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Department of Music
Annual Report, 2005-2006
Submitted by:
Kyle Marrero, Chair
June 26, 2006
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Part I
Annual Report, 2005-2006
Department/Division:
______Music ___________________
College:
_____ Arts and Sciences
_____
Part I-SP, Summary Report on Status of Strategic Planning Goals/Objectives
Strategic
Goal/Objectivea
1. Acquire NASM
accreditation,
complete BOT
Program Review
Status of Goal
Not
In
Met
met
progress
X
2. Implement
standards and grading
policies for juries and
recitals
X
3. Mandate
advancement exams
at the end of the
sophomore year
X
4. Integrate faculty
partnerships in
musical theater
productions
X
Commentsb
The Department
produced a
comprehensive selfstudy document, an
onsite evaluation of
external evaluators
took place, a visitor’s
report was shaped, an
executive
response/reply was
formed, and a final
review of the NASM
commission took
place. The
Department was
accredited with specific
deferrals.
All students taking
applied lessons were
required to take a jury
exam at the end of the
applicable semester.
The new grading policy
was implemented
(50% jury, 50%
semester work)
utilizing a numeric
rubric averaging the
grades of the jury
panel.
Advancement Exams
were implemented for
advancement to upper
division in both
performance and
teaching.
Dr. Marrero served as
stage director, Prof.
Glaze served as music
director/conductor, and
Blake Riley served as
rehearsal
Assessment
Informationc
(if applicable)
The data produced
from the numeric rubric
provided specific
assessment
information for the
department’s ALC.
The Advancement
Exam provides
additional assessment
information for the
department’s ALC.
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5. Provide applied
voice training to all
musical theater majors
X
6. Mandate basic
theory requirements to
musical theater majors
7. Complete acoustic
renovation of the
rehearsal hall
8. Improve lighting in
the music hall
X
X
X
9. Solicit private
funding for sound
system in music hall
10. Produce annual
fund raising event
X
X
11. Hire low brass
faculty line (out of
conversion)
12. Hire low string
instructor
X
X
accompanist/coach for
the Spring Musical,
“Kiss Me Kate.”
All Music Theater
majors received private
voice lessons from
Adjunct faculty.
Music Fundamentals
was offered in Fall
2005 and will be
offered again to Music
Theater majors this
coming academic year.
It is not mandatory.
Completed in January
of 2006.
Two stage lights were
mounted at the back of
the Music Hall to
provide better front
light on stage. Future
plans include providing
dimmable house and
stage lighting.
Plans are in progress
to provide a permanent
PA sound system and
recording capabilities
for the Music Hall.
Funding will be
partially provided by
new SGA funds.
The annual “Concert
Showcase” was
produced in October of
2005. Approximately
$5,000 was raised for
the Music and Theater
Departments. The 2nd
annual “Concert
Showcase” is
scheduled for October
13, 2006.
This faculty line has
been redefined by
NASM requirements.
The faculty line will be
a Theory/Jazz/Brass
line. Budget restraints
may delay this search
to 2007/2008.
An Adjunct Instructor
was hired (Ruth
Boden). Unfortunately,
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13. Recruit regionally
20 new majors
X
14. Hire staff pianist
X
15. Update computer
lab
X
16. Continue major
cleaning efforts upstairs carpet, new
paint
X
17. Improve music
library listening
equipment/add score
holdings to web based
classes
X
18. Develop working
plan for community
awareness and
recruitment - including
newsletter and
brochure
19. Oversee and
develop Phillips
annual Jazz Piano
X
X
she has received a fulltime appointment for
Fall 2006. A new
Adjunct Instructor has
been located (Juan
Jose Gutierrez) and
will begin Fall 2006.
Current projections
place our Fall 2006
recruiting class at 16
new majors.
Blake Riley was hired
as an OPS Staff
Pianist.
Six new Dell
computers have been
placed in the computer
lab.
