Bachelor of Arts in Music (through University of Rochester’s College of Arts and Sciences)

  1. Curricular Table

Program Title: Bachelor of Arts in Music

Number of Years to Complete the Program4

Program Submitted for: Renewal of Final Approval for Listing

Spring 2012 Enrollment in Majors: 80

Name(s) of Program Supervisor(s):College Music Department Chair John Covach

Musicianship / Performance/Required Music Electives / General Studies / General Studies Electives / Total # of Units
39 units / 24 units / 28 units / 40 units / 129 Total Units
31% / 19% / 23% / 33% / 107% Total

Musicianship

MUR 111-112: Theory I-II 8

MUR 113-115: Musicianship II-IV 3

MUR 211-212: Theory III-IV 8

MUR 221-224: History of Western Music20

Total Major Area39 units

Performance/Required Music Electives

MUR 15x: Ensemble (min. 4 semesters) 4

ESM Dept. 130: Applied Music (min. 4 semesters) 8

MUR 116-117: Keyboard Skills I-II 4

Music Electives: Various 8

Total Musical Performance and Music Electives24units

General Studies

CAS 105: Reading and Writing in the College 4

Social Science courses: Related courses (cluster)12

Natural Science courses: Related courses (cluster)12

Total General Studies28units

General Studies Electives

Total Electives40 units

  1. Statement of purposes

This concentration prepares students for careers in music education, musical performance, and advanced degrees in music theory, history, composition and ethnomusicology. Music also serves as a major within a broadly conceived BA in arts and sciences. Many students elect Music as part of a double-major scheme, allowing them to complete their work in music while preparing a foundation in another field via a second major.

  1. Assessment of compliance with NASM standards

General competencies for BA music students are met as follows: Rigorous coursework in theory, history, and general electives along with participation in ensembles and private lessons. Students complete four semesters each of core theory, musicianship and history, in addition to four semesters of private lessons and ensemble. Individual tracks within the major allow students to create a focus on areas like, jazz, popular music, world music, performance and others.

  1. Graduate degree

N/A

  1. Results related to program’s purposes

A significantly high percentage of students in the College go on to graduate school. Roughly half of College Music Department music majors go on to study music, while others pursue graduate school in other areas (often in the area of a second major). Recent placement of music majors has included graduate music programs at Princeton, University of Miami, University of Texas at Austin, University of North Texas, and Yale.

  1. Assessment of strengths, areas for improvement, challenges and opportunities

The College Music Department provides a superb musical education within the context of the BA. The styles of music studied a diverse, including classical, jazz, rock, and world musics. Our challenges include providing the best possible rehearsal and practice spaces for students on a campus on which certain spaces must be shared with other departments and with student activities. We hope to continue to work to improve these spaces and a pending reorganization of College spaces (2012-13) promises to address many of these issues. The biggest area of opportunity for the College Music Department is working with Eastman’s strengths in areas of traditional music-making and repertory while offering courses and ensembles that compliment Eastman. Courses in popular music and music theater in the College Music Department, as well as ensembles in rock and gospel music, create opportunities for students at both schools that create an enriched environment of musical diversity at the University of Rochester.

  1. Rationale for continuation of the program

The College of Arts and Sciences enrolls approximately 4300 undergraduate students. Every semester, College Music Department courses, lessons (via ESM), and ensembles enroll approximately 1200 students—2400 in a single academic year. Since many of these students take more than one and are counted twice, it is probably safe to estimate that 25% of the undergraduate student body in the College takes some music offering in any given year. A recent study by the College Admissions Office determined that the College was able to attract the best science students in part on the strength of the music program, finding a high correlation between achievement in science and interest in music. While serving the music majors in the College Music Department is important, the greatest justification for continuing the program lies in its service to the College in general. Itis certain, the department is most valuable in the ways it enriches the musical life of the College campus.

  1. Plans for addressing weaknesses and improving results

As mentioned above, space is the department’s biggest problem. Construction of a new building for the Warner School of Education will be completed in December 2012; the Warner School will vacate a significant amount of space, which the College will claim. Music is at the top of the list of departments to benefit from a reorganization of space and we are optimistic that these new spaces will significantly address the problems our departmental growth and expansion has created.

