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College of Music
Last updated 11/12/2003

Knowledge and skill goals for this undergraduate degree program are recorded in the description of the specific department in the most recent CU-Boulder catalog.

In some summaries of assessment activity, goals are referred to by number (e.g., K-2 is knowledge goal 2).

Assessment activities in 2002-03
Assessment activities in 2000-01 and 2001-02
Assessment activities in 1997-98 and 1998-99
Assessment activities prior to 1997

Assessment activities in 2002-03

  1. Goals
  2. The College of Music undergraduate degree programs have the following goals for undergraduate students:

    • to provide music majors the opportunity to develop their knowledge, understanding, and ability in the various aspects of music;
    • to prepare students for careers as performers, composers, scholars, teachers, administrators, and other professionals in the field of music; and
    • to broaden and deepen the knowledge and understanding of music through research, teaching, creative activities, and publications

  3. Assessment Methods
  4. The college employs a variety of methods of assessment for the students in the various degree programs. Since a careful evaluation of performance skills is important to all of our different degree programs (BM, BME, BA), the college has extensive, consistent, and on-going testing which includes:

    • An entrance/proficiency test in performance;
    • A juried performance at the end of each semester (or in some cases of each year) during performance study. The student is given an evaluation (either written or verbal) by a faculty jury from his/her area.
    • A proficiency exam in performance, administered by all departments at the end of the sophomore year. This exam must be satisfactorily completed in order for students to progress in their degrees. Some departments administer a proficiency exam at the end of each year of study.
    • A capstone project in the BM degree consisting of two recitals: The first recital is a one-half hour public recital given at the end of the junior year; the second is a full length solo recital presented in public at the end of the senior year. This senior recital is recorded and submitted to the library archives. The recitals in this project are graded by the student's major professor/advisor, but cannot be completed without first passing a recital preview presented in front a jury of faculty from the student's area. This jury helps the student better prepare for the recital by critiquing the presentation. Students in the BME program are required to perform a junior, but not senior recital; students in the BA are not required to perform a recital, but can elect this option with faculty consent.

    Music Theory skills are also central to all degrees the college offers and are assessed by the following methods:

    • Entrance tests are given in order assess the student's background, and in order to place them in classes that are appropriate to their skill level;
    • Final exams in these fields allow faculty to measure the extent to which students have progressed in 'broadening and deepening their knowledge and understanding of music.'

    Music education majors participate in a student teaching project where they are evaluated by both university faculty and teachers in the schools. Factors such as instructional planning, teaching characteristics/communication, musical skills and rehearsal execution are included in the rating. The student teaching experience is considered the capstone experience in the BME degree.

    Music composition majors are evaluated in a methodical method including:

    • An entrance/proficiency test;
    • A portfolio of compositions written throughout the student's career that is evaluated by a faculty committee;
    • A final project consisting of a major composition for large forces (e.g., orchestra, choir, symphonic band, etc) which is also reviewed by a faculty committee.

    In order to gain feedback from students regarding their college career, the Entrepreneurship Center of the administers an exit questionnaire. Beginning fall semester 2003, the college began administering an entrance questionnaire as well.

    The college also assesses the strength of its programs by the accomplishments of students who take part in off-campus events such as competitions, presentations, and master classes with world-class performing artists.

  5. Outcomes Assessment Results
  6. The continues to modify the content of theory courses based on test results from entrance and exit levels to help improve student performance. Responses to exit questions has contributed to the creation of new courses; the recent achievements of students in the Jazz Studies area and the Opera have helped the areas be named as Programs of Excellence, which has also resulted in continuing changes to our curriculum.

  7. Proposed changes in future Assessment Plans
  8. The college is continuing to refine the jury and proficiency policies in the attempt to balance the methods used in the different areas. The college is also exploring ways to better archive and trace the various portfolio and proficiency requirements that are now employed.

Prepared by Charles Wolzien, Assoc. Dean of Undergraduate Studies

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Last revision 11/12/03

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