Program: Music (BA, BMus)
Degree: Bachelor's
Date: Wed Oct 13, 2010 - 11:45:54 am
1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.
1) Performance Skills. All students, regardless of career plans, should grow in musicianship during their time at UHM. Performance skills encompass technical skill on an instrument or voice, ability to perform in an ensemble, confidence and stage presence, and perhaps most importantly, aesthetic judgment. Recognizing that each student brings a unique background of preparation and aptitude to college-level music study, the department chooses to emphasize improvement and growth rather than the attainment of a uniform technical standard.
2) Basic Musicianship. The ability to hear, analyze, read, and write music is essential to musical study and the music profession. These skills fall under the general category of music theory and aural skills.
3) Knowledge of Literature. Knowledge of music history is essential in connecting the music programs to the broad liberal background of the university as a whole.
4) Cross-cultural appreciation and understanding of diverse musical traditions. Experiences in ethnomusicology develop attitudes and skills for engaging musical and cultural diversity. They relate directly to the University's commitment to educating for a multicultural and diverse community. They foster multiple intelligences in a cross-cultural setting.
5) Students will demonstrate the ability to teach music to students in general music, choral and instrumental settings. Students will be assessed through classroom writing assignments, field experiences, and student teaching. Classroom writing assignments are based on music teaching pedagogies and approaches, planning, curriculum, assessment, and the sequencing of skills in teaching music across various populations. Field experiences and student teaching involves observation, analysis, participation and teaching in classrooms.
6) A knowledge of music hardware and software that will allow students to define and solve problems specific to music technology, and the acquisition of technical skills necessary for artistic self-expression with technology and new media. Students will demonstrate proficiency in work with multimedia, and acquire technological skills suitable for the documentation and presentation of technology activities. Students will create compositions and improvisations utilizing technology, and gain an understanding of historical developments leading to the current state of technology.
2) As of last year, your program's SLOs were published as follows. Please update as needed.
Department Website URL: http://www.hawaii.edu/uhmmusic/students/Student%20Learning%20Outcomes.pdf
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: Course Syllabi. URL, if available online: NA Other: http://manoa.hawaii.edu/assessment/archive/pdf/2005/2005Music.pdf Other: 3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.
- File (03/16/2020)
4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.
0% 1-50%
51-80% 81-99% 100%5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.
The SLOs of the BA and BM program seek to provide guidelines for young professionals in the music field. Our SLOs are specifically crafted around the guidelines for NASM, our national accreditors. It is our hope that assessing each student based on these criteria will tell us whether or not they are ready for the music field; and if so, how prepared and competitive they will be. The SLOs for the BA and BM programs are:
1) Performance Skills. All students, regardless of career plans, should grow in musicianship during their time at UHM. Performance skills encompass technical skill on an instrument or voice, ability to perform in an ensemble, confidence and stage presence, and perhaps most importantly, aesthetic judgment. Recognizing that each student brings a unique background of preparation and aptitude to college-level music study, the department chooses to emphasize improvement and growth rather than the attainment of a uniform technical standard.
2) Basic Musicianship. The ability to hear, analyze, read, and write music is essential to musical study and the music profession. These skills fall under the general category of music theory and aural skills.
3) Knowledge of Literature. Knowledge of music history is essential in connecting the music programs to the broad liberal background of the university as a whole.
4) Cross-cultural appreciation and understanding of diverse musical traditions. Experiences in ethnomusicology develop attitudes and skills for engaging musical and cultural diversity. They relate directly to the University's commitment to educating for a multicultural and diverse community. They foster multiple intelligences in a cross-cultural setting.
6) State the type(s) of evidence gathered.
Every student is assessed in their applied area each semester. They perform juried exams (Board exams) before a jury of music faculty. In these exams, they are evaluated on their performance, which is a representation of the synthesis of their applied study and coursework.
Students are evaluated in each academic course through examination, assignments, and presentations, etc. Ensemble courses are evaluated through public performance.
7) Who interpreted or analyzed the evidence that was collected?
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: 8) How did they evaluate, analyze, or interpret the evidence?
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: 9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.
In a typical Board exam, there is a panel of 3-4 faculty members that evaluate each student. Every student that is registered for applied lessons (with the exception of students in a recital semester or in a holding number) is evaluated this way. Every area submits these evaluations at the end of the semester.
10) Summarize the actual results.
The Board Exams provide evidence of progress in the degree. Most students perform within the "A" range, which is expected in our field. Some students performed at the "B" level, which is considered low for our program. "C" or below is considered to be unacceptable.
11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.
Students performing at high levels are advanced to the next level of study. For students performing at lower levels, the information is used to determine whether or not there should be a change in applied lesson time (30 min vs. 60 min), change in major instrument, or change in major.
12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.
Students should be performing at an A level. If they are not, we turn to the advisor to discuss degree plan options and career path choices.
13) Other important information:
The department is using assessment well and the faculty have been supportive of assessment initiatives and efforts.