Last year, the lobby
was painted and the
downstairs carpet was
replaced. The floors of
the rehearsal hall and
Music Hall were
refinished. Per NASM
requirements, practice
rooms need to be
acoustically sealed.
New audio/video
equipment (3 CD/DVD
players, 12 sets of
headphones, and TV)
was purchased in Fall
2005. All score
holdings are being
moved to the main
library for controlled
circulation.
A “Calendar of Events”
and Music Department
Brochure were both
produced. Community
awareness was
increased with a
marketing plan
including print and mail
distribution. Record
audiences attended
the Music Hall Artist
Series and Old Christ
Church Noon-day
Concerts.
The 2nd Annual Phillips
Jazz Piano
Competition took place
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Competition
20. Add Steinway
program
X
21.Reclaim or identify
classroom and office
space
X
22. Add stereo
recording equipment
for each teaching
studio (10 units)
X
on March 31, 2006.
The number and level
of competitors were
greatly increased. The
development of the
competition will
continue in size and
scope.
The first meeting of the
Steinway Program
committee took place
in May of 2006. An
inventory analysis and
buying plan has been
established. The
official kick-off of the
Steinway Program
Fund will take place in
Fall 2006.
The Music Department
was able to reclaim the
Art Slide library for
Class Piano
Instruction. In addition,
with the moving of
music resources to the
main library, plans are
underway to utilize the
music library/media
space for a new
classroom and office.
No funding available.
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I. Undergraduate Programs - To be completed by academic units offering degree programs.
FORMAT OPTION ONE: MATRIX FORMAT
NOTE: Work from this page if you choose FORMAT OPTION ONE.
If you use FORMAT OPTION ONE, you do not need to complete FORMAT OPTION TWO below.
Annual Report, 2005-2006 (Option One)
Department/Division:
____Music
_______________
College:
____Arts and Sciences___________
Part I-ALC, Summary Report on Assessment, Academic Learning Compacts (ALC)
Program Titlea: ____Music Performance____ Degreeb ___BA___
CIP Code: __500903____
Assessment Measures
1. Capstone Experience – all majors must take either Instrumental Techniques or Choral Techniques
2. Capstone Experience – Senior Recital
3. Jury Exams at the end of each semester
4. Advancement Exam
5. Music Teaching Majors – must pass the professional certification exam, the music subject area test and the
general knowledge test
(State of Florida tests)
6. Alumni Survey – sent out for NASM
7. Exit Survey
ALC Domainc
Content
Student Learning Outcomed
Identify visually and aurally chords
and proper part writing technique
Method of
Assessmente
Summary of Assessment Resultsf
3, 4, 5, 6, 7 The majority of students achieved
successful completion
Use of Assessment
Results to Improve
Programg
Implementation of
Advancement Exam
in conjunction with
success in Theory
courses has helped
further assess this
category
Evaluation of
Assessment
Planh
Good
7
Content
Identify the historical periods in music
1, 2, 3, 4,
5, 6, 7
The majority of students achieved
successful completion
Content
Explain proper performance practices
for each historical period
1, 2, 3
The majority of students achieved
successful completion
Content
Recognize and develop good intonation
1, 2, 3, 4
The majority of students achieved
successful completion
Content
1, 2, 3
Critical
Thinking
Critical
Thinking
Critical
Thinking
Identify appropriately performed musical
phrases
Develop Pedagogical techniques
appropriate to area of study
Analyze musical works as to their
harmonic structure and form
Apply professional techniques to
performance
Distinguish audibly between works of
different time periods
The majority of students achieved
successful completion
The majority of students achieved
successful completion
The majority of students achieved
successful completion
The majority of students achieved
successful completion
The majority of students achieved
successful completion
Critical
Thinking
Differentiate between repertoire of high
and low quality
Critical
Thinking
Select appropriate repertoire by
integrating music analysis knowledge
with performance practice
1, 2, 3, 4
The majority of students achieved
successful completion
Critical
Thinking
Perform a solo recital using appropriate
historical performance practices
2
All students giving recitals
achieved successful completion
Content
4,5
