Assessment Committee: Gail Berenson, Professor of Piano, Chair

Dorothy Bryant, Assistant Professor of Music Education; John Climer, Associate Professor of Music and Director of Bands; Patricia Pease, Assistant Professor of Voice; Mark Schroeder, Assistant Professor of Cello; Richard Suk, Assistant Professor of Music Education and Associate Director of Bands; Dora Wilson, Professor of Music History and Literature.

Since last yearÆs School of Music assessment report was submitted, a seven-member committee has been assembled with the mission of focusing on assessment for the 1996-1997 school year. By the very nature of a School of Music curriculum, assessment is an integral component of our work. Seeking ways to enhance what is already in place, the committee served as a catalyst, requesting that each division of the School of Music meet to specifically identify, by degree emphasis, the skills our students are expected to have learned by the time they receive their diploma and to indicate how these are assessed. This process involved every member of the faculty. The process proved both relevant and revealing. Many divisions made substantive changes in curriculum content and in methods for keeping students apprised of their progress throughout their degree programs, a direct result of these discussions. Noting that minimal effort had previously been made in acquiring assessment data from our alumni, several strategies were initiated to solicit feedback from our graduates.

To describe the School of MusicÆs current assessment procedures, the decision was made to use the questions included in the ôGuidelines for 1997 Assessment Reportsö as a format for this yearÆs report. Four appendices are also included.

1a. What are your unitÆs goals for student learning?

The primary objective of the School of Music is to provide comprehensive professional training for music majors. The development of comprehensive musicianship in all students is prerequisite and fundamental to all degree programs. Through participation in and exposure to a wide variety of recitals and concerts of high quality, and through courses in theory and composition, history and literature, music education and music therapy, and applied subjects which utilize the most productive, current and relevant pedagogical systems and techniques, School of Music majors are trained to be effective and competitive in whatever musical direction their careers take them.

All students are required to complete core courses and degree-specific competencies in:

- Performance

- Aural Skills and Analysis

- Composition and Improvisation

- Repertory and History

- Music Technology

- Synthesis

- Keyboard Skills

1b. Indicate how your goals were developed and who was involved.

The comprehensive goals stated above are mandated by the National Association of Schools of Music (the accrediting agency for schools of music) and consistent with the published mission statement of the College of Fine Arts, as well as with the published objectives of the University. These goals have evolved over time, as researched and scrutinized by experienced musicians and scholars. Because our professional studies degrees also involve certification and acquisition of a license and/or credentials, these goals are mandated by:

- Ohio Board of Education, in music education

- National Association of Music Therapists (NAMT), in music therapy

- American Association for Music Therapy, in music therapy

Faculty continue to refine the specific course components that meet these goals.

1c. Have they been modified based on last yearÆs report?

Yes. Although the basic goals have not changed, there has been considerable revision in specific requirements that help meet these goals. An Ad-Hoc Core Curriculum Committee has been working throughout the year evaluating and revising the curriculum for all music degree programs. In addition, each Division in the School of Music (Performance: Keyboard, Voice, Strings, Woodwinds, Brass and Percussion; Academic Studies: Theory, History, Composition; Professional Studies: Music Education and Music Therapy) has met consistently to examine the relevance of the specific degree requirements, recommending revision as needed. Much of this was the result of a 1996 Advisory Committee Retreat, which initiated this discussion. The entire faculty was involved in some aspect of this review.

2a. How did you assess student learning?

Student learning is assessed within the various curricula in the School of Music. Each curriculum states that all students are required to complete core courses and degree specific competencies in following areas:

Performance

Aural Skills and Analysis

Repertory and History

Music Technology

Keyboard skills

These competencies are detailed in the following question.

2b. What testing instruments, methods and processes did you use to collect

Objectives and requirements for each major are clearly stated. Progress toward the objectives is assessed through (1) performance tests, (2) written tests, (3) interviews and (4) proficiency exams. The testing instruments, methods and processes are detailed in the following list by degree areas.

ò All Music Majors

- a student must meet stated minimum keyboard skills proficiency requirements measured by a keyboard proficiency test

- applied music jury examinations are required to assess performance ability for advancement in classification, both written and oral feedback is given for each jury

- music theory placement written examination is required for all new students

- the core courses of music theory are sequence courses, and for advancement through the sophomore level (and continuation as a music major), a student must meet minimum grade standards

- written theory evaluation includes daily homework assignments and quizzes

ò Performance Majors

- applied music jury examinations are required to assess advancement in performance ability -- standards are listed for each level of advancement

- advancement to junior standing: a critical evaluation done by the entire division faculty regarding every aspect of the student's performance

- senior recital: full public recital is required

ò Music Education Majors

- annual review of each student by the music education faculty - assessment notice culminates as commendation, warning, or denial of further registration

