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Music: Graduate Programs

Overview: 

 

Graduate degrees in the Fred Fox School of Music exist to prepare students to function as musicians, performers, scholars, and teachers in professional performing organizations or higher education. 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.

Global goals of all graduate programs of the FFSOM are for students to achieve excellence in their chosen specialty and to develop a thorough and cohesive overview of the body of musical knowledge by the following means:

·    a synthesis of aspects of performance, theory, and history

·    advanced study of specialty areas

·    growth in performance skills

·    growth in the ability to investigate, think, communicate, and write about music

·    supervised pedagogical projects (where appropriate)

There are 14 master’s degree tracks in the FFSOM, which range from the norm of 30 units to as high as 34 units (Composition, and Piano and Dance Accompanying). The final product of these degrees is either a scholarly thesis or project (music education, ethnomusicology, musicology, music theory), a recital or series of recitals (performance and conducting), or a portfolio of compositions (composition).

There are 6 DMA degree tracks in the FFSOM, each of which requires from 68-75 units beyond the master’s degree. For instrumentalists, singers, and conductors, the DMA dissertation is defined as a cycle of recitals plus a lecture-recital document. These documents range from 60 to well over 100 pages in length. The dissertation for the DMA degree in composition is an original musical composition approximately 15-30 minutes in duration. PhD degrees in music education and music theory require 66 units beyond the master’s. These degrees result in standard written dissertations that present original research.

Expected Learning Outcomes: 

 

Master’s Degree of Music in Composition

The purpose of this degree is provide students advanced instruction in the composition of art music in the western tradition, or to prepare them for doctoral work in composition. Emphasis on the development of compositional craft, advanced knowledge of scoring, harmony, compositional methods, and the repertory of art music since 1900.

Basic Competencies

1.     Students will demonstrate advanced competency in composition.

2.     Students will gain knowledge and skills in one or more skills of music outside the major such as history, theory, ethnomusicology, performance, or pedagogy.

3.     Students will demonstrate professional competency in the field through the ability to effectively compile a portfolio of completed compositions.

 

Master’s Degree of Music in Conducting

This degree prepares students for careers as professional conductors, educators, or as a preparation for doctoral study in conducting. Areas of emphasis include conducting techniques, repertory, knowledge of instruments/vocal production and other languages, and rehearsal techniques.

Basic Competencies

1.     Students will demonstrate competency in conducting performance, rehearsal techniques, score study, and interpretation.

2.     Students will gain knowledge and skills in one or more skills of music outside the major such as history, theory, ethnomusicology, performance, or pedagogy.

3.      Choral/Instrumental

a.    Choral conductors must show proficiency in vocal pedagogy and English, German, French, Italian, and Latin diction, as well as general phonetic knowledge and the ability to translate texts in these languages sufficient for understanding content.

b.    Instrumental conductors must show knowledge of instrumentation.

4.     Students will demonstrate the ability to conduct one of more extended segments of a public performance

5.     Students will demonstrate knowledge of core repertoire.

 

Master’s Degree of Music in Instrumental or Vocal Performance, Accompanying

The objective of these degrees is to prepare candidates either for careers in performance or higher education, or for doctoral study. The focus of these degrees 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.

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.

3.     Students will demonstrate broad knowledge of music history and repertories through the present time, and more detailed knowledge of the primary musical repertories within their area of specialization. Students will demonstrate the ability to place music in historical, cultural, and stylistic contexts.

4.     Students will demonstrate the ability to operate as functioning professionals by showing competency in musical pedagogy as required by their specialization.

5.     Students will demonstrate the ability to acquire new knowledge through the use of standard scholarly resources appropriate to their specialization.

 

Master’s Degree of Music in Music Education

This degree prepares candidates to function as a professional in educational environments including higher education, and also prepares them for doctoral study in music education. Its primary focus is to train students in the methodologies and techniques of research in music education.

Basic Competencies

1.     Students will demonstrate knowledge of current content, philosophies, materials, technologies, and curriculum development for P-12 music and in higher education.

2.     Students will demonstrate pedagogical content knowledge for teaching general, instrumental, and vocal music in a wide variety of settings and contexts.

3.     Students will demonstrate the ability to conduct and communicate orally and in writing and conduct original research in their area of specialization.

 

Master’s Degree of Music in Ethnomusicology, Musicology, or Music Theory

The primary goal of these degrees is to prepare candidates, many of whom come out of backgrounds in music performance, for either a career teaching core academic music classes or for more advanced doctoral study. Depending on the area of specialization, these degrees provide detailed knowledge of the development of specific musical repertories or theories of music; an introduction and experience with advanced analytic techniques; detailed study of specific compositions for analytic or historical purposes; study of music as a cultural phenomenon; and experience with non-standard instruments and performance practices, including early music instruments and non-Western musical instruments. All provide an introduction to the scholarly apparatus used for original research in these disciplines.