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4,
5, 6, 7
1, 2, 3, 4
The majority of students achieved
successful completion
Implementation of
repertory
requirements for each
area of applied
studies has helped to
further assess this
category
Implementation of
repertory
requirements for each
area of applied
studies has helped to
further assess this
category
Continued focus in
ensembles of
intonation has helped
to further assess this
category
Good
Good
Good
Good
Good
Good
Good
Good
Addition of new
literature courses per
NASM standards will
help further assess
this category
Addition of new
literature courses per
NASM standards will
help further assess
this category
Addition of new
literature courses per
NASM standards will
help further assess
Good
Good
Good
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this category
Communication
Perform proper musical phrases
1, 2, 3, 4
Communication
Create and deliver effective oral
presentations
Develop effective written presentations
1
Recognize the importance of personal
and professional integrity
Adhere to professional performance
standards related to music
Evaluate the performances of others
honestly and respectfully
1, 2, 3, 4
Project
Management
Design reasonable timelines of practice
for performance preparations
1, 2, 3, 4
Project
Management
Collaborate effectively with an
accompanist
2, 3, 4, 5, 6 The majority of students achieved
Project
Management
Develop appropriate ensemble
performance and participation skills
6, 7
Communication
Integrity/Values
Integrity/Values
Integrity/Values
1
1, 2, 3, 4, 5
1, 2, 3, 4
The majority of students achieved
successful completion
The majority of students achieved
successful completion
The majority of students achieved
successful completion
The majority of students achieved
successful completion
The majority of students achieved
successful completion
The majority of students achieved
successful completion
The majority of students achieved
successful completion
successful completion
The majority of students achieved
successful completion
Good
Good
Good
Good
Good
The addition of
applied area studio
classes has helped
further assess this
category
New policy guidelines
for Recital
Cancellation will help
further assess this
category
The addition of a fulltime staff
accompanist has
helped further assess
this category
The addition of
ensemble handbooks
has helped to further
assess this category
Good
Good
Good
Good
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II.
Graduate Programs: For Each Program
N/A
III.
Academic Foundations: General Education Status
Department of Music General Education Foundation Rubric and Assessment Plan
The Department of Music has three courses in the General Studies Curriculum:
MUH 2930 Music Experience: Film Music
MUH 2930 Music Experience: Concert Experience
MUH 2110 Music in Western Civilization (online course)
A. Describe the two domains that your department has agreed to measure as the contribution to
Academic Foundations.
Music Department:
CREATIVITY
Explains unique contribution
Identifies relevant criteria for evaluating success
Assesses quality of creative response accurately
EXPRESSION OF CULTURAL VALUES
Identifies core cultural values
Compares personal values between self and others
Strategizes about the role of differences in values
that contribute to different perspectives
B. Speculate about how the department will begin gathering data on those outcomes in the fall
semester.
The Department of Music forged forward with assessment data of all three General
Education course offerings this Spring, 2006. The Chair met with the three faculty
members associated with these courses agreeing upon the rubric, the two domains, and
sub-domains. Though the subject matter and course delivery are very different with each
course, we were able to utilize objective multiple choice testing identifying specific test
questions that would supply the assessment data. Provided below are two detailed
assessment reports from the Department of Music.
MUH 2930 Music Experience: Film Music – Spring 2006
Professor Richard Glaze
Department of Music
Brief description of the Basis of Performance: The questions from the mid-term exam and the final exam.
Because these are online exams multiple choice and true false questions were used. Therefore, the
students either meet the expectation or fail to meet the expectation. It is impossible to judge if they
exceed the expectation with multiple choice and true false questions.
