Fullerton College Program Review – Academic Programs
Program: Music Department
Year:
Fall 2009
Cover Page
Title of Program: Music Department, Fine Arts Division
List of persons participating in the review, including the Division Dean.
John Tebay (Department Coordinator)(Coordinator, Choral Studies
Bruce Babad (Coordinator, Jazz Studies)
Markus Burger (Coordinator, Music Technology)
Dr. Michelle Coletta (Coordinator, Woodwind Studies)
Dr. Joseph Jewell (Coordinator, Guitar Studies)
Jim Linahon
Dr, Monica Lee (Coordinator, Piano Studies
Dr. Anthony Mazzaferro (Coordinator, Band Studies)
Dr. Bruce Miller (Coordinator, Music Theory
Dr. Katharin Rundus (Coordinator, Vocal Studies)
Michael Scott
Jamie Shew
Dr. Gregory Woll
Robert Jensen (Dean of Fine Arts)
Statement of Preparation (and signatures of the Department Coordinator and Dean).
__________________________________ Music Department Coordinator
__________________________________ Dean of Fine Arts
This program review was prepared by those listed in an open and collaborative
process. All full-time faculty in the program have had an opportunity to review
the report, and the report was made available to the division as a whole prior to
being submitted to PAC.
Date November 15, 2009
Program Review Response Form
PCC Approved March 6, 2002; External review rubrics removed 8/11/09 WSC
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I. Program Description
A. PROGRAM DESCRIPTION AND HISTORY
One to two paragraphs regarding the scope and the purpose of the program
including a statement regarding evolution of the program over time, acceptable
standards for retention, GPA, etc.
A wide array of challenging classes
Over 800 majors and over 4,000 students per semester study one or more of
nearly 100 classes in music appreciation, music history, music theory, applied
music, commercial music, piano pedagogy, and music technology, and excel
in one or more of 25 performance groups.
A uniquely crafted Applied Music Program
Individual music instruction is an important part of music study at Fullerton
College. Music majors have the opportunity to audition to receive private
lessons. There is no extra payment for lessons beyond the unit fee. Our 40
faculty members have attained professional honors and international
recognition in their individual fields and they are excited to share their
knowledge and experience with our 800 music majors. Our mission is to
prepare students for either transfer or to begin work in the Southern California
music industry, and our long roster of former students pursuing successful
careers is the proof of our faculties' effectiveness at preparing students.
An excellent record of transfer education success
The Music Department offers two Associate of Arts degrees: AA Music and
AA Commercial Music. The Music Department is one of the few community
colleges in the country that maintains a special transfer agreement to the
Berklee School of Music in Boston.
Practical career education that leads to successful careers in the
entertainment industry
The Music Department offers two vocational certificate programs: Piano
Teaching and Recording/Production.
Music Festivals that bring thousands of young musicians to Fullerton
College each year
The Music Department sponsors the largest high school jazz festival in the
Western United States, a high school choral festival, and a piano ensemble
festival.
Dynamically produced and widely attended performances
Twenty-five performance groups hold concerts and recitals in the Campus
Theatre, Recital Hall, Wilshire Auditorium, and travel to local, national, and
international performance venues.
Program Review Response Form
PCC Approved March 6, 2002; External review rubrics removed 8/11/09 WSC
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Music Theory Program:
Description
The role of the music theory courses, both theory/harmony and musicianship, is
to help train the music student into becoming a literate musician. This process is
bipartite. One branch is the learning and application of musical symbols and
conventions. This is done in MUS 106 F: Introduction to Music Theory. From
there, the student learns harmonic and linear concepts as applicable to commonpractice harmony – both diatonic and then chromatic. This is done in MUS
107AF: Harmony I and MUS 107BF: Harmony II. From there the student can
either move into MUS 203 F: Counterpoint and/or MUS 205 F: Pop/Commercial
Music Theory. The other branch is the translating of symbols into sound (sightsinging) or sound into symbols (melodic and harmonic dictation). This is done in
MUS 104AF: Beginning Musicianship, MUS 104BF: Intermediate Musicianship,
and MUS 204AF: Advanced Musicianship and/or MUS 204BF: Pop/Commercial
Musicianship. The two branches are linked as co requisites so that there is a
reinforcement of written materials with practical application.
The applied faculty mandates the training of the students to be literate musicians
through the taking of theory courses and progress in the classes is a requirement
for private lessons. The completion of music theory courses up through MUS
204AF and MUS 107BF is required for the Associate in Arts Degree in Music.
Completion of MUS 104BF and MUS 107BF is required for the Certificate in
Piano Teaching. Commonly students will transfer without receiving an AA. We
prepare students to do well on placement exams given at four-year music
institutions upon transferring.
B. PROGRAM GOALS
Key instructional goals defined in terms of student learning outcomes and
workplace outcomes
The Music Department faculty at Fullerton College considers the first two years
of college to be the most important. It is during that time that students establish
professional work habits, values, and attitudes that continue for a lifetime. To aid
in the positive development of the whole person the music faculty and curriculum
pursue the following goals:
1. To provide an environment in which performance, composition, musical
literacy and technology are integrated. The synthesis of these elements will
prepare the student for a musical career as a performer, writer, teacher,
producer, engineer, or business person.
2. To offer a coherent musical education curriculum that provides knowledge
and understanding of all musical forms and styles. Students should be able to
recognize the importance of music to their society and enable them to have a
more informed worldview.
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3. To recognize music as a multi-cultural and multi-national art which fosters,
through its performance, a respect for the diversity of all people’s beliefs, and
expressions.
4. To help students to see education as a learning process which permits one to
see and think critically.
The Music faculty identified these skills sets developed by successful music
majors:
As a result of successful participation in the Music program, students will have
the following skills and knowledge sets:
1.
2.
3.
4.
Demonstrate a passion for music and a curiosity about music.
Identify and accurately describe musical history, forms, genres, and styles.
Read and audiate music.
Demonstrate competence and discipline in the study of music in all of its
facets.
5. Demonstrate effective practice techniques and a rigorous approach to
practicing.
