THE UNIVERSITY OF NORTH CAROLINA AT PEMBROKE DEPARTMENT OF

HRATCH PAPAZIAN 8TH EGYPTOLOGICAL TEMPELTAGUNG – WARSAW UNIVERSITY OF
Calisia Universitykalisz Poland Nowy Świat 4 62800 Kalisz
CHARLES UNIVERSITY OF PRAGUE FACULTY OF SCIENCE

DUGHUG CONFERENCE 6TH 8TH JULY 2005 EXETER UNIVERSITY
EARTHQUAKE ENGINEERING RESEARCH INSTITUTE OREGON STATE UNIVERSITY
EDUCATION 998504 DMA MUSIC COMPOSITION CORNELL UNIVERSITY DISSERTATION

Categories

The University of North Carolina at Pembroke

Department of Music

Bachelor of Music in Music Education Student Learning Outcomes (SLOs)


Categories

of

Competencies

Student Learning Outcomes for

All Professional Degrees in Music


= Area of Synthesis

A student can:

Additional Student Learning Outcomes for

Bachelor of Music in Music Education

A student can:

I. A fundamental level of

musicianship demonstrating aural, analytical, and technological skills.

I.A.1. Demonstrate through aural, verbal, and visual analysis an understanding of the basic elements of which all music is comprised.


I.A.2. Identify and explain musical forms, processes, and structures, and apply this knowledge in compositional, performance, scholarly, pedagogical, and historical contexts appropriate to his/her specific area of specialization.



I.A-ME.1. Analyze musical scores and compositions.


I.A-ME.2. Audiate written music (to demonstrate the ability to hear what a score/composition reflects).


I.A-ME.3. Apply analytical knowledge to curriculum development, lesson planning, and daily classroom and performance activities.



I.B.1. Place music into its proper historical, cultural, and stylistic context.



I.C.1. Create (compose and improvise) derivative or original music at a level appropriate to the area of specialization.


I.C.2. Create (compose and/or improvise) at a basic level in one or more musical languages, for example, the imitation of various musical styles, improvisation on pre-existing materials, the creation of original compositions, experimentation with various sound sources, and manipulating the common elements in non-traditional ways.


I.C-ME.1. Compose and arrange music to meet the needs and ability levels of school performing groups and classroom situations.


I.D.1. Identify and describe the important role played by technology in music today.


I.D.2. Use technology as deemed appropriate to their area of specialization.

I.D-ME.1. Identify and demonstrate how technology is used in the field of music education.

II. A proficiency in per-

formance skills.

II.A.1. Sight-read music at an appropriate level of difficulty.



II.B.1. Demonstrate an adequate level of keyboard proficiency.

II.B-ME.1. Demonstrate a functional ability in keyboard and other classroom instruments appropriate to the student’s future teaching needs as well as a functional knowledge of wind, string, percussion instruments and the voice.



II.C.1. Demonstrate both a knowledge of and the ability to perform appropriate repertoire in a major performance area.



II.D.1. Demonstrate technical skills in at least one performance medium that allow for an appropriate level of artistic self-expression.

II.D.2. Work independently in appropriate situations requiring the use of the competencies and the application of the learning outcomes.*



II.E.1. Demonstrate technical skills in at least one performance medium that allow for an appropriate level of artistic self-expression.


II.E.2. Work independently, and in collaboration with others, in matters of musical interpretation.


II.E.3. Participate regularly in a variety of ensembles.

II.E-ME.1. Demonstrate a mastery of adequate conducting and rehearsal skills to facilitate (a) the acquisition of conducting and musical leadership skills sufficient to teach effectively in the area(s) of specialization and (b) the creation of accurate and musically expressive performances with various types of performing groups and in general classroom situations, inclusive of score reading and the integration of analysis, style, and performance practices; instrumentation; and baton techniques. .


II.E-ME.2. Discern pitch and intonation in individual and group settings.

III. A fundamental level of knowledge in music history and literature.

III.A.1. Identify and describe the basic elements of which all music is comprised through aural, verbal, and visual analyses.

III.A.2. Apply knowledge of musical forms, processes, and structures in a variety of contexts appropriate to his/her specific area of specialization.



III.B.1. Place music in its proper historical, cultural, and stylistic context.

III.B.2. Identify, describe, compare, and contrast the characteristics of various musical cultures and historical periods from the origin of music history to the present.

III.B-ME.1. Identify, describe, compare and contrast aspects of music literature of both Western and non-Western origin and apply such knowledge to curriculum development, lesson planning, and daily classroom and performance activities.

III.B-ME.2. Relate his/her understanding of music with respect to styles, literature, multiple cultural sources, and historical development both in general and as related to his/her area(s) of specialization.



III.C.1. Recognize and classify literature beyond the area of specialization via attendance at recitals, concerts, opera and musical theatre productions and other performance venues.