Summary of the Students Performance – 101 students enrolled:
CREATIVITY
Exceeds
Expectation
Meets
Expectation
88%
96%
79%
Fails to Meet
Expectation
12%
4%
21%
Exceeds
Expectation
Meets
Expectation
Fails to Meet
Expectation
Explains unique contribution
Identifies relevant criteria for evaluating success
Assesses quality of creative response accurately
EXPRESSION OF CULTURAL VALUES
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Identifies core cultural values
Compares personal values between self and others
Strategizes about the role of differences in values
that contribute to different perspectives
91%
94%
77%
3%
6%
23%
How will these results influence your course design next time?
I am going to include some class discussion after the movies, especially “To Kill a Mockingbird” to make
sure the students understand the cultural values issue. I will also make sure I emphasize the elements of
music more and spend more time on musical styles. In the future, I will include some questions on my
final survey that relate to this assessment report.
What recommendations can you make to the department to improve the quality of this experience
for future students?
The course needs better equipment. We need a larger room to allow more students to take the class.
We need a budget to purchase new movies, especially hard to find older movies. An institution wide
attendance policy (ie. drop a student on 4th absence) would help.
MUH 2110 Music in Western Civilization – Spring 2006
Dr. Leonid Yanovskiy
Department of Music
Brief Description of Basis of Performance: On-line multiple choice quizzes and exams dealing with the
special issues of the History of Western Music were utilized to provide the assessment data. Therefore,
the students either meet the expectation or fail to meet the expectation. It is impossible to judge if they
exceed the expectation with multiple choice questions.
Summary of Students Performance – 74 students enrolled:
CREATIVITY
Explains unique contribution
Identifies relevant criteria for evaluating success
Meets
Expectation
90%
89%
Fails to Meet
Expectation
10%
11%
Assesses quality of creative response accurately
100%
0%
Meets
Expectation
100%
89%
52%
Fails to Meet
Expectation
0%
11%
48%
EXPRESSION OF CULTURAL VALUES
Identifies core cultural values
Compares personal values between self and others
Strategizes about the role of differences in values
that contribute to different perspectives
Exceeds
Expectation
Exceeds
Expectation
How will these results influence your course design next time?
Students demonstrated clear understanding of important creative and cultural values of the Western
musical heritage. They were especially keen in realization of the core cultural values within a specific
historical period and in accurate assessment of cultural responses. Students did well in explaining unique
contributions of specific artists, and they identified successfully relevant criteria for evaluating success.
This semester, students had more difficulty in resolving such complex sociological tasks as strategizing
about the role of differences in values that contribute to different perspectives; and especially, when
asked to compare personal values between self and others.
What recommendations can you make to the department to improve the quality of this experience
for future students?
While I had not originally conceived the two latter tasks – 1. strategizing about the role of differences in
values that contribute to different perspectives and 2. comparison of personal values between self and
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others – the organic part of my survey course on the history of the Western Music, I came to the
realization of their importance in the context of the overall student university learning experience. In my
future teaching I will emphasize the importance of such complex concepts. In order to enrich further the
students’ learning experience, I would suggest that the Department of Music - in conjunction with several
other CAS departments - encourage creating interdisciplinary courses, surveying history of music,
theater, literature, and fine arts as one complex and unified system of creative knowledge.
IV.
All Programs: Institutional Support
Based on the department’s experiences in assessment this year,
 What feedback would you give the Center for University Teaching, Learning, and
Assessment (CUTLA) about faculty development activities?
 What kinds of assistance would you like from CUTLA with next year’s faculty development
needs?
Part II
Annual Report, 2005-2006
Department/Division:
_____Music
_______________
College:
_____Arts and Sciences __________
Part II-A, Major Unit Accomplishments and Changes in Programs and Services
This section of the annual report replaces the Notable Accomplishments report that was required in past
years.
List major department/division accomplishments and changes in programs and services for 2005-2006.
(Add lines as needed.)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Successful completion of NASM reaccreditation process and BOT Program Review.
Completion of Acoustic Renovations to Rehearsal Hall.
