Music
- Mission Statment
The School of Music at WSU educates students holistically in order for them to succeed in today’s wide-ranging professional environment by fostering creativity, critical thinking, and collaboration while respecting diverse musical traditions.
- Student Learning Outcomes
- Certificate
Students completing the Jazz Studies Certificate and the Music Entrepreneurship Certificate will:
- Employ writing and research skills to examine and communicate ideas about music.
- Demonstrate competency as performers through the preparation of repertoire and technical studies.
- Synthesize skills of performance, aural analysis, score analysis, technology, musicology, improvisation and composition.
- Associate Degree (Not Applicable)
- Bachelor Degree
Graduates completing the Bachelor of Arts in Music and Bachelor of Music will:
- Employ writing and research skills to examine and communicate ideas about music.
- Demonstrate competency as performers through the preparation of repertoire and technical studies.
- Synthesize skills of performance, aural analysis, score analysis, technology, musicology, improvisation and composition
Graduates completing the Bachelor of Music Education will:- Employ writing and research skills to examine and communicate ideas about music.
- Demonstrate competency as performers through the preparation of repertoire and technical studies.
- Synthesize skills of performance, aural analysis, score analysis, technology, musicology, improvisation and composition
- Students will be able to use their knowledge of music history, world music, music theory, performance, composition and improvisation to design instructional strategies for K-12 students.
- Certificate
- Curriculum Grid
- Program and Contact Information
Music offers opportunities for students to develop their creative and critical thinking skills. As a discipline, it forces individuals to reconcile diverse ideas, and develop acute skills of cooperation and collaboration. Music opens doorways to careers in performance, music education, composition, musicology, ethnomusicology, and other fields that value creativity, discipline and collaboration.
At Weber State University, students receive individualized attention and experience a wide variety of opportunities to perform, chances to travel to conferences and festivals as well as possibilities to tour nationally and internationally. Students experience a diversity of learning and practical experiences that help them develop as a musicians, teachers, and scholars.
Contact Information:Daniel Jonas, D.M.A
Music Program Director
Weber State University
danieljonas@weber.edu
(801) 626-6443 - Assessment Plan
- Beginning in the Fall of 2014, data from Student Proficiency Exams are being systematically collected and recorded. Student Proficiency exams are always evaluated by a committee of faculty and each score reflects the average score for each exam. There are separate committees for Voice, Piano, Winds & Percussion, and Strings.
- Beginning in the Spring of 2015, the music faculty met frequently to discuss what data are being gathered and what data are reported. All music majors and minors complete a proficiency exam (also known as juries) at the end of Fall and Spring semesters except when they complete the Junior or Senior Recital. Since jury scores make up 25% of students final grade for the applied music lessons, the faculty has agreed to use a 25 point scale to report these findings. Poor performance on a jury, however, also keeps students from moving to the next level of lessons. In order to move to the 3000 level of lessons, students must also successfully complete the Piano Proficiency Exam. After comparing data gathered during the 2014-2015 Academic Year, the faculty has agreed to use a 25 point scale and report the highest, lowest and mean scores for each level of lessons (1000, 2000, 3000 & 4,000). Faculty will also report the percentage of students that move to the next level of lessons.
- Beginning in the Fall semester of 2015, faculty teaching Music Theory, Sighting-Singing and Aural Skills are gathering data using pre-test/post-test design. This data will be reported in November of 2016.
- Beginning in the Fall semester of 2016, we will begin gathering data from Performing Ensembles, General Education Courses, Music History Classes, and World Music Classes. We will report this data in November of 2017.
- Beginning in the Fall semester of 2017, we will begin gathering data from music courses not in the Core curriculum. We plan to report this data in November of 2018.
- Assessment Report Submissions
- 2021-2022
- 2019-2020
- 2017
1) Based on your program's assessment findings, what subsequent action will your program take?
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We are continuing to increase the amount of data we collect in order to develop a more complete picture of our students’ progress. This data will be critical moving forward as the Music area begins to redesign our core curriculum and look towards future staffing needs.
2) We are interested in better understanding how departments/programs assess their graduating seniors or graduate students. Please provide a short narrative describing the practices/curriculum in place for your department/program. Please include both direct and indirect measures employed.
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Music Majors are currently require to perform a senior recital or to create a senior project, depending on their focus. These recitals/projects are adjudicated by faculty committees and synthesize the knowledge and skills that students acquire during their matriculation. Although these practices are fairly standard, their effectiveness and use will be a major part of our curriculum review.
The full report is available for viewing.
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- 2016
1) Based on your program's assessment findings, what subsequent action will your program take?
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We will continue to collect data and examine the findings, attempting to figure out how and why to quantify our (by definition) In-the-moment creative activites. [N.B.: Students complete many creative products in the form of musical improvizations, compositions, analyses, and performances. Students also produce examples of teaching practice in the form of instructional plans and teaching internships. These creative products are evaluated in the context of their coursework.]
2) We are interested in better understanding how departments/programs assess their graudaitng seniors. Please provide a short narrative describing the practices/curriculum in place for your department/program. please include both direct and indirect measures employed.
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Seniors in all music majors are required to produce either a senior recital or sneior project, adjuncted by a faculty committee. Theroretically at least, this recital/project synthesizes the various aspects of music-making the student has learned throughout his/her course of study. In this author's view whether or not that is true is a question well worth explaining.
The full report is available for viewing.
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- 2015
1) Based on your program's assessment findings, what subsequent action will your program take?
- We will continue to collect data and examine findings.
2) Are there assessment strategies within your department or program that you feel are particularly effective and/or innovative? If so, what are those strategies and what do you learn about your students by using them?
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Students complete many creative products in the form of musical improvisations, compositions, analyses and performances. Students also produce examples of teaching practice in the form of instructional plans and teaching internships. These creative products are evaluated in the context of their coursework.
The full report is available at: Performing Arts - Music; 2015 Annual Assessment of Learning
- 2014
The Performing Arts - Music program conducted a five year program review with full self-study during the spring of 2015. Those results are presented in place of the Annual Assessment Report. Please reference those documents for information that includes data for the 2013/14 academic year.
- 2013
1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?
- We suspect that the LDS change of age for missionary eligibility is having an effect on how are students are proceeding through the music programs. At this time, with our limited set of data, we think we should not make any changes to the current plan.
2) With whom did you share the results of the year’s assessment efforts?- The Music Faculty and the Dean of the College of Arts & Humanities.
3) Based on your program’s assessment findings, what subsequent action will your program take?- None at this time.
The full report can be accessed through this link: Music 2013 Annual Assessment of Learning
- 2021-2022
- Program Review