QCC COURSE OBJECTIVES FORM (Short)
Fall 2004, rev. 6/15/07
Date: December 17, 2012
Department: Music
Course:
MP-206 Virtual Instruments
Curriculum or Curricula: MUSIC PRODUCTION (MP)
TABLE 1: EDUCATIONAL CONTEXT OF THE COURSE
Educational Context:
This course offers advanced instruction in sound design, synthesis and digital audio using
virtual instruments and digital music recording applications. This advanced coursed will
provide the student with a comprehensive overview of the use of virtual instruments and digital
audio in the recording process.
.
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.
Objective A: Demonstrate comprehension of analog and digital music technologies
2.
Objective B: Create and construct musical compositions using analog and digital music technologies.
Objective C: Interact with peers and create musical compositions through emerging technologies
4. Objective D: Demonstrate awareness of and competence with studio environment and protocols:
3.
1 (13)
TABLE 3: GENERAL EDUCATION OBJECTIVES
General educational objectives addressed by this course: Select from preceding list.
Gen Ed objective’s
identification number
from preceding list
(1-10)
(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
(5.) integrate knowledge and skills in their program of study
(7.) work collaboratively in diverse groups directed at accomplishing learning
objectives.
(10.) apply aesthetic and intellectual criteria in the evaluation or creation of works
in the humanities or the arts
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1. Demonstrate understanding of the
applications of virtual instruments
and related technologies.
a) Students will demonstrate the ability to identify different classes of
virtual musical instruments from a collection of digital music sound
creation devices in common use within the music industry they are
demonstrated in class.
2. Demonstrate understanding of the
constructs and principles of digital
audio signals as related to virtual
instruments.
b) Students will identify different classes of virtual musical instruments
from a collection of digital music sound creation devices as belonging to a
specific family of musical instruments (e.g., 1. Frequency Modulation
Synthesis, 2.Subtractive Synthesis, 3.Physical Modeling Synthesis, 4.
Sampling Instruments, 5. Instrument Emulation, 6. Other Synthesis).
a) Students will demonstrate the ability to employ different classes of
virtual musical instruments from a collection of digital music sound
creation devices in common use within the music industry.
b) Students will employ different classes of virtual musical instruments
from a collection of digital music sound creation devices associated with
music production.
2 (13)
3. Apply the constructs and
principles of digital audio signals as
they relate to digital virtual
instruments, digital sound design,
and recording in student created
musical compositions.
a) Students will demonstrate the ability to employ the constructs and
principles of digital audio signals as they relate to digital virtual instruments
in common use within the music industry.
4. Demonstrate skill within the
digital metaphor for analog and
virtual instruments including
automation and plug-ins.
a) Students will demonstrate the ability to employ different classes of
virtual musical instruments as digital metaphor in common use within the
music industry.
b) Students will employ digital sound design, and recording in student
created musical composition.
b) Students will employ different classes of virtual musical instruments as
digital metaphor from a collection of digital music sound creation devices
associated with pitch in music.
5. Successfully navigate the Internet
with the purpose of sharing musical
compositions created with virtual
instruments.
a) Students will demonstrate the ability to successfully
navigate the Internet with the purpose of sharing musical
compositions created with virtual instruments.
6. Define and participate in the
sharing of music online.
a. Students will demonstrate the ability to successfully define and
participate in the sharing of music online created with virtual instruments.
7. Collaborate in the creation of
musical works in real time, online.
a. Students will demonstrate the ability to successfully collaborate in the
creation of musical works in real time, online.
8. Demonstrate an understanding of a. Students will demonstrate an understanding of studio operation, methods,
studio operation, methods, planning, planning, organization and the interpersonal behavioral styles that are
organization and the interpersonal
appropriate among engineers, producers and musicians.
behavioral styles that are appropriate
among engineers, producers and
musicians.
3 (13)
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. Demonstrate understanding of the applications of virtual instruments and related technologies.
2. Demonstrate understanding of the constructs and principles of digital audio signals as related to virtual
instruments.
4. Demonstrate skill within the digital metaphor for analog and virtual instruments including automation and
plug-ins.
Curricular Objective(s) selected for assessment: (select from Table 2)
Objective A: Demonstrate comprehension of analog and digital music technologies
Objective B: Create and construct musical compositions using analog and digital music
technologies.
Objective D: Demonstrate awareness of and competence with studio environment and
protocols:
General Education Objective(s) addressed in this assessment: (select from Table 3)
(2.) use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decisions
(5.) integrate knowledge and skills in their program of study
(10.) apply aesthetic and intellectual criteria in the evaluation or creation of works in the
humanities or the arts
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 (see the sample that follows), 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
4 (13)
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.
