BA – ARTS ADMINISTRATION – MUSIC INDUSTRY CONCENTRATION

PROGRAM ASSESSMENT PLANS & REPORT

AY 2011-2012

Program Rationale/Purpose Statement:
The Music Industry concentration combines the study of music performance, music business, music theory and music technology in order to give the student a broad array of valuable skills for today’s rapidly evolving music industry. The interdisciplinary nature of the major and the existence of the various specialized music performing, production, and business groups on campus allow students to use their classroom knowledge in real-world applications, enhancing the students’ preparation for the musical world in which they might be working.
Marketing / Recruitment Target Statement:
See “Marketing/Recruitment Target Statement” at the beginning of this section. Students with artistic and creative skills, but sensitive to the economic reality of today’s society, can work towards a degree that is flexible enough in content and focus to incorporate personal creativity with sound music industry skills and practices.
Goals of the Program/Corresponding Classes:
To develop a foundation in the language and practice of music that will allow students to function intelligently and knowledgeably among musicians and others in the industry. MUS321
To prepare students for music industry careers or graduate study by giving them an understanding of the creative centers and business organization of the domestic and worldwide music and entertainment industries. MUS427
To prepare students for music industry careers by giving them working proficiency in their principal instrument. MUS315/317
Section One: Describe all department activities with respect to improving student learning in the major. This may include new faculty hires, course revisions, assignment creation, rubric revisions, goal evaluations, etc.
Section Two: Describe which program goal(s) in the Major Program Plan was assessed during the academic year.
Section Three: Describe analysis of assessment data and action plans for upcoming academic year.
Intended Outcomes/Assessment Criteria:
Intended Outcome 1: (D - Career Readiness – Program Specific) To develop a foundation in the language and practice of music that will allow students to function intelligently and knowledgeably among musicians and others in the industry.
Assessment Criteria: Students will write an arrangement or composition applying the principles of harmony covered in the two-semester music theory sequence, and present their work before a panel of faculty and classmates. Assessment: 75% of majors will be proficient or better in MUS321.
Section One - Activity Statement:
N/A
MUS 321 was not offered during the 2011-12 academic year. Within the BA-AA-Music curriculum, the course has been replaced by MUP 221, which will run in Spring 2013.
Section Two - Results of Outcomes Activity:
N/A
2011-2012
N/A / Met/Not Met
N/A / Data Details
N/A
Section Three - Analysis and Action Plans:
**Effective May 2011, MUS 321 (formerly the second in a two-semester theory sequence was replaced by MUP221, which is the second in a four-semester musicianship sequence. BA-AA-Music majors will still be required to take two theory/musicianship courses (MUP121 and MUP221), while Professional Music majors are required to take the entire four-course sequence (MUP121,221,321,322)
Intended Outcome 2: (D - Career Readiness – Program Specific) To prepare students for music industry careers or graduate study by giving them an understanding of the creative centers and business organization of the domestic and worldwide music and entertainment industries
Assessment Criteria: Students will complete a capstone music production or performance project that applies the principles covered in the two-semester music business sequence. Assessment based upon an evaluation of their final project by a panel of faculty and classmates. 80% of majors will be proficient or better in MUS427.
Section One - Activity Statement:
One BA-AA major was enrolled in MUS 427, completing her capstone music production project in April 2012. A panel of four individuals was assembled to assess the capstone project – including one faculty member, one music department staff member, one peer BA-AA-Music major, and one graduate who successfully completed a BA-AA-Music degree including an outstanding capstone project. Each member of the panel attended the production, with the peer and alum members both also participating in the execution of the event.
Section Two - Results of Outcomes Activity:
2011-2012 / Met/Not Met
Not Met / Data Details
Section Three - Analysis and Action Plans:
It was determined that while a failing grade in this course was not warranted, the student did not demonstrate only a low level of proficiency in the multiple facets of concert production and project management required of the project. The MUS 427 instructor's assessment of the student's level of preparation throughout the project planning process was barely acceptable.
While assessment criteria were clearly communicated to the student in writing and verbally at the beginning and throughout the capstone project planning process, future students required to execute such an activity will be assessed at the midpoint of the planning process by instructor and one peer. This may limit the ability of the student to procrastinate on tasks within the project management plan in a way that would severely risk the project outcome.
Intended Outcome 3: (D- Career Readiness – Program Specific) To prepare students for music industry careers by giving them working proficiency in their principal instrument.
Assessment Criteria: Demonstrate a basic level of competency on their principal instrument or area of musical performance, based upon an evaluation by a jury of faculty at the completion of the three-semester sequence of private study. 75% of majors will be basic or better in MUS315/317.
Section One - Activity Statement:
Two students were enrolled in MUS317 during Spring 2012, and one was enrolled during Fall 2012. None were enrolled in MUS315 either semester. Each student was assessed by their instructor using a vocal technique and performance rubric at the beginning of the semester. At the end of the semester each student presented an informal juried performance before a panel consisting of three members of the private music faculty. Each member of the panel assessed the student's performance using the same rubric.
Section Two - Results of Outcomes Activity:
Both students (100% or 2 of 2) demonstrated the expected basic level of competency on their principal instrument.
2011-2012 / Met/Not Met
100% met
(2 of 2) / Data Details
The two students earned the following scores on the pre- and post-test evaluations:
Student 1: pretest 72%, posttest 86%
Student 2: pretest 87%, posttest 91%
Section Three - Analysis and Action Plans:
Format of evaluation has proven effective. Beginning in Fall 2012 all private music instruction teachers will be given a more clear and detailed set of expected learning outcomes for students on each instrument and at each level of instruction. This is designed to make more consistent the teaching approaches across multiple adjunct private music instructors. End-of-semester juries will also be scheduled further in advance, and adjudicated public recitals may be added for some students in lieu of a private jury.

Updated: November 2009