  1. Curricular Table

Program Title: Bachelor of Applied Music in Organ

Number of Years to Complete the Program4

Program Submitted for: Renewal of Final Approval for Listing

Spring 2012 Enrollment in Majors: 00

Name(s) of Program Supervisor(s):Associate Dean of Academic & Student Affairs Donna Brink Fox

Major Area / Supportive Courses in Music / General Studies / Electives / Total# of Units
57 units / 54 units / 24 units / 0 units / 135 Total Units
48% / 45% / 20% / 0% / 113% Total

Major Area

ORG 160: Applied Music Lessons (8 semesters)32

ENS 120: Vocal Ensemble (6 semesters)12

PED 239: Organ Pedagogy 1

KBD 201-204: Sacred Music Skills I-IV 8

KBD 261: Organ Design and Maintenance 2

Improvisation Electives: (2 courses) 2*

KBD 205: Organ Improvisation (1 cr.)

KBD 250-251: Jazz Improvisation for Keyboard Majors (2 cr.)

KBD 443: Keyboard Continuo Realization (2 cr.)

Total Major Area:57 units

*Improvisation Electives may be 2-4 units depending on the courses selected.

Supportive Courses in Music

EIC 100: Eastman Colloquium 1

TH 101/102; 201/202; 205: Music Theory Core13.5

TH 161/162; 261/262: Aural Skills Core 6.5

MHS 121-123: Music History 9

PA 130: Secondary Piano Lessons (4 semesters @2 cr./sem.) 8

CND 211/212: Basic Conducting 4

TH 251/252: Counterpoint I/II 6

TH 475/476: Intermediate/Advanced Keyboard Skills 6

Total Supportive Courses in Music54 units

General Studies

FWS 121: Freshman Writing Seminar 3

HUM/SCI: Humanities/Sciences Electives (7 electives @3 cr. each)21

Total General Studies24 units

Electives

Total Electives0 units

  1. Statement of purposes

The Bachelor of Music in Applied Organ degree prepares students for a professional and/or academic career in performance.

  1. Assessment of compliance with NASM standards
  1. Degree specific competencies required by applicable standards
  1. Comprehensive capabilities in the major performing medium including the ability to work independently to prepare performances at the highest possible level; knowledge of applicable solo and ensemble literature; and orientation to and experience with the fundamentals of pedagogy.

Course work in the major area comprises 48%, or 57 units, of the required coursework for the Bachelor of Applied Music in Organ, providing the student with a comprehensive and rigorous study. These courses include ORG 160: Applied Music Lessons; ENS 120: Vocal Ensemble; PED 239: Organ Pedagogy; KBD 201-204: Sacred Music Skills I-IV; KBD 261: Organ Design and Maintenance; and Improvisation Electives including KBD 205: Organ Improvisation, KBD 250-251: Jazz Improvisation for Keyboard Majors, and KBD 443: Keyboard Continuo Realization.

Students develop and demonstrate comprehensive capabilities in the major performing medium and the ability to work independently to prepare performances at the highest level. This is assessed through weekly applied lesson study, studio class performances, the yearly performance jury and the senior capstone recital.

An extensive repertoire list is provided to each student in the department, and students are required to prepare this compulsory list of significant repertoire during their degree studies. In addition, students must be knowledgeable about score editions, stylistics concerns, and other historical information as it relates to the repertoire and composer.

Students receive an orientation to and experience with the fundamentals of pedagogy through PED 239: Organ Pedagogy and in the weekly studio classes where faculty model the fundamentals of pedagogy.

  1. For performance majors in voice, the study and use of foreign languages and diction are essential.

N/A

  1. Solo and ensemble performance in a variety of formal and informal settings. A senior recital is essential, and a junior recital is recommended.

Students perform at weekly studio classes and yearly in juries. The Senior Recital is the culminating, capstone event in the student’s Bachelor of Music program.

  1. Required levels of achievement

Students are assessed on an ongoing basis by all members of their department with formal evaluations at the end of each academic year. Students are expected to make progress at their own rate with faculty supervision.

  1. This program does not involve distance or correspondence learning.
  2. This program does not involve multi- or interdisciplinary coursework.
  3. This program does not focus on electronic media.
  1. Graduate degree

N/A

  1. Results related to program’s purposes

The success of this program is measured by the success of our graduates. Many of our graduates are accepted to graduate programs at prestigious schools across the United States and abroad. In addition, many of our students go on to lead successful careers in music and teaching, as demonstrated by their many accomplishments, such as prizes, recordings, performances at prominent venues and prestigious academic appointments.

