NEW
PROGRAM PROPOSAL
WEBER STATE UNIVERSITY
Submission Date:
November 4, 2009College:
Arts and HumanitiesDepartment
: Performing ArtsProgram Title:
Bachelor of Music in Stringed Instrument Pedagogy1. Complete Program Description
Present the complete, formal program description
.The Bachelor of Music in Stringed Instrument Pedagogy is a program that seeks to develop the ability to teach in a non-school setting. Teaching and developing the following skills will accomplish this:
•
A high degree of performing ability in the students enrolled in this program.•
Correct teaching methods for children of all ages and ability levels.•
A knowledge of the various “schools” of teaching.•
A knowledge of proper repertoire for students at various levels of ability.•
A basic knowledge of chamber repertoire for the various levels of ability.•
How to operate a home teaching studio efficiently and profitably.•
Procedures for recruiting students.•
Proper discipline.•
Ethical behavior.2. Purpose of Degree
Summarize why the institution should offer this degree and the expected outcomes.
The university currently offers a Bachelor of Music in both Keyboard and Vocal Pedagogy. A significant number of incoming keyboard and vocal music students are seeking a degree that gives them training in private and group lesson teaching. These students are not interested in public school teaching and do not want to pursue a degree in elementary or secondary education.
These students opt for the Keyboard and Vocal Pedagogy programs as a way of eventually providing some supplemental family income, or in some cases, as a stepping stone to opening their own music studios.
The Stringed Instrument Pedagogy option will enable the department to expand its pedagogy programs to attract another segment of graduating high school students in the region. Other than WSU no university in the state, or in the surrounding states, offers pedagogy degrees on the
Bachelors level.
3. Institutional Readiness
Describe how the existing administrative structures support the proposed program and identify new organizational structures that may be needed to deliver the program. Describe how the proposed program will or will not impact the delivery of either undergraduate or lower-division education.
Since the Keyboard and Vocal Pedagogy programs already exist the overall administrative structure is already in place. The proposed program is not anticipated to have any effect on the delivery of undergraduate or lower-division education. The division of labor for the program will be handled so that the current faculty will not be distracted from their other classroom duties.
4. Faculty
Identify the need for additional faculty required in each of the first five years of the program. State the level of preparedness of current faculty and the level of preparedness that will be needed by the fifth year. Clearly state the proportion of regular full-time, tenure track faculty to part-time and non-tenure contract faculty. Describe the faculty development procedures that will support this program. See Requirements in the Institutional Readiness Section.
There appears to be no need for additional faculty members for the next five years, provided faculty staffing remains consistent in the String Area. Currently there are three full-time and two adjunct String Area faculty members, all of whom are qualified to provide input and teaching expertise in the two new classes that are currently being developed for this program.
5. Staff
List all additional staff needed to support the program in each of the first five years; e.g., administrative, secretarial, clerical, laboratory aides/instructors, advisors.
No additional staff resources will be needed to support the program.
6. Library and Information Resources
Describe library resources required to offer the proposed program. Does the institution currently have the needed library resources?
The basic resources needed to offer this proposed program are already available in the library. The library subscribes to several online music research publications that will be necessary for the rogram. Currently lacking in the library holdings are several important volumes on stringed instrument pedagogy. These titles are currently being researched and will be ordered prior to the end of the school year.
7. Admission Requirements
List admission requirements specific to the proposed program.
Admission requirements for the proposed program are already in place. All students entering WSU as music majors must pass an audition prior to acceptance in the program. The level of difficulty of the audition varies depending on the students’ chosen area. In the String Area students applying as performance majors must pass a more rigorous audition than Music Education majors. The level of audition required of students seeking the BM in Stringed Instrument Pedagogy will be in the middle of the two aforementioned programs.
8. Student Advisement
Describe the advising procedure for students in the proposed program.
The String Area advisor will advise students in the proposed program each semester.
9. Justification for Graduation Standards and Number of Credits
Provide graduation standards. Provide justification if number of credits or clock hours exceeds 63 for AA or AS, 69 for AAS, 126 credit hours for BA or BS; and 36 beyond the baccalaureate for MS.
The degree program does not exceed the maximum of 126 credit hours. The number of hours is consistent with Regents' guidelines.
10. External Review and Accreditation
Indicate whether any external consultants, either in- or out-of-state, were involved in the development of the proposed program, and describe the nature of that involvement. For a career and technical education program, list the members and describe the activities of the program advisory committee. Indicate any special professional accreditation which will be sought and how that accreditation will impact the program. Project a future date for a possible accreditation review; indicate how close the institution is to achieving the requirements, and what the costs will be to achieve them.
