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1 Department of Music Annual Report, 2005-2006 Submitted by: Kyle Marrero, Chair June 26, 2006 2 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. 3 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, 4 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 5 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. 6 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 8 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 9 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 10 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 11 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. 12 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 13 ● 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: 14 ● 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 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 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