Department of Music
Annual Report, 2008-2009
Submitted by:
Kyle Marrero, Chair
June 27, 2009
Annual Report, 2008-2009
2
Annual Report, 2008-2009
Department/Division: Department of Music
College:
College of Arts and Sciences
Part I-SP, Summary Report on Status of Strategic Planning Goals/Objectives
Program/Function/Service
Strategic Goal/Objectivea
Method of Assessment
Curriculum – Music
Degree Listings per
NASM recommendations
Request and
Implementation of new
degree program – Bachelor
of Music Education
FLDOE – Submission of
portfolio
Full DOE accreditation for
new B.M.E. degree
Curriculum – CCR
process for new course
curriculum requirements
for BFA in Music Theatre
Complete CCR process for
new courses and curriculum
requirement for BFA
New course listing/curriculum
in 2009/2010 catalogue
Facilities Improvement
Complete installation of
lighting system for Music
Hall
Dimmers installed on house
and stage lights and
suspended lights refocused
Facilities Improvement
Complete installation of
permanent PA system in
Installation completed and
operational
Annual Report, 2008-2009
Submission of CCR, Request
for Implementation,
University curriculum, Senate
and BoT approval – final
approval by Board of
Governors
Accreditation achieved with
full DOE approval
Summary of
Assessment
Resultsbc
Full approval at all
levels for
implementation, Fall
2009
Use of Assessment
Results to Improve
Program/Function/Serviced
Utilization of new ALC for
the B.M.E. in assessing
program success
Portfolio was
submitted for review,
February 2009 – no
report has been
issued to date
Theatre Faculty and
Chair have defined
curriculum. CCR
process was
completed by August
2008 and ready for
implementation
August 2009
Suspended lights
were refocused
greatly improving
stage lighting.
Funds were not
available to complete
installation of
dimmers
Funding not
available – continue
Comments and
recommendations from the
DOE will be review and
implemented
Continued monitoring of
integration of BFA program
into music curriculum and
facilities
n/a
n/a
3
Music Hall
Facilities Improvement
Complete addition of
classroom and office in the
old Music Resource center
Completed classroom and
office
Facilities Improvement
Complete installation of
Nautilus Card Readers for
percussion practice room
Card Readers installed
Resource Management
Continue 5 year Library
Resource purchase plan for
scores, reference materials,
and recordings
Complete 5 year purchase
plan
Resource Management
Digitize Music LP collection
Scholarly LP recordings
placed on CD and
catalogued
Personnel
Continued mentorship of 2nd
year new faculty position –
Music Theory/Jazz/Brass
(Joseph Spaniola)
Success and productivity of
new faculty member
Annual Report, 2008-2009
use of portable PA
System
Funding for
2008/2009 was
approved by facilities
and architectural
drawings drafted –
space was fully
renovated creating
new lab area,
classroom and two
offices – January
2009
Card Reader was
installed in January
2009 and is fully
operational
Due to a one-time
allocation of extra
resource monies
(Summer 2008) the
PACE Library was
able to order 15k of
scores, reference
materials and
recordings. Nearly
70% of the 5 year
purchase plan was
completed
LP to CD recorder
was purchased –
OPS funding not
available to cover
labor expenses to
complete project
Continued positive
student evaluations
and improvement in
all areas of
assessment
Additional items such as a
Smart Podium, mounted
digital projector and drop
down screen are still
needed and are awaiting
fund appropriations
n/a
Remaining materials from
list need to be purchased
n/a
n/a
4
Recruitment
Recruit regionally 30 new
majors
Number of fully
admitted/accepted/committed
applicants 2008/2009
Development
Oversee and continue to
develop Phillips Jazz Piano
Competition – secure
endowment commitment
Continued expansion of
competition to a national
purview in marketing and
development
Development
Continue to promote AllSteinway Program Fund
Continued receipt of
endowment gifts to reach
100k level
Development
Naming opportunity for
Music Department
Possible donor identified and
proposal presented
Development
Continue to develop
marketing awareness and
strategy for patron
development
Increase in attendance of
Music events/concerts
Development
Raise 3k with annual
“Concert Showcase”
Money raised from sponsors
and individual patrons as
attendees and sponsors
Annual Report, 2008-2009
Auditioned 54 new
music students. At
this time 33 have
been fully admitted
and committed to
attend
5th Annual Phillips
Jazz Piano
Competition was
expanded to a
national purview with
advertising in
DownBeat and
JazzIz magazines
(last year’s winner
was featured).
Number of applicants
remained relatively
the same
Only small donations
were received this
fiscal year.
Endowment account
currently at 60k
An Estate Plan gift of
the potential donor
has been presented
and is being
seriously considered
Attendance was up
15% over 2007/2008
academic year due
to better marketing
strategies
The 4th Annual
Concert Showcase
was well attended.
2k was netted in
sponsorships and
individual donations
This is a considerable
increase from
auditioned/prospective
students to fully
admitted/committed
students
Future assessment of
eligibility for student
competitors may help raise
the number and level of
overall competition.
n/a
n/a
n/a
The event will continue to
be free and open to the
public to build awareness
of our programs.
Corporate and individual
sponsors will continue to
5
Recruitment/Outreach
Continued development and
implementation of High
School Summer Music
Camp
Raise level to over 40
attendees
Curriculum/Outreach
Continue to develop and
implement plans for Kodaly
Summer Workshop –
FLDOE grant submission
Focus workshop on Level I
certification with up to 20
participants – FLDOE grant
submitted to provide funding
for participants and faculty
Recruitment/Outreach
Continued development and
implemention of “Music
Academy”
The UWF Music Academy
was launched in Fall of 2008
with a PACE Enhancement
Grant of 5k. It was fully
operational for Fall and
Spring, 2008/2009 with 16
students participating
Recruitment/Outreach
Tour with major ensembles
(Symphonic Band, Singers,
Jazz Band/Combo and
Runge Strings)
Regional trips to schools
Annual Report, 2008-2009
Last summer’s camp
had 42 attendees.
This summer it is
schedule for July 1217, 2009
The Kodaly
Workshop currently
has 15 Level I
participants for the
July 21 – July 31,
2009 workshop – if
grant is awarded this
number should
almost double
Full-time faculty will
coordinate and direct
the continuation of
the Academy – the
goal is to be self
sustaining financially
with 20-30 students
per semester
UWF Singers and
Madrigals toured to
local high schools.
