Welcome to the Music webpage. On this page you'll find the mission of the department, departmental student learning goals, a curricular map and assessment schedule, and progress made from the most recent Program Review Action Plan (2011-2013). If you have questions about the assessment findings or questions about the department, please contact Dr. David Arnott, department chair, at [email protected].
Music is the arrangement of sounds in time so as to produce a continuous, unified, and evocative composition, through melody, rhythm, harmony, and timbre. It makes possible a language which expresses our deepest intuitive and creative nature. Education in the discipline of music includes the study of music theory, music history, literature, performance, and composition.
The Music Department educates music majors in the university setting through concentrations in Liturgical Music, Music Composition, Music Studies, and Performance, as well as, professional programs in Choral and Instrumental Music Education. Music majors should attain an understanding of the historical, theoretical, pedagogical and cultural principles which have contributed to the art music tradition, as well as competence in performance. The department educates all students (music majors/minors and the general student of any major), both individually and collaboratively, through appropriate courses in:
- Music history, theory, and appreciation
- Applied instrumental, and vocal instruction
- Choral and instrumental ensembles
The Music Department seeks to shape “an integrative environment for learning which stresses intellectual challenge, open inquiry, collaborative scholarship and artistic creativity." (CSB/SJU Coordinate Mission Statement).
As a faculty we want to create this environment by:
- broadening and deepening the knowledge and understanding of all aspects of music through research and publication, and
- enriching the lives of students, faculty and communities - on both the national and international level - with performances of a wide variety of music.
The excellence, authenticity, and originality of these performances will also serve as models for future performances by students and provide a basis for developing informed and critical listening skills.
STUDENT LEARNING GOALS
Goal 1: Applied music students will be able to satisfactorily perform a composition at their own individual technical levels.
a. Applied music students (majors, minors, or non-music majors) will perform repertoire on their instrument or voice at the appropriate level for their sequence in the music curriculum. The performance should reflect the following expressive and musical elements: phrasing, dynamics, tempo, pitch, tone quality, voicing, rubato, and articulation as they apply to the style and historical time of the composition. Students will also complete a self-assessment form.
b. Non-keyboard music majors will demonstrate competency at the piano according to the Piano Proficiency document.
Goal 2: Student ensembles will satisfactorily perform music at levels appropriate to the ensembles’ course descriptions.
a. Ensemble performances will demonstrate understanding of expressive and historical aspects of the repertoire, and correct execution of music elements such as pitch, phrasing, dynamics, and tempo.
Goal 3: Students, particularly through the music theory curriculum, will understand and apply the musical elements of melody, harmony, and rhythm as evidenced in an evolving historical context.
a. Over a four semester sequence, students will demonstrate understanding of the written aspects of melody, harmony, and rhythm as defined in the various course syllabi.
b. Over a four semester sequence, students will demonstrate the ability to sight-sing at the appropriate level as defined in the various course syllabi.
c. Over a four semester sequence, students will demonstrate the ability to hear and identify intervals, chords, and rhythms at the appropriate level as defined in the various course syllabi.
d. Over a four semester sequence, students will demonstrate the ability to use the piano keyboard at the appropriate level as defined for the various course syllabi.
Goal 4: Students, particularly through courses in music history and literature (including Music History for majors, and music appreciation courses for minors and non-majors), learn to understand music in various traditions.
Goal 5: Students, particularly in the techniques and pedagogy courses, will understand strategies for conducting, teaching and performing.
CURRICULAR MAP and ASSESSMENT SCHEDULE
|Curricular map - Music Department||Department Learning Goals||GOAL 1||GOAL 2||GOAL 3||GOAL 4||GOAL 5|
|MUSC 113, 114, 227 & 337||Instrumental - Non-Major, Secondary, and Major Instrument for Music Majors/Minors||AY 2014-2015, 2017-2018|
|MUSC 113, 114, 227 & 337||Keyboard - Non-Major, Secondary, and Major Instrument for Music Majors/Minors||AY 2015-2016, 2018-2019|
|MUSC 113, 114, 227 & 337||Voice - Non-Major, Secondary, and Major Voice for Music Majors/Minors||Ay 2016-2017, 2019-2020|
|MUSC 232, 234, 235, 239||Chamber Choir, Men's Chorus, Women's Choir, All- College Choir||AY 2016-2017, 2019-2020|
|MUSC 230, 231, 233, 238||Symphonic Band, Wind Ensemble, Orchestra, Jazz Ensemble||AY 2014-2015, 2017-2018|
|MUSC 111, 112, 121, 122, 211,
212, 221, 222, 340, 345, 346
|Comprehensive Musicianship and Musicianship Skills I-IV, Music Designs,
|MUSC 150, 152, 154, 156, 310,
|Music Through History, Exploring World Music, Minimalism in Music and Cult.,
Women in Music, Philosophy of Music, History of Music I-II
|MUSC 316, 317, 318, 319, 323,
324, 325, 326, 341, 342, 343
|Woodwind, Percussion, Brass, String Methods, Choral Techniques I-II,
Instrumental Conducting I-II and Jazz Methods, Piano Pedagogy, Diction and
Repertoire, Vocal Pedagogy
|MUSC 260, 357||Intro. to Composition, Composition Projects|
|MUSC 327||Music for the Liturgy|