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Music: Undergraduate Programs

Overview: 

Overview

The undergraduate music curriculum is designed to provide all music majors with a strong foundation in the knowledge, skills, concepts, and capabilities essential to a professional life or graduate studies in music. Undergraduate degrees in the Fred Fox School of Music exist to prepare students to function as musicians, performers, scholars, and teachers whatever their ultimate vocation may be. Aligning with the mission of The University of Arizona, graduates are prepared to improve life for the people of Arizona and beyond through education, research, creative expression, and community engagement.

The Fred Fox School of Music undergraduate program is multifaceted and offers two degree programs in which to pursue a music major. Each of these is divided into areas of emphasis, some with sub-tracks. Students must complete 125 units for all BM degrees and 120 units for all BA degrees. 

Bachelor of Music (BM) with areas of emphasis in:

Composition

Guitar Performance

Harp Performance

Jazz Studies

Keyboard Performance (2 tracks)

Music Education

Percussion Performance

String Performance (4 tracks)

Vocal Performance

Wind Performance (9 tracks)

Bachelor of Arts (BA) Music major with areas of emphasis:

Integrated Studies

Instrumental Studies (19 tracks)

Theory/History/Criticism

Vocal Studies

 

Expected Learning Outcomes: 

Basic Competencies (adapted from NASM Handbook 2009-2010, NASM Review 2010, APR 2009, and updated and revised by the faculty in 2015.)

Bachelor of Music in Performance Studies, Jazz Studies, Composition

The focus of this degree is the development of knowledge, skills, concepts, and sensitivities essential to the professional life of the musician: technical competence, performance competence, broad knowledge of music, music literature and music theory, the ability to integrate musical knowledge and skills, sensitivity to musical styles, and insight into the role of music in intellectual and cultural life. Most of these competencies are addressed across the full core curriculum, and others receive more specialized attention in specific courses. While synthesis is a lifetime process, by the end of undergraduate study students will be able to address musical problems by combining, as appropriate to the issue, their capabilities in all basic competencies.

Basic Competencies

1.     Students will demonstrate the technical skills requisite for artistic expression at the highest possible level as       defined by the particular area of concentration and in solo and ensemble settings. These skills will be combined with an appropriate working knowledge of the repertory from core traditional periods as well as from a cross-section of that repertory.

2.     Students will demonstrate fluency in musicianship skills and analysis through their understanding of and capability with musical forms and processes, and aural, verbal and visual analyses. Students will demonstrate this knowledge and skill in performance, scholarly, pedagogical, and compositional applications according to the requisites of the specialization.

3.     Students will demonstrate basic knowledge of music history and repertories through the present time. Students will demonstrate the ability to place music in historical, cultural, and stylistic contexts.

4.     Students will demonstrate the ability to create derivative or original music both extemporaneously and in written form; for example, the imitation of various musical styles, improvisation on pre-existing materials, improvised dramatic interpretation, the creation of original compositions, experimentation with the various sound sources, and manipulating the common elements in non-traditional ways.

5.     Students will demonstrate the ability to use technologies current to their area of specialization and the requisite skills for professional development and entrepreneurship, and career preparation and promotion.

 

Additional Competencies in Specific BM Degree Programs

1.     Performance

·      Students will demonstrate an orientation to and experience with the fundamentals of pedagogy as required in the particular field of study.

·      Students in vocal studies will demonstrate competencies in diction and language (English, French, German, Italian, Latin) as well as dramatic interpretive skills, physicality and stage deportment.

2.      Jazz Studies

·      Students will demonstrate an understanding of various jazz idioms and styles in solo and ensemble settings through their ability to perform, improvise, compose, score and arrange.

3.     Composition

·      Students will demonstrate skill in the use of concepts, tools, techniques, and procedures, including fluency with a variety of forms, styles and notations, to develop a composition from concept to finished product.

·      Students will be able to work with both electronic and acoustic media.

·      Students will demonstrate the ability to apply principles of orchestration appropriate to particular compositions. 

·      Omit Basic Competency 4 as it is redundant for the Composition major.

 

Bachelor of Music in Music Education

The focus of this degree is the development of professional and pedagogical content knowledge essential to the professional life of the musician-educator: technical competence; performance competence; broad knowledge of music history, literature and theory; the ability to integrate musical knowledge and skills; sensitivity to musical styles; an understanding of music’s role in society; and an ability to work in an educational setting. Many of these competencies are addressed across the curriculum and others receive more specialized attention in specific courses.