Runge Strings and
individual students
performed and
coached with
Escambia Youth
Symphony, the Jazz
Band and Combo
appeared regionally
and the Symphonic
Band played for the
King and Queen of
Spain
provide revenue.
Current economic
conditions seem to be
effecting number of preregistered students
Continued development
and marketing to regional
teachers to ensure future
enrollment
Further assessment of
tuition rate and enrollment
will allow for continued
improvement
Use of smaller groups may
be the more prudent and
affordable means of
providing a regional
presence
6
I. Undergraduate Programs - To be completed by academic units offering degree programs.
Annual Report, 2008-2009
Department/Division:
Department of Music
College:
College of Arts and Sciences
Part I-ALC, Summary Report on Assessment, Academic Learning Compacts (ALC)
Program Titlea: Music Performance
Degreeb BM
CIP Code: 500903
Assessment Measures
1. Capstone Experience – all majors must take either Instrumental Techniques or Choral Techniques
2. Capstone Experience – Senior Recital
3. Jury Exams at the end of each semester
4. Advancement Exam
5. Music Teaching Majors – must pass the professional certification exam, the music subject area test and the
general knowledge test
(State of Florida tests)
6. Alumni Survey – sent out for NASM
7. Exit Survey
Student Learning Outcomed
ALC Domainc
Method of
Assessmente
Summary of Assessment Resultsf
Content
Identify the historical periods in music
1, 2, 3, 4,
5, 6, 7
The majority of students
achieved successful completion
Content
Explain proper performance practices
for each historical period
1, 2, 3
The majority of students
achieved successful completion
Annual Report, 2008-2009
Use of Assessment
Results to Improve
Programg
Implementation of
repertory
requirements for
each area of applied
studies continues to
help to further assess
this category
Implementation and
rigor of repertory
requirements for
each area of applied
Evaluation of
Assessment Planh
Good – there has
been notable
improvement in
this area but
further
incorporation of
historical
knowledge of
repertoire needs to
be incorporated
Good/Excellence –
marked
improvement this
academic year
7
studies has helped to
further assess this
category
Content
Recognize and develop good intonation
1, 2, 3, 4
The majority of students
achieved successful completion
Content
Identify appropriately performed musical
phrases
1, 2, 3
The majority of students
achieved successful completion
Content
Develop Pedagogical techniques
appropriate to area of study
4,5
The majority of students
achieved successful completion
Critical
Thinking
Analyze musical works as to their
harmonic structure and form
1, 2, 3, 4
The majority of students
achieved successful completion
Critical
Thinking
Apply professional techniques to
performance
1, 2, 3, 4
The majority of students
achieved successful completion
Critical
Thinking
Distinguish audibly between works of
different time periods
The majority of students
achieved successful completion
Critical
Thinking
and low quality
The majority of students
achieved successful completion
Critical
Thinking
1, 2, 3, 4,
5, 6, 7
Differentiate between repertoire of high 1, 2, 3, 4
Select appropriate repertoire by
integrating music analysis knowledge
with performance practice
Annual Report, 2008-2009
1, 2, 3, 4
The majority of students
achieved successful completion
Continued focus in
ensembles of
intonation has helped
to further assess this
category along with
more effective
integration of Music
Theory
Continued focus on
stylistic nuances of
musical periods,
ie…Baroque,
Classical, Romantic,
etc…
Students need to
focus on ability of
verbal skills in
explaining/identifying
pedagogical ideas
Better delivery of
basic Music Theory
curriculum has aided
success
Greater demand on
repertoire
requirements at each
level
More incorporation of
listening assignments
in literature courses
Addition of new
literature courses per
NASM standards
have helped further
assess this category
Addition of new
literature courses per
NASM standards
have helped further
though results
vary from studio to
studio depending
on the professor’s
commitment
Good – continued
focus needed
Good/Excellence –
marked
improvement
Good/Excellence –
refocus of efforts
in curriculum
affected
improvement
Good/Excellence –
marked
improvement
Excellent –
continues to be
greatest area of
improvement
Good – continued
focus needed
Good/Excellent –
marked
improvement
Good/Excellent –
marked
improvement
8
Critical
Thinking
Perform a solo recital using appropriate
historical performance practices
2
All students giving recitals
achieved successful completion
Communication
Perform proper musical phrases
1, 2, 3, 4
The majority of students
achieved successful completion
Communication
Create and deliver effective oral
presentations
1
The majority of students
achieved successful completion
Communication
Develop effective written presentations
1
Integrity/Values
Recognize the importance of personal
and professional integrity
1, 2, 3, 4
The majority of students
achieved successful completion
The majority of students
achieved successful completion
Integrity/Values
Adhere to professional performance
standards related to music
1, 2, 3, 4, 5 The majority of students
Integrity/Values
Evaluate the performances of others
honestly and respectfully
1, 2, 3, 4
The majority of students
achieved successful completion
Project
Management
Design reasonable timelines of practice
for performance preparations
1, 2, 3, 4
The majority of students
achieved successful completion
Project
Management
Collaborate effectively with an
accompanist
2, 3, 4, 5, 6 The majority of students
Project
Management
Develop appropriate ensemble
performance and participation skills
6, 7
Annual Report, 2008-2009
achieved successful completion
achieved successful completion
The majority of students
achieved successful completion
assess this category
Greater attention to
overall repertoire
requirements has
elevated the
repertoire selected
The addition of
applied area Studio
Classes has greatly
helped
The addition of
applied area Studio
Classes has greatly
helped
Better delivery of
Methods courses
Better deliver of
Methods courses
The addition of
applied area studio
classes has helped
further assess this
category
New policy guidelines
for Recital
Cancellation have
helped further assess
this category
The addition of a fulltime staff
accompanist
continues to help
further assess this
category
The addition of
ensemble handbooks
has helped to further
assess this category
Good/Excellent –
marked
improvement
Good/Excellent
Good
Good – continued
focus needed
Good/Excellent –
marked
improvement
Good/Excellent –
marked
improvement
Good/Excellent –
marked
improvement
Good
Good/Excellent –
marked
improvement
Good/Excellent –
marked
improvement
though continued
efforts in this area
are needed
9
Based on direct measures of student learning in the domain(s) your department assessed, compare your students’ performance this year to their performance
last year.