- admission to junior standing: a comprehensive evaluation including studentÆs course work, major instrument classification, recommendations, personal career intention form, interview with music education faculty, and admission to professional education through the College of Education

- admission to advanced standing in teacher education in the College of Education - students apply for advanced standing in teacher education after completing a 10-hour block of early field experience courses and successful completion of educational psychology

- admission to senior standing: a final evaluation using the above criteria before approval for student teaching

ò Music Therapy Majors

- Music therapy is a certification program. The competencies which serve as the basis for the curricula in music therapy were revised in 1996 by faculty and clinical training directors in music therapy programs across the nation accredited by the National Association of Schools of Music (NASM and by the National Association for Music Therapy (NAMT) (see Appendix B)

- admission to junior standing: a comprehensive evaluation including studentÆs course work, proficiency examinations, major instrument classification, recommendations, personal career intention paper, and interview with professional studies area faculty

ò Music Theory Majors

- senior project requiredùsubject to oral review by Academic Studies Area faculty

ò Music Composition

- senior project requiredùsubject to oral review by academic studies area faculty, and composition to be publicly performed

ò Music History and Literature

- senior project requiredùsubject to oral review by academic studies area faculty

ò All Music Majors

- entrance requires music history placement examinationùany deficiencies must be fulfilled before graduation

- entrance requires music theory placement examinationùany deficiencies must be fulfilled before graduation

- faculty advisors schedule programs of study utilizing the results of all placement examinations and auditions

- final comprehensive oral examination is required

ò Performance Majors

- applied music jury examinations are required to assess advancement in performance ability

- proficiency level is required on each secondary instrument in the woodwind performance-pedagogy emphasis program

- final recital or lecture-recital required in performance/pedagogy program

ò Composition Majors

- entrance exam includes statement of purpose, scores, and tapes

- final composition and defense required, to be publicly performed

ò Music Therapy Majors

- entrance requires evidence of prior experience working with handicapped children or adults

- entrance requires proficiency examinations in piano, guitar, and voice

- entrance requires placement interview with music therapy faculty

- final thesis and thesis defense, or clinical project required

ò Music Education Majors

- entrance requires placement interview with music education faculty

- final thesis and thesis defense, recital, or independent project required

ò Music History and Literature

- must demonstrate reading ability in at least one foreign language

- final thesis and thesis defense required

The following assessment activities have been modified since last year.

ò All Music Majors

- Freshman Music Theory has been divided into two separate courses, one for written theory and the other for aural theory. Assessment and drill instruction in the aural theory component includes a software program, MacGAMUT.

- Piano jury requirements have been elevated with technique as a component of every performance major's jury; both written and oral feedback is provided after each jury

ò Performance Majors

- More stringent requirements for entrance auditions have been implemented in piano performance. These requirements are in writing and are sent in two separate mailings to prospective students.

ò Music Education Majors

- The following assessment interviews have been added. Each interview includes a checklist of questions. The MEAR and MESR include a written response to the student. (See Appendix A)

Music Education Entrance Interview

Music Education Advisory Review (MEAR) (each year)

Music Education Senior Review (MESR) (competency checklist)

- The Music Education Junior Review has been expanded to include demonstration of singing skills, writing skills, error detection, (see Appendix A)

3. Detail how you are analyzing the data and diagnosing strengths and weaknesses.

Data from assessment instruments are analyzed in a variety of ways. Objectives and requirements for each major are clearly stated by the division heads and faculty. Progress toward the objectives is assessed through:

- public performances, followed by oral and written comments by the faculty

- written tests, which determine if students are meeting course objectives

- interviews, such as the Junior Reviews, followed by oral and written feedback from the faculty

- proficiency exams, such as the piano proficiency exams, with oral and written comments about why the proficiency was or was not met.

4a. What evidence (assessment data) have you gathered indicating that you are accomplishing your goals?

External evidence is the focus of assessment data for the School of Music. Since last year the School of Music has initiated the following assessment instruments for collecting data:

- Survey of alumni taken at the Ohio Music Education Association (OMEA) meeting, held in Toledo, OH, February, 1997, indicated that graduates are satisfied with the education they received at OU (see Appendix C)

- 100% of our music education students have passed the National Teacher Exam and have received teacher certification from the State (Ohio) Board of Education.

- Our students are consistently being accepted into graduate programs by major Schools of Music and Conservatories.

- Nationally renowned musicians who arrive on campus as guest artists to perform and present master classes are impressed with the quality of our students and their preparation for their performances.

- Alumni and colleagues strongly recommend Ohio University and the School of Music to prospective students as a first choice as they select colleges.

4b. What evidence indicates that they are not being fully accomplished?

None at present. Historically, if it became apparent that our goals were not being fully accomplished, the faculty has responded as quickly as possible to correct the situation.

