Music Discipline/Performing Arts Department
November 29, 2006
Music Discipline Review
2006
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Music Discipline/Performing Arts Department
November 29, 2006
Music Discipline Review
2006
Topic 1- Where are we now?
A. Purpose and Goals
The Music Discipline at Riverside Community College offers an accessible,
comprehensive program, committed to providing an affordable post-secondary music
education to a diverse student body. The District offers transfer programs paralleling the
first two years of university offerings in music and a program leading to an Associate in
the Arts degree with an emphasis in music. In the tradition of general education, the
music program courses prepare students for intellectual and cultural awareness, critical
and independent thought, and self-reliance.
RCC has a distinguished national reputation for excellence in music performance and
instruction. Students participating in music at RCC are expected to excel. Music
performed by RCC students is heard at convocation, graduation and most other important
occasions. Festivals, competitions, and concerts bring artists, students, and the
community to the campus in the thousands. The Marching Band is a national fixture, seen
regularly on television at the most prestigious of parades and often in motion pictures.
The Jazz, Vocal Jazz and Wind Ensembles have compact disc recordings distributed on a
commercial label with international distribution. The Jazz Ensemble and Vocal Jazz
Ensemble’s latest releases have appeared on the Grammy Awards ballot.
Since 1984, with the addition of a marching band and pep band to go with it’s other
performing ensembles, the RCC Music Department has offered a comprehensive music
program which provides pre-professional training for the serious music student as well as
for the recreational player. The program offers a complete training program that meets
the requirements for transfer into music major programs at any Cal-State University or
University of California, private colleges or performing arts colleges. RCC music
students are well prepared to transfer into a four-year school for a Bachelor of Arts
in music. Serving the general student population who wish to learn about the art of music
for arts transfer credit is an important aspect of the music department as well. Each
performance by one of the numerous ensembles supports and critically enhances the
curricular offerings of the music program and is essential to a well-rounded Performing
Arts Department.
Each semester students participate in ensembles and receive instruction on their
instrument so they can successfully transfer with junior level status to a university or
school of music. Many more enjoy the results of their peers’ labors at concerts and
ceremonies. Even more students enroll in music appreciation classes, class piano, music
fundamentals and more as a part of their humanities requirements.
The goal at RCC is to provide outstanding experiences and instruction for students that:
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Wish to pursue careers in music performance or education
Need instruction in the humanities or music technology
Wish to continue making music as a part of their life long pursuit of art and
education.
The purpose at RCC is to provide these experiences and instruction in a fashion that is
consistently outstanding and upholds its unique tradition of success.
B.
History
Known locally and regionally in the 1960s and 1970s for its quality wind ensemble and choral
program, the RCC Music Department began to expand in the early 1980s. With the addition
of new program offerings and new staff members, the department grew and the reputation
grew with it. Now known nationally as the leader among community colleges, the music
department has continued to add music faculty and programs.
C. Curriculum and Programs
a.
Curriculum
In the 2005-06 school year the Music Discipline updated all of the music courses found
in the 2004-05 catalog. Some revisions included Music Theory 1, 2 and 3 being renamed
as such and updating their content with statewide standards for matriculation. New
additions included Piano Ensemble, Intermediate Applied Piano and Beginning Applied
Music. All of the course outlines were updates to the latest template.
The curriculum at RCC is designed to meet a number of student needs emphasized in
these areas:
1. Music major/minor transfer requirements
2. Humanities requirements for degree or transfer programs
3. Training and experience in music technology
4. Musical needs for continuing students and members of the community
For music major/minor transfer students RCC offers a comprehensive music curriculum
designed to serve student needs to successfully transfer with junior level status to a
university or school of music. Courses are in place to focus on these lower division areas
for music majors: Music Theory, Applied Studies, Piano Skills and Outstanding
Performing Ensemble Experiences. These areas are expanded upon below.
Music Theory, including: Basic Musicianship, Fundamentals of Music, Music Theory 1,
Music Theory 2, Music Theory 3, Jazz Improvisation and Theory.
Applied studies on the student’s specific instrument (such as voice, trumpet, clarinet, etc.)
including: Applied Music and Recital performance.
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Music History, including: Great Composers and Music Masterpieces to 1820, Great
Composers and Music Masterpieces After 1820, Survey of Music Literature.
Piano skills, including: Class Piano, Applied Piano and Keyboard Proficiency.
Course offerings for Ensemble Experiences include: Amadeus Chamber Ensemble,
Riverside Community Symphony, Concert Choir, College Choir, Vocal Jazz Ensemble,
Vocal Music Ensembles, Instrumental Chamber Ensembles, Chamber Singers, Wind
Ensemble, Jazz Ensemble, Marching Band, Auxiliary Marching Units, Percussion
Ensemble, Gospel Singers, Guitar Ensemble, Piano Chamber Ensemble and Jazz Lab
Band.
For students desiring experience and training in music technology, RCC offers a
curriculum designed to meet their needs in Digital Audio, including sequencing,
recording and publishing.
Course offerings include: Introduction to MIDI and Digital Audio, Sequencing and
Orchestration with MIDI and Digital Audio, Music Composition and Film Scoring with
Digital Audio, Sound Recording and Reinforcement Techniques and The Business of
Music.
For the general student RCC offers many courses that fulfill degree and transfer program
requirements for the arts and humanities. Course offerings include Music Appreciation,
Jazz Appreciation, Film Music Appreciation, Basic Musicianship, Music Fundamentals
and Music of Multicultural America.
RCC has many musical offerings for continuing students and members of the community
that wish to continue their musical experiences. Those course offerings include:
Introductory classes, including: Class Piano, Class Voice, Class Guitar, Teaching Music
to Children and the Business of Music. Ensemble Experience course offerings include:
Riverside Community Symphony, Master Chorale, Chamber Choir, Community Jazz
Ensemble, Community Concert Band, Gospel Singers, Marching Band, Auxiliary
Marching Units and Jazz Lab Band.
b.
Programs
1. Piano/Theory
Through the Piano and Theory program all music students are prepared to demonstrate
competency and knowledge expected of transfer candidates to four-year institutions.
Most courses are offered semi-annually while the remainder is offered annually. Entering
music students typically have been involved in just one aspect of the field, such as school
band or chorus. To train for a career, they must deepen their knowledge and develop a
broad array of skills, including: listening, composing, singing and functional piano.
Students with this background are prepared to transfer as students with junior status and
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for a number of related careers, including: teaching, performing, recording and
production.
2. Applied Music
The Applied Music program has made a huge impact in the department. Music majors are
expected to study on their instrument each semester of their collegiate career, and at RCC
that is a reality. By enrolling in the co-requisite major ensemble students can study with
an expert on their instrument. The majority of the students in the major ensembles are
currently enrolled in the program.
At the end of each semester each student must perform in a recital and at a jury. A jury is
a closed-door final exam performance before the faculty in the related area. This program
is probably the most valuable to the students in their acquisition of the requisite skills to
be a musician. The program may also be the easiest and most gratifying to access student
success.
Courses include: Beginning Applied Music, Intermediate Applied Music and Applied
Secondary instruments.
3. Voice/Choral
The Choral/Vocal Music Program at RCC offers students a wide range of musical
literature, pedagogy, and understanding of musicality so that they may further their
education in this field. Classes currently offered are Chamber Singers, Women’s
Ensemble, Men’s Ensemble, and Private Voice Lessons. In choirs, students learn music
from all genres, from Renaissance to Contemporary, while concentrating on history,
theory, interpretation of texts, blend (working together as a team), and vocal pedagogy.
The applied music faculty (voice teachers) not only implements everything that is being
taught in choral music, but also emphasizes on solo vocal production and performances.
Our applied music faculty is also among the finest in Southern California. Many of them
have performed or are currently performing with many professional organizations such as
Opera Pacific, Pacific Chorale, Long Beach Opera and many others. The choral
ensembles at RCC have toured the states and internationally, performing at prestigious
events such as the University of Washington Invitational, San Francisco State
Invitational, Hawaii, and the Eisteddfod International Choral Competition in Wales.
Participation in the Choral/Vocal Music Program at RCC will prepare students to transfer
to a four-year university and also get a head start on becoming vocal music educators or
performers.
4. Vocal Jazz
The Vocal Jazz program offers vocal students an opportunity to learn, rehearse, and
perform vocal jazz repertoire. Through this process, students develop skills which
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include: ear training, jazz theory, basic vocal technique, vocal jazz technique,
microphone technique, style, and performance etiquette. The program currently includes
two ensembles: The Vocal Jazz Ensemble and the Vocal Jazz Lab. Since 1999, the Vocal
Jazz Ensemble has toured several states in the United States as well as Tokyo, Japan.
Additionally, they released their first CD recording, “Groovin’ Hard” last October and
will soon release a second CD, entitled “Fly,” this fall. Students who participate in this
program generally transfer into the most advanced vocal jazz ensembles at four-year
institutions. The knowledge and skills students develop in the Vocal Jazz program also
enable them to pursue a career in vocal music as performers, studio musicians and
educators.
5. Guitar
The RCC Guitar program is enormously successful. It has produced professional guitarists
and its graduates have gone on to transfer, in some cases with large scholarships, to
prestigious universities and colleges including the University of Redlands, University of
California Berkeley, Cal State Fullerton, Cal State Northridge, San Francisco State, University
of California Riverside and the Musician’s Institute. The program has several tiers. For
beginners or guitarists who know how to play but not how to read music, it offers Music 37:
Class Guitar.
Class Guitar has been extremely popular and typically has three or four sections every
semester. Students who have completed this course or guitarists who have not completed it
but can read music and play with some proficiency, can move on to Music 77: Guitar
Ensemble.
The Guitar Ensemble performs music written or transcribed for guitar ensemble from the
Renaissance to the present day. The group performs on campus in each semester as well as
elsewhere in Riverside and Orange County. Additionally, the group has appeared in San
Francisco, San Jose, Washington State, and in Canada. Students can enroll in Guitar
Ensemble four times. All students who participate in the ensemble are eligible for Music 39/
Intermediate Applied instruction in guitar. Currently there are over twenty guitar students
enrolled and have one full time and three adjunct guitar instructors. Like Guitar Ensemble,
Music 39 can be taken four times. For those who have completed four semesters of Music 39
and Music 77, but who would like to study guitar further, there is MUSP77/Advanced Guitar
Ensemble and MUSP79/Advanced Applied Guitar, both of which can be taken four times.
