Student Learning Outcomes and Assessment
Preparation for Post-Baccalaureate Activity
|- +||I. Essential Student Learning Outcomes for Undergraduate Music Degrees|
- Knowledge and development of physical coordination and technical skills required for specific musical activities (conducting, singing, instrumental performance)
- Knowledge and ability to apply essential principles of music theory and form to the study and evaluation of musical scores (critical skills)
- Knowledge of and familiarity with musical notation in performance and original composition (creative skills)
- Knowledge of and familiarity with historical evolution of Western music as evidenced by style periods, performance practices, and representative composers and their works
- Knowledge of and familiarity with the varieties of music as a cultural phenomenon seen in its interrelationship with belief systems, life-ways, and language
- Knowledge of the power of music as an expression and reflection of human emotion and responsiveness
- Achieving deep identification with music through performance and study
- Knowledge of and ability to synthesize perspectives- physical, technical, analytical, historical-that leads to a cultured musical sensibility and artistic performance
|- +||II. Students Completing a Degree in Music Will Also Possess|
- Advanced Performance Skills
- Student achievement in the applied field as evaluated through performance in public recitals, jury examinations, and through evaluations by the applied music teacher and Area Coordinator each quarter
- Ability to organize and perform full-length recitals (students in the Performance and Composition degree programs)
- Knowledge and skill development in analysis, composition and repertorie
- Skills in the grammar of music, the elements of music, music styles, imitation of traditional and contemporary musical form and composition, and knowledge of a large, varied body of repertoire
- Composition skills-assignments are a regular part of the two-year theory program and are also incorporated, as appropriate, in the advanced theory and music history courses
- Keyboard Competency that also contains elements of improvisation
- Advanced knowledge of repertoire they are studying and its historical context in their solo and ensemble performance
- Ear training competency (lab contains 15 Intel iMac stations with Yamaha General MIDI keyboards, stereo headphones and software specific to the task)
- All composition students gain a thorough knowledge of a recording studio/composition lab, electro-acoustic music studio, MIDI, electronic and computer hardware, and ability to use these resources for their creative activities
|- +||III. Program Description, Student Learning Outcomes and Assessment|
The Department of Music offers the Bachelor of Music degree in four concentrations: Performance, Composition, History & Literature, and Music Education (including endorsement for Music Education P-12 and state teaching certification in conjunction with Woodring College of Education).
Each music major is grounded in fundamentals, the core sequence of study in theory, aural skills, keyboard training, applied instruction, performance ensemble, and music history. However the value of the music degree far exceeds the sum of the information studied and learned. For example:
- Musicians tend to be creative, in tune with their minds, bodies, and emotions
- The ability to produce performances based on planned growth (time required to learn the music) makes them skilled project managers because of the ability to plan ahead with both individual and/or group goals
- The private study and practice required each week to master the material makes those with musical training comfortable with taking responsibility for accomplishing tasks
- Musicians come to understand that it is only through working effectively with others (accompanists, conductors, and/or other performers) that a performance will be successful
- Music graduates become excellent time managers by the necessity of the complexity of their studies/performances/rehearsals
- Musical training requires students to learn to identify and master patterns in everything from compositional structure to technical passages-an ability those with music educations have been known to apply in diverse non-music working environments, from cryptology to computer programming
- Musical training requires students to have self-discipline and personal initiative
- Musical education requires students learn to work closely with others to meet group goals, and perform under pressure on demand
|- +||IV. Post Baccalaureate Activities|
- Our students prepare for graduate studies at universities or conservatories. Presently, to name a few, Western Music Program graduates are at present in or have matriculated from graduate programs at Indiana University, Northwestern, University of Washington, Depaul University, University of North Carolina, University of Michigan, New England Conservatory, Manhattan College of Music, University of California-Santa Barbara, Eastman Conservatory of Music and many more
- Selected graduates in Performance are each year accepted via audition into national and international young artists programs, and/or for graduate studies at universities and/or conservatories
- Our music education graduates are prepared to begin Elementary or Secondary Education teaching careers
- Our music graduates find positions in a vast array of music careers: Private Teacher, Librarian, Music Retail, Music Therapy, Music Business, Speech or Voice Therapy, Music Production, Digital Audio Editor, Sound Design, Music Publishing, Musical Theatre, Arts Organizations, Community Arts Manager, Performing Arts Administrator, Community Development, etc
- Our graduates also find positions in many non-music professions, including continuing their educations at Medical or Law Schools, or any number of positions in the private sector from Microsoft to Boeing to small business
|- +||V. Student Learning Assessment|
Student achievement is evaluated through course examinations, performance in public recitals, jury examinations, composition portfolio, and through evaluations by the applied music teacher, Area Coordinator, and performance ensemble directors each quarter resulting in a grade. Jury forms can be found under the Current Students page.
Music Education students must successfully complete the Washington Teacher Performance Assessment (TPA) during their semester-long internship
The frequency of jury examinations and the students to be applied in evaluation of performance study are administered and controlled at the level of the Area Coordinator. Jury Examinations are required each quarter. In all areas of applied music, progress through the applied music levels (e.g. 212-216, Freshman and Sophomore; 312-316, Junior; 412-416, Senior level) is determined by an Upper Division Jury Examination.
Students in the BMus in Performance degree program must perform full-length Junior and Senior recitals. Senior recitals are also required for students in the BMus in Composition program. Recitals performed as part of the graduation requirements in Performance and Composition are evaluated by faculty committees (consisting of at least the applied instructor and the area coordinator) which must approve the program plan and the pre-recital hearing.
Students in the BMus in History & Literature program complete a Senior Thesis (MUS 490) in lieu of a recital.
Students in the BMus in Music Education program are evaluated through required state exams, WEST-B and WEST-E, course examinations, supervised teaching practicums, and supervised teaching internships.
For more information please contact the Music Undergraduate Academic Advisor, Julie Hall, at (360) 650-4091 or Julie.Hall@wwu.edu.