at an intermediate level. 18 (Fall Input Date: 12/17/2013 01/23/2019 Generated by Nuventive Improve Page 16 of 23

ECC: MUSI 265abcd :Symphonic Band SLO #3 Terminology and Symbols - Upon completion of the course, students will be able to demonstrate the ability to correctly interpret terminology and symbols for tempi and musical expression, and perform them in a given piece of intermediate level band music. 18 (Fall Input Date: 11/07/2013 Performance - Students will do a public performance of Jerry Brubaker's arrangement of "The Complete Harry Potter." Their performance will be assessed for interpretation of terminology and symbols for tempi and musical expression including dynamics and articulations. Standard and Target for Success: It is expected that 80% of the students will correctly interpret the music with 75% accuracy or greater. In a public performance 27 students performed the composition in combination with the Community Band (MUSI 565). 100% of the students was able to accurately execute the specified tempi in response to the conductor's gestures. 90% of the students interpreted the dynamics with greater than 85% accuracy. 10% of the students interpreted the symbols with greater than 80% accuracy. 85% of the students correctly played the given articulations with greater than 90% accuracy. 10% were accurate better than 80% of the time. 5% were accurate at least 75%. (11/21/ % of Success for this SLO: 100 Faculty Assessment Leader: Dane Teter Action: Assign standard wind band literature that challenges the students with change tempo with a given piece of music. The music should also have varying degrees of difficulty for musical expression. (04/05/2018) Action Category: Curriculum Changes 01/23/2019 Generated by Nuventive Improve Page 17 of 23

ECC: MUSI 267abcd :Jazz Band SLO #3 Improvisation Skills - Demonstrate a basic knowledge of beginning level improvisation skills within a big band setting. Course SLO Assessment Cycle: 2013-14 (Fall 2013), 2017-18 (Fall Input Date: 01/31/2014 Performance - Students are assigned to improvisational solos during the semester in a variety of pieces that includes styles in swing and blues, as well as more contemporary styles such as gospel, funk, groove-based. Standard and Target for Success: Standard and Target for success: Students will demonstrate the ability to utilize at least one in the two aspects in their improvisation - skills and improvisational devices: Skills: 1. Keeping track of the form of the solo 2. Using correct scale that correspond to the chord changes 3. Using a variety of ways to develop melodic lines, such as using arpeggio, broken chords, ascending and descending scales, etc. Improvisational devices: 1. Melodic quotes from existing songs 2. Use of small motivic ideas to develop their ideas organically 3. Develop musical ideas during their solo using appropriate jazz vocabulary Out of the ten piece the ensemble performed, there were 14 solos assigned to different students. 85% students met at least two criteria in both categories mentioned above at the end of the semester. (11/30/ % of Success for this SLO: Faculty Assessment Leader: Alan Chan Action: It is advised to direct the student to work intensely on their solo earlier in the semester in order for them to explore more on improvisation assigned. The 15% who performed not as well could be directed to work with their Applied teacher, as well as learning their solo from transcribing, or studying transcription from solos from other jazz musicians. It should be done earlier in the semester to give them the students time to progress. (11/30/ Follow-Up: As mentioned in previous follow-up, students who are assigned solos are asked to transcribe solo performance from the recording and play it in class. This would help them greatly to gain improv vocabulary. (02/26/2018) 01/23/2019 Generated by Nuventive Improve Page 18 of 23

ECC: MUSI 268abcd :Symphony Orchestra SLO #3 Terminology and Symbols - Upon completion of the course, students will be able to demonstrate the ability to correctly interpret terminology and symbols for tempi and form, and perform them in a given piece of intermediate level orchestra music. 18 (Fall Input Date: 11/07/2013 Performance - Students will do a public performance of Giuseppe Verdi's "Overture to Nabucco." Their performance will be assessed for interpretation of terminology and symbols for tempi and form. Standard and Target for Success: It is expected that 80% of the students will perform with 75% accuracy or higher. 10 Students, in combination with the members of the Orchestra for Older Adults (MU 570), performed the Overture. 100% of the students were able to correctly identify and perform at the indicated tempi which included five tempo changes into 3 different meters. (4/4, 3/8, and cut time). 100% of the students were able to accurately perform the work in the given musical form. (11/15/ % of Success for this SLO: 100 Faculty Assessment Leader: Dane Teter Action: Future curriculum will include the study and performance of musical compositions with varying tempi and meter. (11/24/2020) Action Category: Curriculum Changes Follow-Up: The representative literature contains ample variety and challenges for the students. (09/27/2018) 01/23/2019 Generated by Nuventive Improve Page 19 of 23