6. Wind and Percussion
The Wind and Percussion area at RCC is considered to be one of the strongest programs
in the community college system nation wide. Students come from not only Riverside
County, but also from Orange County, San Bernardino County, Los Angeles County and
San Diego County to perform with our ensembles and study with our faculty. The
ensembles continue to perform at a very high level and the instruction (part time and full
time) is paralleled by only the finest of institutions. The applied music faculty at RCC is
comprised of some of the finest performers in Southern California. Many of them have
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performed with ensembles such as, The Los Angeles Philharmonic, The Hollywood Bowl
Orchestra, The Pacific Symphony, The Los Angeles Chamber Orchestra, just to name a
few. Many of them are also very active in the Hollywood studios. The applied music
program continues to be essential to the education of our students and the continued
growth of our programs. Studying with these performers in Applied Music is a draw for
many fine players to attend RCC and perform with the Wind Ensemble. Many of the
students involved in the wind and percussion area do not apply for an AA. Instead, they
focus more on a transfer degree. The curriculum at RCC is set up to mirror the first two
years of study at a four - year institution.
The ensembles at RCC receive national recognition from performing at regional and
national conventions, taking national and international tours, commissioning, performing,
and recording new works for winds and percussion, and sponsoring guest artists and
special events. The wind and percussion ensembles at RCC have represented the college
in 7 states (including Hawaii) as well as in Japan. The wind ensemble receives
invitations each year to attend festivals in Korea, China, Europe, New York, Chicago and
Washington D.C. but can not attend due to budget restraints. Over the last five years, the
RCC Wind Ensemble has commissioned ten new pieces for winds and percussion. Nine
of those compositions were premiered on campus, and the Wind Ensemble recorded five
of them. The wind and percussion program sponsors a two-day wind and percussion
festival, a high school honor band, a junior high honor band, and a three-day conducting
symposium.
Even though the program continues to grow, new developments that have emerged that
have caused recruiting more difficult. It seems that others schools in our area can offer
better scholarships, better facilities, and priority registration to incoming freshman. To
address these issues so we will not see a drop of enrollment numbers and talent RCC
needs to build a scholarship program, improve the facilities (especially the Music
Building, Landis performing Arts Center and the Marching Band facility) and get priority
registration for students identifying themselves as Music majors.
7. Symphony Orchestra
The Symphony Orchestra continues to serve the community more than the traditional
RCC music student. Although the orchestra continues to perform at a very high level,
there are certain aspects that are keeping it from flourishing. Six years ago, the full –
time faculty member assigned to the Symphony Orchestra, resigned two weeks before the
fall semester started. That position has not been filled. As of spring of 2007, after
thirteen years, an adjunct instructor will conduct the RCC Symphony Orchestra. The
other major issue in the growth of the Symphony Orchestra is the lack of string programs
in the public schools. Due to budget cuts in the 1980’s there are very few string
programs in our area to recruit from. This is yet another reason for the need of the
replacement of the full time position. The discipline feels that in order for this program
to grow, a program needs to be established at RCC, to start young string players and
eventually create its own recruiting pool.
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8. Instrumental Jazz
A comprehensive program is in place for students to study Jazz at Riverside. The campus
boasts three Jazz Ensembles, a Jazz Combo program, a Jazz Improvisation and Theory
class and a Jazz Performance certificate. In the past ten years Jazz Ensemble I has
performed at Chuo University in Tokyo, the Longhorn Jazz Festival at the University of
Texas at Austin, the Reno Jazz Festival at the University of Nevada at Reno, The
University of Northern Colorado Jazz Festival, Honolulu, Hawaii, Fullerton Jazz festival,
California State University Los Angeles Jazz Festival, and numerous concerts hosted by
high school, universities and communities, and three times at the International
Association for Jazz Education National Conference. And in this time Jazz Ensemble I
has only finished in first place in all of the competitive festivals. Jazz Ensemble I also has
a recent CD release, “Upside Out,” distributed internationally by Sea Breeze Vista that
was also found on the Grammy Awards Nomination list for best Album by a Large Jazz
Group.
9. Digital-Audio/MIDI (Musical Instrument Digital Interface)
Digital-Audio/MIDI is a program designed for students to grow musically as composers
and arrangers as well as to introduce them to Digital-Audio technology. There is also a
MIDI (Musical Instrument Digital Interface)/Digital-Audio certificate program that can
be completed in four semesters. Students spend time in the classroom and in the lab
learning to compose, orchestrate with MIDI and write music for film and video. The lab
has 11 stations. Each station is a Digital-Audio/MIDI workstation, capable of recording
sequences, recording samples and preparing notation for print out.
10. Marching Tigers
The RCC “Marching Tigers” are one of the truly elite college marching bands in the
country, with an average fall membership of 200 members and an international
reputation. This busy group provides students with the opportunity to perform for
thousands of people, while they gain valuable experience in the field of outdoor
pageantry – something that is necessary for all future band directors.
If there is a football game or basketball game at the college, the band is there. In
addition, as the ‘official band of the city of Riverside,” if there is a ribbon-cutting,
grand opening, dedication, or other civic function, the band is there. In this capacity,
the band has performed for Senators, Congressmen and Presidents, for mayors, city
councilmen, and governors galore.
These well-known college entertainers have been the lead unit in the Tournament of
Roses Parade, the Macy’s Thanksgiving Day Parade, Fiesta Bowl Parade, and Hollywood
Christmas Parade among others. The marching band celebrated its 20th Anniversary
during the 2003-2004 school year, having had nearly 3,000 students pass through the
doors of HG101.
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Often referred to as “Hollywood’s Band,” they have appeared in more than 16 motion
pictures, including “The Truman Show,” “Wag the Dog,” “Austin Powers,” “The Other
Sister,” all of the “American Pie” projects, “Princess Diaries 2” and “Coach Carter.” In
addition, they have been seen in numerous television shows, like the “Gilmore Girls” and
“Boston Public” and in dozens of TV commercials. The band is often ‘cast’ by
Hollywood to play the part of a high school band in TV shows like the Emmy-winning
“American Dreams,” which ran for 2 season on NBC, several episodes of the Emmywinning “Monk,” and a humorous TV commercial for Outpost.com (now Fry’s
Electronics) that won a Cleo Award as the best commercial on television.
They have performed in nearly every pageantry event in the world including the Moomba
Festival in Melbourne, the St. Patrick’s Day Parade in Dublin, the Edinburgh Easter
Festival and the Nice Carnival in France. If there’s a parade on New Year’s Day,
the “Marching Tigers” have been there – whether it’s London, Paris or Pasadena. They
are the only college band to appear twice at the sacred Budokan Hall in Japan.
They are also the only college band to appear a record 5 times at the prestigious Bands of
America “Grand National Championships,” in the RCA Dome, in Indianapolis.
Athletic events are familiar territory for these RCC students, having performed many
halftime shows for the Los Angeles Rams, Los Angeles Raiders and San Diego Chargers
as well as opening day for the California Angels. The RCC Band has performed for the
Utah Summer Games, the US Olympic Festival and the Disneyland Pigskin Classic.
They were the pep band for the 1995 and 1996 John Wooden Classic at the Arrowhead
Pond in Anaheim.
A favorite ‘energy boost’ among major corporations, the RCC marching band has
entertained repeatedly at national conventions for Motorola, Starwood Corporation,
Sheraton, the W Group, Mazda, Suzuki, Ford Motor Company, Rite Aid Pharmacy, the
Pattison Group, many insurance companies and for Disney. They’ve performed twice at
Sea World and many times at the Hollywood Bowl, most recently as the ‘grand finale’ in
“The Music Man.”
Because of their international reputation, students come from throughout the southland,
from across the nation and from Japan to be a part of this exciting, very large ensemble.
After spending time in this prestigious organization, many go on to work as coaches at
various local high schools, and later perform professionally or become teachers.
The biggest problem with the marching band is the lack of a facility to house this worldclass program. There isn’t a building or space available and this is hurting recruiting, not
to mention the effectiveness of the program. A location for a band building has been
secured, along with a design for a suitable facility but everything is currently ‘on hold,’
pending a master plan for the campus.
The active marching band program, with all of its various travels and accomplishments is
the most effective publicity tool currently available to the institution. In the words of
UCLA band director Gordon Henderson, “there is nothing junior about this junior college
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band!” The “Marching Tigers” are the ‘visible classroom’ for the college, representing
RCC to the public in a unique way that can’t be duplicated by any other organization.
Looking ahead, the RCC Band will be appearing in the 80th Macy’s Thanksgiving Day
Parade in New York City in November of 2006. They have accepted an invitation to
perform in Rome for the 2008 New Year’s Day celebrations. In addition, representatives
for the Olympics in Bejing have called describing plans to have RCC perform for their
Olympic Festival at the athlete’s village and on the Great Wall.
11. Fantasia Winter Guard
One of the few colleges in the nation that offers a winter color guard, RCC provides
students with training in the area of movement and manipulation of various props.
A natural offshoot of the various patriotic color guards (‘guarding the colors’ is a military
tradition) at VFW and American Legion Halls back in the 1950s and 60s, our modern
color guards and winter season guards include complex and often theatrical designs.
This ‘audition only’ indoor pageantry ensemble grew out of the success of the fall
marching band program. Going virtually undefeated at the local and regional level from
1985-89, FANTASIA entered the national scene to explore new ways to motivate their
members. Since 1990, these hard-working students have an unprecedented record of
success, having won the silver medal in Class A at the 1991 WGI Championships in
Buffalo, the gold medal in the Open Class at the WGI Championships in 1995 as well as
the prestigious Winter Guard International World Class Championship in Dayton, Ohio
in 00, 02, 04 and 06.
Performing on a ‘stage’ that is about the size of a basketball court, in college gyms and
professional arenas across the country, FANTASIA attracts talented performers in the
area of dance, flag, rifle and saber from several different states and Japan. Graduates
from this program have gone on to appear in such productions as the national touring
company of the Broadway hit “The Lion King” and the Tony award-winning show
entitled “Blast!” Many have become entertainers at Disneyland, in Anaheim and Tokyo,
while others become teachers in the pageantry arts. Fund raisers for travel expenses have
included being hired to perform at various corporate functions, national conventions and
in TV shows and movies. Next up: this group has just been invited to appear on the
“Ellen DeGeneres Show” on NBC-TV.
12. Winter Drum Line
Again – a natural byproduct of the successful fall marching band, the RCC Winter Drum
Line is an ‘audition only’ indoor percussion ensemble that rehearses outdoors due to the
lack of a proper rehearsal facility at the college. After going virtually undefeated in local
and regional competition, this 40-member group emerged on the national scene with a
bang, winning the WGI gold medal – the 2002 World Class Championship – in their first
year of competition and since then have gone on to post an unprecedented record of
achievement, earning a silver medal in 2003 and 2004 and a gold medal in 2005.
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They have appeared at national conventions in San Diego, Los Angeles and Las Vegas
for numerous corporate functions, at Sea World, Disneyland and in the music video for
the hit movie “Drumline!” Member of this elite group have appeared on the Jerry Lewis
Telethon and for the past two summers in the show entitled “Sea World Summer Nights.”
The RCC Drum Line was featured on an episode of “Boston Public” and has been seen in
numerous movies, television shows and TV commercials.