[duplicate this section if students were assessed in multiple domains]
Indicate the student learning outcome assessed (check one):
X
Content
Communication
Critical Thinking
Integrity/Values
Project Management
Other (describe)
Based on departmental assessments, student learning in this domain was (check one):
Worse than last year
Equivalent to last year
Slightly better than last year
X
Moderately better than last year
Dramatically better than last year
Cannot be compared (this is the first year for this assessment)
Describe the direct measure used to assess student learning in this domain (e.g., answers to questions included on
an exam, performance on a paper or project scored with a rubric, etc.)
Jury exams and Junior and Senior Recitals.
If you observed changes in student performance on this measure when comparing the two years, briefly describe (in
one or two sentences) the nature of these changes.
Students are more prepared understanding the student learning outcomes in each area of applied study and
professors are adhering to new specific repertoire requirements. Specific literature and technical requirements at
each year of study and unified departmental standards continue to insure programmatic and student success.
Use of Assessment Data for Making Decisions. Describe the process used in your department to evaluate
assessment evidence and make decisions (include dates of relevant department meetings if known). Describe the
decisions made to improve student learning in your program. Describe how these decisions are related to the
assessment evidence collected by your department.
We are fortunate within the music discipline that jury examinations, sophomore advancement exams, and junior and
senior recitals provide assessment evidence throughout an individual students program of study. The entire
department is involved in grading each of these target exams and capstone projects. In a given semester over 70-80
jury examinations, 15-20 junior and senior recitals, and 8-10 advancement exams are processed by the faculty.
There is an open dialogue within the faculty as grades are calculated. Each faculty member assigns a numeric grade
(11=A, 10=A-, 9=B+, 8=B, 7=B-, etc…) which is then averaged to obtain the final grade of a given jury, advancement
exam and recital. In addition to this numeric grade each faculty member provides written comments to the student
adjudicating their performance. Both the numeric grades and the comments become a permanent part of the
student’s record and a means for continued assessment of their progress and the department’s success in delivering
its curriculum.
Annual Report, 2008-2009
10
Use of Assessment Data for Improvement of Assessment Procedures. Describe any changes made to
assessment methods. Explain the relation between these changes and the information obtained from previous
assessments.
The faculty voted unanimously to round .7 calculation averages on juries, advancement exams, and recitals to the
next highest whole number (grade). At least three faculty members must provide a grade for submission.
Describe the Department’s Commitment to Assessment Activities in 2009-2010
Domain(s) to be examined in assessment plan in 2009-2010
We will continue to examine areas of content Areas of content particularly with the delivery of Class Piano. Proficiency
requirements have been addressed and now the curriculum must be integrated with the student learning outcomes.
I believe we will see continued improvement based on a higher level of delivery of this foundation curriculum.
Assessment question(s) to be addressed in 2009-2010
With the new B.M.E. implementation, Fall 2009, we will begin assessment measures appropriate and integrated with
the new ALC. The ALC is included in this reporting document.
Annual Report, 2008-2009
11
II. Graduate Programs - To be completed by academic units offering graduate degree programs.
N/A
III. Academic Foundations / General Education - To be completed by academic units offering courses related
to General Studies.
Annual Report, 2008-2009
Department/Division:
Department of Music
College:
College of Arts and Sciences
Department of Music General Education Foundation Rubric and Assessment Plan
The Department of Music has three courses in the General Studies Curriculum:
MUH 2930 Music Experience: Film Music
MUH 2930 Music Experience: Concert Experience
MUH 2110 Music in Western Civilization (online course)
The two domains that Music Department
has agreed to measure as the contribution to Academic Foundations:
Music Department:
CREATIVITY
Explains unique contribution
Identifies relevant criteria for evaluating success
Assesses quality of creative response accurately
EXPRESSION OF CULTURAL VALUES
Identifies core cultural values
Compares personal values between self and others
Strategizes about the role of differences in values that
contribute to different perspectives
A. The Department of Music continues to provide assessment data of two of our three General
Education course offerings in Fall of 2008. The Chair met with the two full-time faculty members
associated with these courses agreeing upon the rubric, the two domains, and sub-domains.
Though the subject matter and course delivery are very different with each course, we were able
to utilize objective multiple choice testing identifying specific test questions that would supply the
assessment data. Provided below are two detailed assessment reports from the Department of
Music for the Fall 2008 assessment.
ASSESMENTS FOR ACADEMIC FOUNDATION:
MUH 2930 Music Experience: Film Music - FALL 2008
Brief description of the Basis of Performance: The questions from the mid-term exam and the final exam.
Because these are online exams multiple choice and true false questions were used. Therefore, the students either
meet the expectation or fail to meet the expectation. It is impossible to judge if they exceed the expectation with
multiple choice and true false questions.
Summary of the Students Performance
Annual Report, 2008-2009
students enrolled: 110
12
CREATIVITY
Exceeds Expectation
Explains unique contribution
Meets Expectation
90%
Fails to Meet Expectation
10%
Identifies relevant criteria for
evaluating success
98%
2%
Assesses quality of creative
response accurately
82%
18%
EXPRESSION OF CULTURAL VALUES
Exceeds Expectation
Identifies core cultural values
Meets Expectation
98%
Compares personal values
between self and others
Strategizes about the role of
differences in values that
contribute to different
perspectives
Fails to Meet Expectation
2%
81%
19%
87%
13%
How will these results influence your course design next time?
This class was statistically somewhat higher than last year’s class in the area of creativity. The third item (Assesses
quality of the creative response accurately) while better, is still the lowest area. I will continue emphasize the quality
of the music more and how to judge the quality of the music.
How did the changes I made from last year’s assessment (2007) affect this class?
This year I stressed the quality of music and spent more time on how to judge the quality of the music. As a result,
the class scored 7% better on “Assesses the quality of creative response accurately”.
This year I lectured more before the movie “To Kill a Mockingbird” about racism and how we react to people with
disabilities. For some reason, the class apparently did not make the connection to the movie. Next semester, I will
put more emphasis on how the plot addresses these issues.
What recommendations can you make to the department to improve the quality of this experience for future
students?