ECC: MUSI 290 :Intermediate Applied Music or Private Lessons SLO #3 Phrasing and Musical Expression - Upon completion of the course, students will be able to demonstrate the ability to artistically execute phrasing and musical expression appropriate to stylistic performance practices of a given solo in the collegiate repertoire. 18 (Fall Performance - Students will perform for a jury panel of faculty from the discipline. They will prepare a work for adjudication and several other works from which the panel will choose one. Students will be assessed on musical expression including phrasing, dynamics, articulation, and appropriate performance practice for the style period in which their composition was composed. Standard and Target for Success: It is expected that 85% of the students will be able to perform the proper musical expression in the correct stylistic performance practice. The 5 students in Advanced Applied Music performed for a jury of faculty members in their discipline. 95% of the students were able to execute the music with greater than 90% accuracy of dynamics and articulations. 5% performed with greater than 85% accuracy. 90% of the students performed the phrases in the appropriate stylistic practice with greater than 90% accuracy. 10% performed with 85% accuracy or better. (12/13/ % of Success for this SLO: 100 Faculty Assessment Leader: Dane Teter Dane Teter Action: Continue to provide individual instruction and accompaniment for advanced students to perform in public for critique by faculty at juried finals. (06/07/2018) Follow-Up: Instruction and accompaniment help prepare students for music performances. (09/27/2018) 01/23/2019 Generated by Nuventive Improve Page 20 of 23

ECC: MUSI 565:Community Band for the Older Adult SLO #3 Terminology and Symbols - Upon completion of the course, students will be able to demonstrate the ability to correctly interpret terminology and symbols for tempi and musical expression, and perform them in a given piece of intermediate level band music. 18 (Fall Performance - Students will do a public performance of Jerry Brubaker's arrangement of "The Complete Harry Potter." Their performance will be assessed for interpretation of terminology and symbols for tempi and musical expression including dynamics and articulations. Standard and Target for Success: It is expected that 80% of the students will perform with greater than 75% accuracy. In a public performance 31 students performed the composition in combination with the Symphonic Band (MUSI 565). 100% of the students was able to accurately execute the specified tempi in response to the conductor's gestures. 95% of the students interpreted the dynamics with greater than 85% accuracy. 5% of the students interpreted the symbols with greater than 80% accuracy. 80% of the students correctly played the given articulations with greater than 90% accuracy. 10% were accurate better than 80% of the time. 10% were accurate at least 75%. (11/21/ % of Success for this SLO: 100 Faculty Assessment Leader: Dane Teter Action: Assign standard wind band literature that challenges the students with change tempo with a given piece of music. The music should also have varying degrees of difficulty for musical expression. (04/05/2018) (04/05/2018) Action Category: Curriculum Changes Follow-Up: Students have a good understanding of the musical terminology in the assigned music. (09/27/2018) Follow-Up: Sheet music representative of the standard wind band literature has been distributed to the students and will be performed in concert on May 19, 2018. (02/26/2018) 01/23/2019 Generated by Nuventive Improve Page 21 of 23

ECC: MUSI 567:Jazz Band for the Older Adult SLO #3 Improvisation Skills - Demonstrate a basic knowledge of beginning level improvisation skills within a big band setting. 18 (Fall Input Date: 01/21/2014 Performance - Students are assigned to improvisational solos during the semester in a variety of pieces that includes styles in swing and blues, as well as more contemporary styles such as gospel, funk, groove-based. Skills 1. Keeping track of the form of the solo 2. Using correct scale that correspond to the chord changes 3. Using a variety of ways to develop melodic lines, such as using arpeggio, broken chords, ascending and descending scales, etc. Out of the ten pieces the ensemble performed, there were 14 solos assigned to different students. 80% students met at least two criteria in both categories mentioned above at the end of the semester. (12/14/ % of Success for this SLO: 80 Faculty Assessment Leader: Alan Chan Action: It is advised to direct the student to work intensely on their solo earlier in the semester in order for them to explore more on improvisation assigned. The 20% who performed not as well could be directed to work with their Applied teacher, as well as learning their solo from transcribing, or studying transcription from solos from other jazz musicians. (12/14/ Improvisational devices: 1. Melodic quotes from existing songs 2. Use of small motivic ideas to develop their ideas organically 3. Develop musical ideas during their solo using appropriate jazz vocabulary Standard and Target for Success: Students will demonstrate the ability to utilize the following skills and improvisational devices, at least one in each of the areas: 01/23/2019 Generated by Nuventive Improve Page 22 of 23

ECC: MUSI 570:Orchestra for the Older Adult SLO #3 Terminology and Symbols - Upon completion of the course, students will be able to demonstrate the ability to correctly interpret terminology and symbols for tempi and form, and perform them in a given piece of intermediate level orchestra music. 18 (Fall Performance - Students will do a public performance of Giuseppe Verdi's "Overture to Nabucco." Their performance will be assessed for interpretation of terminology and symbols for tempi and musical form. Standard and Target for Success: It is expected that 80% of the students will perform with greater than 75% accuracy. 30 Students, in combination with the members of the Symphony Orchestra (MU 268), performed the Overture. 100% of the students were able to correctly identify and perform at the indicated tempi which included five tempo changes into 3 different meters. (4/4, 3/8, and cut time). 100% of the students were able to accurately perform the work in the given musical form. (11/15/ % of Success for this SLO: 100 Faculty Assessment Leader: Dane Teter Action: Future curriculum will include the study and performance of musical compositions with varying tempi and meter. (11/24/2020) Action Category: Curriculum Changes Follow-Up: The variety of music continues to increase student knowledge and understanding of music terminology and apply it in a meaningful manner. (09/27/2018) Follow-Up: Music for performance has been selected which employs a variety of tempi and meter, as well as stylistic variations. (02/26/2018) 01/23/2019 Generated by Nuventive Improve Page 23 of 23