Basic Competencies

1.     Students will demonstrate a level of musicianship requisite for artistic expression in one major performance area.

2.     Students will demonstrate fluency in musicianship skills and analysis through their understanding of and capability with musical forms and processes, and aural and visual analyses. Students will demonstrate this knowledge and skill in performance, scholarly, pedagogical, and compositional or improvisational applications.

3.     Students will demonstrate basic knowledge of music history, literature, and genres. Students will demonstrate the ability to place music in historical, cultural, stylistic, and social contexts and use that knowledge to inform pedagogical practice.

4.     Students will demonstrate knowledge of current content, philosophies, materials, technologies, and curriculum development for P-12 music; and students will demonstrate pedagogical content knowledge for teaching general, instrumental, and vocal music in small and large groups.

5.     Students will demonstrate the ability to use technologies current to their area of specialization and the requisite skills for professional development and entrepreneurship, and career preparation and promotion.

6.     Students will demonstrate the ability to function successfully in a complex and rapidly changing educational setting.

7.     Students will demonstrate the ability to contribute to their community as an education professional, including ethical and professional responsibilities to students, parents, schools, and communities.

 

Bachelor of Arts in Music

The focus of this degree is the blending of an interdisciplinary liberal arts education with an area of emphasis selected from music theory, music history and criticism; integrated studies; vocal studies; or instrumental studies.

Basic Competencies

1.     Students will demonstrate the ability to hear, identify, and work conceptually with the elements of music such as rhythm, melody, harmony, structure, timbre, and texture.

2.     Students will demonstrate an understanding of compositional processes and aesthetic properties of style, along with the ways these shape and are shaped by artistic and cultural forces.

3.     Students will demonstrate a familiarity and engagement with a wide selection of Western and non-Western musical literature, including principal eras, genres, and sources in classical, popular, and traditional spheres of making music.

4.     Students will demonstrate knowledge, skills and/or performance ability as a solo and ensemble performer in one or more areas of music beyond basic musicianship appropriate to the individual's needs and interests, and consistent with the purposes of the specific area of emphasis within the music major.

 

 

Assessment Activities: 

BASIC COMPETENCY #1 (BC#1)

MUS385 & MUS485, MUS382 & MUS482 – Required for all majors enrolled in studio lessons

Assessment Activity:

Performance juries for MUS185-485 and MUS182-482 (studio lessons) take place at the end of each Spring semester for all areas. Student performances are scored by faculty using a rubric that is specific to the areas of voice, strings, guitar, harp, keyboard, woodwinds, brass and percussion. We looked at these performance jury assessment tools already in use by faculty over the course of Spring 2016, Fall 2016 and tested ways to bring a consistent process across areas to the assessment of BC#1. Although there were some similarities amongst the rubrics, the major challenge was that each area maintained separate and different jury rubrics that reflected their means of reaching BC#1.

In response to these findings, we took steps to add a new assessment tool into the jury process that could uniformly produce data for BC#1. The jury rubric below was introduced in Spring 2017 to assess the 3 major components of BC#1.

 

Basic Competency #1

 

EXCELLENT (3)

 

COMPETENT (2)

 

NEEDS WORK (1)

 
 

 

Artistic Expression

 

 

 

 

 

The jury performance demonstrates a highly developed sense of relevant style, composer’s intent, and artistry beyond what is appropriate for the course level.

 

The jury performance demonstrates an acceptable understanding of relevant style, composer’s intent, and artistry appropriate for the course level.

 

The jury performance fails to capture the appropriate artistic intent, style and artistry appropriate for the course level.

 

 

Technical Skill

 

 

 

 

 

 

 

 

The jury performance demonstrates mastery of the technical skills appropriate for the course level.  The performance is accurate (pitch, rhythm, etc.) and demonstrates physical ease and proficiency with the instrument or voice. Memorization requirements are met successfully.

 

The jury performance is generally accurate (pitch, rhythm, etc.) and demonstrates a partial mastery of the technical skills appropriate for the course level, including physical ease and proficiency with the instrument or voice. Memorization is mostly secure.

 

 

The jury performance is hindered by technical difficulties including inaccuracies (pitch, rhythm, etc.). The performance does not demonstrate a successful physical approach to the instrument or voice. Memory slips hinder the performance.

 

 

Working Knowledge of Repertory

 

 

 

 

The jury performance includes an appropriate number of varying styles and periods. Total amount of learned repertoire for the academic year plus jury exceeds what is appropriate for the course level.