The course will be taught next semester in the Mainstage Theater and works beautifully there. Every effort needs to
be made to keep this course in the Mainstage Theater. An institution wide attendance policy (ie. drop a student on 4th
absence) would help.
ASSESMENTS FOR ACADEMIC FOUNDATION:
MUL 2110 Music in Western Civilization - FALL 2008
Brief description of the Basis of Performance:
For this assessment, I used the results of the three quizzes and the final exam from my on-line class Music in
Western Civilization. The format of multiple choice questions allowed me to determine whether the students met or
failed to meet the expectation.
Summary of the Students Performance - students enrolled: 114
Annual Report, 2008-2009
13
CREATIVITY
Exceeds Expectation
Explains unique contribution
Meets Expectation
89.6%
Fails to Meet Expectation
10.4%
Identifies relevant criteria for
evaluating success
86.4%
13.6%
Assesses quality of creative
response accurately
96.6%
3.4%
EXPRESSION OF CULTURAL VALUES
Exceeds Expectation
Identifies core cultural values
Meets Expectation
91.7%
Compares personal values
between self and others
Strategizes about the role of
differences in values that
contribute to different
perspectives
Fails to Meet Expectation
8.3%
81%
19%
76.4%
23.6%
How will these results influence your course design next time?
There have been several changes in the format of the course this year.
1. I am using the newest, 6th edition of the “Music: An Appreciation” textbook by Roger Kamien.
2. This semester, I have reduced quiz and Final Exam time by 20 minutes. In my opinion, now the quiz results more
realistically reflect the students’ knowledge of the course material, there understanding of the intricacies of the
development of the Western music within the context of the Western culture at large, as well as students’ knowledge
of the historical data and music itself. Despite the more stringent test conditions, the number of students in class
increased, and the number of students who dropped the class during the semester remained unchanged. The
average results of quizzes and of the final grades went down by approximately 3 - 5%. The survey showed that the
more difficult questions regarding the expression of cultural values have created more difficulties for the students
during the stringent conditions of quizzes than the general questions regarding the factual knowledge of the material.
Next semester, I am going to put more emphasis on the preparation students in the following areas: 1) strategizing
about the role of differences in values that contribute to different perspectives; 2) and comparison of personal values
between self and others.
What recommendations can you make to the department to improve the quality of this experience for future
students?
My one remark applies not to the Department of Music directly, but rather involves another University unit:
I would like to see the dramatic positive change in the University Bookstore’s ordering practices: despite this
faculty’s best efforts and numerous inquiries, it is often an unknown at the beginning of a semester if the
Bookstore had indeed acquired the correct number of correct textbooks with all the necessary CDs and CDroms.
Annual Report, 2008-2009
14
Department/Division:
Department of Music
College:
College of Arts and Sciences
Part II-A, Major Unit Accomplishments and Changes in Programs and Services
List major department/division accomplishments and changes in programs and services for 2008-2009.
(Add lines as needed.)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Per NASM recommendation, the new Bachelor of Music Education degree was submitted
for implementation effective Fall 2009. Full approval has been granted by the Board of
Trustees and Board of Governors including the 134 credit hour curriculum model.
The new B.M.E. dossier was sent to the Department of Education, complete with
curriculum mapping. We are awaiting approval from the D.O.E. but have no reason to
believe there will be issues.
SGA Funding continued for Music Department, 35k annually.
Approval and implementation of an equipment fee linked to applied lessons helped with
purchase of necessary instruments.
One-time allotment of 30k allowed for equipment purchases including new timpani,
marimba, bass clarinet, and flugel horn.
Completed revision of Department T&P requirements incorporated into new draft of Bylaws.
Through coordinated marketing efforts record attendance for Music events.
Facility funding for 2008/2009 fiscal year for renovation of music resource center.
Construction was completed in January 2009 providing two new offices, a new classroom
and updated computer lab. Next phase will be to provide Smart Classroom equipment
for the new classroom.
Performed for the King and Queen of Spain during their visit in February 2009.
4th Annual Concert Showcase raised $2,000.
Finalized redesign and update of Department Website per new template.
Continued major library resource purchase based on 5 year plan.
Secured large estate planned gift which includes over 4,000 CDs and LPs for music
listening resource.
Produced 5th Annual Phillips Jazz Piano Competition – returning to the Saenger Theatre.
Continued high level of recruitment numbers – 51 total applicants to the Department of
Music for Fall 2009. Currently 32 are committed for Fall 2009. This is an increase in
percentage of “captured” students.
PACE Enhancement grant for Music Academy enabled the first full year of operation.
UWF Summer High School Music Camp continued with 42 participants.
Installation of Nautilus Card Reader for percussion practice room.
New furniture purchased for CFPA. This is will be phased in plan to replace all of the
outdated furniture.
Annual Report, 2008-2009
15
Annual Report, 2008-2009
Department/Division:
Department of Music
College:
College of Arts and Sciences
Part II-B, Distinguished Individual (Faculty, Staff, and Student) Accomplishments
List college/departmental distinctions earned by faculty, staff, and students during 2008-2009.
(University- and Academic Affairs-level recognitions—such as promotion, tenure, Distinguished Teaching
Award—need not be listed. This information is already available in the Provost’s Office.)
A. Faculty
Kyle Marrero (Chair):
● Artistic Director, Pensacola Opera, 2000-present
● Stage Director, Aida, Pensacola Opera, May 2009
● Produced, Cosi fan tutte, Pensacola Opera, January 2009
● Stage Director, Widow’s Lantern, Pensacola Opera - Workshop, March 2009
● Stage Director, Des Moines Metro Opera, Apprentice Artist Program, Summer 2008, 2009
● Invited addresses – Pensacola Rotary Club, Leisure Learning.
● Judge – Metropolitan Opera, Southern District, Vocal Competition; Charles Lynman International Vocal
Competition.