This group has been so successful that RCC has attracted sponsors, much like major
universities and their athletic show contracts. This community college drum-line now
receives new percussion equipment, drum heads, cymbals, sticks mallets and other
needed performance gear (all worth thousands of dollars) completely free of charge.
Equipment is not a problem, having a usable facility is the problem. Performing
members often slip and fall on damp or frozen concrete during evening rehearsals.
Looking ahead: the drum line has received an invitation to appear as the guest exhibition
group for the WGI Regional Championships in the Netherlands!
c.
Enrollment Trends
The Music Discipline continues to have the one of the largest enrollments at Riverside
Community College. In the fall of 2000 there were 2,282 enrolled in music classes and in
the fall of 2005 there were 2,267 students enrolled, giving music the 7th largest student
count in the district. The six disciplines with more students were: Math, English, P.E.,
Psychology, Computer Information Systems, and Administration of Justice. There are a
total of 84 disciplines district wide.
In the data for fall of 2005, the music discipline shows a success rate of 75.8%. This
figure is among the top 15% of the district. Between the fall of 2000 and the fall of 2004
there was total success rate of 69% in the music discipline district wide. The classes
evaluated were: Music 19, Music 25, Music 3, Music 30, Music 32, Music 37, Music 39,
Music 41, Music 42, Music 48, and Music 8A. Not all of the Music classes were involved
in the study.
Data showing enrollment by age, gender and ethnicity shows that almost 40% of the
music students in the district were in the 16 – 19 age group. Another 30% fall in the 20 –
24 age group and rest of the enrolled students are 25 years old or older. The study also
shows that between 2000 and 2004 the ratio between male and female is very close. The
total number of district wide enrolled students in those five years was 12,196. Of that
number, 5,646 were female and 6,550 were male. A study in diversity has shown that in
the years 2000 – 2004, there were 12,208 students enrolled district wide in the music
discipline. Of that number 5,735 were White, 3,249 were Hispanic, 1,389 were African
American, 574 were Asian, 342 were undeclared, 335 were Filipino, 132 were native
American, 110 were Pacific Islander, and 342 were defined as other.
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The data available regarding enrollment by degree objective is incomplete. It is
important to note that RCC is one of the few community colleges in the state that does
not offer an AA degree in a specific subject. The music faculty suspect that very few
music students graduate with an AA from RCC because serious music students are more
focused on improving their skills and taking the classes they need to transfer.
D.
Student Outcomes Assessment Statement
The music discipline offers several types of courses which require different modes of
assessment. The following courses are offered for the general student at RCC fulfilling a
Humanities credit: Music Appreciation, Jazz Appreciation and Film Music Appreciation,
all of which require text books and CDs. The Student Learning Outcomes (SLOs) are
clearly stated in the integrated course outline of record for each course. There are several
quizzes, essays, concert/film/video reviews and exams that address the SLOs. The music
faculty recently updated all course outlines, including updating the SLOs for each course.
Discipline meetings were held throughout the 2005-06 academic year in order for faculty
to collaborate on SLOs for music courses.
An analysis was completed for the Online Music Appreciation course using the updated
course outline and a current final exam (please see Appendix 1). The exam questions are
chosen at random by WebCT. Those exam questions were then matched with the course
SLOs. Some questions fulfilled more than one SLO. The data shows that the final exam
questions are spread evenly over the course SLOs with some SLOs randomly emphasized
based on selection from the web-based program. Discussions have begun with present
faculty who teach Music 19 to incorporate a more aesthetic approach to learning and
artistic expression.
For more advanced students and music majors, the music discipline offers several
opportunities to participate in performance ensembles. Many types of assessment
accompany performance ensemble classes. Students are evaluated on a daily and ongoing
basis. They are given direct feedback of classroom performances immediately to allow
for improvement and better understanding of performance techniques. Additionally,
students in performance ensembles perform for the public on a regular basis. At these
performances students are being evaluated by the general public, other students and
faculty.
Additionally, students participating in a 2-credit performance ensemble have the
opportunity to take lessons on an individual basis. Most students register for Music 39, or
other similar courses and each lesson is evaluated by the instructor. At the completion of
each semester an assessment form is completed by the applied instructor and a grade is
given. Students are also required to perform a student recital where they perform
individually and are evaluated by the general public, other students and faculty. For the
final examination students must perform a jury. At this jury each student is evaluated by
all faculty in a particular music area. Jury forms are then completed with written
comments for the student and a grade assigned based on performance.
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An informational survey was completed Spring 2006 by 83 students taking applied
lessons (please see Appendix 2). Serious music students are taking a wide range of
courses and plan to transfer to a higher educational institution for a 4-year degree. The
information from the survey documented that students were taking the appropriate
courses needed to fulfill IGETSE and/or an AA degree in order to transfer successfully to
California four year institutions. Student comments from the survey indicated that the
instructors have been influential in helping them to obtain further education and degree
completion, as well as confirm proper class offerings. An overall interpretation of the
data and comments indicate that the music discipline at RCC is offering the appropriate
courses for student success and transfer and that student’s are learning and growing
musically and academically.
(The following text is taken verbatim from the November 2004 Performing Arts
Department Academic Plan submitted to the Dean of Instruction.)
In the performing arts, everything begins in the form of an artistic inquiry. This artistic
inquiry generates a series of decisions in regards to diverse areas including, but not
limited to: selection and programming, artistic standards within the discipline and genre,
determining a challenging yet not overwhelming repertoire, analyzing the actual skills of
the musician / dancer / actor, all while addressing the personal aesthetics of the
choreographer / director / conductor within the confines of a particular setting, such as a
theatre or concert hall. Decisions based on the initial artistic inquiry lead to a rehearsal
phase, culminating with a concert, theatrical production, or series of performances, in
other words, an artistic product. The success of this product is rarely measured by
entrance and exit skills or any other typical form of data collection, nor should it. The
artistic vision is an inherently subjective viewpoint, and thus resistant to measurement by
Lichert or any other standards. Besides, exactly who would be consulted to measure the
progress of any given artistic effort? The audience? The performers? The technical
crew? The choreographer / director / conductor? The guest artist? Each of these
essential partners has a distinctly varied view of the success or progress of the artistic
product.
As the Performing Arts Department at Riverside Community College we not only create
a product borne out of artistic inquiry for the students directly involved in these
performances / ensembles, but for the countless students who attend these productions.
Many are students within the various disciplines who are viewing to critique, support
their peers and aspire to perform themselves. Still more are students enrolled in any
number of courses such as Introduction to Theater, Music Appreciation, and Dance
Appreciation who not only attend for credit, but to enlarge and enhance their own artistic
experiences through viewing quality productions and performances. Conducting exit
polls of these existing RCC students would be a possible avenue of documenting the
effect of viewing live performances to enhance student understanding and appreciation of
the performing arts.
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As for statistics measuring the ongoing success of our core students, once again, data
which is useful for many subject areas does not address the pathway for many of our
successful students. Many Performing Arts Department students do not receive an A.A.
degree since it does not enhance their ability to transfer. Those who do transfer to a U.C.
or Cal State can be documented; however, many go to private arts institutions or
programs
E.
Collaboration with Other Units
The music discipline currently collaborates with other disciplines within the college in a
number of ways:
1. RCC’s award winning Marching Band provides music for many sporting and
ceremonial events on campus and in so doing provides a link between many
departments and the general student body.
2. RCC’s Wind Ensemble provides music for Convocation and in so doing, in a global
sense, collaborates with all disciplines, faculty and students throughout the college.
3. Both the Marching Band and the Chamber Singers provide music for graduation
ceremonies each spring.
4. There are collaborations between music and the other performing arts. Faculty and
students from the music discipline have provided music for RCC dance performances
and the music theatre courses offered in the theater department provide a link
between music and theater.
5. A number of the music courses that are geared towards fulfilling students general
education requirements such as Music Appreciation, Jazz Appreciation and Film
Music Appreciation deal with social, cultural, artistic and literary issues outside the
realm of music.
6. There has been collaboration between faculty members in the music discipline and
faculty in the humanities, art and literature. One noteworthy example was the faculty
performance/lecture on French music, art and poetry from the late 19th and early 20th
centuries.
7. Students have written and performed musical theatre pieces that feature collaboration
between the dance, theatre and music programs.
8. Faculty members from different departments have taken music classes to enhance
how they teach their own courses. One example is a Spanish professor who studied
guitar so as to be able to teach and play Spanish language music for his classes.
9. Music courses have been offered on study abroad programs. Such offerings have led
to collaborative work between music and faculty members from the other courses
offered including the humanities.
10. The Vocal Jazz Ensemble and Jazz Ensemble have a joint concert scheduled for
November in 2006.
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F.
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Outreach
There are a number of ways in which the music discipline does outreach to the broader
college community, the local community and to people throughout the state, country and
beyond.
1. Concerts on Campus
The program puts on numerous concerts each semester by students, faculty and guest
artists for the benefit of the college community and the Riverside community in general.
Student groups that perform on campus include Chamber Singers, Vocal Jazz Ensemble,
Wind Ensemble, Jazz Ensembles, Symphony Orchestra, College Choir, and Guitar
Ensemble. There are numerous student recitals wherein students of particular instruments
or voice perform. Faculty members of the college perform on campus every semester and
guest artists of international renown appear as well. All of these concerts are advertised
such that people both on and off campus are kept aware of them and they are frequently
very well attended.
2. Concerts off Campus
A number of the aforementioned ensembles perform off campus as well in order to give
our students more performing experience and to do further outreach to the greater
community. Some of the local venues that RCC groups have performed at off campus
include local high schools, the Riverside Municipal Auditorium, Disneyland, the Fender
Museum as well as local homes for the elderly. Our performing groups have played
throughout the state, nation and world. A few places where they have performed include:
Texas, Colorado, Georgia, Florida, New York (at Carnegie Hall), Northern California,
Nevada, Hawaii, Canada and Japan.
3. Community Ensembles
We have a number of ensembles that consist primarily of adults and community members
rather than students. Among these ensembles are the Master Chorale, The Symphony
Orchestra, and the Evening Jazz Band. Not only do these ensembles offer people outside
of the college community an opportunity to participate in music making at the college,
but they also perform on and off campus.
4. Festivals
The music discipline sponsors numerous festivals every semester that attract student
ensembles from colleges and high schools throughout the state and beyond. Among such
events are: the Jazz Festival, Chorale Festival, Concert Band festival, Big Orange Classic,
Vocal Jazz festival and Guitar Day. In addition, educational festivals and workshops are
offered not only for students, but also for educators. Among these events are the
Conductors Symposium and the Jazz Directors’ Workshop. These events attract music
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educators to our campus to enhance and better their skills. That, in turn, encourages some
of them to send their students to RCC for post secondary education.
G.
a.
