MU 110 (D3) – Introduction to Music (Dahlke)
Course Objectives
Course Assessment
List your student learning outcomes as described in your syllabus. Please list
ALL of the Student Learning Outcomes that are listed in your syllabus (General
Education and Curricular Objectives NOT addressed in this course are marked
N/A).
1. Recognize elements of musical expression: melodic traits, meter and
rhythm, harmony, form, texture, and timbre.
2. Differentiate musical styles by era, citing pertinent identifying style
traits.
3. Discuss, orally and in writing, the cultural and historical forces at play in
the development of Western musical style from approximately 1000 –
present.
4. Discuss, orally and in writing, your impressions of selected pieces of
music, using appropriate musical terminology.
Course Learning Outcomes and General and Curricular Objectives are linked in
tables below.
Gen Ed. Obj.
1.
Outcome
desired
Learning
outcome #1
Outcome
desired
Learning
outcome #2
Outcome
desired
Learning
outcome #3
Outcome
desired
Learning
outcome #4
Communicate
effectively
through
reading,
writing,
listening and
speaking
2. use
analytical
reasoning to
N/A
1
identify issues
or problems
and evaluate
evidence in
order to make
informed
decisions
3. reason
quantitatively
and
mathematically
as required in
their fields of
interest and in
everyday life
N/A
4. use
Learning
information
outcome #1
management
and technology
skills effectively
for academic
research and
lifelong
learning
Learning
outcome #2
Learning
outcome #3
Learning
outcome #4
5. integrate
knowledge and
skills in their
program of
study
Learning
outcome #1
Learning
outcome #2
Learning
outcome #3
Learning
outcome #4
6. differentiate
and make
informed
decisions
about issues
based on
multiple value
systems
Learning
outcome #1
Learning
outcome #2
Learning
outcome #3
Learning
outcome #4
7. work
N/A
collaboratively
in diverse
groups directed
at
2
accomplishing
learning
objectives
8. use
historical or
social sciences
perspectives to
examine
formation of
ideas, human
behavior,
social
institutions, or
social
processes
9. employ
concepts and
methods of the
natural and
physical
sciences to
make informed
judgments
N/A
10. apply
aesthetic and
intellectual
criteria in the
evaluation or
creation of
works in the
humanities or
the arts
Learning
Outcome #1
Curricular
Objectives (A-I);
specific
objectives for
music
concentration
Outcome
desired
A. In praxis,
students will
N/A
Learning
Outcome #2
Outcome
desired
Learning
outcome #3
Learning
outcome #4
Learning
outcome #3
Learning
Outcome #4
Outcome
desired
Outcome
desired
3
demonstrate
progressive
development and
competency in the
technical skills
requisite for
artistic selfexpression in at
least one major
area of
performance.
B. Students will
Learning
demonstrate a
outcome #1
progressive
understanding of
the various
elements and
basic interrelated
processes of
creation,
interpretation, and
execution within
their discipline.
Learning
outcome #2
Learning
outcome #3
Learning
outcome #4
C. In written work,
discussion, and
creation of art,
students will
appropriately
utilize the
vocabulary of
their respective
discipline.
Learning
outcome #2
Learning
outcome #3
Learning
outcome #4
Learning
outcome #1
D. Students will
N/A
integrate
theoretical
knowledge and
performance skills
in the creation
4
and performance
of collaborative
and individual
projects.
E. In discussion
and written
assignments,
students will
observe, analyze,
and critique
performances of
performing artists
utilizing
appropriate
jargon.
N/A
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.
Learning
outcome #2
G. Students will
integrate personal
observation and
objective criticism
in the evolution of
their artistic work.
N/A
H. Students will
form and defend
fundamental
value judgments
about works of art
N/A
Learning
outcome #3
Learning
outcome #4
5
within their major
area of
concentration
I. Employing
creative
abstraction,
metaphor and
imagination,
students will
create art which
clearly articulates
their evolving
artistic vision, and
satisfies their
drive toward
expression.
N/A
Effectively
describe the
stylistic elements
of different
musical eras.
Develop a
working
knowledge of
music notation,
demonstrating:
Learning
outcome #2
Learning
outcome #3
Learning
outcome #4
N/a
Understanding of
all Key Signatures
and the Circle of
Fifths
Understanding of
voice leading and
connections of
common tones
and chords
Cogent analysis
6
of the interaction
between harmony
and melody
Describe the assessment activity and the ( student learning outcome(s) it
addresses ) that occurred in your course.
This exercise is in three parts. In the first part, students choose from a supplied
list appropriate descriptive musical terminology, which describe style traits of
two musical examples (example #1, Romantic Era – Tchaikovsky Romeo and
Juliet, example #2, Classical Era, Mozart Piano Concerto #23, movement. 1). In the
second part, students use their terminology choices to assign the musical
examples to one of two given stylistic eras. Finally, students defend in writing the
choices they have made in assigning musical selections to stylistic eras, using
appropriate technical terminology.
Student Learning Outcomes addressed:
1. Recognize elements of musical expression: melodic traits, meter and
rhythm, harmony, form, texture, and timbre
2. Differentiate musical styles by era, citing pertinent identifying style
traits.
4. Discuss, orally and in writing, your impressions of selected pieces of
music, using appropriate musical terminology.
List the data collection instrument (s) used for assessment1.
4. Other written work…scored using a rubric. (See appendix 2: rubric)
6. Scores on locally designed multiple choice quiz. (See appendix 1: course
assessment exercise)
Provide an analysis (and summary) of the assessment results that were obtained.
1
Please use at least one direct assessment measure (selected from the list included with this email message), and any indirect measures you think are appropriate. 7
Copies of each student’s three-part course assessment exercise and the part
three rubric are included in report appendices.
14 students participated in this exercise. 65% of students did passing work (71%
or higher) when the three parts of the exercise are analyzed together.
In part one of the exercise, there were 17 terms to be assigned to either musical
example, and all terms were to be assigned. Of the 14 respondents, nine (65%)
chose correctly at least 12 (71%) terms. From this group, four students (29%)
chose 12 terms correctly, two students (14%) had an accuracy rate ranging from
82 – 88%, and three students (22%) had an accuracy rate of 94 – 100%.
In part two of the exercise, 100% of the students responded correctly.
In part three, students earned from one to four points, according to technical
accuracy and clarity of writing (see attached rubric). 11 students (78%) earned
passing scores of 2.5 or higher. From this group, four students (29%) earned
scores of three, and five students (35%) earned scores of four.
From the data it is evident that the respondents were most successful (100%) at
assigning musical examples to one of two given eras (part two of exercise),
followed (78% passing rate) by part three, in which students defended the
answers given in part two through technical writing. Students were least
successful (65% passing rate) in part one.
The high level of success in part two may be due to constraints placed on
possible answers, and may reflect students ease at assessing musical
perceptions generally. Limiting possible answers may heighten students’ sense
of success in perceiving aural cues, and may encourage active participation in
further musical perception exercises.
In part three students were assessed on their ability to communicate musical
concepts or ideas, with highest points awarded for number of style traits
discussed, and clarity and accuracy of technical terms used. That students
earned points for general discussion, and successful communication of a