6. Demonstrate competency in ensemble skills and solo performance skills.
7. Demonstrate an understanding of the continually changing music business
and the skills and attitudes necessary for being successful in a music career.
In addition, three music program leaders provided more specific skill sets when
describing their specialty areas:
Vocal Studies Program (Dr. Katharin Rundus)
As a result of participation in the program, students will have the following 5-7
skills and knowledge sets:
All music majors should be able to demonstrate a degree of competency in
performance on their Applied Instrument; for Voice majors that means:
1. Can consistently artistically sing with beauty, freedom and strength with a
resonant and authentic voice.
2. Can perform expressively and confidently in three languages, English,
Italian, and German.
3. Has successfully passed four faculty juries.
4. Can demonstrate basic tenets of diction principles of English, Italian, and
German.
5. Has demonstrated completion of repertoire that is consistent with
University transfer requirements.
6. Can independently access and learn repertoire.
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7. Can demonstrate adequate discipline and maturity to manage time
appropriately for voice practice and preparation, as well as other demands
of being a working musician
Piano Studies Program (Dr. Monica Lee)
As a result of participation in the program, students will have the following 4
skills and knowledge sets:
1. Successfully pass all four piano jury exams.
2. Play all major and harmonic minor scales.
3. Demonstrate skilled performance of Baroque, Classical, Romantic,
Impressionistic, and contemporary styles.
4. Show evidence of consistency in preparedness, progress and diligence to
the art of learning.
Piano Teaching Certificate Program (Dr. Monica Lee)
As a result of participation in the program, students will have the following 5-7
skills and knowledge sets:
1. Demonstrate a clear understanding of major piano method books.
2. Understand different learning approaches for each group and how to
manage each group of students.
3. Demonstrate skilled performance of Baroque, Classical, Romantic,
Impressionistic and Contemporary Styles
4. Show evidence of maturity to be able to maintain a small business,
consistency in preparedness, progress and diligence to the art of learning.
Music Theory program: (Dr. Bruce Miller)
Goals
The goal for the theory classes is to help create a literate musician that can
transfer and compete with other students on the same level, if not higher, in
written music skills and musicianship ability. Once these skills and abilities
are strongly learned it is expected that the student will continue and do well in
further music pursuits and from there to work and converse professionally
with, and as, professional musicians.
The goals of MUS 106 F are to get the student fluent in the basic symbols,
terminology, and patterns used by practicing musicians. Music 107AF and
MUS 104AF goals are to extend this fluency/ability to the knowledge,
practice, and application to more complex constructs of diatonic harmony and
voice-leading moving into some chromatic harmony and modulation. MUS
107BF and MUS 104BF continue these concepts into more advanced
chromatic applications and modulations. MUS 107BF continues with learning
the concepts and processes of analysis of music from the Romantic Era.
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MUS 203 F and MUS 204AF focus on linear concepts contrapuntally in
writing as well as listening.
It is expected that the student that does well in the musicianship sequence
will be able to hear common practice harmony progressions and demonstrate
this through the writing of the appropriate chord symbols and inversions, and
the bass and soprano lines. Additionally, the student will be able to sing
moderately difficult lines at sight utilizing the appropriate solfege syllables.
It is expected that the student that does well in the theory/harmony sequence
will be able to harmonize a melody and realize a figured-bass utilizing the
rules of common-practice harmony. The students that continue in
counterpoint will be able to write tonal contrapuntal music in two and three
voices with knowledge of cadences, modulation, and unity of melodic
materials.
The student learning outcomes address these concepts and detail the
material to be covered. The goals of the theory/musicianship program are
directly linked to the student learning outcomes. The assessment of the
student learning outcomes is done in class as tests, homework, and/or
recitations. Additional assessments are done as the student progresses to the
next level of theory or musicianship.
C. PROGRAM DEGREES AND CERTIFICATES OFFERED
1. Associate of Arts Degrees
Associate of Arts Degree - Music
Associate of Arts Degree - Commercial Music
2. Vocational Certificate Programs
Musical Theatre
Piano Teaching
Recording/Production
Admissions requirements (if appropriate)
There are no admissions requirements to the Music Department at Fullerton
College, but auditions are required for applied music and the performance
groups.
List of required courses by degree/certificate
MUSIC
Associate in Arts Degree
Curriculum leads to the Associate in Arts Degree. This degree requires a total of 32-38 units of
which 31 units are in required courses. An additional 3-7 units must be chosen from the restricted
electives listed below.
Program Review Response Form
PCC Approved March 6, 2002; External review rubrics removed 8/11/09 WSC
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Required Courses (29*-31 units) Units
MUS 108 F Intro to Music Technology 2
MUS 106 F Intro to Music Theory 3
MUS 104AF Beginning Musicianship 1
MUS 104BF Intermediate Musicianship 1
MUS 107AF Harmony I 3
MUS 107BF Harmony II 3
MUS 204AF Advanced Musicianship 1
MUS 135AF* Beginning Piano 1
MUS 135BF* Piano 1
MUS 120 F Survey of Music History 3
MUS 225 F Applied Music — Private Study or 1
MUS 228 F Advanced Voice or 1
MUS 237 F Advanced Piano or 1
MUS 244 F Advanced Strings or 1
MUS 247 F Advanced Woodwinds or 1
MUS 250 F Advanced Brass or 1
MUS 253 F Advanced Percussion 1
MUS 123 F Concert Hour 1
Major performance group each semester 1, 1, 1, 1
Applied Music — Private study or Advanced Instrument study each semester 1, 1, 1, 1
Music 123 F Concert Hour each semester 1, 1, 1, 1
Restricted Electives (3-7 units) Units
MUS 030 F Music Notation Software 2
MUS 203 F Counterpoint 3
MUS 204BF Pop/Commercial Musicianship 1
MUS 205 F Pop/Commercial Music Theory 3
MUS 207 F Pop/Commercial Arranging/Composing 3
Total Units: 32-38
*Proficiency exam or equivalent course work will be accepted for this requirement.