● Conducted UWF Singers and Madrigals Concerts
● Produced, Directed and Conducted UWF “Concert Showcase”
● Member, CAS Leadership Group
● Member, Board of Trustees, Rehabilitation Foundation of Northwest Florida
● Search-committee member for the Musical Theater position (Spring 2009)
Richard Glaze:
● Conducted 4 UWF Symphonic Band concerts including “Lights, Camera, Actin/Adventure”
● Conducted Music department gala, Festival on the Green, Spring Graduation
● student Fee Committee (2004-present)
● Attended the Florida All State Conference in Tampa - ran a booth advertising the department (January
2009)
● Contracted and conducted the Orchestra for the Theater Department musical Into the Woods
● Invited to speak to the Leisure Learning Society – topic “The History of Film Music 1950-present” –
March 2009
● Solo Clarinet Recital November 2008
Lynne Lauderdale:
● Organist, First Baptist Church, Ongoing since 1981
● Accompanist and percussionist for First Baptist Church Orchestra Concert, August 3, 2008
● Accompanist for Metropolitan Opera Bass, Jeffrey Wells, in concert at First Baptist Church, August 10,
2008
● Accompanist for the Gulf CoastChorale, 2008-2009 Season (five concerts this year)
● Organ Soloist, UWF Concert Showcase, September 26, 2008
● Faculty Organ Recital, October 12, 2008
● Judge, Mozart Competition, Fort Walton Beach, FL, October 18, 2008
● Organ Soloist, "Organ Spectacular" Concert, Pensacola Chapter of the American Guild of Organists,
October 19, 2008
● Organist, UWF Commencement Ceremonies, December 13, 2008
● Faculty Chamber Music Recital, March 20, 2009
● Assisted in the production ofthe Phillips Jazz Piano Competition, April 3 & 4, 2009
● Organist, UWF Commencement Ceremony, May 2, 2009
Annual Report, 2008-2009
16
Hedi Salanki:
● Visiting professor at the Vivace International Music Festival (June, 2008)
● Performed Bach Goldberg Variations in Lancaster, PA
(June 2008)
● Co-presenter and moderator at the Improving University Teaching International Conference in Glasgow,
Scotland July 2008
● Performed at UWF Annual Showcase (September, 2008)
● Judge and lecturer at the Clara Cullell International Piano Competition in Costa Rica (October,2009)
● Faculty Recital - Bach Horn Trio (November, 2008)
● Performed in Chamber Music Recital, presented by PSO,
St. Paul Church (November 2008)
● Performed an all Baroque program with violinist Juliette Kang and the PSO (December,2008)
● Performed in Handel’s Messiah with the PSO and Choral Society (December, 2008)
● Judge - FMTA Piano Competition. Tallahassee(February, 2009)
● Faculty Recital - Music of Hugo Wolf (March, 2009)
● Prepared the Annual Steinway Celebration Concert
(March, 2009)
● Performed with Joshua Smith, Principal Flutist of the Cleveland Orchestra (April, 2009)
● Received the Distinguished Scholarly and Creativity Achievement Award (April, 2008)
● Co-Chair of the Tenure and Promotion Implementation Committee (2005-present)
● Search-committee member for the Musical Theater position (Spring 2009)
Joseph Spaniola:
● Completed musical work, Klempirik Farms for String Orchestra, Oboe and Bassoon, commissioned by
Runge Strings
● Completed musical work, Northwest Star for Choir and Band, commissioned by Northwest High School,
Jackson, Mi
● Completed musical work, The Mute's Lament for Voices, Signers and Piano, Commissioned by the
Pensacola Opera for Two Worlds: a Partnership Between Pensacola Opera and Deaf and Hard of
Hearing Services of Northwest Florida
● Completed Water Fanfare for Brass Ensemble, May 2009. Made possible, in part, by a grant from the
University of West Florida
● Published The Three Graces for Band and Woodwind Soloist, Musica Propria, September 2008
● Published Chatwood Springs for Band, Musica Propria, September 2008
● Published Water Fanfare for Band, Musica Propria, September 2008. Made possible, in part, by a grant
from the University of West Florida
● Performed Images 1C for Piano at ComposerFest IV, Pensacola Junior College, September 2008
● Guest artist, Trombone, Stardust for Jazz Ensemble, UWF Jazz Ensemble, November 2008
● Guest artist, Trombone, Bond, James Bond, UWF Symphonic Band, April 2009
Musical work, Water Fanfare for Band premiered at the Midwest Clinic (Chicago, IL), an international
band and orchestra conference, performed by Penn High School (Mishawaka, IN), December 2008
● Musical work, Water Fanfare for Band performed at Lincoln Center (New York, NY) as part of the
Excellence in Education Concert Series, performed by the Las Vegas Academy Symphonic Band (Las
Vegas, NV), April 2009
● Musical work, The Mute's Lament for Voices, Signers and Piano, premiered at Two Worlds, A
partnership between the Pensacola Opera and the Deaf and Hard of Hearing Services of Northwest
Florida, performed by Pensacola Opera's Artist in Residence, May 2009
● Completed Conducting Symposium (30 contact hours of study) at Michigan State University (East
Lansing, MI)
● Served as a judge for the Music Teachers National Association (Florida Region) student composition
competition
● Member, UWF USPS Educational Leave with Pay Committee
● Arranged and created a synthesized version of the UWF Alma Mater for the university’s Development
webpage
● Clinician, Pine Forest High School Jazz Band, November 2008
Annual Report, 2008-2009
17
● Clinician, Gulf Breeze High School Jazz Band, February 2009
● Arranged Memphis Underground for Angela Snell, MT-BC (Music Therapist) of the Monroe County
(Michigan) ISD, Monroe High School Jazz Band and jazz-flutist, Alexander Zonjic, April 2009
● Conducted UWF Jazz Ensemble and Jazz Combo concerts
● Attended and manned UWF Information Booth at the Florida Music Educators Association Conference
(Tampa, FL), January 2009
● Producer of The United States Air Force Academy Band's nationally distributed recording Colorado
Blue, (December 2008 release)
Leonid Yanovskiy:
● Concertmaster, Pensacola Symphony Orchestra, 2000 – Present
● Concertmaster, Northwest Florida Symphony Orchestra, 2007 – Present
● Concertmaster, Pensacola Symphony Orchestra, Pensacola, FL, 11 Concerts
● Concertmaster, Pensacola Symphony Orchestra with Pensacola Opera, 7 Performances
● Concertmaster, Northwest Florida Symphony Orchestra Niceville, FL, 6 Concerts
● Solo Violin with the Russian National Orchestra, Moscow in Symphonic DVD Film Every Matter under
Heaven. An American Oratorio. International TV broadcast; TV channel Baierischen Rundunks-alfa.