Improvement in public perception and relations of Music Department.
SGA funding re-established at record levels.
Production and mailing of calendars, advertisements, and brochure.
Reconfiguration of Music Resource center enabling the eventual addition of classroom
and office space.
The redefining of the Jazz curriculum as a specialization under the currently accredited
Music Performance degree.
The NASM approval of the degree title change from BA to BM validating the program of
study as a professional degree.
Produced first annual “Concert Showcase” raising approximately $5,000.
Revised Department Website, Student Handbook, By-Laws, and Academic Learning
Compact.
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Annual Report, 2005-2006
Department/Division:
_____Music
_________________
College:
_____Arts and Sciences __________
Part II-B, Distinguished Individual (Faculty, Staff, and Student) Accomplishments
List college/departmental distinctions earned by faculty, staff, and students during 2005-2006.
(University- and Academic Affairs-level recognitions—such as promotion, tenure, Distinguished Teaching
Award—need not be listed. This information is already available in the Provost’s Office.)
A. Faculty
Kyle Marrero (Chair):
● Artistic Director, Pensacola Opera, 2000-present
● Stage Director, Tosca, Nevada Opera, November 2005
● Stage Director, Carmen, Pensacola Opera, January 2006
● Stage Director, Des Moines Metro Opera, Apprentice Artist Program, Summer 2005, 2006
● “People to Watch”, Independent News, November 2005
● “People on the Move”, Florida Trend Magazine, April 2006
● Stage Director, Kiss Me Kate, University of West Florida, April 2006
● Conducted 2 UWF Singers and Madrigals Concerts
● Produced, Directed and Conducted UWF “Concert Showcase”
Richard Glaze:
● Held chair auditions for low woodwinds for the CBDNA Florida Intercollegiate Band – January 2006
● Clarinet advisor for the National Federation of Music Study Clubs (2002-present)
● Conducted 4 UWF Symphonic Band concerts
● Conducted Music department gala, President’s Christmas Party, Festival on the Green, Spring
Graduation
● Performed at the Music Department gala
● Performed with the First Presbyterian Easter program
● Judge for the Pensacola Christian College Commencement Recital
● Health Fee Committee (2004-present)
● Attended the Florida All State Conference in Tampa - ran a booth advertising the department (January
2005)
● Contracted and conducted the Orchestra for the Theater Department musical Kiss Me Kate
Lynne Lauderdale:
● Accompanist, Jerry Hadley, Tenor, Gulf Coast Chorale Fundraiser, September 18, 2005
● Organ soloist, UWF Gala, October 21, 2005
● Faculty Organ Recital, November 7, 2005
● Organist, Handel’s Messiah, December 11, 2005
● Assisted in the production of the Phillips Jazz Piano Competition, March 31, 2006
Hedi Salanki:
● Pennsylvania Academy of Music, Lecture and master classes on relaxation techniques
● Featured piano performer at the Music Teachers National Association, Florida Conference (November
2005)
● Interview at the Hungarian National Radio, featuring Hungarian born artists and scholars working all
over the world.
