Date: September 7, 2010 Department: Music Course: MU 120 Survey of Western Music Curriculum or Curricula: FA1 (Music); ME2; Humanities Elective in multiple curricula PART I. STUDENT LEARNING OBJECTIVES For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form. TABLE 1. EDUCATIONAL CONTEXT Course: MU 120, Survey of Western Music Curricula: A.S. Degree in Visual and Performing Arts (FA1), Music Concentration; A.A.S. Degree in Music Electronic Technology (ME2) This is an entry-level course designed to develop understanding and taste in music. Representative works of great masters of the Renaissance, Baroque, Classical, Romantic, and modern eras provide material for analysis of musical style and design. The course seeks to develop intelligent listening habits and recognition of specific forms and idioms. Musical styles are compared to art and literature of the appropriate period, and composers are studied as products of the times in which they lived, in order to better understand the relationships between the composers, their musical works, and the structures of the societies in which they lived. The course also seeks to acquaint the general education student with the great musical masterworks of the past 300 years. TABLE 2. CURRICULAR OBJECTIVES Note: Include in this table curriculum-specific objectives that meet Educational Goals 1 and 2: Curricular objectives addressed by this course: 1. Objective B: Students will demonstrate a progressive understanding of the various elements and basic interrelated processes of creation, interpretation, and execution within their discipline. 2. Objective C: In written work, discussion and creation of art, students will appropriately utilize the vocabulary of their respective discipline. 3. Objective F: Students will be able to place works of art and/or performances in historical and stylistic contexts and demonstrate appreciation of the cultural milieu in which they were created. TABLE 3. GENERAL EDUCATION OBJECTIVES Gen Ed objective’s ID number from list (1-10) General educational objectives addressed by this course: Select from preceding list. (1.) communicate effectively through reading, writing, listening and speaking (2.) use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions (5.) integrate knowledge and skills in their program of study (10.) apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the arts 1(7) TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES Course objectives Learning outcomes 1. Students will demonstrate knowledge a. Students will accurately define common terms used in describing elements of the definitions of terms used to describe the elements of music. 2. Students will demonstrate recognition of the different elements of music in recorded examples. 3. Students will differentiate and distinguish the different uses of the elements of music by composers throughout music history. 4. Students will analyze the historical conditions and the structure of social relationships which influenced the creation of musical artworks by composers throughout music history. 5. Students will interpret musical works. associated with time in music: e.g., beat, rhythm, meter, tempo, etc. b. Students will accurately define common terms used in describing elements associated with pitch in music: e.g., note, interval, scale, key, chord, harmony, etc. a. Students will identify the use by composers in recorded musical examples of the various elements of music associated with time in music (e.g., see above). b. Students will identify the use by composers in recorded musical examples of the various elements of music associated with pitch in music (e.g, see above). a. Students will describe the characteristics of musical compositions through a description of the different ways composers have utilized the elements of music. a. Students will evaluate and describe musical artworks as products of specific historical circumstances. b. Students will describe the ways composers created musical artworks as a response to their social and historical situations. a. Students will analyze and criticize the meanings behind selected great masterworks in the history of Western music. a. Students will develop ways to describe the different style characteristics of the the musical styles of composers through great composers in the history of Western music the changing art-historical periods of the b. Students will develop ways to describe the different style characteristics of the past 300 years. different art-historical periods (e.g., Baroque, Classical, Romantic) in music history. 7. Students will learn to recognize a. Students will identify musical works as belonging to a specific period in music through listening the style characteristics history (e.g., Baroque, Classical, Romantic). of music composed during different arthistorical periods of the history of music. 8. Students will learn to recognize a. Students will identify musical works as representative of the individual style of through listening the individual style selected great composers in the history of Western music (e.g., works as displaying characteristics of selected great the style characteristics of Bach, Mozart, Beethoven, Stravinsky, etc.). composers in the history of Western Music. 9. Students will assess musical a. Students will summarize the elements necessary to bestow upon a particular greatness. musical composition the epithet, “great.” b. Students will identify the common themes and characteristics shared by musical works throughout the history of Western music in the last 300 years. 