Resources
Staffing
In the District, the Music Discipline currently has a single full-time faculty member on
the Moreno Valley campus, none at Norco and eight at Riverside. Moreno Valley has
leadership in place to develop a program for that community. Music in Moreno Valley
and Norco are part of large multi-disciplinary departments. In Norco the scheduling,
hiring and evaluations has been done in recent years by department chairs with no
expertise in music, and they frequently ignore requests to collaborate with the Riverside
music faculty in regards to scheduling and hiring.
In Riverside, the Music discipline is a part of the Performing Arts Department. That
department is comprised of Music, Theater and Dance. Recently the department has been
functioning well with a chair elected from one of the disciplines and assistant chairs
elected from the other two. This is important since the administration of all three
disciplines is complicated. For most performance entities there are Associated Student
and District budgets. There are also accompanists, promotional activities, festivals, tours,
concerts, guest artists, speakers and specialized equipment that are particular to each
discipline that need to be maintained.
The Riverside Campus has full-time faculty in place to serve many areas of the music
major transfer program that is in place. The ensembles that serve as the major performing
instrumental groups for the campus are: the Marching Band, Wind Ensemble, Jazz
Ensemble and Guitar Ensemble. A full-time faculty person directs each of the four
ensembles with expertise in those particular areas. The Symphony Orchestra has been
directed by a part-time faculty member or a full-time faculty person on overload.
The vocal music/choral area has two full-time faculty members that direct the choirs,
chamber singers and vocal jazz ensembles. They also teach and supervise the applied
vocal music.
The final two full-time members at Riverside have expertise in piano and theory. They
teach the coursework for the second, third and fourth semesters in theory as well as
supervise the piano program (first semester theory sections are taught by full and parttime faculty). The piano program serves piano majors, other music majors and students
that just want a piano experience.
The Digital Audio/MIDI (Musical Instrument Digital Interface) coursework is taught by
one full-time faculty and four part-time faculty. This includes two programs: the first
with emphasis on sequencing, composing, scoring and notating with MIDI; the second
emphasizing the recording arts.
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Instrumental music on the Riverside campus is well served by one full-time staff/piano
accompanist. The vocal/choral area currently has a part-time accompanist working for
them, and at a rate of pay that is low in light of the skill and background needed to be
successful in those positions.
b.
Facilities
The facilities for music in the district are quite diverse.
The Norco campus has a theater and some access to the Fender Guitar Museum. There is
no rehearsal facility or other lab. The theater is also too small to accommodate most
concerts that would be done by a major instrumental ensemble.
The Moreno Valley campus has virtually no music facilities. Musical activities and
instruction occur in classrooms and multi-purpose rooms.
The Riverside campus has a tradition of outstanding music programs going back many
decades and a mission to prepare music majors for transfer. As a result more facilities
have been built, in stages, and are available for different kinds of instruction. The
structures available are the Digital Library Auditorium, Landis Auditorium, the Marching
Band Room in Huntley Gym, the Music Building, Music Annex and Stover Hall.
The Digital Library Auditorium is a beautiful venue, with wonderful acoustics, for
student recitals. The hall is used two to six times a week for concerts from the 4th week of
each semester until the end.
Landis Auditorium is the big performing venue on the Riverside campus. It has a stage
large enough to accommodate the Wind Ensemble, Orchestra or Master Chorale and has
1,400 seats. It is also used extensively for the resident professional, non-instructional
musical theater program, “Performance Riverside.” Though the stage is large enough to
accommodate all of the major student ensembles, it is used by all of them as a last resort.
Landis Auditorium is an inadequate facility in almost every way.
 Acoustically it is unfit. Sound on stage does not travel past the proscenium,
though sounds in the back of the audience easily travel to the stage.
 1,400 seats are far too many for all musical functions. The number makes a
healthy audience of 400 look like no one attended and demoralizes the students.
 The sight lines are poor, with the stage far above most of the audience.
Landis’ existence also keeps the state from considering ever building another and more
useful venue on campus.
The Marching Band Room in Huntley Gym is also inadequate. It was not intended to be a
music facility, and is really just a storage facility for the marching band, with there being
no hope for them to rehearse inside.
The Music Building houses the choir room, Digital-Audio lab, recording studio (such as
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it is), piano lab, offices, and practice rooms. The building is over 80 years old and was
originally the bookstore for the old Poly High School campus. The air conditioning is
intermittent in most rooms, and condition of the building is unsightly at best. The choir
room in particular has a low ceiling and air conditioning that does not work on a regular
basis. The piano lab was recently redone with new lights, carpet and electrical wiring and
is actually a nice room. The rest of the building is makeshift.
The Music Annex is a steel, prefabricated building that is a set of four faculty offices. It
works well and is a newer structure.
Stover Hall is also a steel, prefabricated building that works well and is new. It houses the
rehearsal room for the wind ensemble, jazz ensembles, orchestra and guitar ensemble.
The building also has practice rooms, offices, a smart classroom and storage for music
and instruments. The rehearsal room is particularly effective because of excellent
acoustics.
The result for the Riverside campus is that there are some very good facilities and some
bad facilities.
c.
Equipment
The Norco campus has made a minimal investment in equipment and technology for
music instruction. The inventory for equipment includes:
 Less than twenty music stands
 One grand piano
 One upright piano
The Moreno Valley campus has made a minimal investment in equipment and technology
for music instruction. The inventory for equipment includes:
 One grand piano
 Two upright pianos
The Riverside campus has made a substantial investment in equipment and technology
for music instruction. The inventory for equipment includes:
 1 set of Choral risers (in Music 102)
 1 set of Choral risers (stored in Music 105, used for concerts)
 Grand pianos (4 Yamaha, 2 Steinway)
 Upright pianos (12)
 Music stands: 20 in the Music building; 50 in the Stover Building; 50 in the
Huntley Gym
 Wind Instruments, Brass: including tubas, baritones, trombones, flugelhorns
 Wind Instruments, Woodwinds: bass clarinet, contra bass clarinet, oboe, English
horn, clarinet, flutes, piccolos, 4 baritone saxophones, 2 tenor saxophones, 1
soprano saxophone
 Percussion instruments: marimbas, xylophones, vibraphones, chimes, timpani,
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bass drums, drum sets, gongs, wind machine
String instruments: guitars, basses, 2 electric basses
Sound system for the Vocal Jazz Ensemble
Marching Band Our band uniforms are 7 years old
Marching Band mixing board and Yamaha speakers were purchased in 1993
Marching Band outdoor PA system is 8 years old
The inventory for technology includes:
 25 Electric pianos for a piano lab, in Music 104
 Stereo equipment (7 systems for classroom use, in Music 100, Music 104, Music
102, Music 105, Stover 100, Stover 118, Huntley Gym)
 LCD projectors and screens for class use (in Music 102, Music 100, MUSIC 104,
Stover 100)
 11 G4 Apple Macintosh computers for the Digital-Audio lab
 2 G5 Apple Macintosh computers for the Digital-Audio lab
 1 Mackie 32x8 Mixing board for the recording class in Music 103-k
 6 Shure microphones
 3 AKG microphones
 2 Guitar amplifiers
 2 bass amplifiers
 3 controllers for electronic/digital pianos in MUS 104
d.
Other Resources
The Riverside City Campus supports the music program by providing the
following library and learning support services:
The Instructional Media Center (IMC) and Tutorial Services which are both based in the
Digital Library Learning and Resource Center. The Instructional Media Center installs,
maintains, and delivers equipment to aid educational activities to all classrooms on
campus including those used for music. The Tutorial Services helps music students
better prepare for classes and provides a supportive learning environment in many subject
areas including MUS 3, 4, 5, 6, 32 and others.
In addition to the DLLRC, students have access to the newly-renovated Martin
Luther King, Jr. Teaching and Learning Center (MLK TLC). This resource
provides centralized access to campus computer labs. Currently, access to all labs
is restricted to students enrolled in a lab practicum course or courses with a lab
component. Music students use the lab for music theory and ear training.
The Moreno Valley and Norco campus libraries serve their respective campuses
as part of the RCCD Library system. The Instructional Media Center at Moreno
Valley and Norco campuses provide similar instructional support as the Riverside
IMC. Tutorial Services are also available to music students at Moreno Valley and
Norco campuses through the office of Student Services.
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Students may physically access the library and other learning support services
during the hours of operation, which are coordinated with the class schedule.
Although library hours vary at all three campuses, students may conduct research
in the field of music via LAMP, the library’s web site. The Electronic Resources
link http://library.rcc.edu/eresources.htm takes students to Grove Music Online
and to the following full text periodicals: Action, Criticism & Theory for Music
Education, American Music Teacher, American Record, Bass Player, Black
Music Research Journal, British Postgraduate Musicology, Canadian Musician,
Echo, Electronic Musician, Electronic Musicological Review, General Music
Today, Guitar Player, International Journal of Community Music, Journal of
Music Teacher Education, Journal of Research in Music Education, Journal of
Seventeenth-Century Music, Journal of the American Musicological Society,
Keyboard, Music and Anthropology, Music Educators Journal, Music Theory
Online, Music Therapy Today, Music Week, Musical Times, Notes, Opera
Canada, Opera News, Philosophy of Music Education Review, Popular Music
and Society, Popular Musicology Online, Remix, Revista Musical Chilena
[Spanish text], Sing Out, Teaching Music, Update: The Applications of Research
in Music Education, and Women & Music.
The combined total materials with call numbers between M1 and MT9999 for the
three district libraries are as follows:
521 Scores
2,633 Books
152 videos/DVDs
6 sound recordings – cataloged
360 sound recordings – not yet input/cataloged
13 computer optical discs
39 e-books
The Riverside Campus has several libraries of sheet music for the ensembles and a library of
recordings for the appreciation and survey of music classes.
The CD library consists of 450 CDs that are available to be checked-out by the faculty. CDs
in the collection have been donated or purchased through district funding.
The Choral Ensembles library has been able to expand yearly through district funding and
because of this it is updated with new titles, newly published choral literature and many major
works. All of the music is currently stored in the choir room in a Wenger choral library
organizer. There are over a thousand titles in choral octavos and approximately fifty major
works collection that have been collected over thirty years.
Each year, the District provides funds for the purchase of instructional supplies. With those
funds, a library of music has been developed for the Vocal Jazz Ensemble over the past seven
years. The majority of repertoire for the Vocal Jazz Ensemble is currently housed in a faculty
office. Sufficient funds have been provided for the purchase of new vocal jazz charts as well
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as standard charts that every school should have in its library. In addition to those charts,
several commissions have been added. Additionally, the library has been very helpful in
providing requested materials. Continued efforts are in place to update materials in the library
for vocal jazz and vocal music.
The library also has some sheet music for guitar and some books on the history and repertoire
of the instrument. The IMC has been very helpful in providing support for guitar classes by
supplying electronic devices when needed and in helping with access to the Digital Library
Auditorium when needed.
The Jazz Ensemble library includes 1,500 titles, including arrangements and original works
for the jazz orchestra.