Music: Commercial Associate in Arts Degree
Curriculum leads to the Music: Commercial Associate in Arts Degree and provides training for
those who do not plan to transfer to a four-year university or college. The emphasis is upon
preparation of the performer, composer, or arranger. While most of the courses suggested are
transferable, the curriculum does not meet the general education requirements for the lower
division of a four-year university or college. This degree requires 22 units of which 19 units are in
required courses. An additional 3 units must be chosen from the restricted electives listed below.
Required Courses (19 units)
MUS 108 F Intro to Music Technology 2
MUS 123 F Concert Hour (4 terms required) .5
MUS 135BF Piano (3rd term) 1
MUS 207 F Pop/Commercial Arranging/Composing 3
MUS 224 F Recording Studio II 3
Performance group each semester 1
Applied music class each semester (200 level) 1
Restricted Electives (3 units) Units
MUS 112 F The Music Business 2
MUS 113 F Jazz History: An Appreciation 3
MUS 119 F History of Rock Music 3
MUS 120 F Survey of Music History 3
MUS 156 F Beg. Jazz Improvisation: Instrumental or 1
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MUS 157 F Beg. Vocal Styling and Improvisation 1
MUS 208 F Music Copying 2
MUS 256 F Adv. Jazz Improvisation: Instrumental or 1
MUS 257 F Adv. Vocal Styling and Improvisation 1
Total Units: 22
Music Major General Requirements
As a music major, one is expected to declare a performance area (voice, piano, or other
instrument), to participate in at least one large performing group each semester, to be enrolled in
Concert Hour each semester, to be enrolled in music theory and musicianship each semester,
and to perform for student recitals and faculty juries on one’s major instrument each semester
unless special exemption has been allowed. In addition to studying one major instrument each
semester, a music major is urged to develop as much facility on the piano as possible because of
its importance in other areas of the student’s musical training.
Applied Music: Four-year colleges vary in the amount of applied music credit that may be
applied to the Baccalaureate degree. Students are cautioned to check the catalog of the college
they plan to attend for its specific statement on the amount of applied music credit that will count
toward the degree.
Career Technical Education Certificates
Certificate in Piano Teaching
The Certificate in Piano Teaching is a two-semester program that is intended for anyone seeking
to expand their teaching and playing skills. The certificate program is for potential piano teachers
and the sequence of courses is designed to provide the technical skills, theoretical background,
musical understanding and historical background needed for effective teaching. This certificate
requires completion of 24 units. MUS 021 F and MUS 022 F Teaching of Piano must be
completed at Fullerton College.
Required Courses (24 units) Units
CDES 120 F Child Development 3
MUS 021 F The Teaching of Piano I 3
MUS 022 F The Teaching of Piano II 3
MUS 107AF Harmony I 3
MUS 107BF Harmony II 3
MUS 104AF Beginning Musicianship 1
MUS 104BF Intermediate Musicianship 1
MUS 120 F Survey of Music History 3
MUS 225 F Applied Music: Private Study 1
MUS 265 F Piano Ensemble 1
Total Units: 24
Recording/Production Certificate
The Recording/Production Certificate in Music requires the completion of the 33 units listed below
with a minimum grade of “C” in each course taken.
MUS 108 F Intro to Music Technology 2
MUS 110 F Electronic Music I 3
MUS 112 F The Music Business 2
MUS 113 F Jazz History: An Appreciation or 3
MUS 119 F History of Rock Music 3
MUS 116 F Music Appreciation 3
MUS 124 F Recording Studio I 3
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PCC Approved March 6, 2002; External review rubrics removed 8/11/09 WSC
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MUS 135AF Beginning Piano 1
MUS 135BF Piano* 1
MUS 224 F Recording Studio II (1st/2nd terms) 3
MUS 910 F Electronic Music II* (1st/2nd/3rd terms) 3
Total Units: 33
*Proficiency examination or equivalent curriculum will be accepted for this requirement.
Musical Theatre Certificate
The current two level musical theatre certificate program is undergoing review by the Theatre
Department with the expectation that the certificate will be condensed into a single level
certificate with achievable ends and measurable placement success. The rewriting of the
certificate will begin in spring 2010.
Musical Theatre Certificate
The Musical Theatre Certificate program totals 25 units of which 23 are in required courses. An additional
2 units must be chosen from the restricted electives shown below.
Required Courses (23 units) Units
DANC 105 F Ballet I 1
DANC 111 F Jazz I 1
DANC 113 F Tap Dance I 1
MUS 104AF Beginning Musicianship and 1
MUS 104BF Intermediate Musicianship 1
MUS 135AF Beginning Piano and 1
MUS 135BF Piano or equal units in MUS 236 F or 1
MUS 237 F 1 unit (if qualified) (2 semesters)
MUS 126 F 1 unit or equal units in MUS 227 F or
MUS 228 F 1 unit (if qualified) (two semesters)
THEA 120AF Beginning Principles of Acting and 3
THEA 120BF Intermediate Principles of Acting 3
THEA 121 F Movement for Actors 3
THEA 125 F Musical Theatre Performance Techniques 2
THEA 133 F Theatre Practicum 2
Restricted Courses (2 units) Units
MUS 180 F Collegiate Chorale 1
MUS 281 F Concert Choir 1
MUS 282 F Fullerton College Master Chorale 1
THEA 075 F Theatrical City Tours: New York 2
THEA 076 F Theatrical City Tours: London 2
Total Units: 25
Advanced Musical Theatre Certificate
The Advanced Musical Theatre Certificate program requires a total of 28 units listed below. Completion of
the Musical Theatre Certificate program is required before the Advanced Musical Theatre Certificate will be
granted.
