MU – 211 (D1) Beginning Sight Reading and Ear Training (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. Sing and play accurately major and minor scales, descending and
ascending, in keys up to four sharps and four flats.
2. Accurately sing, aurally identify, and notate rhythms from whole notes and
whole rests through sixteenth notes and sixteenth rests.
3. Accurately sing, aurally identify, and notate ascending intervals from DO
found in the major scale and Phrygian mode.
4. Accurately sing, aurally identify, and notate (step-wise, and arpeggiating
the tonic triad) diatonic melodies from whole notes through eighth notes, in
keys up to four sharps and four flats.
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
identify issues
or problems
N/A
1
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
Learning
Outcome #1
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
N/A
4. use
information
management
and technology
skills effectively
for academic
research and
lifelong
learning
7. work
collaboratively
in diverse
groups directed
at
accomplishing
learning
2
objectives
8. use
historical or
social sciences
perspectives to
examine
formation of
ideas, human
behavior,
social
institutions, or
social
processes
N/A
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
N/A
Curricular
Objectives (A-I);
specific
objectives for
music
concentration
Outcome
desired
Outcome
desired
Outcome
desired
Outcome
desired
A. In praxis,
students will
Learning
Outcome #1
Learning
outcome #2
Learning
Outcome #3
Learning
outcome #4
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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
Outcome #1
demonstrate a
progressive
understanding of
the various
elements and
basic interrelated
processes of
creation,
interpretation, and
execution within
their discipline.
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
N/A
D. Students will
N/A
integrate
theoretical
knowledge and
performance skills
in the creation
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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.
N/A
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
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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.
N/A
Develop a
working
knowledge of
music notation,
demonstrating:
Learning
Outcome #1
Learning
outcome #2
Learning
Outcome #3
Learning
outcome #4
Understanding of
all Key Signatures
and the Circle of
Fifths
Understanding of
voice leading and
connections of
common tones
and chords
Cogent analysis
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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 measures students’ ability to aurally identify and notate melodic
and rhythmic elements of a two-measure musical example in limited hearings.
The exercise addresses the course learning outcomes listed below.
2. Accurately sing, aurally identify, and notate (step-wise, and arpeggiating
the tonic triad) diatonic melodies from whole notes through eighth notes, in
keys up to four sharps and four flats.
4. Accurately sing, aurally identify, and notate rhythms from whole notes and
whole rests through sixteenth notes and sixteenth rests.
The musical example was in Eb Major, included ascending and descending steps
and leaps, was comprised of rhythms ranging from quarter to sixteenth notes
(with one tie or dotted rhythm), and utilized an arpeggiation of the tonic triad. The
exercise thus provides a comprehensive overview of students’ listening and
notation skills appropriate for completion of the course, and gives of evidence of
their exposure to skills developed in more advanced courses.
The listening and notation exercise was separated elementally: in the first two
hearings students marked on provided beat blanks (see MU 211 Course
Assessment Exercise, appendix 1) whether one or more notes occurred in a beat,
and whether a note carried over from one beat to the next. In the third and fourth
hearings, students marked on another set of beat blanks the shape of the melody
using arrows. In the next set of hearings, student indicated on beat blanks the
scale degrees they perceived. Finally, students integrated these musical elements
on a provided staff into a notated version of the example they had been hearing.
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List the data collection instrument (s) used for assessment1.
6. Scores on locally designed multiple choice or essay tests
Provide an analysis (and summary) of the assessment results that were obtained.
15 students participated in the exercise and earned points in two ways.
If the final musical notation portion of the exercise was executed perfectly,
students received a mark of A. Seven students (46%) received this (some
students earning this mark scored imperfectly in the Separate Element sections;
this is attributed in students difficulty in how to notate perceptions with symbols).
When students’ notation portion contained errors, the earlier portions of the
exercise were assessed (with a percentage score given; see Answer Key,
appendix 2) to measure students’ accuracy in perceiving separate musical
elements. The Separate Element sections were worth eight points each (each beat
worth one point). This scoring gives instructor and student a precise view of
where errors occurred in perception and what the errors were. This separated
scoring also gives instructor and student insight into where notation of heard
elements is inaccurate.
The following is an overview of percentage scores earned.
100% - one student (6%). This student may have notated sloppily, leading to less
than A rating.
90 – 84.5% - two students (12%)
79.5 – 70% - five students (36%)
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.
Depending on whether one student made a notational due to inattention, up to
52% of participating students were able to notate flawlessly the musical example.
In comparing the results of this exercise with those of similar exercises given
without elemental separation, one sees that separating elements increases
student success.
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. 8
The data show (see MU 211 Course Assessment exercise, appendix 1) that all
students perceived 70% or more of musical elements accurately, and the success
rate of hearing rhythmic patterns was highest; identifying melodic shape and
scale degrees was more difficult.
To address these findings, in subsequent classes, the instructor will increase
number of exercises given with elements separated, and will give more exercises
in which melodic contour and scale degrees are the only elements addressed.
Student Artifacts
See appendices 1 and 2.
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