Assessment of learning Objectives - MU212 Sight Reading and Ear Training I
Fall 2012
Student Learning Outcomes
By the end of the semester, students will be able to:
Learning Outcome 1- Identify and dictate by ear the intervals, chords, melodies, rhythms and progressions found in tonal
music and the music of the common practice
Learning Outcome 2-Sing and perform the above musical elements as individuals and in groups after preparation of
given materials
Learning Outcome 3: Sing and perform the above musical elements as individuals and in groups upon sight
MU212 Sight Reading and Ear Training I, Fall 2012
Page 1
Gen Ed. Obj.
Outcome
desired
1. Communicate effectively through
L.O. 1: Identify
reading, writing, listening and speaking
and dictate by ear
the intervals,
chords, melodies,
rhythms and
progressions
found in tonal
music and the
music of the
common practice
2. Use analytical reasoning to identify
L.O. 1: Identify
issues or problems and evaluate
and dictate by ear
evidence in order to make informed
the intervals,
decisions
chords, melodies,
rhythms and
progressions
found in tonal
music and the
music of the
common practice
3. Reason quantitatively and
L.O. 1: Identify
mathematically as required in their fields and dictate by ear
of interest and in everyday life
the intervals,
chords, melodies,
rhythms and
progressions
found in tonal
music and the
music of the
common practice
MU212 Sight Reading and Ear Training I, Fall 2012
Outcome
desired
L.O. 2: Sing and
perform the
above musical
elements as
individuals and in
groups after
preparation of
given materials
Outcome
desired
L.O. 3: Sing and
perform the
above musical
elements as
individuals and in
groups upon sight
Outcome
desired
Page 2
4. Use information management and
technology skills effectively for
academic research and lifelong learning
NA
NA
NA
5. Integrate knowledge and skills in their
program of study
L.O. 1: Identify
and dictate by ear
the intervals,
chords, melodies,
rhythms and
progressions
found in tonal
music and the
music of the
common practice
NA
L.O. 2: To sing
and perform the
above musical
elements as
individuals and in
groups after
preparation of
given materials
L.O. 3: Sing and
perform the
above musical
elements as
individuals and in
groups upon sight
NA
NA
NA
7. Work collaboratively in diverse
groups directed at accomplishing
learning objectives
L.O. 2: Sing and
perform the
above musical
elements as
individuals and in
groups after
preparation of
given materials
L.O. 3: Sing and
perform the
above musical
elements as
individuals and in
groups upon sight
8. Use historical or social sciences
perspectives to examine formation of
ideas, human behavior, social
institutions, or social processes
NA
NA
NA
NA
6. Differentiate and make informed
decisions about issues based on
multiple value systems
MU212 Sight Reading and Ear Training I, Fall 2012
NA
Page 3
9. Employ concepts and methods of the
natural and physical sciences to make
informed judgments
10. Apply aesthetic and intellectual
criteria in the evaluation or creation of
works in the humanities or the arts
NA
NA
NA
L.O. 1: Identify
and dictate by ear
the intervals,
chords, melodies,
rhythms and
progressions
found in tonal
music and the
music of the
common practice
L.O. 2: Sing and
perform the
above musical
elements as
individuals and in
groups after
preparation of
given materials
L.O. 3: Sing and
perform the
above musical
elements as
individuals and in
groups upon sight
NA
Describe the assessment activity and the ( student learning outcome(s) it addresses ) that occurred in your
course.
First, the students were ‘warmed up’ by being asked to indicate several three-chord progressions by their bass line and
the corresponding musical symbols (figured bass). Then, for the assessed activity, two of the three-chord progressions
were played connected by a given chord in the middle. The exercise was played several times. Students were asked to
first indicate the bass line (in sollfege) that they heard and then the corresponding figured bass for the two patterns on
either side of the connecting chord. They were then asked to indicate the soprano line as well. If they could do that, they
were encouraged to indicate the inner voices (alto and tenor lines). This activity focused on learning outcome 1 and
General Education Objectives 1, 2, 5, and 10.
After the activity was finished, the students turned in their work and copies were made for the assessment. Then, their
original work was passed back and the progression played again and analyzed on the board for them to self-correct. After
the self-correction the class sang the progression to reinforce the concepts (General Education Objective 7), though this
group activity was not formally assessed. This activity used learning outcome 2 to reinforce learning outcome 1.
MU212 Sight Reading and Ear Training I, Fall 2012
Page 4
List the data collection instrument (s) used for assessment1.
A rubric was then designed to assess exactly what was heard and properly indicated in the students’ work prior to the selfcorrection. See Appendix A.
Provide an analysis (and summary) of the assessment results that were obtained.
The first progression and its bass line was the easiest for students to identify and accurately indicate using the correct
musical symbols (figured bass), with 67% able to do so with an additional 8% able to identify but not accurately indicate it
with the correct figured bass. The second progression proved much more difficult with only 25% able to accurately identify
and indicate it, though another 25% were able to identify but did not accurately indicate it. 50% could not identify the
second progression. 67% of the students also accurately identified the soprano line with no errors while the harder to hear
inner voices came in at 50% for the tenor and 42% for the alto. 58% of students showed the presence of the seventh in
the alto voice, but only 8% accurately indicated it in the figured bass. For complete results see Appendix B.
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.
Four-part voice dictation is one of the most challenging and advanced ear training skills a music student is asked to do. It
enables them to hear how music works and should help them in their other music classes, which makes use of the same
concepts as these progressions are ubiquitous in western classical music.
The second progression (known as a cadential six-four) is clearly more challenging, as it is theoretically more complex
and difficult to indicate properly. 42% had errors in the second bass line that prevented comprehension, as opposed to the
83.5% who could hear and comprehend the first bass line. Without hearing the bass line it became impossible to identify
and indicate the cadential six-four progression.