musical concept without concrete terminology may account for higher rate of
success in this part, compared to part one.
That part one requires use of all terms on given list, and is based on specific,
accurate understanding of each term may account for the lower student success
rate in this part.
8
Describe how the assessment results that were obtained affected (or did not
affect) the student learning outcomes you identified. As part of your discussion,
describe any plans you have to address the areas where students need to
improve.
The data indicate that a strong majority of the class was able to categorize
musical examples correctly by era, citing specific identifying style traits, and was
able to defend their choices through technical writing. Student success lessened
when increased specificity and technological accuracy was required. Instructor
will increase number of listening examples in class to address this, using
exercises of the same type discussed in this report. Further, a narrower scope of
listening perception will be used in each exercise, focusing on one musical
element (melodic type, for example) per example. To improve clear technical
writing, instructor will include a very brief writing exercise to cap each listening
example activity, with students reading each other’s work aloud to immediately
assess comprehensibility and accuracy.
Provide examples of student artifacts (can be put in Appendices).
Exercises and rubric in appendices 1 and 2
MU 110 Appendix 2 Course Assessment Exercise part three rubric 4 (outstanding) – One or more technical terms used accurately and descriptively to describe effect of musical example. 3 (good) – Imprecise use of technical terms, though general effect of stylistic traits is conveyed. 2 (fair) – No technical terms used, though student’s general impression of music is communicated. 1 (poor) – Student cannot describe musical impression clearly. 9
QCC COURSE ASSESSMENT FORM (SHORT)
QCC COURSE ASSESSMENT FORM
Fall 2004, Rev. 6/15/07
Date: Jan. 2nd, 2012
Department: Music__
Course: MU110 Introduction to Music
Curriculum or Curricula: FA
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
MU 110- introduction to music is a course that has no pre- requisite course requirements. It provides
students with an overview of the historical, philosophical and stylistic foundations of western music.
The introduction to music is designed to develop an understanding of musical art. After a discussion of
basic concepts, terms and principals of design in music, representative works of the great masters of
the medieval, renaissance, baroque, classical, romantic and modern eras are played and analyzed. This
course aims for intelligent listening habits and recognition of specific forms and styles. This course
fulfills the liberal arts/ humanities requirements for the A.A and the A.S degree.
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. Students will demonstrate progressive understanding of the various elements and basic interrelated processes of
creation, interpretation, and execution within their discipline.
2. In written work, discussion and creation of art, students will appropriately utilize the vocabulary of their respective
discipline.
3. Students will be able to place works and/or performances in historical and stylistic contexts and demonstrate
appreciation of the cultural milieu in which they were created.
4. Students will form and defend fundamental value judgments about works of art within their major area of
concentration.
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed
objective’s ID
number from
list (1-10)
1
4
5
8
General educational objectives addressed by this course: Select from preceding list.
Communicate effectively through reading, writing, listening and speaking.
use information management and technology skills effectively for academic research and lifelong learning
Integrate knowledge and skills in their program of study.
Use historical or social sciences perspectives to examine formation of ideas, human behavior, social
institutions, or social processes.
1(8)
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
1.
2.
3.
4.
Students will apply their
understanding of the
historical and philosophical
foundations of music
history and styles by
analyzing selected musical
works of different styles
and trends in their context
of the events and ideas that
have influenced the
development of musical
history.
Students will develop
critical listening skills
through the listening
experiences that analyze
music throughout history
Students will reflect,
journal and critically
examine music listening
and discussion experiences.
Students will use multimedia equipment and
technology to enhance
conceptual understanding,
create computer-generated
products, and apply
technical skills
Learning outcomes
a.
Students will identify music style from classical and works music taught
in this course, and apply historical and philosophical context of that to
their knowledge, understanding and daily life.
b.
Students will transform the analysis and development of musical
history into understanding of humanity and culture.
a.
Students will distinguish music styles and types by analyzing the
significant differences in overall sound and elements of music.
Students will connect the music to the background of the history and
historical environment that affected, influenced and produced the music.
b.
a.
b.
a.
b.
Students will develop critical thinking and organize thoughts in writing
and speaking in reflection to what they listen to in concert report.
Students will analyze and criticize the meanings behind selected great
masterworks in the history of Western music.
Students will employ media equipment like youtube, tigermedia and
QCC/CUNY music library web pages for their home works and projects.
Students will generate music knowledge by access research database
through Library webs for writing projects.
2(8)
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:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1. Students will reflect, journal and critically examine music listening and discussion experiences.
2. Students will develop critical listening skills through the listening experiences that analyze music
throughout history
Curricular Objective(s) selected for assessment: (select from Table 2)
In written work, discussion and creation of art, students will appropriately utilize the vocabulary of their
respective discipline.
General Education Objective(s) addressed in this assessment: (select from Table 3)
Communicate effectively through reading, writing, listening and speaking
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(8)
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
Students will compose a melody of minimal 8 measures long or adopt an existing melody of similar length and harmonize it
following the rules of music from Baroque and Classical periods they have learned from the course. Students will
demonstrate use of all 7 chords from major or minor key with fluency. All the chords are to be labeled with cadences, roman
numerals and non chord tones. The instructor will provide in class performance opportunity for each student to perform their
own works. The students will listen and watch each performance. An election will follow for selecting the top 3 compositions
to perform for the department student concert.
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.
Course Objectives:
1. Students will reflect,
journal and critically
examine music listening
and discussion
experiences.
2. Students will develop
critical listening skills
through the listening
experiences that analyze
music throughout history
Curricular Objectives:
In written work, discussion and
creation of art, students will
appropriately utilize the
vocabulary of their respective
discipline.
General Objectives:
Communicate effectively through
reading, writing, listening and
speaking
Briefly describe the range of
activities student will engage in
for this assignment.








