Program: Music (BA, BMus)
Degree: Bachelor's
Date: Fri Oct 14, 2011 - 2:54:15 pm
1) Below are your program student learning outcomes (SLOs). Please update 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.
2) Your program's SLOs are 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(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50%
51-80% 81-99% 100%5) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. 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. We are also in the midst of a NASM review, so we are linking our program SLOs to each element presented by NASM, and we are using our assessment information to help quantify our information for NASM. We have targeted our four main SLOs: Performance Skills, Musicianship, Music Literature, and Ethnomusicology; specifically:
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 to answer the assessment question and/or meet the assessment goals that were given in Question #5.
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) 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.
8) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
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: 9) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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: 10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
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. The majority of our students are doing well in their respective degree programs. Students who receive a grade of B or lower in applied lessons are advised to consider some sort of change to their program, whether it is a shift in focus (BM to BA) or in major (out of the music program).
11) State how the program used the results or plans to use the 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.
We are happy with our assessment procedures. We feel that having an entrance audition at the beginning of the program allows us to assess potential for success in the degrees fairly easily. We are fortunate to have juried exams each semester, as we can accurately and fairly track each student in the major.
13) Other important information.
Please note: If the program did not engage in assessment, please explain. If the program created an assessment plan for next year, please give an overview.
As previously mentioned, we are using our assessment information to support our re-accreditation with NASM (National Association of Schools of Music). We expect to further tailor our assessment procedures during this process to better reflect the goals and guidelines set forth by NASM. We are taking the opportunity to revisit all Student Learning Objectives, syllabi, and curriculum maps for the department.