5a. What improvements or enhancements have been implemented based on your assessment activity?

- initiation of a series of early check points to advise students of their strengths and weaknesses.

- more stringent requirements for entrance auditions in all performance areas

- implementation of elevated requirements for keyboard juries, designed to improve studentÆs technical skills and sight reading ability

- keyboard repertoire class has been increased to a one-year (three-quarter) class to enhance student knowledge of piano literature (previously one-quarter)

- piano labs have been increased from four to approximately fifteen activities to allow for more performance/listening opportunities

- establishment of joint meetings of the piano and voice divisions to coordinate and discuss concerns that affect both voice and piano students

- development of a new process for handling the accompanying needs of the voice division

- implementation of computer-assisted drill for the aural skills sequence

- establishment of the Music Education Advisory Review (M.E.A.R.), designed to assist students with successful matriculation through the Music Education curriculum

- development of codified expectations for each classification level within the woodwind division--these guidelines clarify specific skills which are to be demonstrated by the student

- undergraduate majors in voice may now participate in pedagogy course offerings

- a masters degree with a voice pedagogy emphasis has been implemented

- a master degree in performance with a conducting emphasis has been implemented

- a German lieder competition is planned for the 1997-98 academic year, in cooperation with the Piano Division

- class times have been extended in the voice division by one hour per week for courses in diction, pedagogy, and repertoire

- entrance interviews for music therapy and music education have been implemented

5b. How are you using information from your answer to question 3 to improve your program?

Performance tests (juries) are administered on a quarterly basis with oral and written comments. Information gathered from these tests enable faculty to evaluate student progress in the applied area. Based on this information, repertoire and lesson materials are assigned to meet specific needs of the individual student.

Written tests are evaluated to determine if students are meeting course objectives.

Interviews such as the Junior Review include oral and written feedback from the faculty. This enables students to measure their progress in achieving specific goals outlined in their degree programs. In addition, the interviews serve as a means of evaluating faculty effectiveness in their advising of students.

The keyboard proficiency exam is required of all majors within the School of Music. Students receive aural and written comments about why the proficiency was or was not met. Data collected from these test results assist faculty in evaluating the requirements for the keyboard proficiency exam.

6. What changes do you recommend for your unit in the future?

6a. In academic program/curriculum:

ò Academic Studies Division

- Comprehensive examinations developed by all divisions of the unit, administered at the end of the sophomore year, with emphasis on core theory and aural skills classes

ò Music Education Division

- Redirecting the curriculum in response to the New Teachers Education Standards adopted by the state of Ohio

- Re-evaluation of syllabi to address program disruptions and overlapping in the curriculum

ò Performance Area

- Piano Division

--Newly designed proficiency examination which tests specific skills important to advanced-level pianists

--Repertoire lists, with specific requirements tailored to each degree program, outlining the repertoire that each student will be expected to learn prior to graduation

--Addition of graduate assistantships in accompanying to provide the vocal and instrumental divisions with qualified pianists who can fulfill those divisionsÆ needs for accompanists

- String Division

--Addition of courses in performance of orchestral excerpts, the objective of which is to enhance the string playerÆs ability to compete for positions in professional orchestras

--Examination of the relevance of all music courses required of string performance majors by means of grade analysis of those graduates who are now successful as performers

- Voice Division

--Enhancement of recruitment activity by direct contact with key high schools within the state who consistently produce quality music students. --On-site presentations are planned which include faculty performance and evaluation of high school voice studentsÆ performance skills

--Cooperative effort with Piano Division to address the problem of insufficient numbers of qualified accompanists for voice students. --Graduate assistantships in accompanying are being offered for the 1997-98 academic year

--Recommendation to the Director to establish a contractual agreement with an experienced accompanist capable of providing a high level of artistic accompaniment for voice students who present undergraduate and graduate recitals, and who also have need of high quality audition tapes for their professional development

6b. In your departmentÆs assessment process (goals, objectives, methods):

- A new questionnaire, drawn up by the schoolÆs assessment committee, will be added to the existing survey instrument circulated by the Office of Institutional Research to graduates of the University (see Appendix D)

- Annual circulation of the above questionnaire to alumni at intervals of a) one year, and b) five years after graduation

- The most recent data collected from the 1997 alumni survey will be analyzed and made available to all divisions within the unit by January 1998

- Invite successful Ohio University graduates of the school to speak to the students about their professional experiences since graduation

- Alumni Board annual presentation of panel discussion of ôreal worldö situations for professional musicians (performers, music educators, music therapists) for the benefit of the unitÆs current students

- Internet ôdialogueö/mentoring by successful O.U. graduates. Invite those who are working as music professionals to serve as ad hoc advisors for current music majors

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