Required Courses: (28 units) Units
DANC 105 F Ballet I and 1
DANC 113 F Tap Dance I and 1
DANC 114 F Tap Dance II and 1
DANC 111 F Jazz I and 1
DANC 119 F Dance for Theatre 1
MUS 135AF Beginning Piano and 1
MUS 135BF Piano and 1
MUS 236 F Intermediate Piano and 1
MUS 237 F Advanced Piano 1
MUS 227 F Intermediate Voice and 1
MUS 126 F Beginning Voice and 1
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MUS 228 F Advanced Voice 1
MUS 288 F Bravo Song/Dance Ensemble 1
THEA 105 F Musical Theatre History 3
THEA 133 F Theatre Practicum 2
THEA 143 F Stagecraft 3
THEA 147AF Stage Makeup 3
THEA 150 F Performance Laboratory 2
THEA 225 F Stage Directing 2
Total Units: 28
D. PROGRAM COURSES OFFERED
List by course number and title, e.g., PHYS 130 Elementary Physics
Applied Music/Music Methods
MUS 080 F - Steel Drum Class (1, 1, 1, 1)
MUS 097 F - Intermediate Percussion: Drum Set (1, 1, 1, 1) (Non-degree credit)
MUS 125 F - Recording Techniques Workshop for Performers (1-1-1-1) (CSU) (Degree credit)
MUS 126 F - Beginning Voice (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 130 F - Beginning Guitar (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 135 AF - Beginning Piano (1) (CSU) (UC) (Degree credit)
MUS 135 BF - Piano (1-1-1) (CSU) (UC) (Degree credit)
MUS 143 F - Beginning Strings (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 146 F - Woodwind Class (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 149 F - Brass Class (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 152 F - Percussion Class (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 156 F - Beginning Jazz Improvisation Instrumental (1-1) (CSU) (UC) (Degree credit)
MUS 157 F - Beginning Vocal Styling and Improvisation (1-1) (CSU) (UC) (Degree credit)
MUS 225 F - Applied Music Private Study (1-1-1-1) (CSU) (UC) (Degree credit
MUS 227 F - Intermediate Voice (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 228 F - Advanced Voice (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 231 F - Intermediate Guitar (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 232 F - Classical Guitar (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 234 F - Intermediate Rock Guitar (1-1-1-1) (CSU) (Degree credit)
MUS 236 F - Intermediate Piano (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 237 F - Advanced Piano (1-1-1-1) (UC) (Degree credit)
MUS 238 F - Pop/Commercial Piano (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 244 F - Advanced Strings (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 247 F - Advanced Woodwinds (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 250 F - Advanced Brass (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 253 F - Advanced Percussion (1-1-1-1). (CSU) (UC) (Degree credit)
MUS 256 F - Advanced Jazz Improvisation Instrumental (1-1) (CSU) (UC) (Degree credit)
MUS 257 F - Advanced Vocal Styling and Improvisation (1-1) (CSU) (UC) (Degree credit)
MUS 299 F - Music Independent Study (1-1-1-1) (CSU) (UC review required) (Degree credit)
Music Appreciation and Music History
MUS 031 F - History and Appreciation Practicum (.5-3)
MUS 113 F - Jazz History - An Appreciation (3) (CSU) (UC) (Degree credit)
MUS 114 F - Women, Music and Society (3) (CSU) (UC) (Degree credit)
MUS 115 F - Music Cultures of the World (3) (CSU) (UC) (Degree credit)
MUS 116 F - Music Appreciation (3) (CSU) (UC) (Degree credit)
MUS 117 F - American Popular Music/Jazz Music Survey (3)
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MUS 118 F - Introduction to Opera (3) (CSU) (UC) (Degree credit)
MUS 119 F - History of Rock Music (3) (CSU) (UC) (Degree credit)
MUS 120 F - Survey of Music History (3) (CSU) (UC) (Degree credit)
MUS 123 F - Concert Hour (.5-.5-.5-.5) (CSU) (Degree credit)
MUS 196 HF - Honors Creative Arts (3) (CSU) (UC Credit Limitation) (Degree credit)
Music Performing Groups
MUS 001 F - Instrumental Performance Practicum (.5-3)
MUS 072 F Opera Theatre Workshop (2)
MUS 180 F - Collegiate Chorale (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 181 F - Women's Chorale (1, 1, 1, 1) (CSU) (UC) (Degree credit)
MUS 258 F - Jazz Guitar Reading Ensemble (1-1-1-1) (CSU)(UC) (Degree credit)
MUS 259 F - Steel Drum Ensemble (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 260 F - Guitar Ensemble (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 261 F - String Ensemble (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 262 F - Woodwind Ensemble (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 263 F - Brass Ensemble (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 264 F - Percussion Ensemble (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 265 F - Piano Ensemble (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 266 F - Jazz Combo (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 267 F - Synthesizer Ensemble (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 268 F - Jazz Guitar Ensemble (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 269 F - Alternative Jazz LAB Ensemble (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 271 F - Fullerton College Symphony (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 272 F - Dixie Jazz Band (Lemon St. Stompers) (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 273 F - Concert Band (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 274 F - Fullerton College Symphonic Winds (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 275 F - Bravo Brass (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 276 F - Jazz Band (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 277 F - Jazz Lab Band (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 281 F - Concert Choir (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 282 F - Fullerton College Master Chorale (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 285 F - Chamber Singers (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 287 F - Vocal Jazz Ensemble (1-1-1-1) (CSU) (UC) (Degree credit)
MUS 288 F - BRAVO Song/Dance Ensemble (1-1-1-1) (CSU) (Degree credit)
MUS 290 F Musical Theatre Production (3) (CSU) (UC) (Degree Credit)
Music Technology
MUS 108 F - Introduction to Music Technology (2) (CSU) (Degree credit)
MUS 110 F - Electronic Music I (3) (CSU) (Degree credit)
MUS 112 F - The Music Business (2) (CSU) (Degree credit)
MUS 124 F - Recording Studio I (3) (CSU) (Degree credit)
MUS 125 F - Recording Techniques Workshop for Performers (1-1-1-1) (CSU) (Degree credit)
MUS 224 F - Recording Studio II (3-3) (CSU) (Degree credit)
MUS 910 F - Electronic Music II (3, 3, 3) (Degree credit)
Music Fundamentals, Theory and Composition
MUS 030 F - Finale Electronic Music Preparation (2) (Degree credit)
MUS 100 F - Music Laboratory (1-2, 1-2, 1-2, 1-2) (CSU) (Degree credit).