 

The jury performance appropriately includes contrasting styles and periods. Total amount of learned repertoire for the academic year plus jury is appropriate for the course level, but does not go beyond.

 

 

The jury performance plus the list of studied repertoire

does not cover contrasting styles and periods. Total amount of learned repertoire for the academic year plus jury is insufficient for the course level.

 

 

We moved our performance jury assessments into a user-friendly online system that had become commercially available. Importantly, this jury system allowed faculty to assess BC#1, shown above, and also to include their individual area assessment rubrics. All students received results from both rubrics and results were permanently archived. 

Basic Competency #5 (BC#5)

MUS 427A – Required Course for all Music Majors except B.Mus.Ed

Assessment Activity:

Project: Professional Website

Students compile the entrepreneurial materials they have been creating in class throughout the semester and design a professional website to showcase those materials. Websites are created for the purpose of specifically marketing music career related activities and must be the result of each student’s own efforts. Each website is tailored to the individual student’s career.

Tool for Assessment:

Students were assessed using a rubric to evaluate professionalism of both the website design and the content as appropriate to the musical career. In the rubric, the following areas were evaluated: user friendliness of website, visual web design, grammar and writing style, image and professionalism, home page simplicity and clarity, biography, high-quality professional photos, video/recording samples, resume/CV, appropriate contact information, list(s) of repertoire/services/workshops offered, and memorable/consistent branding across all pages of the website.

Design

Consistently Strong

Moderately Strong

Sometimes Strong, Sometimes Weak

Below the Standard

No Credit

5 points

4 points

3 points

2 points

0 points

User Friendly

Navigation around the site is simple and pages load quickly and accurately.

Navigation is simple but some pages do not load quickly/accurately.

Navigation may be somewhat confusing or pages do not load well. Improvements could be made to make it more user-friendly.

Navigation is confusing and the site is not user friendly.

Not submitted on time or URL was not working.

Visual/Design Quality

Website is visually appealing, professional, and of high quality. All pages of the website are consistent in design (i.e., all pages are recognizable as being part of the same website).

Website is visually appealing, professional, and of high quality. Some pages may be inconsistent in design.

Visually, the site's design is somewhat strong but there are many inconsistencies in its strength or between pages.

The visual design of the website is not strong.

Not submitted on time or URL was not working.

Grammar and Writing Style

There are no grammatical errors, and the writing style demonstrates the musician's strength in written communication.

There are minor grammatical errors which do not greatly distract the reader.

There are errors which distract from the overall professionalism. The writing style may need to be strengthened.

There are numerous grammatical errors and/or the writing style is too weak.

Not submitted on time or URL was not working.

Image and Professionalism

There is a clear and consistent "brand" for this website and musician, reflected in consistent imagery (including logo, colors, fonts, photos) and professionalism.

There are minor inconsistencies in the imagery or minor detractions from overall professionalism.

Professionalism is present, but there is no clear "brand" or image portrayed. For example, website imagery may be bland or non-distinctive.

There are major inconsistencies in the imagery and/or major detractions from the overall professionalism.

Not submitted on time or URL was not working.

Content

Consistently Strong

Moderately Strong

Sometimes Strong, Sometimes Weak

Below the Standard

No Credit

 

10 points

8.5 points

7 points

5 points

0 points

Home Page

Home Page strongly identifies the person and their musical career field. Home page is simple (not too much information) and contains easy-to-find links/tabs to the other portions of the website. Home page has at least one professional photo and a clearly-portrayed "image."

Home page clearly identifies the person and their musical career but is lacking one of the following elements: simplicity, easy-to-find navigational system, and clearly-portrayed image.

Home page is lacking two or more of the following: adequate simplicity, clearly-identified person, the musical career/title, easy-to-find navigational system, and clearly-portrayed image.

Home page may be too complex/cluttered and/or does not adequately reflect identify the person or the career title. It may be confusing to the user what the site is about.

This part was not present or a working URL was not submitted on time.

Biography

Biography is well-written and polished, following the criteria listed in the Bio assignment.

Biography needs minor improvements in writing style but is overall strong.

Biography needs improvements and is overall of average quality.

Biography needs major improvements in writing style.

This part was not present or a working URL was not submitted on time.

Photos

At least one different, high-quality, professional-level photo is displayed on each page of the website (picture associated with your logo is not included in this criteria). Photos follow the criteria listed in the Head Shot Rubric.