The current library located in the Piano lab provides instructional tools to instructors as well
as learning materials to students enrolled in any of the several sections of piano classes. It
contains solo piano music (from easy to intermediate difficulty levels), sight-reading texts and
scores for piano duets. Yearly district funding has enabled the purchase of teaching materials
necessary for the successful instruction of piano at RCC.
The Riverside Community College wind band library continues to grow each year. Due
to the passion of previous conductors, the library contains most of the standard literature
for winds. Over the past 5 years, district funds have been used to purchase replacement
parts for the standard literature, as well as updating the library with more current
literature. Currently, the wind band library is stored in its own room within the Stover
Music Hall and contains over 800 titles ranging from standard literature to literature
written specifically for the RCC Wind Ensemble.
The RCC Symphony orchestra library is stored with the Jazz library in the Stover Music
Hall. It contains approximately 250 titles ranging from major symphonies to small string
orchestra works. Many of the pieces purchased before the 2000 – 2001 academic year
are incomplete and virtually useless to the ensemble. Each year, district funds are used to
purchase new music and to replace missing parts. Due to the average size of the
orchestra each year, a majority of the music purchased over the years is selected from the
Baroque and Classic periods of music. There are a few pieces from the Romantic period
and very few from the 20th Century.
TOPIC II: Where do we want to be?
A.
Environment Scan
The Music Discipline wants to be the premier destination for students in the Inland
Region wanting to pursue a post secondary education in Music. The programs and faculty
are almost completely in place. The facilities, though, need to be addressed so that RCC
is on par with Fullerton, Mt. San Antonio, Mt. San Jacinto, San Bernardino Valley,
Crafton and Citrus colleges. These institutions have superior performing venues. Several
of these institutions also have Priority Registration in place for music majors. This is a
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tremendous incentive for prospective students, and one that RCC music needs to compete
in the recruitment efforts for the best students.
Faculty commitment of their time is currently considerable. Though each music
performance ensemble program is unique, most major ensemble directors are currently:
 Hosting a festival at least once during the year that brings 20-100 high school
ensembles to the campus.
 Bringing 3 to 6 guest artists to perform and work with students.
 Giving 1 to 3 significant performances on campus per semester.
 Giving up to 9 performances on high school campuses each semester.
 Hosting 1 to 2 honor groups per school year.
 Touring once per school year to a premier music event or festival.
 Spending 20 to 50 hours per school year visiting local high school programs and
recruiting.
B. Internal Review
The music faculty are committed to maintaining and building upon the excellence
currently found in all of its programs. To do this, improvements are needed in resources,
especially with facilities and equipment. The discipline will also pursue a renewed
commitment to regularly participate in productions with the other performing arts
disciplines and make a commitment to have retention and success rates that regularly lead
the district.
Collaboration with other Units
Music can increase collaboration with other disciplines in a number of ways.
 As there are classes being taught in the humanities department that incorporate
music, student and faculty musicians could give guest lectures and performances
in those classes.
 More musical theatre productions using student and/or faculty musicians, actors
and dancers and productions written and/or choreographed by students or faculty.
 More interdisciplinary events.
 Students and/or faculty from art could be enlisted to provide sets for the musical
theater productions listed above.
 More mixed media pieces between music, theatre art and dance.
 More music classes could be offered in conjunction with the study abroad
programs.
Student Enrollments and success
A look at the top 5 enrolled classes for the three campuses in the fall of 2005 show:
 Riverside with 1,825, Norco with 164, Moreno Valley with 278 enrolled spaces
 Success rates with Riverside with 75.2%, Norco with 80.6%, Moreno Valley with
77.2%
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
Retention rates with Riverside with 90.4%, Norco with 89.4%, Moreno Valley
with 92.4%
This would seem to indicate that the large majority (81%) of music students in the
district are at the Riverside campus. Additionally, all three campuses have good
success (with an average of 77.6%) and retention rates (with an average of 90.73%).
Keeping in mind that this particular semester was quite a challenging one in the entire
state for enrollment, the discipline seems to be quite successful.
Outreach
The current level of outreach is strong. In our immediate community it’s possible to bring
music to more people who do not have access to our campus including hospitals and
homes for the elderly. It’s possible to attract more people from outside the campus
community to participate in our ensembles and attend our concerts. There is also a desire
to pursue more travel to places throughout the nation and world and to be able to bring
more guest artists of international renown to perform on campus as such events act as
outreach through the number of people they attract to the campus.
Resources
Staffing
Several key positions are needed to sustain existing programs, or help them expand to
where they need to be. The Symphony Orchestra and Recording Arts programs are in
need of a fulltime faculty person. The instrumental music program has also grown such
that there is a need for a second band director to serve all of the students that want to
participate. There is also an urgent need for another full-time staff piano accompanist.
The Symphony Orchestra has been directed by a part-time faculty or full-time faculty
member on overload. For the string and orchestra program to flourish, it needs a full-time
faculty member with expertise in orchestral repertoire and string pedagogy. A beginning
and intermediate program will need to be built that will eventually feed the orchestra.
Until that position is added, with the emphasis on building from the bottom up, the
Orchestra will continue to be a Community Ensemble.
The Digital Audio/MIDI (Musical Instrument Digital Interface) coursework is taught by
one part-time faculty and four part-time faculty. This includes two programs: the first
with emphasis on sequencing, composing, scoring and notating with MIDI; the second
emphasizing the recording arts. This area needs a full-time faculty person to further
develop the program with expertise in the recording arts.
The instrumental program has also grown such that there is a need for a full-time faculty
person to direct a concert band. This ensemble will need a person that will work to recruit
for it and has expertise in the appropriate repertoire and beginning and intermediate wind
and percussion pedagogy.
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The vocal/choral area needs a full-time piano accompanist to better serve their needs.
They currently have two part-time accompanists working for them, and the rate of pay is
low in light of the skill and background needed to be successful in those positions.
Due to the high volume of activities in Music, staff help is needed for marketing and
logistics, including designing websites, brochures, arranging performances, overall
advertising, and promotions and fund raising.
Facilities
The Norco campus needs a rehearsal facility or other lab. The theater is too small to
accommodate most concerts that would be done by a major instrumental ensemble. The
addition of a choir room (rehearsal classroom) should be a part of planning for the near
future, and a piano lab is needed to be able to offer a more complete music curriculum,
especially for theory and class piano.
The Moreno Valley campus needs music facilities. Musical activities and instruction
currently occur in classrooms and multi-purpose rooms. The addition of a choir room
(rehearsal classroom) should be a part of planning for the near future, and a piano lab is
needed to be able to offer a more complete music curriculum, especially for theory and
class piano.
The Riverside campus needs to renovate or replace some facilities.
Landis Auditorium is an inadequate facility in almost every way.
 Acoustically it is unfit. Sound on stage does not travel past the proscenium,
though sounds in the back of the audience easily travel to the stage.
 1,400 seats are far too many for all musical functions. The number makes a
healthy audience of 400 look like no one attended and demoralizes the students.
 The sight lines are poor, with the stage far above most of the audience.
The best solution for the students would be to replace Landis auditorium with a 500-seat
facility, with great attention to the acoustics. The next best solution would be to
extensively refit the auditorium in the following ways:
 A complete acoustic treatment that may require substantial reconstruction.
 Substantial reconstruction in the seating area so that seating for 400 or 500 can be
sectioned off from the back. This would keep from demoralizing students for
smaller turnout and may help acoustically.
Landis’ existence also keeps the state from considering another new building that would
be a more useful venue on campus.
The Marching Band Room in Huntley Gym is similarly inadequate. It was not intended to
be a music facility, and is really just a storage facility for the marching band, with there
being no hope for them to rehearse inside. The Marching Band is in need of a new space.
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The Music Building houses the choir room, Digital-Audio lab, recording studio (such as
it is), piano lab, offices, and practice rooms. The building is over 80 years old and was
originally the bookstore for the old Poly High School campus. The air conditioning is
intermittent in most rooms, and condition of the building is not up to standards. The choir
room in particularly needs a much higher ceiling and air conditioning that works on a
regular basis. The piano lab was recently redone with new lights, carpet and electrical
wiring and is actually a nice room. The rest of the building is makeshift.
The best solution for the Music Building would be to build a better facility. None of the
rooms were constructed with their current purpose in mind.
Equipment
The Norco campus and Moreno Valley campus have a minimal amount of equipment for
music instruction. This includes a couple of pianos, a few music stands and audio/visual
equipment that can be used to teach music appreciation classes. They need a full piano
lab for each.
Since the Riverside campus has made a substantial investment in equipment and
technology for music instruction, the needs there are less for starting programs than they
are for supporting existing ones.
Budget
The Moreno Valley and Norco campuses have minimal budgets to go with their minimal
programs. As their programs expand the budgets should also expand accordingly.
The Riverside Campus has a good working budget for maintaining their programs in
respect to supplies (mostly sheet music for their libraries), instructional hourly aids
(students that are ensemble librarians or technology lab monitors) and travel for
ensembles to tour.
Capital Outlay funding is available on a yearly basis depending on the success of the
lobbying efforts of the faculty and chair. This is needed for things like instrumental
ensembles needing to replace bigger equipment occasionally. Maintaining currency is an
absolute struggle for music technology though. Computers need to be replaced every 3 to
6 years to stay current with the software. There needs to be available funding in Capital
Outlay for replacing the CPUs on a regular schedule and the annual upgrade of all of the
software. To maintain the Riverside Digital/Audio lab an annual budget is needed of
about $12,000.00 to keep up with software upgrades and replace cables and broken
equipment. Every three or four years, there needs to be a substantial investment to replace
the computers and other expensive equipment (like synthesizers) to remain current with
technology.
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Summary
With over 2200 students in the district, a success rate of 77.6% and a retention rate of
90.73, the Music Discipline is vital. The majority of the offerings, students and facilities
in the District music are on the Riverside campus. Half of the facilities in Riverside are
inadequate, are yet to be developed in Moreno Valley, and though there is a theater in
Norco, there no dedicated teaching space.
All but one of the full-time faculty are located on the Riverside campus. Most of them are
on a Teaching Assignment with an overload, and do hundreds of hours outside the class
room in recruiting, events, touring and outreach.
The funding is in place for the programs in Riverside, though it will need to be developed
at the other two campuses. The funding needs to be in place to regularly replace the
computers in the Digital Audio lab and some big equipment for the large ensembles.
Norco needs to hire a full-time faculty instructor in choral music to develop a college
choir and coordinate the music appreciation and class piano offerings. Riverside needs a
Symphony Orchestra Director, Digital Recording Arts Specialist and possible a second
band director.
Despite these needs, music is thriving at RCC.
Topic III – What do we need to get there?
The goals for each campus differ, though the most important one is a unified approach to
music instruction throughout the district. This includes communication and agreement in
scheduling, curriculum and a mission.