MUS 101 F - Music Fundamentals (3) (CSU) (UC) (Degree credit)
MUS 102 F - Music Reading (3) (CSU) (UC) (Degree credit)
MUS 104 AF - Beginning Musicianship (1) (CSU) (UC) (Degree credit)
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MUS 104 BF - Intermediate Musicianship (1) (CSU) (UC) (Degree credit)
MUS 105 F - Beginning Pop Song Writing (3) (CSU) (Degree credit)
MUS 106 F - Introduction to Music Theory (3) (CSU) (UC) (Degree credit)
MUS 107 AF - Harmony I (3) (CSU) (UC) (Degree credit)
MUS 107 BF - Harmony II (3) (CSU) (UC) (Degree credit)
MUS 203 F - Counterpoint (3) (CSU) (UC) (Degree credit)
MUS 204 AF - Advanced Musicianship (1) (CSU) (UC) (Degree credit)
MUS 204 BF - Advanced Musicianship (1) (CSU) (UC) (Degree credit)
MUS 205 F - Pop/Commercial Music Theory (3) (CSU) (UC) (Degree credit)
MUS 207 F - Pop/Commercial Arranging/Composing (3) (CSU) (Degree credit)
MUS 208 F - Music Copying (2) (CSU)(UC)
Music Tours
MUS 081 F - Music Tour Practicum (.5-3)
Piano Teaching
MUS 021 F - The Teaching of Piano I (3) (Non-degree credit)
MUS 022 F - The Teaching of Piano II (3) (Non-degree credit)
E. PROGRAM FACULTY
Full time faculty
John Tebay (Department Coordinator)
Bruce Babad (Coordinator, Jazz Studies)
Markus Burger (Coordinator, Music Technology)
Dr. Michelle Coletta (Coordinator, Woodwind Studies)
Dr. Joseph Jewell (Coordinator, Guitar Studies)
Jim Linahon
Dr, Monica Lee (Coordinator, Piano Studies)
Dr. Anthony Mazzaferro (Coordinator, Band Studies)
Dr. Bruce Miller (Coordinator, Music Theory)
Dr. Katharin Rundus (Coordinator, Vocal Studies)
Michael Scott
Jamie Shew
Dr. Gregory Woll
Adjunct Faculty
Susan Ali, Voice, Opera Workshop
Dean Anderson, Strings, Fullerton College Symphony
John Aranda, Trumpet
Billy Arcila, Guitar
Joe Bagg, Jazz Piano
Brandon Brack, Voice, Men’s and Women’s Chorale
Susan Brown, Voice, Music Appreciation
Clara Chang, Collaborative Artist
Steven Dahlke, Voice
Ernie Delfante, Saxophone, Jazz Band II, Jazz History
Si Eubanks, Piano
Robyn Frey-Monell, Voice
Mathew Galasso, Piano, Music Appreciation, Theory
Jerry Garvin, Brass, Pep Band, Brass Choir
Mary Harrell, Piano
Cory Johnson, Piano, Theory
Matt Johnson, Percussion
Janet Kao, Collaborative Artist
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Erik Leckrone, Percussion
Patti J Maggs, Flute
Andrew Maz, Music Technology
Ray McNamara, Percussion
Gary McRoberts, Music Appreciation
Dana Parker, Music Technology
Randall Polevoi, Piano
Scott Ragotskie, Music Technology
Eric Ray, Guitar, History of Rock
Roger Shew, Bass, History of Rock
Robert Soto, Trombone
Frank Strnad, Voice
Suzanne Wong-Abe, Piano, Music Appreciation (on-line)
F. PROGRAM ADVISORY COMMITTEE
List members and their role/title
Piano Teaching Certificate Advisory Committee
Dr. Monica Lee, Piano Teaching CTE Certificate Coordinator
Ann Patrick Green, Owner/Teacher, Patrick’s Music School in Fullerton
Carolyn Biller, Private Piano Teacher, Studio of Carolyn Biller in Santa Ana
Randy Woltz ,Piano Technician
Dr. E. L. Lancaster, Vice President, Alfred Publishing Company
Mike Bates, Academic & Institutional Resources, MMG, Yamaha
Rachel Kramer, Professional Support Line Member Liaison, Music Teachers’ National Association
Donna Weber, Retired Faculty Member, Fullerton College
Dr. Robert Watson, Coordinator of Keyboard Music, Cal State University, Fullerton
Seon Bog Han, Pedagogy Student, Fullerton College
Lindsay Aldana, Pedagogy Student, Fullerton College
Carole Melvin, Private Piano Teacher – Semi Retired, Carole Melvin’s Private Piano Studio in Anaheim
Recording Production Advisory Committee
Markus Burger, Recording/Production CTE Certificate Coordinator
Barry Wood, professional sound engineer
Tess Taylor, President, National Association of Record Industry Professionals
Mike Licari, Emmy Winning Composer and President of Licari Music
Didier Rachou, Composer and professional musician
Debra Barbre, West Coast Account Manager, Soundtree, Inc
Jim Linahon, President of LMP Studios and professional musician
Scott Ragotskie, Sound Matrix Studios, CTE certificate graduate
Michael Wright, professional videographer, CTE certificate graduate
Dana Parker, Composer/sound engineer, professional musician
Andrew Maz, Composer/sound engineer, professional musician
Musical Theatre Certificate Advisory Committee
(In 2009-10 this committee is being re-organized under the leadership of Musical Theatre adjunct
faculty Roger Castellano and Amberly Chamberlain)
II. Program Key Performance Indicators
Attach data sheet from institutional research to the report. (See attached)
III. Program Outcomes Analysis
A. REPORT ON STATUS OF PREVIOUS REVIEW OUTCOMES ANALYSIS
One to two paragraphs regarding accomplishments since the previous
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review and objectives/activities still outstanding.
The last rigorous Music Department program reviews were conducted in 2002
and 1995.
Accomplishments:
The most significant accomplishments tied to objectives identified in the 2002
and 1995 program reviews are the following:
1. Creation of the Music Technology classroom (1125), equipped with 25 student
stations and one teacher station. (2002 objective: Upgrade and facilitate a
MIDI laboratory)
2. Conversion of the Recording Studio from analogue to digital technology.
3. Conversion of the Music Listening Library from CD to iPod technology with
improved student access to assigned musical listening selections.