Students will choose an
appropriate concert to go
to during the semester for
concert report.
Students will do preresearch on the
composers and repertoire
of the concert.
Students will take notes
during the concert for
report.
Students will select
specific pieces and
composers from the
repertoire of the concert
for concert report.
Students will review
class notes and use the
vocabularies and
historical background
from the course to
support their research on
the report.
Students will learn to
critique the concert and
share the concert
experience in the report
Students will adopt
research method and
learn APA reference and
footnote style.
Students will read NY
times on the music
critique first before
working on their own
4(8)
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.)
 One live concert
attendance
 A written concert report
paper stapled with ticket
stub/concert program
with 3 pages minimal 600
words with APA style
footnotes and references
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)
Students will compose a melody of minimal 8 measures long or adopt an existing melody of similar length and harmonize it
following the rules of music from Baroque and Classical periods they have learned from the course. Students will
demonstrate use of all 7 chords from major or minor key with fluency. All the chords are to be labeled with cadences, roman
numerals and non chord tones. The instructor will provide in class performance opportunity for each student to perform their
own works. The students will listen and watch each performance. An election will follow for selecting the top 3 compositions
to perform for the department student concert.
Desired student learning
outcomes from the assignment:
(Copy from Column 1, Table 6
above; include Curricular and
/or General Education
Objectives addressed)
Course Objectives:
1. Students will reflect,
journal and critically
examine music
listening and
discussion
experiences.
2. Students will develop
critical listening skills
through the listening
experiences that
analyze music
throughout history
Curricular Objectives:
In written work, discussion
and creation of art, students
will appropriately utilize the
vocabulary of their respective
discipline.
Assessment measures for each
learning outcome:
(Copy from Column 3,Table 6
above)