  1. Assessment of strengths, areas for improvement, challenges and opportunities
  1. Strengths
  1. Eastman faculty are leaders in the area of teaching various techniques of organ playing based on the style and instrument for which it is most appropriate.
  2. The hard work and dedication of the students is strong. There is a culture of expectations that supports this through Organ Colloquium, a weekly joint studio class; the studio; required public speaking; performances; basic research in their field; and contextual repertoire requirements.
  3. The in-depth approach means that when the students play in any style, they have an idea of how to be stylistically relevant.
  4. Guest artists in recent years included:

2011: Jeffrey Brillhart (Yale University), Sophie-Veronique Cauchefer-Choplin (Royal College of Music London), Bruce Neswick (Indiana University), Edoardo Bellotti (Hochschule for Musik, Bremen), Janette Fishell (Indiana University), David Briggs (Gloucester Cathedral, UK), Michel Bouvard (Paris Conservatoire, St. Sernin Toulouse), David Arcus (Duke University), Bine Bryndorf (Royal Conservatory of Denmark)

2010: Olivier Latry (Paris Conservatoire, Notre Dame Cathedral), David Yearsley (Cornell University), Joris Verdin (Royal Conservatory of Antwerp), Cherry Rhodes (University of Southern California), John Scott (St. Thomas's Church, Fifth Avenue, NYC), Christopher Marks (University of Nebraska, Lincoln)

2009: Christoph Wolff (Harvard University), Wm. A. Little (University of Virginia), Jacques van Oortmerssen (Amsterdam Conservatory), Delbert Disselhorst (University of Iowa), Larry Todd (Duke University), Jon Laukvik (Stuttgart)

  1. The Eastman Rochester Organ Initiative (EROI) has drawn international attention to our efforts to support construction and preservation of many types of organs in the greater Rochester community. Annual EROI festivals include performances, seminars, classes on related topics. Additional information may be found at: eroi/
  1. Areas for improvement, challenges and opportunities
  1. Teaching students to hear harmonically is a continuing area of importance for the organ faculty. The department faculty believe skills of harmony, counterpoint, composition, etc. must be developed for students at the keyboard. Faculty are working to develop earlier opportunities for this study within the curriculum.
  2. The department is committed to the importance of body awareness in the preparation of organists, and strongly recommends courses in Dalcroze Eurhythmics be offered at the School.
  1. While external attention to the EROI project has often focused on the opportunities for study on early instruments, when recruiting students the department continues to address the breadth of experiences offered in the program.
  2. Competitive scholarship support for organ students is a concern.
  1. Rationale for continuation of the program

N/A

  1. Plans for addressing weaknesses and improving results

A vigorous student learner outcome assessment plan has been developed at Eastman and is being used to monitor each program’s strengths, discuss potential areas for improvement and document ongoing discussions about teaching and learning. Through direct and indirect data, faculty continuously track student progress, identifying areas for increased accountability and work to improve all areas of the educational experience for students.

  1. Curricular Table

Program Title: Bachelor of Applied Music in Piano

Number of Years to Complete the Program4

Program Submitted for: Renewal of Final Approval for Listing

Spring 2012 Enrollment in Majors: 00

Name(s) of Program Supervisor(s):Associate Dean of Academic & Student Affairs Donna Brink Fox

Major Area / Supportive Courses in Music / General Studies / Electives / Total # of Units
63 units / 30 units / 24 units / 3 units / 120 Total Units
53% / 25% / 20% / 2% / 100% Total

Major Area

PA 160: Applied Music Lessons (8 semesters)32

ENS 120A: Vocal Ensemble (2 semesters) 2

KBD 111/112: Sight Reading 4

KBD 211/212/213: Piano Literature I/II/III 9

ACY 100: Required Studio Accompanying 6

ACY 201-202: Accompanying Class 4

CHB 281/282: Chamber Music I/II 2

PED 261/262: Piano Pedagogy 4

Total Major Area: 63 units

Supportive Courses in Music

EIC 100: Eastman Colloquium 1

TH 101/102; 201/202; 205: Music Theory Core13.5

TH 161/162; 261/262: Aural Skills Core 6.5

MHS 121-123: Music History 9

Total Supportive Courses in Music30 units

General Studies

FWS 121: Freshman Writing Seminar 3

HUM/SCI: Humanities/Sciences Electives (7 electives @3 cr. each)21

Total General Studies24 units

Electives

Optional Electives 3

Total Electives3 units

  1. Statement of purposes

The Bachelor of Music in Applied Piano degree prepares students for a professional and/or academic career in performance.