6. Students will compare and contrast PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS For the assessment project, you will be designing one course assignment, which will address at least one general educational objective, one curricular objective (if applicable), and one or more of the course objectives. Please identify these in the following table: 2(7) TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT Course Objective(s) selected for assessment: (select from Table 4) 1. Students will demonstrate knowledge of the definitions of terms used to describe the elements of music. 2. Students will demonstrate recognition of the different elements of music in recorded examples. 3. Students will differentiate and distinguish the different uses of the elements of music by composers throughout music history. 7. Students will learn to recognize through listening the style characteristics of music composed during different art-historical periods of the history of music. 8. Students will learn to recognize through listening the individual style characteristics of selected great composers in the history of Western Music. Curricular Objective(s) selected for assessment: (select from Table 2) Objective B: Students will demonstrate a progressive understanding of the various elements and basic interrelated processes of creation, interpretation, and execution within their discipline. Objective F: Students will be able to place works of art and/or performances in historical and stylistic contexts and demonstrate appreciation of the cultural milieu in which they were created. General Education Objective(s) addressed in this assessment: (select from Table 3) (2.) use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions (5.) integrate knowledge and skills in their program of study (10.) apply aesthetic and intellectual criteria in the evaluation or creation of works in the humanities or the arts In the first row of Table 6 that follows, describe the assignment that has been selected/designed for this project. In writing the description, keep in mind the course objective(s), curricular objective(s) and the general education objective(s) identified above, The assignment should be conceived as an instructional unit to be completed in one class session (such as a lab) or over several class sessions. Since any one assignment is actually a complex activity, it is likely to require that students demonstrate several types of knowledge and/or thinking processes. Also in Table 6, please a) identify the three to four most important student learning outcomes (1-4) you expect from this assignment b) describe the types of activities (a – d) students will be involved with for the assignment, and c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student outcomes. (Classroom assessment tools may include paper and pencil tests, performance assessments, oral questions, portfolios, and other options.) Note: Copies of the actual assignments (written as they will be presented to the students) should be gathered in an Assessment Portfolio for this course. 3(7) TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS Briefly describe the assignment that will be assessed: The exercise is divided into two parts. For the first part, students will hear excerpts from four different musical compositions. The four works will feature one each from the following music-historical periods: Baroque, Classical, Romantic and 20th Century. Students are asked to listen for and analyze how the different musical elements are used in each excerpt and to match that with their understanding of the stylistic elements characteristic of the four different periods. They are then asked to make a determination for each excerpt, as to during which period they believe each one was composed. (All four excerpts are performed on piano, to assist in directing their attention more closely to the elements on display.) In the second part, excerpts from five musical compositions by composers who were studied in class are performed. Again, based on their knowledge of the style characteristics of these composers (Bach, Mozart, Beethoven, Berlioz and Stravinsky), the students are to listen for and analyze the treatment of the musical elements and to match their analysis with the appropriate composer. (The musical works featured in this section were not studied in class, but they share the style characteristics of other works by the same composers, which were studied in class.) Desired student learning outcomes for the assignment (Students will…) List in parentheses the Curricular Objective(s) and/or General Education Objective(s) (1-10) associated with these desired learning outcomes for the assignment. Briefly describe the range of activities student will engage in for this assignment. What assessment tools will be used to measure how well students have met each learning outcome? (Note: a single assessment tool may be used to measure multiple learning outcomes; some learning outcomes may be measured using multiple assessment tools.) 1. Students will identify the use by composers in recorded musical examples of the various elements of music associated with time in music. (Curric. Obj. B and C; Gen. Ed. Obj. 1, 2, 5) a. Students will listen to excerpts of musical works not known to them A. For section one, student responses will be judged against the actual period during which the excerpts were composed. Student responses to the four excerpts will be either "correct" or "not correct." 