Assessment of learning Objectives - MU208 Musicianship I
Fall 2012
Student Learning Outcomes
By the end of the semester, students will be able to:
Learning Outcome 1- Construct and diagram from a given tonic any of the major scales using the pattern WWHWWWH
Learning Outcome 2- List the ‘order of sharps’ and the ‘order of flats’, and use these ‘orders’ to construct and identify the
notes of the major scale from a given tonic
Learning Outcome 3- Construct a chart showing all the tonics of the major scales, both sharps and flats that comprise
the circle of fifths in their correct order
Learning Outcome 4 – Use the circle of fifths to construct and identify the key signatures of all the major scales
Learning Outcome 5- Identify the scale degrees of the major and minor scales by both function and by sollfege
Learning Outcome 6 - Construct and identify the intervals m2 through the P5 from a given note
Learning Outcome 7- Construct and identify any given root position major, minor or diminished triad
Learning Outcome 8- Analyze rhythms that use basic rhythmic concepts in simple meter
Learning outcome 9: Notate the above musical concepts on the staff in bass and treble clef
Learning outcome 10- Play any given triad and all the major scales from the circle of fifths on the piano
MU208 Musicianship I, Fall 2012
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Learning Outcome 11- Identify scales, triads, intervals and simple meter rhythms by ear
Learning outcome 12- Sing and play melodies, scales, triads, intervals and simple meter rhythms individually and in
groups
Gen Ed. Obj.
Outcome
desired
1. Communicate effectively through
L.O. 5 Identify the
reading, writing, listening and speaking
scale degrees of
the major and
minor scales by
both function and
by sollfege
2. Use analytical reasoning to identify
L.O. 2 List the
issues or problems and evaluate
‘order of sharps’
evidence in order to make informed
and the ‘order of
decisions
flats’, and use
these ‘orders’ to
construct and
identify the notes
of the major scale
from a given tonic
3. Reason quantitatively and
L.O. 1 Construct
mathematically as required in their fields and diagram from
of interest and in everyday life
a given tonic any
of the major
scales using the
pattern
WWHWWWH
MU208 Musicianship I, Fall 2012
Outcome
desired
L.O. 9 Notate the
above musical
concepts on the
staff in bass and
treble clef
Outcome
desired
L.O. 11 Identify
scales, triads,
intervals and
simple meter
rhythms by ear
Outcome
desired
L.O. 4 Use the
circle of fifths to
construct and
identify the key
signatures of all
the major scales
L.O. 8 Analyze
rhythms that use
basic rhythmic
concepts in
simple meter
L.O. 11 Identify
scales, triads,
intervals and
simple meter
rhythms by ear
L.O. 6 Construct
and identify the
intervals m2
through the P5
from a given note
L.O. 7 Construct
and identify any
given root
position major,
minor or
diminished triad
L.O. 8 Analyze
rhythms that use
basic rhythmic
concepts in
simple meter
Page 2
4. Use information management and
technology skills effectively for
academic research and lifelong learning
NA
NA
NA
NA
5. Integrate knowledge and skills in their
program of study
L.O. 2 List the
‘order of sharps’
and the ‘order of
flats’, and use
these ‘orders’ to
construct and
identify the notes
of the major scale
from a given tonic
NA
L.O. 3 Construct
a chart showing
all the tonics of
the major scales,
both sharps and
flats that
comprise the
circle of fifths in
their correct order
NA
L.O. 10 Play any
given triad and all
the major scales
from the circle of
fifths on the piano
L.O. 11 Identify
scales, triads,
intervals and
simple meter
rhythms by ear
NA
NA
L.O. 12 Sing and
play melodies,
scales, triads,
intervals and
simple meter
rhythms
individually and in
groups
NA
NA
NA
NA
NA
NA
NA
NA
6. Differentiate and make informed
decisions about issues based on
multiple value systems
7. Work collaboratively in diverse
groups directed at 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
MU208 Musicianship I, Fall 2012
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10. Apply aesthetic and intellectual
criteria in the evaluation or creation of
works in the humanities or the arts
L.O. 10 Play any
given triad and all
the major scales
from the circle of
fifths on the piano
L.O. 12 Sing and
play melodies,
scales, triads,
intervals and
simple meter
rhythms
individually and in
groups
Describe the assessment activity and the ( student learning outcome(s) it addresses ) that occurred in your
course.