Michael Palumbo, the String Area head received RSPG funding to travel to three schools–University of New Mexico, Colorado State University, and Northwestern University – to study their pedagogy emphases. None of the schools offers an undergraduate degree in pedagogy, but all three have strong pedagogy components. The faculty at these schools provided valuable insight for the development of our proposed program.
WSU is a member of the National Association of Schools of Music (NASM), and as such must seek accreditation of the proposed program through NASM. This will be sought as soon as the degree is approved. Accreditation is essential to the program since all reputable schools in the United States are accredited by NASM. If the program is approved prior to the completion of our upcoming accreditation visit in February of 2011 we will seek Approval for Listing, meaning we can publicize the degree. Final Approval usually takes three to four years since we will have to provide transcripts of three students who have graduated from the program.
11. Projected Enrollment
Enrollment for the Stringed Instrument Pedagogy program is expected to be small in the beginning stage. Once the program is approved it will be marketed to the current WSU students who have expressed interest. The following year the program will be advertised in our publicity to the high schools around the state that have string and orchestra programs.
There are many fewer high school age string players than pianists and singers. For that reason college and university string programs tend to be smaller than their more populated counterparts. For that reason the Stringed Instrument Pedagogy program will most likely not achieve the size of the Keyboard and Vocal Pedagogy programs. Nonetheless the program is anticipated to grow to and maintain a fairly constant level within five years.
| YEAR | STUDENT HEADCOUNT | # OF FACULTY | STUDENT-TO-FACULTY RATIO | ACCREDITATION RE'D RATIO |
| 1 | 4 | 5 | .8 students per faculty | NA |
| 2 | 6 | 5 | 1.2 students per faculty | NA |
| 3 | 7 | 5 | 1.4 students per faculty | NA |
| 4 | 10 | 5 | 2 students per faculty | NA |
| 6 | 12 | 5 | 2.4 students per faculty | NA |
12. Expansion of Existing Program
If the proposed program is an expansion or extension of an existing program, present enrollment trends by headcount and by student credit hours (if appropriate) produced in the current program for each of the past five years for each area of emphasis or concentration.
This is not an expansion of either of the existing pedagogy programs, but a new, autonomous program that will stand alone.
Need
13. Program Need
Clearly indicate why such a program should be initiated.
The Music Area of the Department of Performing Arts is seeking to expand its offerings across the board. In order to do this we have to be able to attract a more diverse group of music students. The addition of a string pedagogy program will help us do this by enabling us to target another group of string players in addition to those who may already consider attending WSU to pursue a degree in Music Education or Performance. We believe this will happen based on the interest being shown by several of the string performance majors currently in the program, and from students in the high schools who respond very positively to the idea of such a degree.
14. Labor Market Demand
Include local, state, and national data, and job placement information, the types of jobs graduates have obtained from similar programs. Indicate future impact on the program should market demand change.
There are no data available for national job placement information since less than one half dozen schools in the country offer this degree at the undergraduate level. State data does not exist because there are no programs in the state. Local data is provided below. The state of Utah is fortunate to have a constant supply of children coming up through the school system. These children are encouraged by parents to get involved in activities, one of which is music. Because of this there is always a shortage of qualified teachers to give music lessons to these children.
Students who graduate from the Keyboard and Vocal Pedagogy programs at WSU are able to fill their available teaching time with very little effort. Several of these students, particularly teachers of piano have opened successful full-time businesses, while the majority teach lessons at home. A few teach on contract for music stores. It is possible to make a good living by being a full-time private teacher. While no formal data exists it is possible to state that none of those who have graduated from WSU with a pedagogy degree have not been able to fill a studio. This statement is based on the faculty’s continued contact with the program alumni.
15. Student Demand
Describe evidence of student interest and demand that supports potential program enrollment.
Based on the popularity of the Keyboard and Vocal Pedagogy programs at WSU the string area faculty is confident that a String Pedagogy program will be of interest to high school graduates planning to enroll in music programs in college. There is also some interest being shown by string area students currently enrolled in our String Performance major.
16. Similar Programs
Are similar programs offered elsewhere in the state or Intermountain Region? If yes, cite justifications for why the Regents should approve another program. How does the proposed program differ from similar program(s)? Be specific.
There are no similar programs offered in the Intermountain Region.
17. Collaboration with and Impact on Other USHE Institutions
Describe discussions with other USHE institutions that are already offering the program that have occurred regarding your institution’s intent to offer the proposed program. Include any collaborative efforts that may have been proposed. Analyze the impact that the new program would have on other USHE institutions.