● Received an invitation to work as a judge at the Maria Clara Cullel International Piano Competition to be
held in Costa Rica in the Fall of 2006
● “ Introduction to the Kodaly Inspired Music Education” Developed and taught the one-week intensive
Kodaly Course at UWF from May 31-June 3rd, 2005
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● Music Hall Artists Series – in collaboration with Louise Schulman performing music of Bach and
Telemann (September, 2006)
● Concert Showcase – UWF (October, 2006)
● Handel’s Messiah – Pensacola Symphony (December, 2006)
● Music of Bach – solo recital in the “Music at Christ Church” concert series March 2006
● Vivaldi: Four Seasons – performance with the Pensacola Symphony Orchestra at First Presbyterian
Church and N.B. Cook School of the Arts. (April 2006)
● Committee Service - Faculty Senate, Special Issues Committee, University Planning Committee,
Tenure and Promotion Taskforce
Leonid Yanovskiy:
● Commercially Released Recording (soloist) – L. Johnson, “Every Matter Under Heaven,” Russian
National Orchestra, Moscow, LJM Production, 2005
● Review in National Press – American Record Guide, Greenfield, Johnson’s “Every Matter Under
Heaven,” p. 121
● Concertmaster, Pensacola Symphony, Pensacola Opera, Kaleidoscope Ballet, Ballet Pensacola twenty-four concerts
● Soloist, Pensacola Symphony, UWF “Runge Strings”, UWF Music Hall Artist Series, State Tchaikovsky
Conservatory (Moscow)
● Included in the 2005 edition of “Who’s Who Among American Teachers”
● Certificate of Appreciation for the “efforts to develop and teach quality online courses and programs,”
September 2005
● Nominated for the annual Ernst A. Lynton Award fro Faculty Professional Service and Academic
Outreach
B. Staff
Blake Riley:
● Pianist, UWF Music Hall Artist Series, Jane Redding, soprano, November 2005
● Pensacola Opera, Staff Pianist: Rehearsal Pianist, Carmen and Lucia di Lammermoor
● Musical Coach and Rehearsal Pianist, Kiss Me Kate, University of West Florida
Peggy Willers:
● Completed Master’s degree, December 2005
C. Students
Student Notable Competitions and Scholarship Awards:
● Second Place, Samuel Park, Music Teachers National Association, Florida State Competition,
November 11, 2005
● First Place, UWF Chamber Music Players (K. Lowe, S. Park, H.-J. Ahn, J. Bryan, A. Lye), MTNA,
Florida State Competition, November 11, 2005
● Student Scholarship Winner, David Shimel, Music Study Club, November 12, 2005
● Six students selected for the Florida Intercollegiate All State Band (Katie Lowe, Brandi Hebold, Katie
Crasby, Brenda Doss, Nalani Harmatys, and Leah Casey).
● First Place, Ashley Duff, PMTA Annual Sonata Contest, March 4, 2006
● Student Winner, David Shimel, in the District I FSMTA Concerto Contest, March 25, 2006
● Student, Christopher Powell, appointed organist for Holy Cross Episcopal Church
● May 20. 2006 - Stephanie Bova won the District Sonata Contest, the Concerto Competition, and third
place at the MTNA Florida State Piano Competition. She is competing in the Florida State Concerto
Competition
● Martin Tate won third prize at the Music Teachers Piano Concerto District Competition this year and
third place in the State level competition. He will attend the Summer Festival at the Pennsylvania
Academy of Music on full scholarship. Martin was accepted for graduate studies at the University of
Michigan and Michigan State University, where he will attend in the Fall of 2006.
