MU – 423 (G 1) – Queensborough Chorus (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).
Course Learning Outcomes
1. Advance your ability in healthful, expressive singing.
2. Strengthen your ability to communicate in mind, spirit and body.
3. Experience styles of musical expression from varying points of history and
world cultures.
4. Become more fluent in the language of written music.
5. Become an effective member of a powerful team.
6. Create, through listening, critiquing, and doing, excellence in the blend,
balance, tuning, and phrasing that form fine choral art.
Course Learning Outcomes and General and Curricular Objectives are linked in
tables below.
Gen Ed. Obj.
1.
Communicate
effectively
through
reading,
writing,
listening and
speaking
Outcome
desired
Learning
outcome
#1
Outcome
desired
Learning
outcome
#2
Outcome
desired
Learning
outcome
#3
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
Outcome
desired
Learning
outcome
#5
Outcome
desired
Learning
outcome
#6
Learning
outcome
#5
Learning
outcome
#6
Learning
outcome
#4
4. use
information
management
and
technology
skills
effectively for
academic
research and
lifelong
learning
N/A
5. integrate
knowledge
and skills in
Learning
outcome
#1
Outcome
desired
Learning
outcome
#4
Learning
outcome
#2
Learning
outcome
#3
Learning
outcome
#4
Learning
outcome
#6
their program
of study
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
Learning
outcome
#1
Learning
outcome
#2
Learning
outcome
#3
Learning
outcome
#4
Learning
outcome
#5
Learning
outcome
#6
Learning
outcome
#5
Learning
outcome
#6
Learning
outcome
#3
9. employ
N/A
concepts and
methods of the
natural and
physical
sciences to
make informed
judgments
10. apply
aesthetic and
intellectual
Learning
outcome
#1
Learning
outcome
#2
Learning
outcome
#3
Learning
outcome
#6
criteria in the
evaluation or
creation of
works in the
humanities or
the arts
Curricular
Outcome
Objectives (A- desired
I); specific
objectives for
music
concentration
Outcome
desired
Outcome
desired
Outcome
desired
A. In praxis,
students will
demonstrate
progressive
development
and
competency in
the technical
skills requisite
for artistic selfexpression in
at least one
major area of
performance.
Learning
outcome
#1
Learning
outcome
#2
Learning
outcome
#3
Learning
outcome
#4
Learning
outcome
#6
B. Students
will
demonstrate a
progressive
understanding
of the various
elements and
basic
interrelated
processes of
creation,
interpretation,
Learning
outcome
#1
Learning
outcome
#2
Learning
outcome
#3
Learning
outcome
#4
Learning
outcome
#6
and execution
within their
discipline.
C. In written
work,
discussion,
and creation of
art, students
will
appropriately
utilize the
vocabulary of
their
respective
discipline.
D. Students
Learning
will integrate
outcome
theoretical
#1
knowledge and
performance
skills in the
creation 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
Learning
outcome
#3
Learning
outcome
#2
Learning
outcome
#4
Learning Learning
outcome outcome
#5
#6
Learning
outcome
#4
Learning
outcome
#6
Learning Learning
outcome outcome
#5
#6
jargon.
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.
G. Students
will integrate
personal
observation
and objective
criticism in the
evolution of
their artistic
work.
Learning
outcome
#3
Learning
outcome
#1
Learning
outcome
#2
H. Students
will form and
defend
fundamental
value
judgments
about works of
art within their
major area of
concentration
I. Employing
creative
abstraction,
metaphor and
Learning Learning
outcome outcome
#5
#6
Learning Learning
outcome outcome
#5
#6
Learning
outcome
#1
Learning
outcome
#2
imagination,
students will
create art
which clearly
articulates
their evolving
artistic vision,
and satisfies
their drive
toward
expression.
Effectively
describe the
stylistic
elements of
different
musical eras.
Develop a
working
knowledge of
music notation,
demonstrating:
Understanding
of all Key
Signatures and
the Circle of
Fifths
Understanding
of voice
leading and
connections of
common tones
and chords
Cogent
analysis of the
interaction
between
Learning
outcome
#3
Learning
outcome
#4
harmony and
melody
Describe the assessment activity and the ( student learning outcome(s) it
addresses ) that occurred in your course.
The assessment activity for this course was in two parts: the capstone
experience of the end-of-semester concert, and an in-class assessment of the
performance quality of one selection from the concert, heard in an audio
recording (see appendix 1, CD). The performing of the concert addresses all
course outcomes, with the in-class assessment addressing the outcome in
italics.
1. Advance your ability in healthful, expressive singing.
2. Strengthen your ability to communicate in mind, spirit and body.
3. Experience styles of musical expression from varying points of history and
world cultures.
4. Become more fluent in the language of written music.
5. Become an effective member of a powerful team.
6. Create, through listening, critiquing, and doing, excellence in the blend,
balance, tuning, and phrasing that form fine choral art.
List the data collection instrument (s) used for assessment1.
3. Capstone experience such as … presentations … scored using a rubric (see
appendix 2, Performance Rubric).
Provide an analysis (and summary) of the assessment results that were obtained.
After listening to a recording of one piece (“What a Wonderful World”) from the
concert, students and instructor discussed group achievement in eight
categories (vowel blend, part balance, etc.) and together assigned a rating of one
to four for each category. 50% of the categories earned a two (fair to satisfactory),
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. 25% earned three (fair to good), and 25% received four (outstanding). Categories
of vowel blend, tuning, and rhythmic uniformity earned the weak ratings of two,
and expression and word emphasis received highest ratings.
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.
This chorus is comprised of students and several members of the surrounding
senior citizen community. As such there is a wide range of innate talent and prior
experience among the singers. The assessment results show that the aspects of
choral singing requiring the most finesse are those where the most improvement
is needed. The high marks in the areas of expression and uniformity of overall
phrase shape indicate that the course is meeting well the objectives of advancing
students’ understanding of the major elements of communication and team
achievement (Learning Outcomes 2 and 5). The instructor will address areas of
weakness by adding opportunities for the class to assess recorded examples of
rehearsals, and by recording individual student assessment scores for class
review.
Provide examples of student artifacts (can be put in Appendices).
See appendices 1 and 2, CD and Performance Rubric.
Appendix 2 MU 423 Queensborough Chorus Performance Assessment Rubric Fall 2012 “What a Wonderful World” Our concert strove Outstanding ‐‐ 4 for choral excellence by Very good ‐‐ 3 Fair to satisfactory ‐
‐ 2 Poor to fair ‐‐ 1 Vowel blend 2 Tuning 2 Maintaining of pitch 3 Uniform phrasing 3 Phrase shape (word emphasis) Rhythmic uniformity 2 Part balance 2 Expression and story telling 4 4