Students were given a worksheet to complete that focused on learning objectives 1, 2, 3, 4 and 9. They were to complete a partially
filled out chart showing the tonics used in the circle of fifths and the correct number of sharps and flats in the key signatures. They
were also to list the order of flats and sharps. They were to then use this information to accurately answer questions about key
signatures and to construct scales. For the second part, they were to diagram major scales on a keyboard diagram accurately
indicating whole and half step placements. For the third part, they were to notate the scales they diagramed on the staff. The activity
addresses General Education Objectives 1, 2, 3 and 5.
List the data collection instrument (s) used for assessment1.
The worksheet was part of a series of graduated worksheets. Any errors made were identified and an initial score was given to the
students. Errors were allowed to be corrected at which point the students received a revised grade. A six point rubric was developed
for worksheet #10 and reflects the students’ original results prior to their revisions. See Appendix A.
Provide an analysis (and summary) of the assessment results that were obtained.
Here are the six areas of the rubric and the results for each:
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.
MU208 Musicianship I, Fall 2012
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Area 1: Accuracy of crucial information for the Circle of fifths chart/order of flats and sharps: 72% had 0 errors,
18% had 3 or less, 10% had more than 3 errors
Area 2: Application of above information: 45% had no errors, 27% had 1 error, 10% 2-4 errors, and 18% had more
than 5 errors
Area 3: Accuracy of major scale pattern: 90% accurate, 10% not accurate
Area 4: Accuracy of diagram: 70% clean and accurate 70%, 10% accurate but not clean, 10% clean but not accurate,
10% neither accurate nor clean 10%
Area 5: Accuracy of written notation: 72% clean and accurate, 0% accurate, but not clean, 10%, clean, but not
accurate, 18% neither accurate nor clean 18%
Area 6: Aesthetic quality of the notation: 27% high quality notation, 55% minor fixes needed, 18% major fixes needed
18%
The data suggests that students who did well diagraming the scales (Learning outcome 1, which is one of the first skills
covered in class) also did well in the other learning outcomes (2,3,5 and 9). Conversely, students who could not
accurately diagram the scales were the same students who had the highest amount of errors in terms of application and
integration of the concepts (learning outcomes 2, 3 and 5). They were also the students who had the greatest problems
with notation (learning outcome 9). In area 6, only 27% had high quality notation. 55% had minor errors to fix, though
often this was a small detail that was easily corrected. Many of the 18% needing major fixes did not even attempt to
notate the scales, though I cannot be sure if it is because they did not understand the concept, didn’t attempt it because
they thought the scales they constructed were ‘off’, or because they simply did not devote the time to do the activity
properly.
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.
MU208 Musicianship I, Fall 2012
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Roughly two-thirds of the students were able to complete the exercise successfully and even showed a high aesthetic
value to their work (seen in the 27% and 55% respectively for Area 6: aesthetic quality of the notation). As noted above,
the students capable of completing learning outcome 1 had little or no issues with learning outcomes 2, 3, 5 and 9.
As a result of these findings, I will place even greater emphasis on the importance of learning outcome 1 (constructing
and diagraming scales, which emphasizes the spatial quality of scale construction over the rote memorization of notes
used) since there is such a high correlation between the accurate diagraming of scales and the other learning objectives. I
would like to find activities that further increases the aesthetic quality of the notation, which I also believe helps the
students in both feeling proud about their work and helps organize their thoughts. Examples of minor errors in notation
that needed to be addressed included such things as accurately placed accidentals, but with ‘odd’ slants, irregular sizes,
or extraneous use of ledger lines. I will provide more notation exercises that emphasize this type of detailed work.