Basic Competencies

1.     Students will demonstrate detailed knowledge of specific musical repertories as appropriate to their area of specialization, and 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.

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.

3.     Students will demonstrate the ability to conduct and communicate orally and in writing original research in their area of specialization.

 

DMA Degree in Composition

The purpose of this degree is provide students advanced instruction in the composition of art music in the western tradition and to prepare them for careers in higher education. Emphasis on the development of compositional craft; of advanced knowledge of scoring, harmony, and compositional methods; and of the ability to organize original musical ideas to create large-scale new musical compositions.

Basic Competencies

1.     Students will demonstrate advanced competency in composition.

2.     Students will develop advanced competencies in one or more other fields such as music education, musicology, ethnomusicology, music theory, or performance, depending on interest.

3.     To show professional competence in the field, students will plan and compose a major new composition 15-30 minutes in length for review.

 

DMA Degree in Performance

The objective of this degree is to prepare candidates for a career in performance or higher education. It assumes and cultivates very advanced levels of technical competence, sensitivity to styles, repertorial knowledge, professional presentation, and pedagogical skill. It also develops the ability to conduct original research in an area of specialization.

Basic Competencies

1.     Students will demonstrate advanced levels of technical skill on their instrument, and the ability to produce music that is both highly expressive and artistically appropriate in performance practice.

2.     Students will demonstrate detailed knowledge of specific musical repertories as appropriate to their area of specialization, and a familiarity and engagement with a wide selection of music.

3.     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.

4.     Students will develop advanced competencies in one or more other fields such as music education, musicology, ethnomusicology, music theory, conducting, or composition, depending on interest.

5.     Students will demonstrate the ability to conduct and communicate orally and in writing and conduct original research in their area of specialization.

 

DMA Degree in Conducting

The objective of this degree is to prepare candidates for a career in performance or higher education. It assumes and cultivates very advanced levels of technical competence, sensitivity to styles, repertorial knowledge, professional presentation, and pedagogical skill. It also develops the ability to conduct original research in an area of specialization.

Basic Competencies

1.     Advanced competency in conducting, rehearsal techniques, score study/interpretation, and detailed knowledge of musical repertories.

2.     Students will demonstrate high levels of fluency in musicianship skills and analysis through their understanding of and capability with musical forms and processes, and aural, verbal and visual analyses.

3.     Choral/Instrumental

a.    Choral conductors must show proficiency in vocal pedagogy and English, German, French, Italian, and Latin diction, as well as general phonetic knowledge and the ability to translate texts in these languages sufficient for understanding.

b.    Instrumental conductors must show advanced knowledge of instrumentation.

c.     Orchestral conductors must also show proficiencies in skills applicable to Opera conducting: recitative, accompaniment, rehearsal techniques, and a working knowledge of pertinent foreign languages.   

4.     Students will develop advanced competencies in one or more other fields such as music education, musicology, ethnomusicology, music theory, or performance, depending on interest.

5.     Students will demonstrate the ability to conduct and communicate orally and in writing original research in their area of specialization.

 

PhD Degree in Music Education

This degree prepares candidates to function as a professional and a leader in higher education or any educational environment. Its primary focus is to train students in the methodologies and techniques of research in music education.

Basic Competencies

1.     Students will demonstrate both broad and detailed knowledge of the scholarly literature pertaining to their major research focus.

2.     Students will demonstrate that they can function as a high level professional in the field by showing both a broad and a detailed knowledge of current educational philosophies and research techniques.

3.     Students will demonstrate the ability to conduct and communicate orally and in writing original scholarly research in the field of music education.

 

PhD Degree in Music Theory

This degree prepares candidates to function as a music theorist in higher education. Its primary focus is to train students in the methodologies and techniques of research in music theory and analysis.

Basic Competencies

1.     Students will demonstrate both broad and detailed knowledge of the scholarly literature pertaining to their major research focus.

2.     Students will demonstrate that they can function as a high level professional in the field by showing both a broad and a detailed knowledge of current theoretical approaches and research techniques.

3.     Students will demonstrate a broad and detailed knowledge of western art music.

4.     Students will demonstrate the ability to conduct and communicate orally and in writing original scholarly research in the field of music education.