Student Notable Performances:
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● June 12, 2005 – S. Park performed solo with Symphony Orchestra Mankato Symphony Orchestra,
Mankato, MN
● November 2005 – the UWF Chamber Music Players Ensemble (K. Lowe, S. Park, H.-J. Ahn, J. Bryan,
A. Lye) performed at the opening session of the Florida State Music Teachers Association Conference in
St, Marco Island, FL
● November, 2005 - the UWF Chamber Music Players Ensemble won the First Prize at the Music
Teachers National Association Florida State Chamber Music Competition
● November 11, 2005 – S. Park won the Second Prize at the Music Teachers National Association
Florida State Young Artist Violin Competition
● November 12, 2005 - the UWF Chamber Music Players Ensemble represented the UWF Department of
Music and performed solo and in ensemble at the meeting with the students of the Florida Symphony
Youth Orchestra
● January – March, 2006 – Nicole Thietje and Tobias Thietje performed with “Young Americans” in Japan
● January 21, 2006 – the UWF Chamber Music Players performed solo and in ensemble at the Wright
Baptist Church, Fort Walton Beach, FL
● January 26, 2006 – the UWF Chamber Music Players Ensemble represented the UWF Department of
Music and performed at the concert and meeting with students of the LaGrange Youth Orchestra and
LaGrange College at the Callaway Auditorium, LaGrange, GA (with Dr. Yanovskiy and the UWF Chamber
Players)
● January 27, 2006 – the UWF Chamber Music Players Ensemble represented Florida State at the Music
Teachers National Association Chamber Music Competition, Cleveland, TN
● Year 2005/2006 – Represented the UWF in Tallahassee for the UWF Day
● May 11, 2005 – Three violin students performed at the concert “Rising Stars from UWF” at the meeting
of the Music Study Club of Pensacola
● November 8, 2005 – S. Park and H.-J. Ahn performed at the Emerging Artists Concert at the “Music at
the Christ Church” Concert Series
● February 14, 2006 – the UWF Chamber Music Players performed at the Valentine’s Day Concert “Tears
of Joy and Despair,” UWF Music Hall
● March 31, 2006 – the UWF Chamber Music Players performed at the greeting ceremony for the former
President of Poland Lech Walesa during his visit to Pensacola
15
Part III
Annual Report, 2005-2006
Department/Division:
_____Music_______________
College:
_____Arts and Sciences_____
Part III-A, Strategic Planning Goals/Objectives for 2006-2007
List strategic plan goals/objectives for 2006-2007 and planned method of assessment (if applicable).
Strategic Goal/Objectivea
1. Implement NASM requirements per deferral items
2. Complete CCR process for degree title change
from BA to BM
3. Complete CCR process for new course and
curriculum requirements for new BM degree
4. Complete installation of lighting system for Music
Hall
5. Complete installation of permanent recording
equipment in Music Hall
6. Complete installation of permanent PA system in
Music Hall
7. Complete addition of classroom and office in the
old Music Resource center
8. Complete move of Music scores and recordings to
Main Library
9. Digitize Music LP collection
10. Hire new faculty line – Music Theory/Jazz/Brass
11. Recruit regionally 20 new majors
12. Oversee and continue to develop Phillips Jazz
Piano Competition – secure endowment commitment
13. Launch Steinway Program Fund
14. Complete acoustic renovations of Music Hall
15. Complete acoustic improvements of practice
rooms
16. Purchase new chairs, stands, and instruments
17. Continue to develop marketing awareness and
strategy for patron development
18. Raise 10k with annual “Concert Showcase”
19. Develop and implement plans for Summer Music
Camp
20. Develop and implement plans for Kodaly Summer
Workshop
21. Develop and implement plans for future “Music
Academy”
22. Tour with major ensembles (Symphonic Band,
Singers, and Runge Strings
23. Develop “Season Ticket” for Music Hall Artist
Series
aAdd lines as needed.
bIf applicable.
Method of Assessmentb
Removal of deferral items
BM degree listing in 2007/2008 catalogue
New courses listed in 2007/2008 catalogue
Approved University classroom
Number of fully admitted/accepted/committed
applicants
Provide new marketing and development plan
expanding competition to a national purview
First gifts received
Increase in attendance of Music events/concerts
200 plus attendees
Scheduled summer camp for 2007
Schedule summer workshop for 2007
Personnel and written plan completed/identified
Regional trips to schools
16
Annual Report, 2005-2006
Department/Division:
_____Music
______________
College:
_____Arts and Sciences __________
Part III-B, Strategic Planning Goals/Objectives for 2006-2010
List strategic plan goals/objectives for 2006-2010 and planned method of assessment (if applicable).
Strategic Goal/Objectivea
1. Add three new faculty lines – Theory/Jazz/Brass,
Voice/Choral/MusEd, History/Low Strings
2. Develop true liberal arts BA with Music emphasis
3. Develop Masters of Music program in piano,
voice, and strings
4. Increase overall enrollment to 125 majors
5. Raise endowment to 2 million dollars
6. Develop new construction and fundraising plan
for Music/Theater addition to CFPA
7. Fully integrate Music Theater curriculum into
basic music theory and voice courses
8. Complete Steinway Program Fund purchase of
19 new pianos and maintenance plan
9. Annual Summer Music Camp fully realized
10. Kodaly Summer Workshop fully realized
11. Full realization of operating “Music Academy”
aAdd lines as needed.
bIf applicable.