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.
MU212 Sight Reading and Ear Training I, Fall 2012
Page 5
I was generally pleased with the results and think focusing their hearing on the bass line and connecting it with the correct
figured bass is a successful strategy to follow. Next semester I would like to focus much more on having them recognize
the bass pattern of the cadential six-four by having the students practice singing the complete four voice cadential six-four
pattern in small groups.
MU212 Sight Reading and Ear Training I, Fall 2012
Page 6
Appendix A
Four-Part Voice Dictation Activity Rubric
Objective
Successful
First progression
successfully
identified
Second
progression
successfully
identified
Seventh
successfully
identified
Bass line correctly
identified in the
first half
Progression was
identified and
accurately indicated
Progression was
identified and
accurately indicated
Bass line correctly
identified in the
second
progression
Soprano line
correctly identified
Alto line correctly
identified
Tenor voice
correctly identified
No errors
Seventh was
identified and
accurately indicated
No errors
Partially
successful
Progression was
identified but not
accurately indicated
Progression was
identified but not
accurately indicated
No errors
Seventh shows in
the alto but not
indicated
Minor errors that did
not affect
comprehension of
the pattern
Minor errors that did
not affect
comprehension of
the pattern
One or two errors
No errors
One or two error
No errors
One or two errors
MU212 Sight Reading and Ear Training I, Fall 2012
Not successful
Progression was not
identified
Progression was not
identified
Seventh was not
identified
Errors that
prevented
comprehension
Errors that
prevented
comprehension
More than two
errors
More than two
errors
More than two
errors
Page 7
Appendix B
Four-Part Voice Dictation Activity Rubric Results
Objective
Successful
67% ////////
Partially
successful
8% /
First progression
successfully
identified
Second
progression
successfully
identified
Seventh
successfully
identified
Bass line correctly
identified in the
first half
Bass line correctly
identified in the
second
progression
Soprano line
correctly identified
Alto line correctly
identified
Tenor voice
correctly identified
25% ///
25% ///
25% ///
50% //////
8% /
58% ///////
34% ////
67% ////////
16.5% //
16.5% //
58% ///////
0%
42% /////
67% ////////
0%
33% ////
42% /////
42% /////
16% //
50% //////
16% //
34% ////
MU212 Sight Reading and Ear Training I, Fall 2012
Not successful
Page 8
Appendix C
Student Artifacts
MU212 Sight Reading and Ear Training I, Fall 2012
Page 9
QCC Music Department
MU 212 Sight-Reading and Ear Training
Fall Semester 2012
Course Basics
§
§
§
§
§
§
2 studio hours, 1 credit, Prerequisite: MU 211 with a grade of C or better or
satisfactory score on the Music Placement Test. Should be taken simultaneously
with MU-242
Class time: Thursdays 10:00 -11:50 am Room H-138
Instructor: Dr. Bjorn Berkhout
Contact information: Bberkhout@qcc.cuny.edu, office phone: 718-281-5366
Office hours: Mondays 2:00-3:00, Wednesdays from 10:00-12:00 room H-140
Materials needed: Students are not required to purchase any books for this class.
Bring a pencil.
Course Description
Designed to develop basic skills in sight-reading and dictation.
General Education Objectives
1. Communicate effectively through reading, writing, listening and speaking
2. Use analytical reasoning to 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
4. Integrate knowledge and skills in the program of study.
5. Work collaboratively in diverse groups directed at accomplishing learning
objectives.
6. Apply aesthetic and intellectual criteria in the evaluation or creation of works in
the humanities or the arts
Course Objectives
The student will develop their ‘inner ear’; i.e. the ability to internalize sound and music.
To accomplish this several exercises will be done to facilitate the recognition and
performance of musical patterns and structures.
By the end of the semester, students will be able to:
· Identify and dictate by ear the intervals, chords, melodies, rhythms and
progressions found in tonal music and the music of the common practice
· Sing and perform the above musical elements as individuals and in groups after
preparation of given materials
· Sing and perform the above musical elements as individuals and in groups upon
sight
Methods of Evaluation
Important Dates
10/11 Group 1 Midterm
10/18 Group 2 Midterm
11/29 Practice Final: sight-singing
12/6 Practice Final: dictation
FINAL TBD
Total points: 1000
Participation: 500 points
Midterm: 200 points
Final: 300 points
Grading scale:
900-1000: A- through A (90%-100%)
800-899: B- through B+ (80% - 89%)
700-799: C- through C+ (70% - 79%)
600-699: D- through D+ (60% - 69%)
below 600: F
See page 47 of the 2009-2011 College Catalog for the complete grading scale with
regards to + and -.
Participation: you are awarded 40 points per class not including the days of the practice
finals, midterm dates, and the final (10 x 40 = 400). Days of the practice final are valued
at 50 points each (2 x 50 =100)
§
A student will not receive any of the 40 participation points if absent for the day
regardless of the reasons.
§
Deductions are given for any partial absence, disruption (cell phone use, talking),
leaving the classroom, or any other circumstances that affect the student’s
participation.
§
Deduction can range from 5 to all possible points depending on the severity and
frequency of such deductions
§
At the end of the semester every student is given 80 ‘courtesy’ points back to your
participation grade, meaning you can have 80 points worth of deductions before
your grade is affected (the equivalent of two weeks). Do what you will with them.
They are intended to cover emergencies or other events (such as death in a
family). Any further reductions will come directly from the remaining 650
participation points. Any courtesy points that are left will be converted to ‘bonus’
points at the end of the semester when tabulating your grade.
Academic Integrity
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 must be notified of any changes in a timely manner by the instructor.