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT
TOOLS
MP206 TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
Briefly describe the assignment which will be assessed:
The exercise is divided into two parts.
For the first part, students will hear four examples of virtual instruments from the six virtual
instrument sound producing devices in listening examples: Sound producing devices in
listening examples:
1. Frequency Modulation Synthesis (Logic Instruments EFM 1),
2. Subtractive Synthesis(Logic Instruments ES1),
3. Physical Modeling Synthesis (Logic Instruments Sculpture),
4. Sampling Instruments (Logic Instruments ESX24, Native Instruments Kontakt),
5. Instrument Emulation (Logic Instruments EVB3, EVD6, EVP88).
6. Other Synthesis Native Instruments Massive, Native Instruments Absynth
These sound producing devices were demonstrated in the first eight weeks of the class.
The four instrument demonstrations of part one will feature one each of the following:
1. Frequency Modulation Synthesis (Logic Instruments EFM 1),
2. Subtractive Synthesis(Logic Instruments ES1),
3. Physical Modeling Synthesis (Logic Instruments Sculpture),
4. Sampling Instruments (Logic Instruments ESX24, Native Instruments Kontakt),
Students are asked to listen for and analyze how the different virtual instruments are used in
each excerpt and to match that with their understanding of the stylistic elements characteristic
of the different instruments. The students are then asked to make a determination for each
excerpt, as to during which period they believe each one was composed. (All four excerpts are
performed three times, to assist in directing their attention more closely to the elements on
display.)
In the second part of the assessment, excerpts from sound producing devices in listening
examples:
1. Frequency Modulation Synthesis (Logic Instruments EFM 1),
2. Subtractive Synthesis(Logic Instruments ES1),
3. Physical Modeling Synthesis (Logic Instruments Sculpture),
5 (13)
4. Sampling Instruments (Logic Instruments ESX24, Native Instruments Kontakt) ,
5. Instrument Emulation (Logic Instruments EVB3, EVD6, EVP88).
6. Other Synthesis (Native Instruments Massive, Native Instruments Absynth).
These sound producing devices were not demonstrated in the first eight weeks of the class.
Again, based on their knowledge of the style characteristics of these instruments, the students
are to listen for and analyze the treatment of the musical elements and to match their analysis
with the appropriate virtual instrument. (The musical works featured in this section were not
studied in class, but they share the style characteristics of other works by the same instrument,
which were studied in class.) All five excerpts are performed three times, to assist in directing
their attention more closely to the elements on display.
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.
Briefly describe the range of
activities student will engage in
for this assignment.
What assessment tool(s) 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.)
1. Students will demonstrate the
ability to identify different
classes of virtual musical
instruments from a collection of
digital music sound creation
devices in common use within
the music industry. (Curric.
Obj. A, B; Gen. Ed. Obj. 2, 5,
10)
a. Students will listen to
excerpts of musical works
featuring different classes of
virtual musical instruments
from a collection of digital
music sound creation
devices that are not known
to them.
A. For section one, student
responses will be judged
against the actual different
classes of virtual musical
instruments that were
demonstrated in class two.
Student responses to the four
excerpts will be either
"correct" or "not correct."
2. Students will demonstrate
understanding of the constructs
and principles of digital audio
signals as related to virtual
instruments. (Curric. Obj. A, B
and D; Gen. Ed. Obj. 2, 5, 10)
3. Students will apply the
constructs and principles of
digital audio signals as they
relate to digital virtual
instruments, digital sound
design, and recording in student
created musical compositions.
(Curric. Obj. A, B; Gen. Ed.
Obj. 2, 5, 10)
b. Students will assess the
treatment of the different
classes of virtual musical
instruments from a
collection of digital music
sound creation devices
associated with music
production in the unknown
excerpts.
c. Students will asses the
treatment of the different
classes of virtual musical
instruments from a
collection of digital music
sound creation devices
associated with pitch in the
6 (13)
B. For section two, student
responses will be judged
against the different classes
of virtual musical
instruments the excerpts that
were not demonstrated in
class two and are unknown
excerpts. Student responses
to the five excerpts will be
either "correct" or "not
correct."
4. Students will identify
different classes of virtual
musical instruments from a
collection of digital music
sound creation devices as
belonging to a specific family
of musical instruments (e.g., 1.
Frequency Modulation
Synthesis, 2.Subtractive
Synthesis, 3.Physical Modeling
Synthesis, 4. Sampling
Instruments, 5. Instrument
Emulation, 6. Other Synthesis.)
(Curric. Obj. A, B and D; Gen.