4. The conversion of 1120A into a music library storage facility and the purchase
of a Wenger music library storage system, currently located in 1120, as part
of a gradual conversion of music storage from file cabinets to a Wenger
library system.
5 Upgrade of computers in Computer Lab (1115L) and former midi lab (1121)
6. Purchase of a full complement of new electronic pianos and addition of
computers to each student station in the Piano Classroom (1112).
7. Purchase of concert grand piano, two studio grand pianos, and five practice
room pianos.
8. Continuing purchases of music instruments, (not sufficient to replacement
demands).
9. Recital Hall draperies cleaned and re-certified for flame retardancy, and the
stage walls were painted.
10. Rebuilding of Steinway concert grand piano in the Recital Hall (partially
successful).
11. Curriculum:
a. new Media Content Producer Certificate (in development).
b. new Synthesizer Ensemble class (in development)
c. On-line MUS 116 Music Appreciation (accomplished)
d. On-line MUS 118 History of Rock Music (in development)
12. Improved promotion and outreach:
a. new Music Department website with streaming videos
b. Music Department “one sheet “ promotional flyer
c. Music Department program brochures updated
d. Music concert season cards improved
e. Fine Arts DVD
f. Fine Arts electronic newsletter
g. Fullerton College Visual and Performing Arts Facebook page
h. Jazz Festival and box office on-line customer survey
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i.
Increased visits to high schools by individual Music faculty members
and faculty performance groups.
j. Awarding of first Terry and Karen Blackley recruitment scholarships
13. Classroom technological upgrades:
a. 1124 and 1111: new projectors
b. 1124, 1125, and 1129: new smart classroom teacher stations
The most significant accomplishments not directly tied to objectives
identified in the 2002 and 1995 program reviews are the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Conversion of 1120S from a storage facility into the Piano Studio, equipped
with new two studio grand pianos and electronic keyboards.
Conversion of 1123 into a classroom principally dedicated to Vocal Studies.
Conversion of 1128 into a classroom primarily dedicated to Guitar Studies.
Sharing of 1129 classroom with Theatre Arts to allow for increase in Music
class offerings
Conversion of 1121 (former Midi Lab) into a synthesizer lab and mastering
facility (currently underway)
Creation of an American music history mural in the Music lobby area.
Replacement of lobby and lab furniture.
Augmentation of musician’s chairs and purchase of musician chairs with
flexible desktops
Conversion to EMS and Box Office request on-line scheduling systems
The unmet objectives of the 2002 Program Review:
1. Recital Hall re-furbishing (only partially accomplished above) Missing
elements:
a. replace existing seats
b. replace lighting system
c. replace concert stage with new flooring
2. Continue to pursue full time computer lab aide for the Music Department
3. Reconfigure 1110 for acoustical treatment and increased safety of students’
hearing
4. Increase the availability and amount of practice rooms for the department.
5. Continue to replace expensive band and orchestral instruments in order to
maintain performance program.
B. SUMMARY OF DATA – Recommend Evaluation of Data
One paragraph each on program access, program resources, program efficiency,
and program success. What does the data show?
Five-Year Enrollment Growth of the Music Department
The Music Department at Fullerton College has experienced tremendous
enrollment growth in the last five years and ranks as the #1 Music Department in
enrollment among all community colleges in California (Fall 2008 state data mart
figures). Consequent annual FTES growth is seen in the increase from 898 in
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2004-5 to 960 in 2008-9. Although there has been a slight decline in
WSCH/FTEF (584 to 578), the Music department exceeds the optimal efficiency
ratio of 525. Over the last five years the annual number of music majors has
climbed from 531 to 896, representing a 169% increase. The number of new
majors during the same period of time has climbed from 247 to 292. Over the
last five years the average section size has grown from 22.3 to 25.2.
The Music Department balances its small enrollment classes, necessary for
specialized instruction for the advanced music major, with high enrollment
general education classes. Although MUS 119 History of Rock Music has
experienced a small decline in annual enrollment over the last five years (1,554
to 1,487), it still ranks as one of the top ten most popular classes in enrollment at
the college and one of the highest FTES generating elective classes on campus
(226 FTES). With the addition of on-line classes, annual enrollments in MUS
116 Music Appreciation have grown from 613 to 915 students. MUS 113 Jazz
History enrollments over the last five years have declined, while MUS 120 Survey
of Music History enrollments have remained constant; both courses have high
FTES/WSCH ratios like MUS 116 and MUS 118.
MUS 123 Concert Hour, required of all music majors, has experienced an
expected surge in annual enrollments: 178 in 2003-4 to 255 in 2007-8, with
WSCH/FTEF climbing from 1,273 to an astonishing 1,912!
The considerable growth of the music majors, in the past five years, has created
a consequent demand for sections of music theory courses. The enrollment in
the first semester of music theory, MUS 106 F, has gone from 121 students in
2003-04 to 259 students in 2007-08. The offerings of sections have gone from
three to seven per year. The enrollment in fourth semester of music theory (for
the non-commercial/pop focus), MUS 204AF and MUS 203 F, has gone from 20
and 22 students, respectively, to 46 and 51 students, respectively, for the same
time frame. The number of sections for these classes has not changed.
Due to the demanding nature of the theory and musicianship courses and the
need to get the student to the corresponding level at a four-year institution there
are seeming discrepancies in the retention rate and the success rate in those
theory classes. Unfortunately, and for a plethora of reasons, many students do
not spend the needed amount of time preparing or reviewing the work required in
the courses leading to a lower success rate than would be wanted. Those
students that transfer and have done well in the music theory courses will
generally do well on placement exams given at four-year music institutions upon
transferring. This analysis has been garnered from students who have
transferred and faculty from other institutions and reinforces the resolve among
the theory teachers to maintain high levels of what is acceptable student
performance to earn passing grades.