Method of Assessmentb
CCR process completed by Fall 2008
CCR process completed by Fall 2009
Number of full-time admitted/accepted/committed
students
Gifts in hand and pending
Architectural plans completed and fund established
CCR process completed by Fall 2008
$400,000 dollars raised, pianos purchased and
maintenance plan funded
Produced more than one year in a row
Produced more than one year in a row
Personnel and funding established
17
Annual Report, 2005-2006
Department/Division:
_____Music
__________________
College:
_____Arts and Sciences___________
Part III-C, New Degree Program Projections
List new degree programs and specializations under consideration and planned year of implementation.
Program Title
Levela
New Degreeb
New
Specializationc
Yes
No
X
Implementation
Year
Yes
No
Bachelor of Music Performance
BM
X
Fall 2007
and Teaching (title change from
existing BA in Performance and
Teaching)
Bachelor of Music, Jazz
X
X
Fall 2007
specialization
Master of Music Performance
MM
X
X
Fall 2009
aFor example, BA, BSBA, MEd.
bFor degrees not currently offered as stand-alone programs; will require submission of requests to Faculty
Senate and Board of Trustees.
cFor new specializations within an existing degree program; will require submission of request to Faculty
Senate but not to Board of Trustees.
18
APPENDIX I: Music Department ALC
Music Department - Academic Learning Compact
September 2005
MUSIC
Mission Statement
The Department of Music offers a personalized education at the baccalaureate level to equip
students to perform at professional levels and to think critically as musicians and educators. This
personalized education is augmented by numerous performance and ensemble opportunities. The
department sponsors musical performances both alone and in conjunction with the theater and
art departments to reach out to both the university and the community.
Student Assessment
Students are expected to achieve levels of competency representative of their level of study in
applied music. Jury exams are required each semester to assess student progress and constitute
50% of the final applied grade. Admission to the Junior Level (Advancement Exam) must be
approved by the faculty at the end of the sophomore year. All students must perform juried
recitals; performance majors present a junior and senior recital, music students in the teaching
track present a senior recital.
Student Learning Outcomes
Content
 Identify visually and aurally chords and proper part writing technique

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Identify the historical periods in music
Explain proper performance practices for each historical period
Recognize and develop good intonation
Identify appropriately performed musical phrases
Develop Pedagogical techniques appropriate to area of study
19
Music Department - Academic Learning Compact (continued)
September 2005
Critical Thinking





Analyze musical works as to their harmonic structure and form
Apply professional techniques to performance
Distinguish audibly between works of different time periods
Differentiate between repertoire of high and low quality
Select appropriate repertoire by integrating music analysis knowledge with
performance practice
 Perform a solo recital using appropriate historical performance practices
Communication
 Perform proper musical phrases
 Create and deliver effective oral presentations
 Develop effective written presentations
Integrity/Values
 Recognize the importance of personal and professional integrity
 Adhere to professional performance standards related to music
 Evaluate the performances of others honestly and respectfully
Project Management
 Design reasonable timelines of practice for performance preparations
 Collaborate effectively with an accompanist
 Develop appropriate ensemble performance and participation skills
Job Prospects for Music Majors


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




High School/Middle School Band Director
High School/Middle School Choral Director
Elementary Music Specialist
Symphony Musician
Concert Soloist
Opera Singer
Studio Musician
Church Musician
Music Retail
Private Music Studio
Find Out More about Music at UWF:
www.uwf.edu/music
MUSIC
9/28/05
College of Arts & Sciences