MU208 Musicianship I, Fall 2012
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Appendix A
Worksheet 10 Rubric
Accuracy of information for the circle of fifths chart and ‘order of flats and sharps’:
§
Number of errors:
Application of above information:
§
Number of errors:
Accuracy of major scale pattern:


Accurate
Not accurate
Accuracy of diagram:




Clean and accurate
Accurate, but not clean
Clean, but not accurate
Neither accurate or clean
MU208 Musicianship I, Fall 2012
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Accuracy of written notation:




Clean and accurate
Accurate, but not clean
Clean, but not accurate
Neither accurate or clean
Aesthetic quality of the notation:



High quality notation
Minor fixes needed
Major fixes needed
MU208 Musicianship I, Fall 2012
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Appendix B
Student Artifacts
MU208 Musicianship I, Fall 2012
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MU 208 Musicianship I
Queensborough Community College, Music Department
Instructor:
Dr. Berkhout
Email:
Phone:
Time and location:
Credits
Bberkhout@qcc.cuny.edu
718-631-5366
Mon 3:10-6:00, Wed 3:10-5:00 room H-117
3 credits
3 studio hours, 1 lab hour, 1 recitation hour
Office Hours: Mon 2:00-3:00, Wed 10:00-12:00
Room H 140
None
Office hours
Pre-requisites & Co-requisites
Course Description: A course designed to introduce beginners to the basic elements of music theory and
music performance, with a special focus on piano and singing. Topics include developing piano
technique, singing notated music, and developing performance and analysis skills with fundamental
elements such as meter, rhythm, intervals, scales and chords.
Materials: No text is required for this course. Students are required to bring a set of headphones with
quarter-inch adaptor to use with the pianos. Buy pencils as all assignments will be completed in pencil,
not pen.
Student Evaluation and Grading:
Participation: attendance, class
activities, quizzes and assigned
homework (worksheets)
50%
Piano and end of semester
proficiency drills and ear training
exams
25%
Exams (midterm and final)
25%
Attendance & participation:
·
·
·
·
Students earn 15 points per class attended.
No points are awarded if absent, regardless of the reason.
Penalty of 5-10 points for each documented late arrival or early departure depending on
severity/and or frequency.
Failure to meaningfully engage in class activities, inattentive responses to questions (‘I’m sorry.
What are you asking?’), use of cell phones, blatant napping with head on the desk and other
disruptions (most common: leaving to go to the bathroom) can also substantially affect your
participation grade (up to the whole 15 points if severe)
·
·
A WU (unofficial withdraw) may be awarded to any student with a considerable number of
absences (more than 7, about 25%).
At the end of the semester 60 ‘courtesy’ participation points are award back to each student (2
weeks’ worth). These are intended to cover emergencies and such (examples: ‘I had a car
accident’, ‘I really had to use the bathroom’, or ‘I needed to answer this call’). Any unused
courtesy points are converted to ‘bonus’ points at the end of the semester. In any event, students
are still responsible for the homework assigned for any absence.
Worksheets: There are 12 worksheets assigned during the semester
·
·
·
Students may turn in a maximum of two worksheets past the listed due date without penalty.
After that, late worksheets are accepted but only for half their original value. They are due at the
beginning of the class, or when the student first arrives.
You are required to work in pencil. Penalties with be given for work done in pen. Up to half the
value of the assignment if the problem is persistent.
Work sheets are allowed one revision where the student may fix anything that is incorrect.
Revisions are generally due the following class, though I will accept late revisions as long as no
more than two are turned in at any one class period.
Quizzes: Quizzes may be announced in advance or may be unexpected (pop quiz!). There is no set
number of quizzes or set days that they are given, but expect between 2-4 depending. Missed quizzes can
only be made up with permission from the instructor (a valid reason for missing the quiz must be given;
valid means exceptional circumstances).
Piano: You will learn several tasks that you are required to master on the piano. There is a piano practice
room in the basement (B26) you can use. Each student will have 4 individual sessions (which will be
assigned to students during the days marked Piano Sessions) where you are required to demonstrate
mastery of the tasks. Missed sessions are only made up if exceptional circumstances warrant it.
Proficiency Exams: prior to the final there will be several exams that focus on a certain theory topic
(intervals, rhythm, etc.) You have the class time to do them and may even ask the instructor questions
during these proficiencies. The student’s grade is determined by how many topics are mastered in the
time that is given. You will also be given some ear training exams where you’re ears are tested to see if
you can hear certain musical elements.
Midterm and Final Exams: See the schedule for when these important exams occur. The final is valued
at more points than the midterm.
