Associate of Fine Arts DTA/MRP Workgroup Meeting
Friday, February 20, 2015
Central Washington University
Barge Hall, Room 304
10:00 AM – 2:00 PM
Notes
1. Participants included: John Sanders, Edmonds; Jay Krumbholz, Spokane Falls; Juel Iwaasa, Wenatchee; James
Cauter, Seattle Central; Ken Owen, Pierce; David Blink, Yakima; Elaine Gardner Morales, Peninsula; Todd
Shiver, CWU; Lori Braunstein, CWU; Greg Yasinitsky, WSU; Jim West, WSAC; Joyce Hammer, SBCTC; Jane
Sherman, COP.
2. Workgroup charge review. We reviewed the workgroup charge, notes from last meeting, two options
developed at our last meeting, and other progress to date.
3. WUMA meeting review. Ken and Jay provided a summary of Washington University Music Administrators
(WUMA) Meeting participation in Spokane, February 14th. Generally the administrators were supportive of a
transfer degree. It was suggested that the workgroup look at the standards for national associations of Music.
All universities present at the meeting were willing to send placement exams to community colleges. They
agreed it would be good to have a statewide agreement so that they would not have to go to every
community college music program for articulation agreements.
Examinations at junior level. Administrators mentioned that it appeared some transfer students though were
not ready for junior level music and that, even though admitted, still needed to pass the upper division exams.
All students are subject to testing.
Further exam detail: Each baccalaureate student must complete a standard exam. It is an upper division
student exam, also known as a junior qualifying exam. This must be completed before they finish their
program. It is usually a ½ hour performance and then some questions. Students need the junior
comprehensive before moving on to junior and senior level performance.
4. Discussion. Topics covered included: variance in theoretical testing requirements at colleges and universities.
Maximizing financial aid options for students was an additional rationale presented for developing a pathway
for music majors.
WSU - Greg provided copies (electronically, forwarded to the group following the meeting and attached) of
WSU’s Piano proficiency examination and Transfer student Theory placement exams. He mentioned that
everything generally transfers to WSU and does not see an issue at this point for WSU. Students need to take
the Theory placement exam and they will allow students to take this at the CTC. The piano proficiency exam is
required of everyone in their program. WSU is ready to go now with an agreement.
CWU Todd described the 4 year Music degree. They (and other BI) would like to have a pathway to our
schools. They currently have agreements with Spokane and Edmonds that seem to be working. Auditions,
keyboard, and theory are the challenging areas for transfer students. CWU has more information on their
website, including junior level examples of performance requirements and the syllabus of the program that
could be used by CTC as a study guide.
They generally place transfer students into freshman level performance classes to begin but then move up
based on performance. Have auditions for these students. At CWU, Music students are taking core
requirements all the way through the program if admitted as freshman. It would not be a problem if transfer
students had these requirements satisfied before transfer.
CWU gives the theory examination to transfer students during transfer orientation in June. It might be
possible for the CTC to administer these examinations but more internal discussion needs to occur.
CTC - CTC can build a degree and advise appropriately. CTC like the idea of offering the theory exams at the
end of the second year so students don’t forget.
IDEAS: Perhaps we could have a common testing and/or portfolio system. Each BI music program would ask
for the portfolio of work. So students could get a personal assessment at all BI – UW, EWU, WWU, etc. We
could also build a ‘bank of sounds’ of someone playing at required levels of success to inform students of
expectations at the next level.
5. Review of options. We reviewed and discussed two options developed at our last meeting – DTA or AFA. We
outlined both and attempted to determine which pathway will be best for students and for music programs.
The DTA could be challenging because of the number of credits and intensity required within the first two
years. The BI spread distribution over 4 years.
We compared requirements and determined the differences in number of credits in Music and General
Education for both the DTA and current AFA were not drastic.