One live concert
attendance
A written concert
report paper stapled
with ticket
stub/concert program
with 3 pages minimal
600 words with APA
style footnotes and
references
General Objectives:
Communicate effectively
through reading, writing,
5(8)
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
The standards for measuring the success of
the assignment (concert report):

Length of the report (3 pages
minimal 600 words)
 Ticket stub and program stapled
to the report
 Report typed and content
supported by research findings
 Personal concert experience
sharing
 Fluency and grammar of English
 Footnotes and references
provided in APA style
 Information of the concert listed
by 5 Ws (who, when, what, where
and why) and 1 H (how)
 Report content is written with
musical vocabularies and
terminologies
 Report provides music historical
context and background of the
composers and repertoire
Projected outcome:
80% of students may meet the expected
outcome
Rubrics:
 100% perfection
90% Above average with minor
mistakes
80% Satisfactory with minor
mistakes
70% Satisfactory with some
mistakes
60% Average with audible
mistakes
50% Fail of the course
listening and speaking
6(8)
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.
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Curricular and/or General
Education Objectives addressed)
Course Objectives:
1. Students will reflect,
journal and critically
examine music listening
and discussion
experiences.
2. Students will develop
critical listening skills
through the listening
experiences that analyze
music throughout history
Curricular Objectives:
In written work, discussion and
creation of art, students will
appropriately utilize the
vocabulary of their respective
discipline.
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.