The same high-quality, professional-level photo is displayed on multiple pages (picture associated with your logo is not included in this criteria).

Photo (or some photos) are of moderate quality as defined in the Head Shot Rubric (picture associated with your logo is not included in this criteria). For example, some may be high quality and some low-to-moderate quality.

One or more pages is missing a photo; or the majority of photos are of low/amateur quality or load poorly on the page/pages.

This part was not present or a working URL was not submitted on time.

Video/Recording

At least one video or audio recording related to your music career can be found and played on the website. Video/Recording should be of high quality and represent what the "client" would want if considering hiring you. There needs to be a caption with a description about what the user will click on.

At least one  video or audio recording related to your music career can be found and played on the website but is of moderate quality and/or does not have a caption describing what it is.

Recording  is not relevant to the stated music career or representative of your branding.

Recording is of low quality (clearly amateur/unprofessional).

This part was not present or a working URL was not submitted on time.

Resume/CV

Resume/CV is written out as text on the page AND downloadable as a PDF. Resume/CV is strong and polished, well-organized with headings, and follows the criteria from the Resume Rubric. (NOTE: REMOVE PHONE # AND ADDRESS FROM YOUR RESUME!)

Resume/CV is present on the page and downloadable as a PDF. Resume/CV still needs minor improvements; please reference the criteria from the Resume Rubric. (NOTE: REMOVE PHONE # AND ADDRESS FROM YOUR RESUME!)

Resume may not be either displayed on the page or downloadable as a PDF. Resume/CV still needs some improvements; please reference the criteria from the Resume Rubric. (NOTE: REMOVE PHONE # AND ADDRESS FROM YOUR RESUME!)

Resume/CV still needs major improvements; please reference the criteria from the Resume Rubric. (NOTE: REMOVE PHONE # AND ADDRESS FROM YOUR RESUME!)

This part was not present or a working URL was not submitted on time.

Contact Information

User can easily find all necessary contact information on a "Contact" or "Contact Me" page which includes a quick statement about WHY someone would contact you (i.e., For booking inquiries and collaboration, please contact me at: ..."), your name, title, and email address. Encouraged but optional: all social media website, business phone # and business address.

User can easily find all necessary contact name and email address. There is not however any text regarding why would the person contact you.

Email address is not prominent/easy-to-find. There may be only a Contact Me form but no way for the client to contact you directly via email.

There is no easy-to-find email address and no contact me form.

This part was not present or a working URL was not submitted on time.

Repertoire/ Service/Workshop List

List is strong, appropriately thorough, impressive, well-organized, and relevant for the intended musical career. List is found written out on a page (for example, not just a separate download that the user would need to download prior to seeing).

List is moderately strong, organized, and relevant for the intended musical career. List is found written out on a page.

List may not be completely relevant for the musical career, may be poorly organized or inconsistently formatted, and/or too short. Or list may only be downloadable (not able to read it on the actual website).

List is weak and does not reflect an adequate level assumed for a music major or an entering professional in the musical field.

This part was not present or a working URL was not submitted on time.

Branding Logo Present on Each Page

Branding imagery/logo is well-designed, easy to see/read, and is present/consistent on each page of the website.

Logo is moderately strong and is found consistently on each page.

Logo is moderately strong but not found consistently on each page.

Logo is weak (e.g., low quality, bland, too hard to read) and/or inconsistent throughout the website (e.g., not found on each page or in a different location on each page).

This part was not present or a working URL was not submitted on time.

 

 

 

 

MUS493M - Required Course for all B.Mus Ed majors

Assessment Activity:

Project: Online Teaching Portfolio

Students create an online and hard-copy professional teaching portfolio to reflect on what they have accomplished during their pre-service preparation and to create a cohesive picture of their background and qualifications to be a music educator. In this portfolio assignment, students present evidence of their ability to meet the InTASC and ISTE NETS-T Standards. Students use their professional portfolio items that they have been compiling throughout their academic program and convert them into a hard-copy portfolio binder and as an online website that includes a homepage and links to all required portfolio items.

Tool for Assessment:

Students were assessed using a rubric built to support the national standards for teaching (In-TASC Standards) and the national standards for technology (ISTE-NETS Standards). The rubric evaluates: completion of required content (simple home page, teaching philosophy, resume, letters of rec, sample lesson plan, sample unit calendar, sample syllabus/handbook, and two additional appropriate professional items); thorough description of each item and when/how it was used while teaching; thorough description of the standard addressed for all of the materials and evidence of how the standard was met; and overall website design and navigability.  