2. Students will identify the use by composers in recorded musical examples of the various elements of music associated with pitch in music. . (Curric. Obj. B and C; Gen. Ed. Obj. 1, 2, 5) 3. Students will describe the characteristics of musical compositions through a description of the different ways composers have utilized the elements of music. (Curric. Obj. B, C, F; Gen. Ed. Obj. 1, 2, 5, 10) 4. Students will identify musical works as belonging to a specific period in music history (e.g., Baroque, Classical, Romantic). (Curric. Obj. B, C, F; Gen. Ed. Obj. 1, 2, 5, 10) 5. Students will identify musical works as representative of the individual style of selected great composers in the history of Western music (e.g., works as displaying the style characteristics of Bach, Mozart, Beethoven, Stravinsky, etc.). (Curric. Obj. B, C, F; Gen. Ed. Obj. 1, 2, 5, 10) b. Students will assess the treatment of the various elements of music associated with time in the unknown excerpts. c. Students will asses the treatment of the various elements of music associated with pitch in the unknown excerpts. d. Students will compare their hearing of the treatment of these musical elements in the unknown excerpts with their understanding and knowledge of the characteristic ways these elements were treated in four different music-historical periods (Baroque, Classical, Romantic and 20th Century) and by five different master composers in the history of Western music (Bach, Mozart, Beethoven, Berlioz and Stravinsky). e. Based upon their analysis of the treatment of the musical elements in the unknown excerpts and upon their comparison of this to their knowledge of the treatment by specific composers and in specific music-historical time periods, students will make determinations as to what period the excerpts come from and who composed them. 4(7) B. For section two, student responses will be judged against the actual composers of the unknown excerpts. Student responses to the five excerpts will be either "correct" or "not correct." PART III. ASSESSMENT STANDARDS (RUBRICS) Before the assignment is given, prepare a description of the standards by which students’ performance will be measured. This could be a checklist, a descriptive holistic scale, or another form. The rubric (or a version of it) may be given to the students with the assignment so they will know what the instructor’s expectations are for this assignment. Please note that while individual student performance is being measured, the assessment project is collecting performance data ONLY for the student groups as a whole. TABLE 7: ASSESSMENT STANDARDS (RUBRICS) Brief description of assignment: (Copy from Table 6 above) The exercise is divided into two parts. For the first part, students will hear excerpts from four different musical compositions. The four works will feature one each from the following music-historical periods: Baroque, Classical, Romantic and 20th Century. Students are asked to listen for and analyze how the different musical elements are used in each excerpt and to match that with their understanding of the stylistic elements characteristic of the four different periods. They are then asked to make a determination for each excerpt, as to during which period they believe each one was composed. (All four excerpts are performed on piano, to assist in directing their attention more closely to the elements on display.) In the second part, excerpts from five musical compositions by composers who were studied in class are performed. Again, based on their knowledge of the style characteristics of these composers (Bach, Mozart, Beethoven, Berlioz and Stravinsky), the students are to listen for and analyze the treatment of the musical elements and to match their analysis with the appropriate composer. (The musical works featured in this section were not studied in class, but they share the style characteristics of other works by the same composers, which were studied in class.) Desired student learning outcomes from the assignment: (Copy from Column 1, Table 6 above; include Curricular and /or General Education Objectives addressed) Assessment measures for each learning outcome: (Copy from Column 3,Table 6 above) Standards for student performance: Describe the standards or rubrics for measuring student achievement of each outcome in the assignment. Give the percentage of the class that is expected to meet these outcomes If needed, attach copy(s) of rubrics. 1. Students will identify the use by composers in recorded musical examples of the various elements of music associated with time in music. (Curric. Obj. B and C; Gen. Ed. Obj. 1, 2, 5) A. For section one, student responses will be judged against the actual period during which the excerpts were composed. Student responses to the four excerpts will be either "correct" or "not correct." For section one of the assignment, a minimum 50% correct rate (2 of 4 responses) is expected. For section two of the assignment, a minimum 60% correct rate (3 of 5 responses) is expected. Naturally, hopes are for higher correct response rates, but the fact that students are given four specific choices for section one (and each appears only once) and five specific choices for section two (and each appears only once) means that one incorrect response in each section will force another response to be incorrect (since each response is only used once). This fact is responsible for a somewhat lower-than-expected correct rate. 2. Students will identify the use by composers in recorded musical examples of the various elements of music associated with pitch in music. . (Curric. Obj. B and C; Gen. Ed. Obj. 1, 2, 5) B. For section two, student responses will be judged against the actual composers of the unknown excerpts. Student responses to the five excerpts will be either "correct" or "not correct." 