95% of regular attending students participated live
concerts outside or/and inside QCC campus and
handed in the concert report.
70% students included reference and 30% with
footnotes in their paper.
Students reflected their knowledge of music
vocabularies (like texture, meter, rhythm, tempo
and expressions) in writing the listening
experience.
Students were able to research on the composers
and sometimes pieces of music and analyze the
listening experience in its historical context.
Research reading, integrating the research
information into writing, listening to the concert and
shared in-class discussion indicated students’
cognitive process and integration of knowledge
from the course into the concert report writing.
General Objectives:
Communicate effectively through
reading, writing, listening and
speaking
7(8)
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?
Students averaged grade 80 (on 100 pt. scale) in the concert report. Due to the prior two
assignment requirement and exercises, they knew better what were expected. 90% of
students did research and provided musical vocabularies in their writing with criticism
and knowledge. However, 30% of the writing lacked of clarity and organization in
putting together their thoughts and information into orderly manners. Communicating in
English effectively, artistically and clearly in writing still required more time and work.
Majority of students shared the enjoyable experience and volunteered to participate more
live concerts in their future - an encouraging sign of promoting live (classical) music
attendance and continuing the trend to our next generation.
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 assessment rubrics were clear to students (in syllabus, class discussion and regular
reminder): 3 pages writing that includes footnotes, references, live concert attendance,
program/ticket stub, research, fluency and accurate English writing, music history and
vocabularies inclusion. 80% students provided all the requirements in this assignment
writing. Assignment process was conversed in the beginning of the semester, during the
class hours and a week before the concert report was due. The writing result from the
report was examined. Students generally integrated the knowledge from the course and
benefited from live concert experience. The part that required more work is English – the
ability to organize the flow of information while providing personal critics in certain
depth. Comments were left on the papers for future English writing development.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?



More discussion of specific items required in the paper, such as footnotes and
reference in APA style.
Providing a sample writing of an excellent concert report to students in email or
handout
Send more students to writing center and emphasize the importance of English
communication more often.
QCC 12/3/04
8(8)
QCC COURSE OBJECTIVES FORM (SHORT)
QCC COURSE OBJECTIVES FORM (Short)
Fall 2004, rev. 6/15/07
Date: December 29, 2012
Department: Music__
Course: MU110 Introduction to Music
Curriculum or Curricula: FA
TABLE 1: EDUCATIONAL CONTEXT OF THE COURSE
Educational Context:
MU 110- introduction to music is a course that has no pre- requisite course requirements. It provides
students with an overview of the historical, philosophical and stylistic foundations of western music.
The introduction to music is designed to develop an understanding of musical art. After a discussion of
basic concepts, terms and principals of design in music, representative works of the great masters of
the medieval, renaissance, baroque, classical, romantic and modern eras are played and analyzed. This
course aims for intelligent listening habits and recognition of specific forms and styles. This course
fulfills the liberal arts/ humanities requirements for the A.A and the A.S degree.
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
Briefly describe activities in this course which help students
meet each of these curricular objectives
1. Students will demonstrate progressive
understanding of the various elements and
basic interrelated processes of creation,
interpretation, and execution within their
discipline.



2. In written work, discussion and creation of
art, students will appropriately utilize the
vocabulary of their respective discipline.


3. Students will be able to place works
and/or performances in historical and stylistic
contexts and demonstrate appreciation of
the cultural milieu in which they were
created.

4. Students will form and defend
fundamental value judgments about works of
art within their major area of concentration.


Each elements of music will be introduced by definition.
Listening examples will be delivered in various styles.
Listening homework from youtube will be assigned to identify
music element: pitch (high & low), meter (duple, triple,
quadruple), texture (monophonic, homophonic and polyphonic)
and etc.
Written work: a concert attendance and report are required.
Students will use vocabularies from this course to describe and
discuss the music.
Creation of art: a handmade instrument is required with a student
presentation and paper research. Knowledge of the type of the
instrument of their creation and how it may be utilized and
integrated of student respective discipline is essential.
Music from different eras of classical music, Jazz and a little of
world music is introduced from its historical and cultural
perspectives.
Students will learn to identify each style of music through
listening by recognize the cultural sound through elements of
music.
Students will apply their understanding of the historical and
philosophical foundations of music history and styles by
analyzing selected musical works of different styles and trends in
their context of the events and ideas that have influenced the
development of musical history.
1(4)
TABLE 3: GENERAL EDUCATION OBJECTIVES
Gen ed
objective’s
identification
number from
preceding list
(1-10)
1
General educational objectives
addressed by this course: Select
from preceding list.
Briefly describe activities in the course which help
students meet each of these general education
objectives
Communicate effectively through reading,
writing, listening and speaking.

use information management and
technology skills effectively for academic
research and lifelong learning

Integrate knowledge and skills in their
program of study.


4
5
8
Use historical or social sciences
perspectives to examine formation of ideas,
human behavior, social institutions, or
social processes.
Apply aesthetic and intellectual criteria in
the evaluation of creation of works in the
humanities or the arts.

