General Description of the Music Department and Its Programs

I. The Music Department Mission Statement

The Music Department mission statement has changed little since our last review in the spring of 1999. It continues to guide our on-going efforts to update our curriculum offerings and facilities.

   The Music Department prepares students as musicians in two degree programs. The Bachelor of Arts in Music (a performance degree)
    leads to careers in performance, church music, music business/industry, and other music-related areas. The Bachelor of Music Education
    degree leads to certification and employment in the field of music education. Both degree programs prepare students for further study at the 
    graduate level, should they choose to pursue it. The department also has a course of study for attaining an academic minor.

    The Music Department also seeks to serve all students of St. Ambrose University by offering several kinds of musical experiences: general 
    education courses, individual vocal or instrumental lessons, and membership in vocal or instrumental performing ensembles.

    Finally, the Music Department seeks to serve the St. Ambrose and Quad-City communities through the presentation of on- and off-campus 
    performances, including appearances at official University events. The faculty of the department perform publicly and also provide consultation 
    services for schools and other organizations requesting assistance.

II. Goals and Parameters of Program Review

In approaching the program review, the department wanted to explore the curricular offerings of institutions of similar size to be sure that we were competitive with what we offer our students in terms of the courses available and the number of credit hours required.

We also wanted our program to remain “friendly” to students transferring into St. Ambrose, into the music major from another major, and to those of varying backgrounds and career goals. We did not envision sweeping changes since graduates of our program have been placed in full-time musical employment or in graduate programs at nearly 100%, indicating a solid program.

Concerns developed during a number of discussions at our weekly departmental meetings, including instrumental majors student teaching in elementary general music without enough preparation, additional field experience for music education majors before student teaching, and continuing to increase the enrollment of music majors.

III. The Music Department Assessment Program

Below are the learning objectives coordinated with components of the department’s assessment program, including their effectiveness and any change demonstrated by the data collected in the most recent five-year period.

1. To have each student-musician develop their performing skills to the highest possible level, culminating in a senior-level formal public recital performance.

    Semester evaluations are written by music faculty other than the student’s own instructor and are shared with the student as well as the instructor. 
    This provides a longitudinal record for students who study for multiple semesters, and a cross check among instructors. The student’s academic 
    and musical progress is assessed during the 60-hour review process, and a written follow-up is sent to the student. Prior to the performance of 
    the Senior Recital, a student must pass a jury hearing of all their literature in front of the music faculty.

2. To nurture and guide future music educators in the B.M.E. program toward an understanding of their potential in the field.

Music Education majors receive evaluations from cooperating teachers in all the field components they complete. Those are used to advise the students as they progress toward their degree and certification. These are stored in the advisor files of students. The 60-hour review plays an important part of this assessment.
 

3. To give student-musicians the knowledge and skills to have successful and fulfilling careers in music.

     Again the 60-hour review plays an important role in assessing the student’s progress and potential in their chosen field.

4. To provide a musically rich performing and listening environment for our student-musicians.

    The department has been maintaining files of printed programs and CDs of performances by student ensembles, faculty members, individual 
    students, and outside artists. This is especially useful when ensemble change conductors. It also documents the range and frequency of musical 
    experiences available to the St. Ambrose community.

     Thanks to the efforts of the Fine Arts staff and the Theater Department, as well as the music faculty, the range and diversity of programs 
    available for student, whether participation or listening, is excellent for an institution and department of our size.  The Music Department 
    encourages encourages attendance at fine arts events by tracking student attendance. There is a weekly Performance Class on Friday 
    afternoons, and faculty and student recitals are also regularly held. Most fine arts performances on campus are free to St. Ambrose students, an 
    encouraging policy.

5. To develop student-musicians’ skills in speaking and writing about music.

    Students express themselves orally about music in class presentations in such courses as Counterpoint and Music History, but the primary arenas 
    for this activity are the Music Methods courses where music education students give a series of mock lessons that are video taped and criticized 
    by each other as well as faculty. In conducting classes students are also video taped to provide them with an opportunity to view their skills at 
    work and participate in class discussion of their skills.

    All music students take two WI course in music. Examples for each student are saved from these courses for evaluation and assessment by the 
    entire faculty.

IV. Areas of concern and long-range plans

The following list, not necessarily in order of importance, includes areas of concern that frequently come up in faculty discussions. Some areas have been addressed, but are of a nature that required continued attention.


    Increase the number of music majors in quantity and quality. This is a continued concern even though the 1999 goal of doubling the number of 
    majors has been met.

Plan for major purchases in the future, instruments for the department and across campus: concert grand, pipe organ in the Chapel.

Instrument inventory, cataloging and repairing department-owned instruments (in progress).

Curriculum assessment, an on-going project.

Midi keyboard/computer lab. A Clavinova lab has been added for piano classs in Davis 30.

Building issues: appropriate space for rehearsals, student recitals, offices, practice rooms, instrument storage, area for work study students, student lounge; adequate electrical wiring in offices.

Summer music camp for high school and middle school students.

Put the Student Handbook, created since 1999, online

Music Department General Education Courses
As Related to the Fine Arts Area Goals

 

The Music Department courses listed in each section below meet the General Education requirements of the goals and objectives related to that segment of the General Education program.

I. Humanities—Group I    

      MUS: 101, 110, 114, 115, 120, 310

II. Creative Arts—Group II

      MUS: 102, 103, 104, 105, 106, 111, 117, 118, 119, 311, 313     

III. Skills and Attitudes/Values Matrix contains all courses offered by the Music Department   
Curriculum Related to General Education Goals and Objectives

                                                                           Courses (all MUS)

                                                                            Courses (all MUS)