3. Students will describe the characteristics of musical compositions through a description of the different ways composers have utilized the elements of music. (Curric. Obj. B, C, F; Gen. Ed. Obj. 1, 2, 5, 10) 4. Students will identify musical works as belonging to a specific period in music history (e.g., 5(7) Baroque, Classical, Romantic). (Curric. Obj. B, C, F; Gen. Ed. Obj. 1, 2, 5, 10) 5. Students will identify musical works as representative of the individual style of selected great composers in the history of Western music (e.g., works as displaying the style characteristics of Bach, Mozart, Beethoven, Stravinsky, etc.). (Curric. Obj. B, C, F; Gen. Ed. Obj. 1, 2, 5, 10) PART IV. ASSESSMENT RESULTS TABLE 8: SUMMARY OF ASSESSMENT RESULTS Use the following table to report the student results on the assessment. If you prefer, you may report outcomes using the rubric(s), or other graphical representation. Include a comparison of the outcomes you expected (from Table 7, Column 3) with the actual results. NOTE: A number of the pilot assessments did not include expected success rates so there is no comparison of expected and actual outcomes in some of the examples below. However, projecting outcomes is an important part of the assessment process; comparison between expected and actual outcomes helps set benchmarks for student performance. Desired student learning outcomes: (Copy from, Column 1,Table 6 above; include Curricular and/or General Education Objectives addressed) Student achievement: Describe the group achievement of each desired outcome and the knowledge and cognitive processes demonstrated. 1. Students will identify the use by composers in recorded musical examples of the various elements of music associated with time in music. (Curric. Obj. B and C; Gen. Ed. Obj. 1, 2, 5) Learning outcomes 1-3 are not individually measurable. These learning outcomes are used to inform the decisions made in learning outcomes 4 and 5, which are measurable. For learning outcome 4, out of 184 responses, students showed a 52.2% correct rate. 2. Students will identify the use by composers in recorded musical examples of the various elements of music associated with pitch in music. . (Curric. Obj. B and C; Gen. Ed. Obj. 1, 2, 5) 3. Students will describe the characteristics of musical compositions through a description of the different ways composers have utilized the elements of music. (Curric. Obj. B, C, F; Gen. Ed. Obj. 1, 2, 5, 10) For learning outcome 5, out of 230 responses, students showed a 47% correct rate. In this assignment, students used factual knowledge, conceptual knowledge, and procedural knowledge. In addition, the cognitive processes utilized were remembering, understanding, applying, analyzing, and evaluating. 4. Students will identify musical works as belonging to a specific period in music history (e.g., Baroque, Classical, Romantic). (Curric. Obj. B, C, F; Gen. Ed. Obj. 1, 2, 5, 10) 5. Students will identify musical works as representative of the individual style of selected great composers in the history of 6(7) Western music (e.g., works as displaying the style characteristics of Bach, Mozart, Beethoven, Stravinsky, etc.). (Curric. Obj. B, C, F; Gen. Ed. Obj. 1, 2, 5, 10) TABLE 9. EVALUATION AND RESULTING ACTION PLAN In the table below, or in a separate attachment, interpret and evaluate the assessment results, and describe the actions to be taken as a result of the assessment. In the evaluation of achievement, take into account student success in demonstrating the types of knowledge and the cognitive processes identified in the Course Objectives. A. Analysis and interpretation of assessment results: What does this show about what and how the students learned? This assignment showed a slightly higher-than-expected correct response rate for section one, but a lower-thanexpected correct response rate for section two. It shows that students were doing better with a more general analysis and assessment of musical style characteristics associated with the historical periods (Baroque, Classical, Romantic, 20th Century) than they were with their analysis and assessment of musical style characteristics associated with specific composers from these historical periods. I believe the assignment demonstrated that students were adequately utilizing factual, conceptual and procedural knowledge, but had difficulty evaluating this knowledge (making judgments based on criteria and standards), especially in terms of their understanding of style characteristics associated with specific great composers in the history of Western music. B. Evaluation of the assessment process: What do the results suggest about how well the assignment and the assessment process worked both to help students learn and to show what they have learned? The assignment and the assessment process worked well, but as a first-time assignment, it had some kinks, and the results showed that there is probably room for design improvement. C. Resulting action plan: Based on A and B, what changes, if any, do you anticipate making? I believe this assignment demonstrated the difficulty students have retaining knowledge of the style characteristics of different composers across the length of a full semester. The assignment was given at the last class meeting, long after discussions of the earlier composers studied (Bach, Mozart and Beethoven) had occurred. It might be more prudent to do two assessment assignments, one in the middle of the term and one at the end. I believe the results show that students are remembering style characteristics from broader periods (Baroque, Classical, etc.) and that they are able to apply this knowledge to music they haven't heard before. But clearly it is more difficult for them to remember the style characteristics of specific composers in a similar way. More attention should be paid during the semester to equipping the students with the tools necessary to retain this factual knowledge, and also to assisting them with the application of this knowledge, as they analyze and evaluate musical works by these composers that they haven't heard before. QCC 12/3/04 7(7)