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Over the last five years, Music Department program outcomes data demonstrate
above-campus-average retention and success rates. Annual course retention
rates have climbed from 82% (2004-5) to 86% (2008-9), while student success
has climbed from 68% (2004-5) to 72% (2008-9). One strong contributing factor
to student retention and success among applied music students is faculty
enforcement of co-requisite qualifications for students to maintain their access to
private lessons.
Although increasing numbers of music majors transfer to four year colleges, the
AA degree in Music is not seen any increase in completion rates, since that
degree is not directly tied to transfer requirements. The number of CTE
certificates earned by Recording/Production and Piano Teaching students has
increased over the last five years. Only one student has completed the Musical
Theatre Certificate over the last five years, causing the major review of that twopart certificate program currently underway in the Theatre Department.
Box Office Attendance and Revenue Data Analysis
For the Music Department over the last four years, box office records indicate
that the number of annual music events coordinated through our box office have
increased from 24 in 2005-6 to 31 in 2008-9 without consequent increases in
revenue or attendance. Box office revenue over the same period of time was
$30,323 (2005-6), $ 26,713 (2006-7), $ 35,819 (2007-8), and $29,151 (2008-9).
Audience attendance over the same period of time was 5,921 (2005-6), 5,186
(2006-7), 7,307 (2007-8), and 6,050 (2008-9). Average ticket prices over the
same period of time have declined: $ 5.35 (2005-6), $ 5.15 (2006-7), $ 4.90
(2007-8), and $ 4.82 (2008-9).
Factors affecting box office revenue and audience attendance include a decline
in Jazz Festival day pass attendance: $ 3,752 (2006), $ 2,966 (2007), $ 2,628
(2008), and $ 3,064 (2009), which can be tied a general decline in high school
guest participation, explained by experimentation with whether or not to include
show choirs in the jazz festival. The second contributing factor to music
department box office income was the elimination of Bravo, a musical theatre
performance group in 2008-9, a group that consistently experienced abovedepartment-average audience attendance and revenue.
The absence of a concert hall as one of the campus facilities forces the Concert
Choir and Chamber Singers to perform off campus to achieve the desired
acoustical results, thus affecting potential box office revenue over expenses,
since the off campus venues are rented.
C. IDENTIFICATION OF TRENDS
Two to three paragraphs on factors influencing the program: workplace trends,
changes in curriculum/content, changes in pedagogy, and other factors.
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The most significant trends in the commercial Music industry affecting Music
instruction at Fullerton College are the effects of digital technology on the
production, distribution, and sale of contemporary music recordings. With the
tremendous increase in on-line music listening, CD and album sales worldwide
have declined, and many record stores have closed their doors. Consumers now
select only those songs they like, arranging them in personal music listening
play lists, causing music producers to make changes in their approaches to
packaging albums of music, which artists’ work to produce and distribute, and
how to distribute music.
The iPod and MP3 player have made the music listening experience personal
and mobile. iTunes has become the largest distributor of music today, and
Internet radio is becoming increasingly popular as well. Other new ideas in play
are the kiosks to download music in coffee shops and music subscriptions that
deliver music files to car radios and cellular phones. In addition, the expansion of
cell phone applications has revolutionized the delivery of information and
communications, including applications that serve the musician, music educator,
and music listener.
The advent of music recording and editing technology on the personal computer
has allowed the musician to become his/her own producer. The direct effect on
music education is the challenge presented to music schools to inform, help,
guide, and instruct students on how to produce music in the digital age. Rachelle
De Bretagne writes, “From musical composition through to tuning of instruments,
the digital technology available to help is astounding.”
Today’s classroom pedagogy needs to respond to the interesting challenges of
our current generation of students, dubbed “the millennials.” Described as
racially and ethnically diverse, the millennials, say critics, gravitate towards group
activity, identify with their parents’ values more than their predecessors, spend
more time doing homework than watching television, and “believe it is cool to be
smart.” They are also described as confident and compassionate. Daniel Pink,
writes, “Their comfort with technology often leads to a perception that the use of
technology in schools in inadequate.” He continues, “Having grown up in a
customer service culture, today’s students have a strong demand for immediacy
and little tolerance for delays.”
The current budget crisis in California and the nation is hurting music education,
first in reductions to K-12 music programs that feed community college programs
and second in reductions in services and classes offered at college music
programs. The budget crisis at Fullerton College compelled the music faculty
here to confirm the core values and core classes offered before engaging in
reducing class offerings and services. The decision to eliminate a very popular
opera appreciation program manifests the desire of the music faculty not to offer
recreational classes during difficult financial times. Equally important was the
decision of the music faculty to protect the daytime program for music majors and
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make the class reductions to the evening and weekend programs. The challenge
presented by the K-12 budget cuts also includes the question, “what can we do
to assist those K-12 music programs during difficult financial times?”
The budget crisis in California has also produced challenges for music students
intending to transfer to the California State University system and the University
of California system. Reduced access translates into greater competition for few
spots on the lists of accepted transfer students. As a result, The Fullerton
College Music Department feels greater pressure to effectively prepare music
majors for successful transfer to four years schools.
One hundred per cent of the Fullerton College music faculty are working
professional musicians and many teach privately and at local institutions. Their
currency in the professional music world and cognizance at what is going on at
other institutions of music instruction create confidence in the faculty’s ability to
be proactive about how to best serve our music majors and general education
students at Fullerton College.
D. IMMEDIATE SHORT-TERM PLANS
Drawing from the data, external influences, trends in the discipline and College
goals/initiatives, identify concrete activities the program needs to engage in to
modify the program. Can activities be accomplished in 1-2 years?
The Music Department identifies the following objectives as goals and initiatives
for the next 1-2 years:
1. General Department Plans
a. Improved articulation agreements with transfer institutions.
b. Improve communication and respect among the Music faculty
c. Improve faculty advisement for music majors
d. Increase collaborations with other departments, including Dance,
Theatre Arts, Television and Radio, and CIS
e. Implement student learning outcome assessments
f. Defend the music program against disproportionate cuts of arts
education through effective lobbying and strong advertising
g. Participate in the downtown arts scene by providing musical
entertainment for a variety of downtown Fullerton eve
h. Investigate Music Department plans for the FC Centennial
2. Curriculum Plans
a.
b.
c.
d.