There are no similar programs offered through any other USHE institution.
18. Benefits
State how the institution and the USHE benefit by offering the proposed program.
The benefit to WSU will lie in the fact that the school will be the only institution with the USHE and the surrounding states to offer a Bachelor of Music in Stringed Instrument Pedagogy.
19. Consistency with Institutional Mission
Explain how the program is consistent with and appropriate to the institution’s Regents’ approved mission, roles, and goals.
The Keyboard and Vocal Pedagogy programs are already in existence and have been approved by the Regents. This will be another facet of the overall pedagogy program.
Program and Student Assessment
Program assessment and performance standards information, which is required for Regents’ review, will serve as information only during University Curriculum Committee review.
20. Program Assessment
State the goals for the program and the measures that will be used in the program assessment procedure to determine if goals are being met.
See Appendix I
21. Expected Standards of Performance
List the standards and competencies that the student will have met and achieved at the time of graduation. How or why were these standards and competencies chosen? Include formative and summative assessment measures you will use to determine student learning
.•
Have the competencies delineated in the Music Major General Outcomes.•
Have knowledge of pedagogical methods and materials in the appropriate discipline and the ability to evaluate the appropriateness of those methods with respect to individual teaching situations.•
Be able to apply appropriate pedagogical knowledge and prepare effective lesson plans in a variety of teaching situations.•
Be able to establish and articulate a philosophy of music teaching and learning.•
Demonstrate knowledge, experience and teaching skills for further graduate study in pedagogy or a career in music studio teaching.•
Demonstrate competency in evaluating various music software and/or technologies as they relate to pedagogy.•
Demonstrate knowledge of literature styles and performance practice in the student’s major performance instrument.•
Be able to demonstrate a high quality of performance competence in the student’s major area of study.•
Have the skills necessary to prepare for performance independently in the student’s major performance area. These are standard competencies expected of all Pedagogy students in the Music Area as approved by the National Association of Schools of Music.Program Curriculum
22. All Program Courses
List all courses, including new courses, to be offered in the proposed program by prefix, number, title, and credit hours.
See Appendix II.
23. New Courses to be Added in the Next Five Years
List all new courses to be developed in the next five years by prefix, number, title, and credit hours. Use the following format:
See Appendix IIIINFORMATION PAGE
Did this program proposal receive unanimous approval within the Department? YES_ If not, what are the major concerns raised by the opponents? Explain how this program will differ from similar offerings by other departments. Also explain any effects this proposal will have on program requirements or enrollments in other departments including the Bachelor of Integrated Studies Program. In the case of similar offerings or affected programs,
you should include letters from the departments in question stating their support or opposition to the proposed program.No other programs are offered at WSU
Taken from page 91 of the 2009-2010 handbook of the National Association of Schools of Music.
G. Bachelor of Music in Pedagogy.
The Bachelor of Music in Pedagogy may be justified only if an institution is adequately staffed and equipped to offer a significant number of specialized courses and internship opportunities in pedagogy. Bachelor of Music programs in performance with less work in pedagogy than stipulated by these standards, but more than that normally expected for the performance degree, may designate pedagogy as an area of emphasis.1. Curricular Structure
a. Standard.
Curricular structure, content, and time requirements shall enable students to develop the range of knowledge, skills, and competencies expected of those holding a professional baccalaureate degree in pedagogy as indicated below and in Section VIII. above.b. Guidelines.
Curricula to accomplish this purpose that meet the standards just indicated normally adhere to the following structural guidelines: study in the major area of performance, including ensemble participation throughout the program, independent study, and electives, should comprise 20-30% of the total program; supportive courses in music, 20-30%; courses in pedagogy, including comparative methodology and internships, 15- 20%; general studies, 25-35%. Studies in the major area and supportive courses in music normally total at least 65% of the curriculum. See Section III.C. regarding forms of instruction, requirements, and electives.