Germany. November 18, 2009
● Violinist with Yanovskiy, Rath, Oei Piano Trio. Essence of Morality Audio CD. Other artists on the CD: ●
● President Jimmy Carter, narrator, the Center for Contemporary Music Moscow, S. Griffith, soprano.
LJM Publishing US Release November 2008
● Interview and concertmaster with Pensacola Symphony Orchestra. WSRE Documentary Pensacola
Symphony Orchestra. Release April 2009
● Review in the Choral Journal, the Official Publication of the American Choral Directors Association, May
2008
● Soloist with Morris Consort Chamber Orchestra, Morristown Unitarian Fellowship, Morristown, NJ, April
4, 2009
● Soloist in two concerts with Pensacola Symphony Orchestra, First United Methodist, Pensacola.,
December 31, 2008
● Soloist with Northwest Florida Symphony Orchestra, Mattie Kelly Arts Center,
Niceville, FL, November 1, 2008
● Soloist with UWF Runge Strings Orchestra, UWF Music Hall, April 11, 2009
● Soloist. Two Chamber Music Performances, Morristown Unitarian Fellowship Morristown, NJ, April 5,
2009
● Soloist. Solo Recital, First Baptist Church of Shawmut, AL, August 17, 2008
● Soloist. Chamber Music / Solo Recital, St. Francis of Assisi Episcopal Church, Gulf Breeze, FL,
December 14, 2008
● Violinist. Chamber Music Recital with P. Rubardt, R. Jernigan, B. Gabriel, Messiaen: Quartet for the
End of Time, St. Paul Catholic Church of Pensacola, November 14, 2008
● Soloist. Solo Recital, Temple Beth-El, Pensacola, August 10, 2008
● CAS RAC Travel Award for solo violin performance in the World Premiere of Symphony No.9 by Lee
Johnson in Morristown, NJ, January 2009
● Lecture Recital Proposal Accepted for Presentation: “Symbols of National and Cultural Identity in
Stravinsky’s Suite Itallienne.” Multidisciplinary Academic Conference. Swiss Federal Institute of
Technology (ETH) Zurich, July 2 – 5, 2008
● Member of Minority Scholarship Working Group (2009 – Present)
● Member of University Honorary Awards and Recognition Committee (2006 – Present)
● Member of University Faculty Senate (2006 – 2009)
● Member of University Governance Committee (2007 – 2009)
● Member of Ad Hoc Family Programs Exploratory Committee (2009)
● Organized and presented UWF Runge String Ensemble recital, UWF Music Hall, April 25, 2009
● Organized and presented three chamber music student performance at Azalea Trace Retirement
Community, January 11, April 14, April 21, 2009
● Adjudicator, Music Convocation, Pensacola Christian College, April 16, 2009
Soloist, Chamber Music Recital, Veranda Retirement Community, January 25, 2009
● Soloist, Performance, Temple Beth El, Pensacola, October 8, 2008
Annual Report, 2008-2009
18
B. Staff
Blake Riley, Staff Pianist:
● Accompanist, Music Teachers National Association (MTNA) Regional Competition, Tampa, FL.
● Accompanist, National Association of Teachers of Singing (NATS) Regional Competion, Mobile, AL.
Recital with Jane Redding, Soprano; NATS fall workshop. Birmingham, AL.
● Orchestral Pianist, Pensacola Symphony Orchestra.
● Judge, Tallahasee Music Teachers Association Piano Competition. Tallahassee, FL.
● Rehearsal Pianist, Pensacola Opera productions of 'Aida' and 'Cosi Fan Tutte'.
● Salon Series Recitals with Chauncey Parker, Elise Quagliata, and the Young Artists of the Pensacola
Opera.
● Special Performance with Mezzo Soprano, Elise Quagliata at the Royal Society Luncheon in honor of
King Juan Carlos I and Queen Sophia of Spain
● Piano Soloist, Panorama Series, Olive Baptist Church.
● Pianist, 'Suessical', Pensacola Little Theatre.
● Pianist,Premiere, 'The Mute's Lament' by Joseph Spaniola.
● Pianist, Gulf Coast Premiere, 'Every Matter Under Heaven', Lee Johnson
● Collaborative Pianist for Recitals with UWF Faculty Members Richard Glaze, Sheila Murphy, Jeff
Leenhouts, Lynn Lauderdale and Kyle Marrerro as well as UWF Student Recitals. Concerts with the
UWF Singers, Madrigals.
B. Students
Student accomplishments:
● Jenny Zeng was accepted at Yale, Harvard and Stanford, choosing Yale
● Jonathan Ziegler was accepted in the Graduate Performance Program at FSU, School of the Arts in NC
and Tennessee State University, selecting TSU
● Five first place prizes at the PMTA’s Annual Sonata Contest
● First and second prizes at the District Concerto Competition
● Bolton Ellenberg performed Schumann’s Piano Concerto with the Northwest Florida Symphony
Orchestra
● Seventeen UWF Voice Students competed in the National Association of Teachers of Singing (NATS)
Southeastern Region Vocal Competition (Alabama, Florida and Georgia). Five we selected as finalists
with two First Place, two Third Place and one Honorable Mention.
● Molly Hodges received First Prize at the Pensacola Music Teachers Association Sonata Contest
(Collegiate Level), March 14, 2009
● Larkin Dooley received Second Prize at the Pensacola Music Teachers Association Sonata Contest
(Collegiate Level), March 14, 2009
Annual Report, 2008-2009
19
Annual Report, 2008-2009
Department/Division:
Department of Music
College:
College of Arts and Sciences
Part II-C, Community Engagement Activities (Faculty, Staff, and Student)
Information about community engagement will be used to document the University’s activities related to
its service mission, to comply with a new SACS standard pertaining to community service, and to support
the University’s application for classification by the Carnegie Foundation as a “community engagement”
institution.
List all college/departmental community engagement activities with participation on behalf of UWF by
faculty, staff, and students during 2008-2009. Please include a very brief description of the Activity, the
Community Partner, the Time Commitment (identify as hours per week, hours per month, hours per
semester, or hours per year), and a very brief description of the Outcome/Impact of the activity.