Portfolio Grading Rubric

4 - Accomplished

3 - Proficient

2 - Emergent

1 - Insufficient

Portfolio Contents (InTASC:1, 2, 3, 4, 6, 7, 8) (ISTE NETS-T: 2, 3)

Contains all six required items plus two additional items that showcase professional skills, knowledge, and dispositions

Contains all six required items and two additional items but additional items may not showcase professional skills, knowledge, and dispositions

Missing one of the required six items or missing the additional items

Missing two or more items.

Description of Each Portfolio Item (InTASC: 1, 2, 3, 4, 6, 7, 8)

Includes a thorough description (explanation of what the item is and when and how it was used) of the required items and all additional items

Includes a limited description of the required and additional items

Fails to include a description of all items

Fails to include a description of any items

Description of the Standards Demonstrated by Each Portfolio Item (InTASC: 9, 10)

Includes thorough descriptions of the standards demonstrated in each portfolio items. The descriptions identify appropriate standards from InTASC and ISTE, and present a clear explanation of how the standard is evidenced

Includes a description of the standards demonstrated in each portfolio item, but the descriptions provide a somewhat limited explanation of how the standard is evidenced

Includes a description of the standards demonstrated in each portfolio item, but the descriptions simply list the standards without providing an explanation of how the standard is evidenced

Fails to include a list or description of the standards demonstrated in each portfolio item

 

 

 

Website Organization and Navigability (InTASC: 9)

Meets all of the following: Home page provides an organized overview of the portfolio items; all items are easily accessed directly from the home page through direct links or drop down menus; Navigation between documents and the homepage is seamless; all documents open easily and correctly

Meets three of the following: Home page provides an organized overview of the portfolio items; all items are easily accessed directly from the home page through direct links or drop down menus; Navigation between documents and the homepage is seamless; all documents open easily and correctly

Meets two of the following: Home page provides an organized overview of the portfolio items; all items are easily accessed directly from the home page through direct links or drop down menus; Navigation between documents and the homepage is seamless; all documents open easily and correctly

Meets only one of the following: Home page provides an organized overview of the portfolio items; all items are easily accessed directly from the home page through direct links or drop down menus; Navigation between documents and the homepage is seamless; all documents open easily and correctly

Website Professionalism (InTASC: 9)

Meets all of the following: no spelling, typing, or grammatical errors; includes new versions of content items (no teacher marks); no K-12 student names or photos

Meets two of the following: no spelling, typing, or grammatical errors; includes new versions of content items (no teacher marks); no K-12 student names or photos

Meets one of the following: no spelling, typing, or grammatical errors; includes new versions of content items (no teacher marks); no K-12 student names or photos

Fails to present the items in a professional manner

Hard Copy of Portfolio

Student brought in an organized, clean, and complete hard copy of the portfolio. The portfolio would be an impressive addition during an interview.

Student brought in a complete portfolio but the aesthetic and professional qualities could be slightly enhanced.

The hard copy is either sloppy, not organized, and may be missing many required elements.

No hard copy was brought in on time.

 

 

 

See Assessment Activities Tables and Narratives PDF

See Indirect Student Assessment Exit Surveys 2017 UNDERGRADUATE

Assessment Findings: 

Assessment Findings:

Performance Juries, Spring 2017

Basic Competency

         #1

Artistic Expression

Technical Skill

Repertory Knowledge

Overall Average Scores

BM-All performance areas, MUS385 & MUS485

N=31

2.53

2.50

2.66

2.56

BM-Music Education, MUS382 & MUS482

N=23

2.33

2.33

2.33

2.33

BA-MUS382 & MUS482

N=15

2.33

2.27

2.66

2.56

 

 

 

 

 

Change in Response to Findings: 

For Basic Competency #1, Music Majors in MUS385 & MUS485, and MUS382 & MUS 482, received overall average scores within the Competent to Excellent range. We will revisit the Findings as Spring 2018 juries will be more comprehensive with data breakdowns included for BM-Jazz Studies and BM-Composition. BM-Harp and BM-Guitar, not included in the above data, will be represented in Spring 2018.

All Music Majors in academic year 2016-2017 met Basic Competency #5 for technology and professional development (MUS427M & MUS493M). No changes to the courses are planned at this time. 

 

Updated date: Fri, 08/04/2017 - 15:04