III.D.1. Identify and describe the basic elements of which all music is comprised through aural, verbal, and visual analyses.



III.E.1. Work with a comprehensive repertoire including music from a variety of world cultures as well as music of the present time.*

III.E.2. Identify and describe the basic interrelationships and interdependencies among the various professions and activities that constitute the music enterprise.*



III.F.1. Formulate and defend value judgments about music.*

III.F-ME.1. Advocate for quality music education programs.

IV. A fundamental knowledge in the program area of Education and Music Education



IV-ME.1. Demonstrate a thorough knowledge of the North Carolina Standard Course of Study across the K-12 spectrum.

IV-ME.2. Demonstrate understanding of child growth and development and of the principles of learning as they relate to music.

IV-ME.3. Use comprehensive assessment to meet the needs of specific individuals and groups.

IV-ME.4. Create and foster dynamic learning environments, including the demonstration of SLO competencies in actual school situations.

IV-ME.5. Use diversity as a strength in the classroom.

IV-ME.6. Model attitudes and behaviors that reflect professional and ethical standards.

IV-ME.7. Interact effectively with others in the school, community, and beyond.

IV-ME.8. Identify needs and opportunities to enhance professional growth.

IV-ME.9. Demonstrate continuous progress and achievement after acceptance in the Teacher Education program.




Categories

of

Competencies

Additional Student Learning Outcomes for

Bachelor of Music in Music Education with a Specialization in General Music


A student can:

Additional Student Learning Outcomes for

Bachelor of Music in Music Education with a Specialization in Vocal/Choral Music


A student can:

Additional Student Learning Outcomes for

Bachelor of Music in Music Education with a Specialization in Instrumental Music


A student can:

Additional Student Learning Outcomes for

Bachelor of Music in Music Education with a Specialization in Keyboard or Other Areas


A student can:

Supplementary: IV. A fundamental knowledge in the program areas of Education and Music Education.

IV-ME/GM.1. Demonstrate musicianship, vocal, and pedagogical skills sufficient to teach general music.

IV-ME/GM.2. Apply knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for general music.

IV-ME/GM.3. Lead performance-based instruction.

IV-ME/GM.4. Satisfactorily complete laboratory and field experiences in teaching general music.

IV-ME/VC.1. Demonstrate vocal and pedagogical skill sufficient to teach effective use of the voice.

IV-ME/VC.2. Apply knowledge of content methodologies, philosophies, materials, technologies, and curriculum development for vocal/choral music.

IV-ME/VC.3. Perform as a solo vocalist and as a member of choral ensembles.

IV-ME/VC.4. Use at least one instrument as a teaching tool.

IV-ME/VC.5. Provide, transpose, and improvise accompaniments.

IV-ME/VC.6. Demonstrate, through laboratory experiences, beginning vocal techniques - individually, in small groups, and in larger classes.

IV-ME/I.1. Demonstrate knowledge of and performance ability on wind, string, and percussion instruments sufficient to teach beginning students effectively in groups.

IV-ME/I.2. Apply knowledge of content methodologies, philosophies, materials, technologies, and curriculum development for instrumental music.

IV-ME/I.3. Perform as a solo instrumentalist and as a member of large and small instrumental ensembles.

IV-ME/I.4. Demonstrate, through laboratory experiences, beginning instrumental techniques - individually, in small groups, and in larger classes.

IV-ME/K.1. Demonstrate knowledge of and performance ability in the area of specialization sufficient to teach beginning students effectively.

IV-ME/K.2. Apply knowledge of content methodologies, philosophies, materials, technologies, and curriculum development for the area of specialization.

IV-ME/K.3. Demonstrate in-depth experiences with the creative and/or performance and/or scholarly aspects of the selected area of specialization as required by the nature and content of that specialization.

IV-ME/K.4. Use instruments, equipment, and technologies associated with the area(s) of specialization.

IV-ME/K.5. Demonstrate, through laboratory experiences, beginning techniques in the area(s) of specialization - individually, in small groups, and in larger classes.


General Education Goals


Code

Dispositions – Area

Goal

GED 1

Lifelong Learning

The UNCP graduate should demonstrate an appreciation of the need for the lifelong pursuit of additional skills and knowledge as an educated and informed citizen.

GED 2

Health and Wellness

The UNCP graduate should demonstrate a knowledge and appreciation of the basic principles of physical and psychological health and wellness.

GED 3

Social Responsibility and Appreciation of Diversity

The UNCP graduate should demonstrate a sensitivity to the rights and views of others, an active concern for the well-being of others and society as a whole, and an appreciation of various cultures.

GED 4

Values and Ethics

The UNCP graduate should have an informed regard for human values and the ability to make judgments based on ethical and environmental considerations.




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