New curriculum: Advanced Applied Music,
New curriculum: Music Internship,
New curriculum: Advanced Topics in Music Technology.
Offer MUS 118 History of Rock Music on line.
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3. Personnel Plans
a. Lobby for the replacement of retired faculty.
b. Lobby for the restoration of a 50% administrative assistant to the
Music Department staff ranks.
c. Lobby for the addition of a 50% lab assistant for the Music Technology
program.
d. Seek funding for an expanded guest artist and guest clinician series.
e. Develop more systematic approach to adjunct faculty evaluations
4. Facilities Plans
a. Lobby for an extensive remodeling to the Music Building
b. Lobby for the addition of a Concert Hall to the college facilities
5. Equipment Plans
a. Consistently replace, repair and maintain of the current inventory of
musical instruments,
b. Develop an annual plan for the replacement, repair and maintenance
of the piano collection.
c. Repair and improve all classroom technology and equipment.
6. Music Festivals Plans
a. Increase the number of participants to the Choral Festival, Piano
Ensemble Festival, and Jazz Festival.
b. Increase Jazz Festival revenue over expenses
7. Career Technical Education Plans
a. Create a music recording label at Fullerton College under the auspices
of the Commercial Music program.
b. Develop Career Technical Education articulation agreements with area
high schools and ROP programs.
c. Develop stronger relationships with music manufacturers.
8. Music Theory Program Needs – Short and Long Plans
As the Music program has grown so have two concerns for the Music
Theory program. First, as the program has grown so has the need to find
instructors that can maintain the level required to have the student transfer
successfully. We have worked to retain faculty that have been able to
demonstrate strong teaching skills, strong knowledge of the material, and
academic rigor. This is an ongoing effort and eventually, if the department
continues to grow or stabilizes at a high number, we would benefit by
hiring another full-time faculty member to teach theory and musicianship.
Second, due to the growth of the music department, and with it the theory
program, there has been a limitation as to the rooms available to teach the
required courses. For some courses we have been able to offer more
sections. For others there is no room. This has necessitated the offering of
larger sections of classes up to double enrollment. At times this has
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impacted the ability to work with students in a manner that would be most
beneficial to the student. This has led to some frustration by both the
faculty and students. In the short term this is being addressed by faculty
willing to take larger sections. It has been difficult getting tutors (through
tutoring services) to help out at times. Should finances be available in the
music department it would be helpful to have students tutor directly in the
music department or be TAs to some of the classes at which they have
excelled. In the long term, the ability to have more sections of courses
offered would be beneficial.
E. LONG-TERM PLANS
Drawing from data, external influences, trends in the discipline, and college
goals/initiatives, identify concrete activities the program needs to engage in to
modify the program. Can activities be accomplished in 3-5 years?
Long Term Plans of the Music Department
Facilities Long Term Plans
1. Address the woefully old and inadequate facilities’ failure to address the
current instructional needs of the Music Department and any possibility for
effective expansion of that program.
Key elements of the facility challenges remain:
a. The absence of a concert hall as a performance venue.
b. The poor acoustics, seating, storage, and ambiance of the current Recital
Hall
c. Poor acoustics and storage options within the Band Room.
d. The inadequate number of practice rooms and the poor sound baffling of
the practice rooms.
e. Inadequate sound baffling between the classrooms and among the offices,
where individual music instruction frequently happens.
f. Too few classrooms, including one more lecture hall suitable for 150
enrollment.
g. An undersized recording studio, limited student access and class size.
h. No first floor restrooms for student use.
i. No dressing rooms.
j. No disabled access to 1120, 1120A, and 1120S.
k. Hazardous insulation materials sited by the architectural firm preparing
remodeling documents for the state.
l. Antiquated electrical, plumbing, and HVAC equipment.
m. Insufficient space to the Music Listening Lab (1113) and Computer Lab
(1115L)
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n. Insufficient number of full time faculty offices, creating doubling that
inhibits student access to individual lessons and coaching.
Personnel Long Term Plans
Obtain permission to replace retiring faculty. In spite of growing enrollment and
continually improving efficiency data, the Music Department has not been
permitted to replace retiring faculty or to expand the ranks of the current full time
faculty to meet enrollment growth.
The future full time staffing needs include:
Piano Studies
Voice Studies
Percussion Studies
String Studies
Music Theory
And replacing any full time faculty that retire in the next five years.
Obtain permission to restore one classified position and add another:
Restore Administrative Assistant I, 50%
Add Lab Technician, 50%
Financial Resources Long Term Plans
1. Continue to pursue grant funding to augment base budget allocations to
the Music programs.
2. Continue to pursue Perkins IV funding to maintain technological and
pedagogical currency in career technical education certificates
3. Increase jazz festival revenue over expenses.
4. Develop the Music label as an enterprise activity for the commercial music
program and for the benefit of the performance groups involved in the
label.
5. Increase concert attendance and box office revenue through targeted
promotion and improved pre-planning.
REQUEST FOR RESOURCES
Identify specific resources needed for specific activities (and potential sources for
support).
1. Continued Perkins IV grant funding for the Piano Teaching and
Recording/Production Career Technical Education programs.
2. Increase in Instructional Equipment Funding to the Music Department to
replace existing musical instruments. (state and college allocations)
3. Increase in Instructional Supplies/Lottery Materials funding to address rise
in cost of basic supplies for music education. (state and college
allocations)
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4. Restoration of 50% administrative assistant position to the Music
Department (general funds)
5. Addition of Lab Technician 50% for music technology program (general
funds.)
6. College commitment to seeking funds and approval for a concert hall to be
constructed at Fullerton College, the completion of the Music Building
remodeling project, and the remodeling of Wilshire Auditorium and
expansion of the performing arts facilities at Fullerton College (NOCCCD
Master Plan committee, NOCCCD, and Fullerton College administration)
7. Supplementary funding to provide sound baffling for the current Practice
Rooms (1114)
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