A most important consideration should be whether or not the district can afford to split
the program dedicated to music majors beyond the Riverside campus. The considerations
for this are facilities, faculty and the quality of experience enjoyed by students when they
are in an environment with peers in a common goal. Splitting the finite student body of
music majors will reduce the numbers such that the quality of experience will be
significantly degraded for all ensemble performers. In particular, instrumental students
need many years of experience before they have enough skill to participate in the better
ensembles at RCC. Splitting the finite amount of instrumental students available in the
district will greatly diminish the experience for all of them. RCC-Riverside currently
recruits better than UCR, CSU San Bernardino and most universities in California.
Splitting the programs would require all three campuses to recruit at this level, and
against one another, without damaging one another.
For example: should the District decide to go from 1 to 3 instrumental music programs,
the results would be:
 the finite amount of talent will then be split into thirds
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November 29, 2006
in the brass; the need for 4 trumpets, 4 trombones, 2 tubas would become 12
trumpet, 12 trombones and 6 tuba players. There are not that many players
playing those instruments currently in the district ready to attend RCC.
In the woodwinds; the need for 6 flute, 8 clarinets, 2 oboes, 2 bassoons, 5
saxophones, 1 bass clarinet, would all triple. There are not that many players
playing those instruments currently in the district ready to attend RCC.
the campuses would compete against one another for talented students
the Moreno Valley and Norco campuses would need to spend millions of dollars
in facilities and equipment resources to build a minimal needs for a program
the Moreno Valley and Norco campuses would need to recruit full-time faculty
for instruction and to recruit students.
The Norco Campus goal is to acquire a full-time faculty person to guide the development
of its music program and help decide what facilities and additional resources are needed.
The Moreno Valley Campus needs additional facilities and resources. These should
include a classroom with an excellent sound and projection system. A piano lab would
also enable the campus to offer class piano and music fundamentals classes.
The Riverside campus has a mission to develop music majors and /or students that will
transfer as music majors. As a result, the campus has goals that include faculty, facilities
and resources. Riverside needs to address the replacement or improvement the Marching
Band Room in Huntley Gym, Landis Auditorium and the Music building. The faculty
needs to include a Symphony Orchestra Director, and a Digital-Audio Recording
specialist. There is also a need for a full-time choral piano accompanist. Resource goals
should include the construction of a digital recording studio and regularly scheduled
replacement and upkeep of the computers and equipment in the digital-audio lab.
And finally, the experience for all is enhanced by the participation of particularly talented
music students. Full-time faculty spend many hours each week in recruiting these future
student leaders. A new carrot is now offered for the better students by competing
institutions. Priority registration is now offered to talented students. Considering that in
each semester a music student must schedule a theory, piano, ensemble and applied
music class as well as a minimum of two general education classes, this would be a
tremendous help for current students and a great inducement for those students
considering RCC as a future destination.
Immediate Moreno Valley and Norco campus needs:
 Capital outlay for a piano lab for both campuses should include:
o 24 station piano lab
o Piano keyboard visualizer
o Projector and screen for digital presentations
o Amp, speakers, other audio visual equipment for a piano lab
 Instructional supplies, money to build and maintain a library of sheet music for a
major ensemble
 Instructional Student Aid, funding for student help for the major ensemble
27
Music Discipline/Performing Arts Department
November 29, 2006
director to maintain the library and to help oversee and maintain a piano lab
Immediate Riverside Campus equipment needs:
 4 Yamaha flugelhorns
 2 Yamaha soprano saxophones
 2 Double Basses with cases
 1 A clarinet
 4 Conn 8d French Horns
 2 Miraphone Tubas
 1 Euphonium
 1 set of chimes
 1 Rosewood Marimba
 1 High Pitched Tympani
 2 C trumpets
 20 music stands
 Quality classical and electric guitars
 Midi guitars
 More guitar amplifiers
 Guitar effects and pedals
 Marching Band needs 40 music stands
 40 folding chairs for the marching band room
 outdoor podium system from Jarvis for the Marching Band
 Mixing board and speakers for use in the stadium
 Performance tarp for winter drum line
 Performance tarp for winter color guard (pageantry group)
Immediate Riverside Campus technology needs:















To replace and add to aging equipment in the Digital-Audio Lab and recording
studio, including:
24 Apple Mac Pro computers
24 16 channel mixing boards
24 Roland 2080 synthesizer modules
24 Korg Triton Synthesizer keyboards
24 AKG 300 Condensor microphones
12 Neumann Condensor microphones
5 Genelec active studio monitors
24 microphone stands
1 ProTools design mixing board
25 ProTools software packages
25 Digital performer software packages
25 Sibelius software packages
25 Reason software packages
25 Band In a Box software packages
28
Music Discipline/Performing Arts Department








November 29, 2006
25 Mach V software packages
25 Symphonic Instrument software packages
lcd projector and screen for Stover 118
single touch (direct to CD) recording system in Stover 118
Video projection system for Huntley Gym Band Room
Outdoor portable PA system (Anchor Audio) for the Marching band
Roland SP-404 sampler for the Marching band
+dbx crossover unit for the Marching band
Capital Outlay funding is available on a yearly basis depending on the success of the
lobbying efforts of the faculty and chair. This is needed for items such as instrumental
ensembles needing to replace bigger equipment occasionally. Maintaining currency is an
absolute struggle for music technology though. Computers need to be replaced every 3 to
6 years to stay current with the software. Available funding needs to be in Capital Outlay
for replacing the CPUs on a regular schedule and the annual upgrade of all of the
software. To maintain the Riverside Digital/Audio lab an annual budget is needed of
about $12,000.00 to keep up with software upgrades and replace cables and broken
equipment. In order to remain current with technology, every three or four years there
needs to be a substantial investment to replace the computers and other expensive
equipment (like synthesizers).
Topic IV: What evidence do we need to track our progress?
The single best thing that could happen to help track RCC Music students’ success would
be for RCC to offer a Music Major/Music Associates Degree based upon the transfer
requirements for UC and CSU institutions. The Music Discipline suspects that the
majority of RCC music students transfer to other institutions and do not complete AA
degrees. We don’t know this for certain because until very recently, we have not been
able to track students without a declaration of a major.
Topic V: How can we improve the discipline self study process?
To prevent full-time faculty overload when working on the self-study process the music
department needs to hire more full-time faculty. This would allow the department to use
the time allotted more efficiently.
TOPIC VI
Summarize Goals

A unified approach to music instruction throughout the district. This includes
communication and agreement in scheduling, curriculum and a mission.

A clear communication from the RCCD to not split the program dedicated to music
majors beyond the Riverside campus.

The Norco campus has goals that include faculty, facilities and resources.
Specifically:
29
Music Discipline/Performing Arts Department



November 29, 2006
Acquire a full-time faculty person for the Norco Campus goal to guide the
Development of its music program and help decide what facilities and
additional resources are needed.
Add a 24 station piano lab.
A dedicated classroom with an excellent sound system.

The Moreno Valley campus has goals that include faculty, facilities and resources.
Specifically:
 Add a 24 station piano lab.
 A dedicated classroom with an excellent sound system.

The Riverside campus has goals that include faculty, facilities and resources.
 Riverside needs to address the replacement or improvement of the Marching Band
Room in Huntley Gym, Landis Auditorium and the Music building.
 Faculty needs include a Symphony Orchestra Director, and a Digital-Audio
Recording specialist.
 Staff needs include a full-time choral piano accompanist.
 Resources goals should include the construction of a digital recording studio and
regularly scheduled replacement and upkeep of the computers and equipment in
the digital-audio lab.
 Priority registration for Music Majors to compete in recruiting.
30
Music Discipline/Performing Arts Department
November 29, 2006
Appendix 1:
SLO Assessment for Music 19 (Music Appreciation).
Music 19 SLOs
(number of questions that apply to the SLO in the Integrated Course Outline of Record)
SLO I
SLO II
SLO III
SLO IV
SLO V
SLO VI
SLO VII
25
21
8
10
18
29
10
Musi c 1 9 SLO's
35
30
25
20
Musi c 1 9 SLO's
15
10
5
0
SLO I
SLO II
SLO III
SLO IV
SLO V SLO VI SLO VII
SLO I: Recognize musical styles from the major periods in Western music history.
SLOII: Describe formal structures used in music of the Western European tradition.
SLO III: Identify aurally musical themes and compositions from the great works of the
Western tradition.
SLO IV: Listen to and discuss various styles of music.
SLO V: Evaluate historical events that influenced musical development, in Western
culture.
SLO VI: Compare the music of various style periods.
SLO VII: Examine musical selections in the context of aesthetic principles.
31
Music Discipline/Performing Arts Department
November 29, 2006
Discipline: Music
Degree Credit __X_
Non Credit ____
Nondegree Credit ____
Comm Service ____
RIVERSIDE COMMUNITY COLLEGE
INTEGRATED COURSE OUTLINE of RECORD
MUSIC 19
COURSE DESCRIPTION
3 Units
MUSIC APPRECIATION
PREREQUISITE: None.
A comprehensive study of musical style, form, and materials, organized to acquaint the student
with representative musical literature through listening, reading and writing. 54 hours lecture.
SHORT DESCRIPTION FOR CLASS SCHEDULE
The study of musical style, form, and materials, organized to acquaint the student with
representative musical literature through listening, reading and writing.
STUDENT LEARNING OUTCOMES
Upon successful completion of the course, students should be able to:
1.
Recognize musical styles from the major periods in Western musical history.
2.
Describe formal structures used in music of the Western European tradition.
3.
Identify aurally musical themes and compositions from the great works of the Western
tradition.
4.
Listen to and discuss various styles of music.
5.
Evaluate historical events that influenced musical development, in Western culture.
6.
Compare the music of various style periods.
Examine musical selections in the context of aesthetic principles.
COURSE CONTENT
TOPICS
1.
2.
3.
4.
5.
Elements and materials of music
Musical instruments and ensembles
Medieval and Renaissance music
Musical forms
The Baroque era, vocal, and instrumental music
32
Music Discipline/Performing Arts Department
6.
7.
8.
9.
November 29, 2006
Eighteenth-Century Classicism
The Nineteenth Century: Romanticism, art song, piano pieces, program music, absolute
music, choral and dramatic music, ballet, and opera
The Twentieth Century: Impressionism, Expressionism, Nationalism, American music,
popular styles, new trends, world music, electronic music, minimalism, post-minimalism
Jazz, popular music, and musical theater, in the United States
Students are also assigned reading, writing and other outside assignments equivalent to two hours
per one hour lecture.
METHODS OF INSTRUCTION
Methods of instruction used to achieve course objectives may include, but are not limited to:
 Present class lectures/discussions in order to introduce material to students so they may gain
knowledge in the course topics.
 Show videos/films/audio recordings in order for students to hear and view music from
various periods and styles so that they will be better prepared to fulfill the student learning
outcomes.
