Download Music in Composition/Music Theory

Music in Composition/Music Theory
Learning Outcomes/Goals:
1. Proficiency in music performance. All degrees in the School of Music require
proficiency in music performance to varying degrees. The level of proficiency
required for a Composition/Music Theory major is not that of a performance
major, but students are encouraged to achieve the highest level of competence
possible.
2. Ability to write compositions in a variety of historical styles and in their own
idiomatic contemporary style.
3. Ability to listen to, analyze, and understand compositions from a variety of
historical periods, and to relate that knowledge to compositional techniques.
4. Become familiar with the body of compositions from approximately 1600 to
present.
Assessment Methods:
1. Admission Audition: Students admitted into the School of Music already perform
at a high level of expertise, based on the entrance audition. For the academic year
2003-04, of 327 applicants, 185 were admitted; in 2004-05, of 369 applicants, 241
were admitted; in 2005-06, of 391 applicants, 230 were admitted.
2. Barrier jury-normally taken at the end of the 4th semester. This jury determines
whether or not a student can progress into upper level private lessons. 4
semesters of lower level (100-level) lessons are required and 4 semesters of upper
level (300-level) lessons are required of each performance major.
3. Exit jury- This is the final performance assessment before a student graduates. It
is the culmination of 4 years of development in private lessons; in effect it is a
comprehensive final exam performed before the faculty of the student’s area.
4. Senior recital-is a public performance of a full recital comprised of several
composition from various periods and styles. Students must select music for
variety and appropriateness to their ability, prepare it, rehearse with accompanist
or chamber ensemble and advertise it. It can also be considered a cumulative
final exam. It is not graded, but if the primary faculty feels the student is not
adequately prepared, the recital will be postponed.
5. Statement of Goals and Portfolio: Applicants to the Composition/Music Theory
program must submit a one-page (typed or computer printed) statement of
professional and artistic goals and a portfolio of three to five original
compositions and/or musical arrangements, at least two of which must be
completely and accurately notated, two of which must be accompanied by cassette
tape or CD-R recordings of performances or MIDI realizations, and one of which
must have a minimum duration of approximately five minutes.
6. Composition Creation: During the student’s academic career, they prepare
manuscripts of original compositions for public performance, rehearse the pieces,
conduct the ensembles in performance (if possible) and manage all details
pertaining to performances of their works. Composition/theory faculty offer
constructive criticism and discuss the presentations in composition seminars.
7. Students have the opportunity to present their compositions in composition studio
classes for discussion and comments.
8. Senior Recital or Analytical Paper- required of all Composition/Music Theory
majors. Students more interested in composition choose the recital option, those
more interested in music theory choose the analytical paper option. Either option
is monitored by members of the appropriate faculty.
Assessment Results:
1. Because of the individual attention given to music students, virtually all pass the
musical proficiency requirements.
2. All students reach a satisfactory level of compositional technique; probably 20%
reach a level that would be described as excellent, in the top 20% of all
composition students nationally.
3. Approximately 85% of Composition/Music Theory students choose to attend
graduate school and are accepted to one of their top 3 choices.
Action Taken:
The composition/music theory area is exploring new career paths for composers as
securing viable positions in the field is becoming increasingly competitive. Some
possibilities include:
1. working as artist-in-residence positions in K-12 schools; this can be a basis for
further freelance artistry. The Michigan council for the Arts and Cultural Affairs
is offering positions such as this to promote cultural development.
2. encouraging students to take more music education courses in preparation for
education-related creativity positions
3. encouraging more grant-writing activities
4. preparing students for a more diverse job market including film scoring,
composing music for multi-media presentations, promoting secondary
competencies in student’s interest to allow for more flexibility in the job market.
Results From Action Taken:
1. Composition/Music Theory students are enrolling in more music education
courses and choosing electives in secondary competencies such as
ethnomusicology, film studies, and they are exploring other possibilities in K-12
education which enhance/encourage/augment their compositional interests.
2. Area faculty are considering further development of creative classes in
composition designed to benefit all music majors and to promote creativity across
degree programs.
Future Plans:
During the next 3-5 years, the area will watch employment opportunities and the job
market to see if changes in the curriculum are effective. It may be necessary to reevaluate the program at that time.