Instructional Planning Yearly Update
Date ___12-12-14_______________
Department __MUSIC________________
Division ___VAPA______________
Goals and Recommendations from Program Plan
List the top five Goals and Recommendations from the last Program Plan and indicate whether they have been met?
Goals / Recommendations from six-year plan In progress
Goal Met
Comments
(identify source
of funding)
1. Continue to align program with new
state mandates: Curriculum, TMC,
Repeatability/Repetition, Non-Credit.
Support the state-wide proposal to allow
students to enroll in performance courses
through Community Education.
Yes
2. Continue support of on-going programs
The budgets have not kept up with increased
costs for supplies, tuning, applied music
stipends, accompanists, repair, etc.
Cost: See Below: Staffing and Budgets:
Music Technology Program
Major/minor Program
Yes
3. Counseling Department Alignment
Establish regular contact with the
Counselors to support our music transfer
students.
A. Have a music faculty member attend 1-2
counseling meeting each semester.
B. Invite a counselors to music department
meetings
C. Create a small committee to update the
department on Transfer Model Curriculum,
Assist Agreements, College-specific
requirements, etc.
D. Assistance in transfer student tracking.
No
Revised September 28, 2012
Partially
We have made numerous curriculum changes to bring our
lecture/lab hours into compliance with student units.
The TMC (ADT) in Music has been completed and approved.
Partially
No
We are beginning to plan strategies for developing alternatives
to non-credit (500-series) courses for our ensembles.
This is an ongoing situation that will continue to bring
challenges to our program. The absence of any support staff
position in the music department continues to be problematic
for the complexities of our program, especially in music
technology.
We are able to keep up with instrument repair at this point, and
have been able to purchase several long-needed instruments
for the orchestra and wind ensembles.
Unfortunately, no progress has yet been made in this area.
E. Assistance in tracking alumni.
4. Revise Applied Music Program
Yes
Re-address our current Applied Music
course (MUS 16) to create a comprehensive
Applied Music program targeted to
providing Private Instruction to Music
Majors
A. Align content, objectives, SLO’s with 4year requirements, and the TMC.
B. Refine Applied Music Program to include
tracking student progress in lessons and
performance recitals.
C. Establish a Jury system to evaluate student
progress.
D. Provide defined goals and objectives for
each instrument.
E. Improve process for providing individual
lesson support by professional musicians.
F. Improve the annual Scholarship Program to
augment lesson support
Yes
5. Maintain the Music Department’s
commitment to performance, in ensembles
and individually. Our philosophy is that
excellence in Music Education is best
achieved through active participation in
making music.
No
We are just starting to re-establish discussion around our
Applied Music goals. This will be addressed at our next Flex
meeting in the Spring of 2014.
Yes
This goal is being achieved in nearly every performance of our
student ensembles. The student performances in Spring and
Fall semesters of 2013 have been some of the finest examples
of college-level musical performance we have yet witnessed,
due to the hard work and motivation of the students and the
dedication of the music faculty.
New Goals and Recommendations
List any new goals and recommendations identified by the department
Goal/Recommendation
Cost
Explanation/Evidence of Need
Work with the administration in developing
Unknown at this
Our major performance ensembles (such as Symphonic Chorus,
new ways in which key performing ensembles point.
Symphonic Winds, Symphonic Orchestra, and Jazz Ensemble) are
can be preserved, in light of new restrictions
essential components of our degree and transfer programs in Music.
on repeatability and the potential future
Concurrent enrollment of community members in our ensembles
cessation of concurrent non-credit enrollment
ensures consistency,
for Older Adults (500-series courses).
Revised September 28, 2012
SLO Assessment Progress: In a sentence or two, describe where your department should be on the Revolving Wheel of Assessment (what
assessment you should have done in the last year) and what was actually done. If you’re not sure where you should be on the Revolving Wheel
contact the SLO Coordinator (x6366). If any task was not completed, explain why.
We have completed all course assessments to date, culminating with MUS 1M, 2M, 3M, 5, 15B, 24ADV, 26B, 26C, 47, 51C, 57NS, and 556.
We were not able to assess MUS 547, since it has not yet been offered. MUS 54 has been cancelled, and was also not assessed.
Fill out the Assessment Results section below.
SLO Assessment Results: List SLO assessments, dialogues, and priorities identified as a result of your assessment below. Attach
Departmental Assessment Analysis Forms completed in the last two semesters.
Core Competency, Course
Date of meeting where
SLO, or CTE Program SLO analysis / dialogue took
Assessed. Example: all course place. Example: Department
SLOs for English 1A, 1B and 2 Meeting 8/27/10
MUS-57NS Music and
8-30-13
Computers III: Notation and
10-22-13
Scoring
11-19-13
1. Produce music
compositions/arrangements
combining elements of traditional
musical concepts of theory and
orchestration with music
production and
notational/editing/playback
software.
MUS-26B Advanced Jazz/Rock
Guitar Techniques
1. Play guitar in a jazz/rock style,
synthesizing elements of hand
Revised September 28, 2012
Priorities identified for program as a result of assessment. Example:
Develop strategies for teaching research and documentation skills; share
rubrics for research papers; provide more instructional support outside of
class.
 Encourage faculty to share activities that foster competency
 Write collaborative grants to fund departmental projects to
improve teaching
 Visit classrooms to provide feedback (mentoring)
 Analyze course curriculum, so that the department can build a
progression of skills as students advance through courses


Continue to look for ways in which to increase students’ access
to practice room time and space, music lab resources and
computer access time.
Investigate ways to expand access to practice rooms, especially
during later or earlier hours.
technique and notational
realization and demonstrating the
use of modulation, extended
chords and substitutions in a
given composition.
MUS-26C Jazz/Rock Guitar III
1. Play jazz/rock guitar with
increasing ability, synthesizing
the elements of theory, technique,
performance practice, phrasing,
musicality and style.
MUS-47 Guitar Ensemble
1. Publicly perform ensemble
music arranged for guitars,
demonstrating proficiency of
instrument and musical
techniques and stylistic
interpretation.
MUS-1M Musicianship I
1. Sing and take dictation of
melodic, rhythmic and harmonic
progression from Roman
numerals, demonstrating acquired
intonation and use of solfeggio.
MUS-2M Musicianship II
3. Take dictation in all major and
minor keys, with melodies and
chords of common diatonic
harmonic progressions, including
inversions and non-harmonic
tones, in a variety of meters.
MUS-3M Musicianship III
2. Sight sing rhythmic and
melodic content from standard
music notation using moveable
and fixed Do.
MUS-5 Beginning Jazz/Pop
Music Theory
1. Synthesize aural and written
rules of music notation to
identify, construct and transcribe
Revised September 28, 2012

Expand access to music notation computers (MIDI classroom),
possibly through music lab coordination.

Update computer learning resources and software.
rhythmic, melodic and harmonic
dictation, through 7th chords,
extensions and alterations.
MUS-15B Advanced Jazz and
Popular Solo Voice
2. Perform jazz standards and
popular songs demonstrating
stylistic elements of melody,
rhythm, harmony to create
improvisational phrasing.
MUS-24ADV Stylistic Jazz
Improvisation
1. Demonstrate increasingly
sophisticated jazz improvisation
solos, integrating the major
historical and stylistic properties
of selected pieces.
MUS-51C Class Piano III
1. Play piano with increasing
ability, synthesizing the elements
of physical technique,
fundamentals of melody,
harmony and rhythm, and music
reading.
MUS-556 Latin American
Music Ensemble for Older
Adults
1. Synthesize and incorporate
selected Latin American musical
styles into musical performance.
Revised September 28, 2012