 

 

Assessment Activities: 

 

Appendix I.2.: Assessment Activities Tables and Narratives: Graduate Degree Programs

 

MM Composition

Assessment activities

Learning outcomes

 

Competency in composition

Repertorial knowledge

Secondary competency

Ability to create original compositions

Composition lessons

x

 

 

 

Exams, quizzes, papers

 

x

x

 

Final portfolio

x

 

 

x

Final oral exam

x

x

x

 

 

Assessment activities may measure basic competencies indirectly or directly.

 

MM Conducting

Assessment activities

Learning outcomes

 

Competency in conducting

Secondary competency

Vocal pedagogy and languages

Conducting extended segments in public

Conducting lessons

x

 

x

 

Exams, quizzes, papers

 

x

x

 

Conducting rotation recitals

x

 

 

x

Final oral exam

x

x

x

 

 

Assessment activities may measure basic competencies indirectly or directly.

 


MM degree in Performance or Accompanying

Assessment activities

Learning outcomes

 

Technical skills and repertorial knowledge

Musicianship and analytic skills

Knowledge of music history

Pedagogy

Public performance

Private lessons

x

x

 

 

 

Exams, quizzes, papers

 

x

x

x

 

Juries

x

x

 

 

x

Master’s recital

x

x

 

 

x

Final oral exam

x

 

 

x

 

 

Assessment activities may measure basic competencies indirectly or directly.

 

 


MM Music Education

Assessment activities

Learning outcomes

 

Knowledge of content, technologies, curriculum

Secondary area

Pedagogical knowledge for group instruction

Original research

Exams, quizzes, papers

x

x

x

 

Studying research methodologies

x

 

 

x

Master’s thesis or Project

 

 

 

x

Final oral exam

X

 

X

x

 

Assessment activities may measure basic competencies indirectly or directly.

 


MM Ethnomusicology, Musicology, Theory

Assessment activities

Learning outcomes

 

Knowledge of musical repertories

Musicianship and analysis

Knowledge of secondary area

Original research

Exams, quizzes, papers

x

x

x

 

Studying research methodologies

 

 

 

x

Master’s thesis or Project

 

x

 

x

Final oral exam

x

x

 

x

 

Assessment activities may measure basic competencies indirectly or directly.

 


DMA Composition

Assessment activities

Learning outcomes

 

Competency in composition

Advanced knowledge in other musical area besides composition

Ability to create major original compositions

Research skills

Composition lessons

x

 

x

 

Exams, quizzes, papers

 

x

 

x

Final portfolio

x

 

 

x

Final oral exam

x

x

x

 

 

Assessment activities may measure basic competencies indirectly or directly.



DMA Performance

Assessment activities

Learning outcomes

 

Technical skills/artistry

Repertory

Secondary competency

Public performance

Original research

Private lessons

x

x

 

x

 

Exams, quizzes, papers

 

 

x

 

x

Juries

x

x

 

x

 

Doctoral recitals

x

x

 

x

 

Lecture-recital and document

 

 

 

x

x

Qualifying and Comp exams

 

x

x

 

 

Assessment activities may measure basic competencies indirectly or directly.

 


DMA Conducting

Assessment activities

Learning outcomes

 

Competency conducting/ rehearsal techniques

Musicianship

Vocal pedagogy/ languages

Secondary competency

Original research

Private lessons

X

X

x

 

 

Exams, quizzes, papers

 

 

 

x

 

Doctoral recital rotations

x

x

x

 

 

Lecture-recital and document

x

x

x

 

x

Qualifying and Comp exams

 

x

x

x

 

Assessment activities may measure basic competencies indirectly or directly.

 


PhD Music Education

Assesment activities

Learning outcomes

 

Knowledge of scholarly literature

Knowledge of educational philosophies

Original research

Exams, quizzes, papers

x

x

 

Qualifying and Comp exams

x

x

 

Dissertation

 

 

x

Assessment activities may measure basic competencies indirectly or directly.

 


PhD Music Theory

Assessment activities

Learning outcomes

 

Knowledge of scholarly literature

Knowledge of theoretical approaches

Original research

Exams, quizzes, papers

x

x

 

Qualifying and Comp exams

x

x

 

Dissertation

 

 

x

Assessment activities may measure basic competencies indirectly or directly.

 

 

 

Assessment Findings: 

Process

Dr. John Brobeck, Director of Graduate Studies began the assessment process with a reexamination and updating of the Basic Competencies listed in 2012 on the OIA website, and the competencies listed in the 2009 FFSOM APR. Our Faculty Advisory Committee reviewed the updated Basic Competencies for Graduate Programs during their January 27, 2016 meeting and provided recommendations and revisions, all of which were inserted into the document. This committee is comprised of representatives from areas throughout the School. 

No sample rubrics for Graduate Student Assessment Activities have been collected at this time.

Updated date: Fri, 08/04/2017 - 15:05