 Create and assign group activities/discussion so that students will be able to further discuss
and evaluate musical styles and historical events.
 Conduct individual conferences to further discuss course topics and/or to discuss student
progress in the student learning outcomes.
 Invite guest lecturers to class in order to discuss specific course topics and/or to demonstrate
musical styles and literature through performance.
 Develop and assign web-based/web-enhanced/online/distance learning tasks/activities such
as web quests, web site reviews, Internet presentations, discussion board postings and
online essay submissions.
METHODS OF EVALUATION
Students will be evaluated for progress in and mastery of learning objectives by methods of
evaluation, which may include, but are not limited to:





Oral reports/presentations designed to evaluate student learning of musical styles, form
and historical events that influenced musical development.
Written reports/presentations designed to evaluate the individual student’s cognition of
specific course topics.
Quizzes/examinations designed to evaluate student progress and knowledge in course
topics.
Class and individual projects designed to evaluate student understanding of specific
course topics.
Final examination designed to evaluate student knowledge of the learning outcomes and
course topics.
COURSE MATERIALS
All materials used in this course will be periodically reviewed to insure that they are appropriate for
college level instruction. Possible texts include:
Machlis, Joseph and Kristine Forney, The Enjoyment of Music, 9th ed. Shorter, W.W. Norton & Co.,
Inc., 2002. With 4 enhanced CDs (audio or CD ROM), Student Resource CD and the
accompanying WebBOOK.
33
Music Discipline/Performing Arts Department
November 29, 2006
A CURRENT ONLINE MUSIC APPRECIATION EXAM
Question 1
(1 point)
In the Classical era, the most common type of chamber music was the trio sonata.
a.
b.
Question 2
True
False
(1 point)
Classical-era composers often performed their own works in concerts
a.
b.
Question 3
True
False
(1 point)
What is the form of the second movement of Haydn’s Surprise Symphony?
a.
b.
c.
d.
Question 4
sonata-allegro
theme and variations
minuet and trio
rondo
(1 point)
How many movements are in Beethoven’s Pathétique Sonata?
a.
b.
c.
d.
Question 5
two
three
four
five
(1 point)
The Italian words da capo are commonly found in __________ form.
a.
b.
c.
d.
Question 6
binary
ternary
theme and variations
sonata
(1 point)
Chamber music is composed for a small ensemble with one player per part.
a.
b.
Question 7
True
False
(1 point)
34
Music Discipline/Performing Arts Department
November 29, 2006
Which is NOT a work by Haydn?
a.
b.
c.
d.
Question 8
The Creation
The London Symphony
The Messiah
The Lord Nelson Mass
(1 point)
An extra piece performed at the end of a concert in response to audience applause is called:
a.
b.
c.
d.
Question 9
An addendum.
An encore.
A finale.
An intermission.
(1 point)
The third movement of a Classical symphony is most frequently in:
a.
b.
c.
d.
Question 10
minuet and trio form.
theme and variations form.
rondo form.
sonata-allegro form.
(1 point)
Mozart’s first-movement concerto form consists of an opening ritornello by orchestra followed by the
soloist with its own exposition.
a.
b.
Question 11
True
False
(1 point)
Which best describes the opening idea of Beethoven’s Symphony No. 5?
a.
b.
c.
d.
Question 12
a three-note motive
a four-note motive
a rocket theme
a dance-like theme
(1 point)
Haydn’s orchestras in London were smaller than his earlier ensembles.
a.
b.
Question 13
True
False
(1 point)
Thematic development occurs in all musical works, no matter what the size.
a.
b.
True
False
35
Music Discipline/Performing Arts Department
Question 14
November 29, 2006
(1 point)
How many movements are in a Classical concerto?
a.
b.
c.
d.
Question 15
two
three
four
six
(1 point)
The percussion section of the modern orchestra includes a number of instruments of Turkish origin.
a.
b.
Question 16
True
False
(1 point)
Eine kleine Nachtmusik:
a.
b.
c.
d.
Question 17
is German for “A Little Night Music.”
is an example of program music.
is an symphony for full orchestra.
all of the above.
(1 point)
Mozart’s Piano Concerto in G major, K. 453, opens with:
a.
b.
c.
d.
Question 18
piano alone.
piano and orchestra.
orchestra alone.
violin solo and orchestra.
(1 point)
What is the form of the second movement of Beethoven’s Symphony No. 5?
a.
b.
c.
d.
Question 19
theme and variations
sonata
A-B-A
Rondo
(1 point)
Beethoven belonged to a generation of artists who were influenced by the full impact of:
a.
b.
c.
d.
Question 20
the French Revolution.
the collapse of the Hapsburg dynasty.
the American Revolution.
the Industrial Revolution.
(1 point)
36
Music Discipline/Performing Arts Department
November 29, 2006
The early Classical symphony was characterized by quickly ascending themes with a strong rhythmic drive.
These are known as:
a.
b.
c.
d.
Question 21
steamroller themes.
torpedo themes.
rocket themes
operatic themes.
(1 point)
How did comic opera differ from opera seria?
a.
b.
c.
d.
Question 22
It was sung in the vernacular.
It presented down-to-earth plots.
It featured ensemble as well as solo singing.
All of the above.
(1 point)
Puccini’s Madame Butterfly ends:
a.
b.
c.
d.
Question 23
happily.
tragically.
triumphantly.
inconclusively, so that a sequel could follow.
(1 point)
In Berlioz’s Symphonie fantastique, what is the idée fixe?
a.
b.
c.
d.
Question 24
a chant from the Mass for the Dead appearing in the finale.
A shepherd song in the third movement.
the basic theme of the symphony, heard in all movements
a theme and variations, heard in the march movement.
(1 point)
Which is NOT true of an aria?
a.
b.
c.
d.
Question 25
It is often in de capo (A-B-A) form.
It is usually an emotional comment on the action.
It is generally disjunct in style, with sparse accompaniment.
It can be sung out of the context of the opera, because of its audience appeal.
(1 point)
The Industrial Revolution produced less expensive musical instruments but with no technical
improvements.
a.
b.
Question 26
True.
False.
(1 point)
37
Music Discipline/Performing Arts Department
November 29, 2006
In the latter part of the eighteenth century, new opera types were devised that featured naturalness and
simplicity.
a. True.
b. False.
Question 27
(1 point)
Mozart’s The Marriage of Figaro is an example of opera buffa.
a.
b.
Question 28
True.
False.
(1 point)
The aria “La donna è mobile” from Verdi’s Rigoletto, is set in a simple, strophic form with a refrain.
a.
b.
Question 29
True.
False.
(1 point)
Brahm’s symphonies use a Romantic harmonic idiom but are Classical in form.
a.
b.
Question 30
True.
False.
(1 point)
Which of the following is NOT a type of orchestral program music?
a.
b.
c.
d.
Question 31
concerto
symphonic poem
incidental music
program symphony
(1 point)
Which musical element of Clara Schumann’s Scherzo Op. 10 is particularly characteristic of the Romantic
style?
a.
b.
c.
d.
Question 32
expanded form.
dissonance
disjunct melody
polyphonic texture
(1 point)
Wagner chose to base his stories on:
a.
b.
c.
d.
dramas of historical intrigue.
idealized folk legends.
ancient Greek tragedies.
Biblical stories.
38
Music Discipline/Performing Arts Department
Question 33
November 29, 2006
(1 point)
A drama that is sung and combines soloists, ensembles, chorus, and orchestra is called an opera.
a.
b.
Question 34
True.
False.
(1 point)
Which best describes Clara Schumann’s Scherzo, Op. 10?
a.
b.
c.
d.
Question 35
a contemplative, character work for solo piano.
a virtuosic showpiece for solo piano
a set of variations on a theme by Robert Schumann
a chamber work for piano trio
(1 point)
Which young composer did Robert and Clara Schumann take into their home?
a.
b.
c.
d.
Question 36
Wagner.
Liszt
Brahms
Mendelssohn
(1 point)
The tempo scheme of a traditional symphony is:
a.
b.
c.
d.
Question 37
slow-fast-slow-fast.
fast-fast-slow-fast.
fast-slow-moderate-fast.
slow-moderate-fast-fast.
(1 point)
In which form is the Lied Erlking?
a.
b.
c.
d.
Question 38
binary
ternary
strophic
through-composed
(1 point)
The Nutcracker is a real-life story set at Christmas time.
a.
b.
Question 39
True
False
(1 point)
A piece of program music for orchestra in one movement which, through several contrasting sections,
develops a poetic idea or suggests a scene or mood is called:
a. a program symphony
39
Music Discipline/Performing Arts Department
November 29, 2006
b. an overture.
c. a symphonic poem
d. incidental music.
Question 40
(1 point)
Cio-Cio-San, in Puccini’s Madame Butterfly, worked as a geisha prior to her marriage.
a.
b.
Question 41
True
False
(1 point)
The real name of the outlaw Billy the Kid was:
a.
b.
c.
d.
Question 42
Hop-along Cassidy.
William Bonney.
Gene Autry.
Roy Rogers.
(1 point)
What does NOT characterize the Intermezzo from Bartok’s Concerto for Orchestra?
a.
b.
c.
d.
Question 43
unchanging metric patterns.
folklike melodies
quotation of a theme by Shostakovich.
a broad lyric melody.
(1 point)
Who wrote the opera Nixon in China?
a.
b.
c.
d.
Question 44
Terry Riley.
John Adams.
Steve Reich.
Philip Glass.
(1 point)
The National Traditional Orchestra of China was founded to recreate the purity of Chinese culture,
avoiding any Western influences.
a.
b.
Question 45
True.
False.
(1 point)
Louise Talma and Barbara Kolb write serial music.
a.
b.
Question 46
True.
False.
(1 point)
40
Music Discipline/Performing Arts Department
November 29, 2006
After Pärt’s emigration to the West, he devoted his compositional output to:
a.
b.
c.
d.
Question 47
film scores.
symphonic repertoire.
religious choral music.
jazz and popular music.
(1 point)
The Impressionist turned to the open intervals and church modes of medieval music for inspiration.
a.
b.
Question 48
True
False
(1 point)
Which 1933 film reestablished a prominent role for music in film?
a.
b.
c.
d.
Question 49
King Kong
All Quiet on the Western Front
Dracula
Blackmail
(1 point)
The feminist movement since the 1960s has focused on both works fo lesser-known women artists and
issues of gender.
a.
b.
Question 50
True.
False.
(1 point)
Ligeti’s compositional style of interweaving many line of music into a complex polyphonic fabric is called
micropolyphony.
a.
b.
Question 51
True
False
(1 point)
Gangsta rap tests concern issues of inner-city life.
a.
b.
Question 52
True
False
(1 point)
Stravinsky’s tried his hand at many compositional styles throughout his career.
a.
b.