Examples of community engagement activities include participation on community-based projects,
organization and/or presentation of cultural community events, faculty scholarship related to community
action, student scholarship related to community action, participation on community organization boards,
and community-based student learning activities such as service learning projects, internships, and
capstone experience projects.
Department of Music – Community Activities/Engagement:
Outside Activities
Kyle Marrero – Artistic Director - Pensacola Opera Company; speaker – Pensacola Rotary Club; judge –
District/Regional Metropolitan Opera Council Auditions; Guest Clinician – District 1 High School Choral
Festival
Hedi Salanki – judge – District & Regional Competition of the Music Teachers National Association;
producer – Old Christ Church Noon-day Concert Series
Leonid Yanovskiy – Concertmaster - Pensacola Symphony; clinician – Escambia County Youth
Orchestra; clinician – NW Florida Youth Orchestra; Concertmaster – Northwest Florida Symphony
Orchestra
Lynne Lauderdale – Organist - First Baptist Church Pensacola; organized and programmed student
recitals for the Music Study Club of Pensacola; judge – Ft. Walton Music Teachers Association Student
Competition
Richard Glaze – Over 250 hours each year in Escambia & Santa Rosa School Systems assistance in
developing and growing band programs; clarinet advisor – National Federation of Music Clubs
Joseph Spaniola – judge – MTNA Florida District Competition; Clinician – Pine Forest High School Jazz
Band
Blake Riley – pianist/coach – Pensacola Children’s Chorus, Pensacola Opera, Pensacola Symphony
Programmatic Activities
UWF Singers/Madrigals perform at schools throughout Escambia and Santa Rosa Counties
UWF Symphonic Band performance for King and Queen of Spain
UWF Jazz Band & Combo performance at Pensacola Jazz Festival
Annual Report, 2008-2009
20
Organize & Present - Phillips Jazz Piano Competition
Azalea Trace Third-Thursday Concerts
Summer High School Music Camp
Kodaly Workshop for Music Teachers
Hosting Bellfest performances
Hosting Area Flute Festival
Hosting Pensacola Music Teachers Association Competition
Pensacola Symphony Orchestra
Partnership Agreements with Pensacola Symphony Orchestra and Pensacola Opera
Organization of Student Performers for numerous events throughout the region (weddings, corporate
events, fundraisers, etc.)
Annual Report, 2008-2009
21
Annual Report, 2008-2009
Department/Division:
Department of Music
College:
College of Arts and Sciences
Part III-A, Strategic Planning Goals/Objectives for 2009-2012 (specify time frame; e.g., 2009-2010,
2009-2014).
List strategic plan goals/objectives and planned method of assessment (if applicable).
Strategic Goal/Objectivea
Method of Assessmentb
Deliver new Bachelor of Music Education degree
ALC and SLOs (see appendix)
Deliver in conjunction with Theatre Department new
Integration of facility and resources, their impact
Bachelor of Fine Arts in Musical Theatre
on music department operations.
Complete installation of SMART Classroom
Funding and implementation by Spring 2010
equipment in new music classroom
Complete installation of permanent PA System in
Funding and implementation by Fall 2010
Music Hall
Funding approved – construction completed by
January 2009
Digitize Music LP collection
Ongoing…
Purchase new chairs and music stands
Fall 2009
Further development of equipment fee to include all
Fall 2010
majors and minors
Recruit regionally 30 new majors
Already accomplished for this coming Fall –
continuation of this goal will help reach goal of
120 music majors in by 2012
Oversee and continue to develop Phillips Jazz Piano
Continue marketing and development plan
Competition – secure endowment commitment
exposing competition to a national purview
Continue to promote Steinway Program Fund
Endowment account 50% funded for maintenance
of Steinways ($50,000)
Purchase new instruments and equipment
Fall 2009 - continuous
Continue to develop marketing awareness and
Continued increase in attendance of Music
strategy for patron development
events/concerts
Raise k3 with annual “Concert Showcase”
Money raised by sponsors – event is free and
open to the public
Further development of Summer Music Camp
Raise registrant level to over 50 attendees
Further development Kodaly Summer Workshop –
Raise registrant level to over 30 attendees
granting opportunities
Further development and implementation of Music
Registration level at 30 students by end of
Academy
academic year 2009/2010
Tour with major ensembles and small ensembles
Regional trips to schools
(Symphonic Band, Singers, and Runge Strings)
Further development of Music Hall Artist Series
Raise attendance numbers and budget
Add one new permanent faculty line through
Identify possible donor - 2011
Endowment Gift – Voice
Develop true liberal arts BA with Music emphasis
CCR process completed by Fall 2012
Develop Masters of Music program
CCR process completed by Fall 2012
Increase overall enrollment to 120 majors
Number of full-time admitted/accepted/committed
(undergraduate)
students by 2012
Raise music endowment to 2 million dollars
Gifts in hand and pending - 2011
Develop new construction and fundraising plan for
Architectural plans completed and initial fund
Art/Music/Theater addition to CFPA
established - 2011
Naming opportunities - Music Hall/Mainstage Theatre Endowment Gift Signed - 2011
Annual Report, 2008-2009
22
Annual Report, 2008-2009
Department/Division:
Department of Music
College:
College of Arts and Sciences
Part III-B, New Degree Program Projections
This section to be completed only by the Dean for the college-level annual report.
List new degree programs and specializations under consideration and planned year of implementation.
Program Title
Levela
New Degreeb
Yes
aFor
No
New
Specializationc
Yes
No
Implementation
Year
example, BA, BSBA, MEd.
degrees not currently offered as stand-alone programs; will require submission of requests to Faculty
Senate and Board of Trustees.
cFor new specializations within an existing degree program; will require submission of request to Faculty
Senate but not to Board of Trustees.
bFor
Annual Report, 2008-2009
23
APPENDIX I: Music Department ALC
Music Department - Academic Learning Compact
September 2005
MUSIC
Mission Statement
The Department of Music offers a personalized education at the baccalaureate level to
equip students to perform at professional levels and to think critically as musicians and
educators. This personalized education is augmented by numerous performance and
ensemble opportunities. The department sponsors musical performances both alone
and in conjunction with the theater and art departments to reach out to both the
university and the community.