  1. Assessment of compliance with NASM standards
  1. Degree specific competencies required by applicable standards
  1. Comprehensive capabilities in the major performing medium including the ability to work independently to prepare performances at the highest possible level; knowledge of applicable solo and ensemble literature; and orientation to and experience with the fundamentals of pedagogy.

Course work in the major area comprises 53% or 63 units, of the required coursework for the Bachelor of Applied Music in Piano, providing the student with a comprehensive and rigorous study. These courses include PA 160: Applied Music Lessons, ENS 120A: Vocal Ensemble, KBD 111/112: Sight Reading, KBD 211/212/213: Piano Literature I/II/III, ACY 100: Required Studio Accompanying, ACY 201-202: Accompanying Class, CHB 281/282: Chamber Music I/II, and PED 261/262: Piano Pedagogy.

Students develop and demonstrate comprehensive capabilities in the major performing medium and the ability to work independently to prepare performances at the highest level. This is assessed through weekly applied lesson study, studio classes, the yearly performance jury, and in the senior recital, the culminating, capstone event in the student’s Bachelor of Music program. The yearly performance jury requires a 30-minute program representing at least 3 styles. The performance jury is presented in a recital format without interruption, as opposed to an audition format.

Knowledge of applicable solo and ensemble literature is gained through coursework in Piano Literature (KBD 211/212/213) and the Accompanying Class (ACY 201-202). In addition, students gain practical repertoire knowledge in their six-semester requirement of Required Studio Accompanying (ACY 100) of both instrumental and vocal majors.

Orientation to and experience with the fundamentals of pedagogy is gained in the two-semester sequence, PED 261/262: Piano Pedagogy.

  1. For performance majors in voice, the study and use of foreign languages and diction are essential.

N/A

  1. Solo and ensemble performance in a variety of formal and informal settings. A senior recital is essential, and a junior recital is recommended.

Students perform at weekly studio classes and in the studio classes of the singers and instrumentalists who they accompany. The Senior Recital is the culminating, capstone event in the student’s Bachelor of Music program. Students are encouraged to seek out and participate in performances in events outside Eastman such as concerts, festivals, master classes, and competitions

  1. Required levels of achievement

Students are assessed on an ongoing basis by all members of their department with formal evaluations at the end of each academic year. Students are expected to make progress at their own rate with faculty supervision. The Piano Department uses “letter grades” to document annual performance and improvement. Jury Examination Grades ranging from A to B- are considered passing. Jury Examination Grades of C+ and below are considered failing.

  1. This program does not involve distance or correspondence learning.
  1. This program does not involve multi- or interdisciplinary coursework.
  1. This program does not focus on electronic media.
  1. Graduate degree

N/A

  1. Results related to program’s purposes

The success of this program is measured by the success of our graduates. Many of our graduates are accepted to graduate programs at prestigious schools across the United States and abroad. In addition, many of our students go on to lead successful careers as performers and teachers, as demonstrated by their many accomplishments, such as prizes, recordings, performances at prominent venues and prestigious academic appointments.

  1. Assessment of strengths, areas for improvement, challenges and opportunities
  1. Strengths
  1. The department faculty indicate their strength stems from excellence in teaching. Faculty have international careers as masterclass teachers, recitalists, and competition judges.
  1. A student committee comprising representatives from each faculty studio meets regularly with the department chair to address concerns and discuss departmental initiatives.
  1. Guest artists in recent years include:

Solo Concerts: Emanuel Ax, Yefim Bronfman, Ingrid Fliter, Richard Goode, Stephen Hough, Garrick Ohlsson, and Krystian Zimmerman.

Master Classes: Alan Chow (Northwestern), Claude Frank (Yale/Curtis), Joseph Kalichstein (Juilliard), Jerome Lowenthal (Juilliard), Robert McDonald (Juilliard), Daniel Pollack (USC), Logan Skelton (Michigan), Boris Slutsky (Peabody), and Zhong Xu.In addition, many of the guest artists performing in Eastman Theatre with the Rochester Philharmonic Orchestra have presented master classes at Eastman.