Question 53
True
False
(1 point)
41
Music Discipline/Performing Arts Department
November 29, 2006
Who composed the opera Frankenstein, the Modern Prometheus?
a.
b.
c.
d.
Question 54
Libby Larsen
Tobias Picker
Joan Corigliano
Ellen Taaffe Zwilich
(1 point)
Bartók’s compositions show the influence of eastern European folk music in:
a.
b.
c.
d.
Question 55
a reintroduction of the major-minor system.
new concepts of melody, harmony, and rhythm.
the continued influence of Wagner’s music dramas.
all of the above.
(1 point)
Which best describes a piece of aleatoric music?
a.
b.
c.
d.
Question 56
It is strictly organized.
It is based on the twelve-tone method.
It is computer-generated.
It is recreated fresh each time it is performed.
(1 point)
Andy Warhol’s style of art is best described as:
a.
b.
c.
d.
Question 57
Cubism.
Abstract Expressionism.
Pop Art.
Surrealism.
(1 point)
The standardized communication protocol that allows synthesizers to “talk” to computers is:
a.
b.
c.
d.
Question 58
MIDI
ARP
DX-7
MP3
(1 point)
Who recorded the Grammy-winning album Graceland?
a.
b.
c.
d.
Question 59
The Rolling Stones
Elton John
Pearl Jam
Paul Simon
(1 point)
42
Music Discipline/Performing Arts Department
November 29, 2006
R. Murray Schafer is a Canadian composer interested in the relationship between people and the sounds of
the environment.
a.
b.
True.
False.
Question 60
(1 point)
Since Uganda is a land-locked country, it has been sheltered from other cultural influences.
a.
b.
c.
True.
False.
Appendix 2:
Music Discipline Student Surveys used for Student Learning Outcome Assessment
Data
Instruments
Alto Sax - 2
Baritone - 1
Bass 'bone - 2
Cello - 1
Clarinet - 3
Double Bass - 2
Drumset - 2
Euphorium - 1
Flute - 1
Guitar - 12
Percussion - 6
Piano - 7
Sax - 2
Tenor Sax - 2
Trombone - 6
Trumpet - 13
Tuba - 4
Voice - 16
GPA
Not Given - 26
2.4 - 1
2.9 - 2
3.0 - 9
3.2 - 3
3.3 - 1
3.33 - 1
3.4 - 9
Majors
Architect Engineering - 1
Biology - 1
Business - 1
Business Administration - 1
Composition - 1
Drumset - 1
English - 1
Guitar - 1
History - 1
Jazz Performance - 1
Liberal Studies - 1
Music - 27
Music Comp.(Jazz) - 1
Music Ed. - 11
Music Industry/Business - 1
Music Performance - 1
Music Therapy - 1
Percussion Performance - 1
Physics - 1
Pyschology - 1
Spanish - 1
Theater - 2
Undecided - 7
Vocal Performance - 4
Semesters at RCC
Not Given - 11
Eight - 2
Five - 8
Four - 5
Nine - 2
One - 10
Seven - 5
Six - 2
43
Music Discipline/Performing Arts Department
3.42 - 1
3.45 - 1
3.6 - 2
3.67 - 1
3.7 - 2
3.73 - 1
3.8 - 5
November 29, 2006
Ten - 1
Three - 16
Two - 5
Semesters in Applied Music
Not Given - 5
Eight - 2
Five - 3
Four - 8
Nine - 1
One - 23
Seven - 2
Ten - 1
Three - 11
Two - 11
Transfer Date
2006 - 3
2007 - 2
2007-2008 - 2
Fall 2005 - 1
Fall 2006 - 12
Fall 2007 - 5
February 2006 - 1
January 2006 - 3
June 2005 - 2
June 2007 - 2
Not Given - 27
September 2006 - 4
Spring 2007 - 3
Music Courses Completed
Music Fundamentals - 35
Harmony 1 - 26
Harmony 2 - 18
Harmony 3 - 8
Survey of Music Lit. - 3
Great Composers … to 1820 - 0
Great Composers … after 1820 - 0
Keyboard Proficiency - 10
Class Piano - 1 time - 16
5 times - 1
2 times - 8
4 times - 1
3 times - 5
What do you think are the best aspects of the music program?
Educators.
It seems to be thorough and well rounded. I feel like I have learned an immense amount of musical
things that before I did not know.
Teacher's willingness to go the distance, and their (blunt) honesty about what needs improvement and
change.
The individual lessons, diversity in music.
Private lessons.
Quick learning, brings out fundamentals, great teaching techniques.
The teachers.
Dedication of instructors
The instructors I have had the pleasure to work with.
Harmony sequence and Chamber Singers.
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Music Discipline/Performing Arts Department
November 29, 2006
The selection of music classes to take.
The theory sequence.
Ability to study so many different styles and genres.
You are required to do recitlas and the teachers available are awesome. I've learned so much this
semester.
The theory program is fantastic.
Great instrutors.
Voice.
Everything - and it's fun.
The teachers.
Lessons, teachers, and ensemble.
Instructors.
Private instruction (mostly)
The best aspects of the music program are the instuctors.
Instructors.
The care of instructor and the level of performance expectations.
The instructors.
I enjoy the friendliness of everyone.
The quality of the teachers. The teachers take an avid interest in the cultivation of their students.
I think the best parts are the applied lessons, ensembles, and the theory classes.
The instructors are very knowledgeable and pass their skills onto their students well.
All of the ensembles.
The ensembles.
Band!
The instructors, jazz bands.
Teachers
Learning to not suck. Getting to play and perform.
Experienced faculty.
Music faculty. Performance opportunity, facilities.
The professors; they're extremely proficient.
It's a great opportunity.
Private lessons and demand for recitals and individual improvement.
The faculty. The applied music.
The atmosphere and environment created by the students and the teachers.
The staff and music selection.
The friendliness and the willingness on their part to help you learn.
The teachers. The facilities.
Teachers - Barry rules!!!
Teachers.
The music staff is excellent. The guitar program is also very good.
Small classes. Great teachers.
Quality private instructors.
Teacher involvement.
The amount and variety of classes, plus the quality of teaching.
What aspects of the program are most in need of improvement?
Facilities.
Not sure.
Enrollment in some of the extra programs, like improv.
We need a music major degree (4 year) program, many of the students here would benefit from it.
Scheduling of classes.
Advanced science classes (Bio 11 and 12, Chem., Math, Physicis) are very much not compatible with
Chamber Singers.
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Music Discipline/Performing Arts Department
November 29, 2006
Communication.
Rooms.
Vocal Jazz and Jazz 1 overlap. I love both! What am I to do?!
Only more dedicated students.
It's fine, but you can always improve, oh, and too much rockin'.
Maybe too much rockin'!! Somebody could get hurt.
More practice rooms.
Student dedication.
Having solid applied music times that are consistent, and perhaps contracted.
Everything.
Class times - how they are grouped together and times to take certain classes.
I don't know.
Ear training.
Ear training (Dictations).
Sound proof rooms, 24 hour access for percussion.
Scheduling.
Not getting kicked out of the percussion room while trying to practice. Music stands at least need to be
fixed.
24 hour access to instruments, please, not janitors kicking us out!
24 hrs access to building and instruments. Janitors not kicking us out at night.
Studies in jazz.
I can't find any.
Mare variety of music education classes to prepare future music teachers.
More performance opportunities.
Better scheduling of classes.
I think there should be more styles taught. Like you could learn jazz or heavy metal or progressive
rock or classical, whichever one you want.
More practice rooms!
No comment.
I would like to see better practice rooms, as well as a wider variety of music style courses.
Facilities. Meaning practice rooms.
More applied music courses available for multi-instrument players.
Number of practice rooms.
Appendix 3:
Riverside Campus
Top Enrolled Courses
Enrolled Spaces
Change from
1
Valid Grades1
Retention2
Success3
Valid grade notations: A, B, C, D, F, CR, NC, W, FW, I or IX (Incomplete).
2 The Retention Rate is computed based upon the percent of students retained in courses out of the total
enrolled in courses. The retention rate is calculated by dividing the numerator by the denominator and
multiplying by 100:

Numerator: Number of students (duplicated) with A, B, C, D, CR, NC, I

Denominator: Number of students (duplicated) with A, B, C, D, F, CR, NC, W, I
3 Success Rate: Percent of students successful in courses out of total enrolled in courses. The success rate
is calculated by dividing the numerator by the denominator and multiplying by 100
 Numerator: Number of students (duplicated) with A, B, C, CR
 Denominator: Number of students (duplicated) with A, B, C, D, F, CR, NC, W, I
46
Music Discipline/Performing Arts Department
–
Fall 05
Music Appreciation
Class Piano
Marching Band
Begin Midi Workstation
Intermed Applied Music
TOTAL
November 29, 2006
Previous year
331
168
143
111
103
1,825
-43
-43
-46
-2
-11
-386
317
167
143
110
103
1,793
85.8%
83.2%
100.0%
76.4%
98.1%
90.4%
62.1%
63.5%
100.0%
41.8%
81.6%
75.2%
Norco Campus
Top Enrolled
Courses
Music Appreciation
College Choir
Class Guitar
Class Piano
Basic Musicianship
TOTAL MUS
Enrolled Spaces –
Fall 05
73
27
21
17
14
164
Change from
Previous year
-101
-2
-4
3
14
-78
Valid Grades4
Change from
Previous year
Valid Grades7
73
25
21
16
14
160
Retention5
90.4%
96.0%
90.5%
62.5%
100.0%
89.4%
Success6
76.7%
96.0%
85.7%
50.0%
92.9%
80.6%
Moreno Valley Campus
Top Enrolled
Courses
Music Appreciation
Class Guitar
Master Chorale
Jazz Appreciation
Gospel Singers
TOTAL MUS
Enrolled Spaces
–
Fall 05
143
29
29
28
20
278
25
-6
29
28
-14
71
7
135
23
29
28
20
263
Retention8
91.1%
78.3%
96.6%
92.9%
100.0%
92.4%
Success9
73.3%
69.6%
96.6%
64.3%
90.0%
77.2%
Valid grade notations: A, B, C, D, F, CR, NC, W, FW, I or IX (Incomplete).
8 The Retention Rate is computed based upon the percent of students retained in courses out of the total
enrolled in courses. The retention rate is calculated by dividing the numerator by the denominator and
multiplying by 100:

Numerator: Number of students (duplicated) with A, B, C, D, CR, NC, I

Denominator: Number of students (duplicated) with A, B, C, D, F, CR, NC, W, I
9 Success Rate: Percent of students successful in courses out of total enrolled in courses. The success rate
is calculated by dividing the numerator by the denominator and multiplying by 100
 Numerator: Number of students (duplicated) with A, B, C, CR
 Denominator: Number of students (duplicated) with A, B, C, D, F, CR, NC, W, I
47
Music Discipline/Performing Arts Department
November 29, 2006
48