Ed. Obj. 2, 5, 10)
unknown excerpts.
d. Students will compare
their hearing of different
classes of virtual musical
instruments from a
collection of digital music
sound creation devices in the
unknown excerpts with their
understanding and
knowledge of the familiar
instrument families (e.g.,
(e.g., 1. Frequency
Modulation Synthesis,
2.Subtractive Synthesis,
3.Physical Modeling
5. Students will demonstrate
Synthesis, 4. Sampling
skill within the digital metaphor Instruments, 5. Instrument
for analog and virtual
Emulation, 6. Other
instruments including
Synthesis.)
automation and plug-ins.
e. Based upon their analysis
(Curric. Obj. A, B; Gen. Ed.
of different classes of virtual
Obj. 2, 5, 10)
musical instruments from a
collection of digital music
sound creation devices in the
unknown excerpts and upon
their comparison of this to
their knowledge of specific
instruments and with
specific different classes of
virtual musical instruments
from a collection of digital
music sound creation
devices, students will make
determinations as to the
proper virtual instrument
families.
PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will
7 (13)
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)
Briefly describe the assignment which will be assessed:
The exercise is divided into two parts.
For the first part, students will hear four examples of virtual instruments from the six virtual
instrument sound producing devices in listening examples: Sound producing devices in
listening examples:
1.Frequency Modulation Synthesis (Logic Instruments EFM 1),
2.Subtractive Synthesis(Logic Instruments ES1),
3.Physical Modeling Synthesis (Logic Instruments Sculpture),
4. Sampling Instruments (Logic Instruments ESX24, Native Instruments Kontakt),
5.Instrument Emulation (Logic Instruments EVB3, EVD6, EVP88).
6. Other Synthesis Native Instruments Massive, Native Instruments Absynth
These sound producing devices were demonstrated in the first eight weeks of the class.
The four instrument demonstrations of part one will feature one each of the following:
1.Frequency Modulation Synthesis (Logic Instruments EFM 1),
2. Subtractive Synthesis(Logic Instruments ES1),
3. Physical Modeling Synthesis (Logic Instruments Sculpture),
4. Sampling Instruments (Logic Instruments ESX24, Native Instruments Kontakt),
Students are asked to listen for and analyze how the different virtual instruments are used in
each excerpt and to match that with their understanding of the stylistic elements characteristic
of the different instruments. The students are then asked to make a determination for each
excerpt, as to during which period they believe each one was composed. (All four excerpts are
performed three times, to assist in directing their attention more closely to the elements on
display.)
In the second part of the assessment, excerpts from sound producing devices in listening
examples:
1.Frequency Modulation Synthesis (Logic Instruments EFM 1),
2. Subtractive Synthesis(Logic Instruments ES1),
3. Physical Modeling Synthesis (Logic Instruments Sculpture),
4. Sampling Instruments (Logic Instruments ESX24, Native Instruments Kontakt) ,
5. Instrument Emulation (Logic Instruments EVB3, EVD6, EVP88).
6. Other Synthesis (Native Instruments Massive, Native Instruments Absynth).
8 (13)
These sound producing devices were not demonstrated in the first eight weeks of the class.
Again, based on their knowledge of the style characteristics of these instruments, the students
are to listen for and analyze the treatment of the musical elements and to match their analysis
with the appropriate virtual instrument. (The musical works featured in this section were not
studied in class, but they share the style characteristics of other works by the same instrument,
which were studied in class.) All five excerpts are performed three times, to assist in directing
their attention more closely to the elements on display.
Desired student learning
outcomes
((Copy from Column 1, Table
6 above; include Educational
Goals and/or General
Education Objectives
addressed)
Assessment measures for
each learning outcome
(Copy from Column 3,Table 6
above)
Standards for student performance:
1. Students will
demonstrate the ability
to identify different
classes of virtual musical
instruments from a
collection of digital
music sound creation
devices in common use
within the music
industry. (Curric. Obj. A,
B; Gen. Ed. Obj. 2, 5,
10)
A. For section one,
student responses will be
judged against the actual
different classes of virtual
musical instruments that
were demonstrated in
class two. Student
responses to the four
excerpts will be either
"correct" or "not correct."
For section one of the assignment, a
minimum 50% correct rate (2 of 4
responses) is expected. For section
two of the assignment, a minimum
60% correct rate (3 of 5 responses) is
expected.
2. Students will
demonstrate
understanding of the
constructs and principles
of digital audio signals
as related to virtual
instruments. (Curric.
Obj. A, B and D; Gen.
Ed. Obj. 2, 5, 10)
3. Students will apply
the constructs and
principles of digital
audio signals as they
relate to digital virtual
instruments, digital
B. For section two,
student responses will be
judged against the
different classes of virtual
musical instruments the
excerpts that were not
demonstrated in class two
and are unknown
excerpts. Student
responses to the five
excerpts will be either
"correct" or "not correct."
9 (13)

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.
sound design, and
recording in student
created musical
compositions. (Curric.