Student Assessment
Students are expected to achieve levels of competency representative of their level of
study in applied music. Jury exams are required each semester to assess student
progress and constitute 50% of the final applied grade. Admission to the Junior Level
(Advancement Exam) must be approved by the faculty at the end of the sophomore
year. All students must perform juried recitals; performance majors present a junior and
senior recital, music students in the teaching track present a senior recital.
Student Learning Outcomes
Content
 Identify visually and aurally chords and proper part writing technique





Identify the historical periods in music
Explain proper performance practices for each historical period
Recognize and develop good intonation
Identify appropriately performed musical phrases
Develop Pedagogical techniques appropriate to area of study
Annual Report, 2008-2009
24
Music Department - Academic Learning Compact (continued)
September 2005
Critical Thinking





Analyze musical works as to their harmonic structure and form
Apply professional techniques to performance
Distinguish audibly between works of different time periods
Differentiate between repertoire of high and low quality
Select appropriate repertoire by integrating music analysis knowledge with
performance practice
 Perform a solo recital using appropriate historical performance practices
Communication
 Perform proper musical phrases
 Create and deliver effective oral presentations
 Develop effective written presentations
Integrity/Values
 Recognize the importance of personal and professional integrity
 Adhere to professional performance standards related to music
 Evaluate the performances of others honestly and respectfully
Project Management
 Design reasonable timelines of practice for performance preparations
 Collaborate effectively with an accompanist
 Develop appropriate ensemble performance and participation skills
Job Prospects for Music Majors










High School/Middle School Band Director
High School/Middle School Choral Director
Elementary Music Specialist
Symphony Musician
Concert Soloist
Opera Singer
Studio Musician
Church Musician
Music Retail
Private Music Studio
Find Out More about Music at UWF:
www.uwf.edu/music
MUSIC
Annual Report, 2008-2009
9/28/05
College of Arts & Sciences
25
Music Department - Academic Learning Compact
B.M.E.
MUSIC – Bachelor of Music Education
Mission Statement
It is the mission of the Music Education Program of the Music Department, at the University of
West Florida, to provide for our students the highest quality courses and clinical experiences,
using the latest materials and trends in music education, as we prepare them to become highly
qualified teachers, who attain their P-12 Florida Certification.
Student Learning Outcomes
Content
 Identify the cognitive, linguistic, emotional, and physical needs of the child from birth
to adolescence and match them appropriately to instructional plans
 Develop pedagogical techniques appropriate to area of study (e.g., musical phrasing,
intonation, etc.)
 List appropriate organization of rehearsals and classroom activities to include music
history, music theory, listening skills, performance, and sight-reading as integral parts
of instruction
 Identify appropriate skills, teaching strategies, and sequence of concepts for
developing students' musical independence
 Identify factors in creating a music curriculum that provides a balance of musical
experiences for all students
 Identify trends and research affecting music curriculum development and instruction
 Describe strategies for incorporating current resources from media, technology (e.g.,
sound recording and reproduction systems, visual aids) and professional organizations
in instruction
 Characterize the historical periods in music, including how performance practices vary
Critical Thinking







Collect and use data gathered from a variety of sources, including formal and informal
measures, to develop educational goals
Master performance assessment techniques to promote and measure the thinking skills
of students
Analyze musical works as to their harmonic structure and form
Apply professional techniques to performance
Distinguish audibly between works of different time periods
Differentiate between repertoire of high and low quality
Select appropriate repertoire by integrating music analysis knowledge with
performance practice
Annual Report, 2008-2009
26
Communication





Communicate accurately and effectively through oral presentation skills and the
written word to deliver high quality education for students
Establish high performance expectations for students and communicate these
expectations to the students
Perform proper musical phrases
Create and deliver effective oral presentations
Develop effective written presentations
Integrity/Values








Engage in continuous improvement activities
Adhere to the Code of Ethics and Principles of Professional Conduct of the Education
Profession
Select teaching strategies that motivate and promote students' musical growth,
independence, and creativity
Evaluate the effectiveness of music instruction in terms of content, process, and
teacher self-evaluation
Recognize the importance of personal and professional integrity
Adhere to professional performance standards related to music
Evaluate the performances of others honestly and respectfully
Seek the involvement of students to design effective learning experiences to meet
students’ needs and interests
Project Management







Develop a repertoire of realistic projects and problem solving activities that will enable
students to improve their life skills and creative thinking abilities
Design and establish effective learning environments that are conducive to high
achievement of students
Select music literature and materials appropriate for students' capabilities and musical
maturity, including adaptation if warranted
Identify techniques for developing students' creative musical skills (e.g., improvisation,
composition, listening skills, sight reading, performance skills)
Design reasonable timelines of practice for performance preparations
Collaborate effectively with an accompanist
Develop appropriate ensemble performance and participation skills
Diversity Skills
 Practice and teach strategies of tolerance and acceptance related to individual and





cultural differences
Create educational climates that foster openness, inquiry and concern for others
Employ suitable strategies resulting in successful conflict resolutions
Use appropriate ESOL strategies and instructional methods to develop experiential and
literary activities to effectively deliver instruction to ESOL students
Identify appropriate instructional strategies for the exceptional student
Identify the relationships between music, the other arts, and disciplines outside the arts
Annual Report, 2008-2009
27
Evaluation of Student Learning Outcomes
Music Education students are expected to maintain an electronic portfolio using the TK20
software. Students are expected to achieve levels of competency representative of their level of
study in applied music. Jury exams are required each semester to assess student progress and
constitute 50% of the final applied grade. The portfolio will be reviewed at each jury exam.
Admission to the Junior Level (Advancement Exam) must be approved by the faculty at the end
of the sophomore year. The students will be interviewed at the advancement exam to assess their
progress in the music education program. The students will be evaluated by both a University
coordinator and Supervising teacher during their semester of student teaching and are expected
to create concise, understandable lesson plans.
Job Prospects for Music Majors
High School/Middle School Band Director
High School/Middle School Choral Director
Elementary Music Specialist
Studio Musician
Church Musician
Music Retail
Private Music Studio
Find Out More about Music at UWF:
http://uwf.edu/music
Annual Report, 2008-2009