A Master’s Degree program
must have a minimum of 30 credit hours with a maximum of 36 credit hours.A Bachelor
of Arts, Bachelor of Science, Bachelor of Fine Arts, Bachelor of Music, or Bachelor of Integrated Studies must have a minimum of 120 credit hours with a program maximum of 126 hours (This is a state system-wide requirement). Exceptions for the maximum number of program hours are allowed if accreditation issues require a set number of courses within a given program, i.e. Dental Hygiene, Nursing, Radiology.An Associate of Arts or an Associate of Science must have a minimum of 60 credit hours with a program maximum of 63 credit hours
. An Associate of Applied Science must have a minimum of 63 credit hours with a program maximum of 69 credit hours.Major programs that require a minor will consist of not fewer than 30 credits and not more than 48
credits in the major field. Major programs that do not require a minor shall consist of not more than 63 credits in the major field.A minor is a program
of study generally selected to complement and strengthen a student’s major and/or enrich the student’s overall educational program. A minor consists of not fewer than 15 credits. Courses that are used to satisfy the general education requirements can be used as part of the minimum number of hours needed for the minor requirements, unless prohibited by a particular college or department.Indicate the number of credit hours
for course work within the proposed program. (Do not include credit hours for General Education, SI, Diversity, or other courses unless those courses fulfill requirements within the proposed program.) _58 Minimum___________
APPENDIX I
Program Goals Assessment Procedures
| GOALS | ASSESSMENT PROCEDURE |
|
Have the competencies delineated in the Music Major General Outcomes Be able to demonstrate performing competence in their major area of study. Have knowledge of pedagogical methods and materials in the appropriate discipline and the ability to evaluate the appropriateness of those methods with respect to individual teaching situations. Be able to apply appropriate pedagogical knowledge and prepare effective lesson plans in a variety teaching situations. Be able to establish and articulate a philosophy of music teaching and learning. Demonstrate knowledge, experience and teaching skills for further graduate study in pedagogy or a career in music studio teaching. Demonstrate competency in evaluating various music software and/or technologies as they relate to stringed instrument pedagogy. Demonstrate knowledge of literature styles and performance practice in the student’s major instrument. Be able to demonstrate a high quality of performance competence in the student’s major area of study. Have the skills necessary to prepare for performance independently in the student’s major performance area.
|
Refer to
music core curriculum Juries, recitals, master class. Oral and /or written report portfolio, internship.
Internship, videotape, portfolio
Portfolio, internship.
|
APPENDIX II
Course Requirements for Bachelor of Music in Stringed Instrument Pedagogy
Core Courses Required (minimum of 58 credit hours)
•
MUSC 1110 Music Theory I (3)•
MUSC 1120 Music Theory II (3)•
MUSC 1130 Sight-Singing & Ear-Training I (1)•
MUSC 1140 Sight-Singing & Ear-Training II (1)•
MUSC 1901 Music: The First-Year Experience (1)•
MUSC 1911 Intro to Music Technology (1)•
MUSC 2110 Music Theory III (3)•
MUSC 2120 Music Theory IV (3)•
MUSC 2130 Sight-Singing & Ear-Training III (1)•
MUSC 2140 Sight-Singing & Ear-Training IV (1)•
MUSC 2851 String Methods I (1)•
MUSC 2852 String Methods II (1)•
MUSC 3102 Counterpoint (2)•
MUSC 3205 Medieval and Renaissance Music (2)•
MUSC 3206 Baroque and Classical Music (3)•
MUSC 3207 Music of the 19th and 20th Centuries (3)•
MUSC 3208 World Music (2)•
MUSC 3840 Form & Analysis (2)•
MUSC 3871 Stringed Instrument Pedagogy I (2)•
MUSC 3872 Stringed Instrument Pedagogy II (2)•
MUSC 3991 Junior Recital (1)•
MUSC 4771 Stringed Instrument Literature I (2)•
MUSC 4772 Stringed Instrument Literature II (2)•
MUSC 4991 Senior Recital (1)•
Applied Music in appropriate area min. 6 semesters•
Major Ensemble in appropriate area min. 8 semesters•
Piano Proficiency
APPENDIX III
New Courses to be offered in the Next Five Years
The following four courses are currently being developed for the fall of 2010. No other course offerings are anticipated for the next five years.
MUSC 3871 Stringed Instrument Pedagogy I 2 Credit Hours - An in-depth study of pedagogical methods employed in teaching the four orchestral stringed instruments to beginning and intermediate level students.
MUSC 3872 Stringed Instrument Pedagogy II 2 Credit Hours - An in-depth study of pedagogical methods employed in teaching the four orchestral stringed instruments to upper intermediate and advanced level students.
MUSC 4771 Stringed Instrument Literature I 2 Credit Hours - A study of music for technical development and solo performance of the stringed instruments of the orchestra. This class will focus on music for beginning and intermediate students.
MUSC 4772 Stringed Instrument Literature II 2 Credit Hours - Advanced study of music for technical development, plus solo, and chamber music literature of the stringed instruments of the orchestra. This class will focus on music for upper intermediate and advanced students.