Learning Outcomes: MU 208 is a pre-requisite for MU 209 Musicianship II, and may fulfill music
elective requirements for the A.A.S. in Music Electronic Technology or free elective requirements for the
A.S. in Visual and Performing Arts. By the end of the semester, student’s will be able to:
·
·
Construct and diagram from a given tonic any of the major scales using the pattern
WWHWWWH
List the ‘order of sharps’ and the ‘order of flats’, and use these ‘orders’ to construct and identify
the notes of the major scale from a given tonic
·
·
·
·
·
·
·
·
·
·
Construct a chart showing all the tonics of the major scales, both sharps and flats that comprise
the circle of fifths in their correct order
Use the circle of fifths to construct and identify the key signatures of all the major scales
Identify the scale degrees of the major and minor scales by both function and by sollfege
Construct and identify the intervals m2 through the P5 from a given note
Construct and identify any given root position major, minor or diminished triad
Analyze rhythms that use basic rhythmic concepts in simple meter
Notate the above musical concepts on the staff in bass and treble clef
Play any given triad and all the major scales from the circle of fifths on the piano
Identify scales, triads, intervals and simple meter rhythms by ear
Sing and play melodies, scales, triads, intervals and simple meter rhythms individually and in
groups
General Education Objectives: In this course, you will:
·
·
·
·
·
·
Communicate effectively through reading, writing, listening and speaking
Use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decisions
Reason quantitatively and mathematically as required in the field of music
Integrate knowledge and skills in your program of study
Work collaboratively in diverse groups
Apply aesthetic and intellectual criteria in the evaluation or creation of works in the
humanities or the arts
Copyright &
Academic Honesty
Academic honesty is taken extremely seriously and is expected of all students. All assignments must be
the original work of the student. All questions and concerns regarding ethical conduct should be brought
to the course instructor. “It is the official policy of the College that all acts or attempted acts that are
violations of academic integrity be reported to the Office of Student Affairs. At the faculty member’s
discretion and with the concurrence of the student or students involved, some cases, though reported to
the OSA may be resolved within the confines of the course and department. The instructor has the
authority to adjust the offender’s grades as deemed appropriate, including assigning an F to the
assignment or exercise or, in more serious cases, an F to the student for the entire course.” From the QCC
Academic Integrity Policy 2/14/2005.
Students with disabilities
As stated in the current college catalog, any student who needs specific accommodations based upon the
impact of a disability should register with the office of Services for Students with Disabilities (SSD) to be
eligible for accommodations which are determined on an individual basis. The SSD office is located in
the Science Building room S132 (718 631-6257)
Modifications to the Syllabus
The instructor reserves the right to modify this syllabus if circumstances warrant. Students will be
notified of any changes in a timely manner by the instructor.
Course Schedule (subject to change or modifications)
Cover Syllabus
8/27 (M)
8/29 (W)
·
Worksheet 1 Assigned
9/5 (W)
·
·
Worksheet 1 Due (20 points)
Worksheet 2 Assigned
9/10 (M)
·
·
Worksheet 2 Due (20 points)
Worksheet 3 Assigned
9/12 (W)
·
·
Worksheet 3 Due (20 points)
Worksheet 4 Assigned
9/19 (W)
·
·
Worksheet 4 Due (20 points)
Worksheet 5 Assigned
9/24 (M)
·
·
Worksheet 5 Due (20 points)
Worksheet 6 Assigned
10/1 (M)
·
·
·
·
·
Worksheet 6 Due (20 points)
Worksheet 7 Assigned
10/10
(W class with M schedule)
·
·
Worksheet 8 Due (30 points)
Worksheet 9 Assigned
10/15 (M)
·
Worksheet 9 Due (30 points)
10/3 (W)
10/17 (W)
Worksheet 7 Due (20 points)
Worksheet 8 Assigned
MIDTERM
10/22 (M)
Piano Sessions – individual time TBD
10/24 (W)
Piano Sessions – individual time TBD
10/29 (M)
Piano Sessions – individual time TBD
10/31 (W)
Piano Sessions – individual time TBD
11/5 (M)
11/7 (W)
·
Worksheet 10 Assigned
Nothing Due or Assigned
11/12 (M)
·
·
Worksheet 10 Due (50 points)
Worksheet 11 Assigned
11/14 (W)
·
·
Worksheet 11 Due (40 points)
Worksheet 12 Assigned
11/19 (M)
11/21 (W)
Piano Sessions – individual time TBD
·
Worksheet 12 Due (50 points)
11/26 (M)
Piano Sessions – individual time TBD
11/28 (W)
Proficiency Drills/Ear Training exams
12/3 (M)
Piano Sessions – individual time TBD
12/5 (W)
Proficiency Drills/Ear Training exams
12/10 (M)
Piano Sessions – individual time TBD
12/12 (W)
Review
Week of 12/14-21
FINAL TBD