Obj. A, B; Gen. Ed. Obj.
2, 5, 10)
4. Students will identify
different classes of
virtual musical
instruments from a
collection of digital
music sound creation
devices as belonging to a
specific family of
musical instruments
(e.g., 1. Frequency
Modulation Synthesis,
2.Subtractive Synthesis,
3.Physical Modeling
Synthesis, 4. Sampling
Instruments, 5.
Instrument Emulation, 6.
Other Synthesis.)
(Curric. Obj. A, B and
D; Gen. Ed. Obj. 2, 5,
10)
5. Students will
demonstrate skill within
the digital metaphor for
analog and virtual
instruments including
automation and plug-ins.
(Curric. Obj. A, B; Gen.
Ed. Obj. 2, 5, 10)
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
10 (13)
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.
Desired student learning outcomes:
(Copy from, Column 1,Table 6 above;
include Educational Goals and/or
General Education Objectives
addressed)
Student achievement: Describe the group achievement of each
desired outcome and the knowledge and cognitive processes
demonstrated.
1. Students will demonstrate the
ability to identify different
classes of virtual musical
instruments from a collection of
digital music sound creation
devices in common use within
the music industry. (Curric. Obj.
A, B; Gen. Ed. Obj. 2, 5, 10)
For learning outcome 1 and 2, out of 56 responses,
students showed a 53% correct rate.
2. Students will demonstrate
understanding of the constructs
and principles of digital audio
signals as related to virtual
instruments. (Curric. Obj. A, B
and D; Gen. Ed. Obj. 2, 5, 10)
For learning outcome 4 out of 70 responses, students
showed a 56% correct rate.
Learning outcomes 3 and 5 are not individually
measurable. These learning outcomes are used to
inform the decisions made in learning outcomes 1, 2
and 4, which are measurable.
In this assignment, students used factual knowledge,
conceptual knowledge, and procedural knowledge. In
addition, the cognitive processes utilized were
remembering, understanding, applying, analyzing, and
evaluating.
3. Students will apply the
constructs and principles of
digital audio signals as they
relate to digital virtual
instruments, digital sound
design, and recording in student
created musical compositions.
(Curric. Obj. A, B; Gen. Ed.
Obj. 2, 5, 10)
4. Students will identify
different classes of virtual
musical instruments from a
collection of digital music
sound creation devices as
belonging to a specific family of
musical instruments (e.g., 1.
Frequency Modulation
Synthesis, 2.Subtractive
Synthesis, 3.Physical Modeling
11 (13)
Synthesis, 4. Sampling
Instruments, 5. Instrument
Emulation, 6. Other Synthesis.)
(Curric. Obj. A, B and D; Gen.
Ed. Obj. 2, 5, 10)
5. Students will demonstrate
skill within the digital metaphor
for analog and virtual
instruments including
automation and plug-ins.
(Curric. Obj. A, B; Gen. Ed.
Obj. 2, 5, 10)
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?
This assignment showed a lower than anticipated correct response rate for section one,
and an anticipated expected correct response rate for section two. The data show that the
students demonstrated inconsistency with their familiarity with applied knowledge of
virtual instrument families. Sampled and physical modeling virtual instruments received
slightly better than average recognition by the respondents. Subtractive synthesis
received the fewest correct responses.
The interpretation of this data seems to suggest two significant issues with the methods of
this class. The first is the listening environment for the students is noisy and inadequate
for detailed, concentrated listening. The assessment was conducted over the monitor
speakers in the front of the classroom. Some students expressed concerns about their
ability to accurately hear the assessment samples.
The second, and perhaps more significant interpretation of this data are the disconnect the
students experience when visual data are removed from their listening experience. That
is, the students now require a visual correlate to their listening experience in the form of
computer graphics to distinguish sounds.
The data indicates that that students participating in this assignment demonstrated
12 (13)
adequate factual, conceptual knowledge. The students demonstrated less than adequate
procedural knowledge. The data appear to indicate that the students demonstrated
difficulties in recalling with accuracy better than chance, knowledge of less familiar
instrument families.
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 assignment and the assessment process were inefficient but enlightening. The
students participated in the assignment without hesitation or complaint. Further
improvements in the process should include more frequency and diversity of choices with
additional data collection points.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The data appears to demonstrate the challenges faced by our students in hearing
differences in categories of virtual instruments. These difficulties relate to an
inappropriate listening environment and the need for visual reinforcement of auditory
stimuli. The student displayed difficulties in recalling information from earlier in the
term. .
It is clear that more emphasis needs to be placed on listening exercises that allow the
students to experience virtual instruments in context, without distraction and without
visual stimuli. Changes to the course of instruction will include more varied activities
and assignments to address these shortcomings.
13 (13)