Students will analyze and compare evidence to
support different points of view on a particular
type of music

Students will find how education, economics,
religious, social and historical changes affect the
prevalence and travelling of classical music to different
corners in Europe.
Students will listen to master works and provide
evaluations through critical thinking.
Students will analyze the form of music and new
development of the specific music examples in each
classical music period.
Students will create their hand-made instrument and
perform it for at least a few seconds.


10

2(4)
Students will illustrate, explain, analyze and converse
music from assigned weekly homework reading, three
semester project writing and listening, and in class
verbal presentation.
Students will research all the three projects from the
assigned topic. List of foot notes and references are
required.
Students will cultivate research skills by utilizing
library web pages to collect, manage, integrate,
compare research information effectively for academic
research and for their lifelong learning
Students will critique paintings and literature from
certain musical background using their existing
knowledge of their program of study.
Note: Table 4 is prepared in two stages. Column 1 is prepared first.
COLUMN 1 OF TABLE 4: COURSE OBJECTIVES:DESIRED STUDENT LEARNING
1.
2.
3.
4.
Students will apply their understanding of the historical and philosophical foundations of music history
and styles by analyzing selected musical works of different styles and trends in their context of the events
and ideas that have influenced the development of musical history.
Students will develop critical listening skills through the listening experiences that analyze music
throughout history.
Students will reflect, journal and critically examine music listening and discussion experiences.
Students will use multi-media equipment and technology to enhance conceptual understanding, create
computer-generated products, and apply technical skills
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
(Note: copy objectives from the
above Column 1 of Table 4
directly into this column.)
a. Students will identify music style from classical and works music taught
1. Students will apply their
in this course, and apply historical and philosophical context of that to
understanding of the
their knowledge, understanding and daily life.
historical and philosophical
b.
Students will transform the analysis and development of musical
foundations of music
history into understanding of humanity and culture.
history and styles by
analyzing selected musical
works of different styles
and trends in their context
of the events and ideas that
have influenced the
development of musical
history.
a. Students will distinguish music styles and types by analyzing the
2. Students will develop
significant differences in overall sound and elements of music.
critical listening skills
b.
Students will connect the music to the background of the history and
through the listening
historical environment that affected, influenced and produced the music.
experiences that analyze
music throughout history
a. Students will develop critical thinking and organize thoughts in writing
3. Students will reflect,
and speaking in reflection to what they listen to in concert report.
journal and critically
b. Students will analyze and criticize the meanings behind selected great
examine music listening
masterworks in the history of Western music.
and discussion experiences.
a. Students will employ media equipment like youtube, tigermedia and
4. Students will use multiQCC/CUNY music library web pages for their home works and projects.
media equipment and
b. Students will generate music knowledge by access research database
technology to enhance
through Library webs for writing projects.
conceptual understanding,
create computer-generated
products, and apply
technical skills
QCC 8/12/04
3(4)
GLOSSARY OF TERMS
Note: These definitions of terms are for the purposes of this assessment project only
Entry-level course
A credit course with no pre-requisites other than passing placement exams or required
remediation; usually considered a first semester course; this course may be a pre-requisite
for mid-level courses
Mid-level course
A course which has at least one credit course as a pre-requisite; usually a second or third
semester course; this course may be a pre-requisite for upper-level courses
Upper-level course
A course, usually taken in the third or fourth semester, which has several credit course prerequisites
(Student) Learning objectives
An explicit statement of the skills and knowledge a student is expected to learn and be
able to demonstrate either in general education, in a curriculum, or in a course
(Student) Learning outcomes
Student behaviors, performance, or activities that demonstrate that students are meeting or
have met the learning objective(s)
General education objectives
Desired student learning in general education skills and in the liberal arts and sciences:
communication, analytic reasoning and problem solving, quantitative skills and
mathematical reasoning, information management, integration of knowledge,
differentiation of values, development of personal and collaborative skills, history, social
sciences, mathematics and sciences, the humanities and the arts
Curricular objectives
An explicit statement of the major points of learning that students must achieve to
complete a program of study; these include both general education objectives and
objectives specific to the curriculum
Course objectives
Major points of learning that students must achieve to complete a course; course
objectives include general education objectives, curricular objectives, and objectives
specific to the course
4(4)