Music
Gen Ed
DTA
AFA proposal
Spokane Falls AFA
54
60
55
50
40
45
Flexibility within the DTA in counting courses assigned to Music as part of General Education distribution
requirements, plus the substantial benefits to students completing a DTA-based music pathway (i.e. satisfying
general education requirements at almost all public and private colleges in the state, flexibility in moving to
other majors if they decide to move in another direction like music education) persuaded the group to move
in the direction of developing a DRAFT DTA-Music proposal for further discussion. This is what it could look
like:
Generic DTA Requirements
DTA MRP
I. Be issued only to students who have
earned a cumulative grade point average
of at least 2.00, as calculated by the
degree awarding institution.
Minimum grade-point average requirements are established
by each institution. Meeting the minimum requirements does
not guarantee admission. Music programs are competitive
and may require a higher GPA overall, a higher GPA in a
selected subset of courses or a specific minimum grade in one
or more courses.
A. A minimum of 60 quarter hours of general education courses distributed as
follows: (DTA language)
1. Basic Requirements
1a. Communication Skills (10 credits)
10 quarter credits English
Must include at least five credits (5) of
English composition. Remaining credits
may be used for an additional
• 5 quarter credits English
Composition
Comments
composition course or designated writing
courses or courses in basic speaking skills
(e.g. speech, rhetoric, or debate).
1.b. Quantitative/Symbolic
Reasoning Skills (5 credits).
• 5 quarter credits in a selected
communication course from the
distribution list.
5 quarter credits Math
1. Five (5) credits of college level
• 5 quarter credits mathematics –
mathematics (a course with a
College-level math (e.g. MATH& 107
Mathematics prefix numbered 100 or
or higher)
above that furnishes the quantitative skills
required in the commonly recognized
educational transfer pathways toward a
baccalaureate degree. Accepted courses
in these pathways are: Pre-calculus or
higher, Mathematics for Elementary
Education, Business Pre-calculus/Finite
Mathematics, Statistics, and Math in
Society; or
2. Five (5) credits of a symbolic logic
course that focuses on (a) sentence logic
with proofs and (b) predicate logic with
quantifiers and proofs and/or Aristotelian
logic with Venn Diagrams.
2. Distribution Requirements. Within distribution requirements, integrative, synthesizing courses and
programs, including interdisciplinary courses and linked sequences of courses, are to be encouraged,
especially for colleges requiring a minimum of two disciplines per area. (DTA language)
NOTES: Within appropriate distribution areas, colleges are encouraged to develop curriculum which
provides students with an understanding of and sensitivity to cultural differences by completing courses
requiring study of cultures other than their own. To most, this may include minority, non-Western ethnic,
or other area studies. A specific course may be credited toward no more than one distribution or skill area
requirement. A list of suggested disciplines is subject to review by the ICRC.
2a. Humanities (15-20 credits)
Selected from at least two disciplines. No
more than 10 credits allowed from any
one discipline. (No more than 5 credits in
foreign language at the 100 level). No
more than 5 credits in performance/skills
courses are allowed.
2.b. Social Sciences (15-20 credits)
Selected from at least two disciplines. No
more than 10 credits allowed from any
one discipline.
2.c. Natural Sciences (15-20 credits)
Selected from at least two disciplines. No
more than 10 credits allowed from any
one discipline. At least 10 credits in
physical, biological and/or earth sciences.
Shall include at least one laboratory
course.
15 quarter credits


10 quarter credits Music Theory
(Theory 1 first year, Theory 2
second year)
5 quarter credits other discipline
15 quarter credits
(2 disciplines)
15 quarter credits
(2 disciplines, one lab)
Sub-total
60 quarter credits
“Electives”/Music Major Courses
Theory/Ear
20 quarter credits
.
Lessons
Ensemble
Keyboard/Piano
Total Credits
6. Next Steps:
a. Review by workgroup
b. Review by Joint Transfer Council
(Theory 3,4,5,6 at 5 quarter credits
per class per quarter)
6 quarter credits
(1 credit per quarter for 6 quarters)
12 quarter credits
(2 credits per quarter for 6 quarters)
3 to 6 quarter credits
101-104 quarter credits