assessment: course four column - el camino college · major and minor keys. ... seventh chords...

El Camino: Course SLOs (FA) - Music

SPRING / SUMMER 2016Assessment: Course Four Column

ECC: MUSI 102B:Advanced Sightsinging

Course SLOs Assessment MethodDescription Results Actions

SLO #1 Sing Melodic Incipit Using theNumber System and Solfege - Uponcompletion of the course, studentsshould be able to sing a melodicincipit, independently and correctly,with accurate rhythms and intervalsusing the number system and solfege.

Course SLO Assessment Cycle: 2014-15 (Spring 2015)

Course SLO Status: Active

Input Date: 04/03/2014Standard and Target for Success: Itis expected that 80% of the studentswill orally perform the selectedmelodic example with 80% accuracyin notes, rhythms and thenumber/solfege system.

Presentation/Skill Demonstration -Students individually demonstratedtheir ability to sing an in classperformance of Schubert's"Wasserflut" melodic minor excerptusing the number system(sang thepitches with the accurate notevalues) while clapping the triplemeter.

SLO #2 - Upon completion of thecourse, students should be able tosing major, minor, whole-tone,pentatonic scales, all simple intervals,short diatonic melodies withmodulation, major and minor triads,in all inversions, and clap a rhythmicexample with mixed meters.



Action: Starting in the BeginningSight-singing, I will introduce theintervals earlier in the semester andassign regular drills in singing anddictation, to prepare the advancedsigh-singing student to be moreattuned to hearing, identifying andsinging these intervals with triadicinversions. (08/31/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetBased on the data collected, 80% performed with level 2(80-89%) accuracy, 15% were at level 3 (90%+) and 5 %performed at level 1 (70-79%).Overall strengths:Students practiced in-class the assigned scales, melodies,intervals, traids and rhythmic drills over the last two weeksof the semester. Team practices outside class, computer labhours using Auralia's on-line ear-training program and an

Performance - During the final exam,students will sing two of therequired scales, three intervals, twotriads, a short melodic excerpt fromthe assigned Verdi melodies withmodulations and Chapter 15rhythmic drills of mixed meters. Theinstructor will randomly select theabove mentioned requirement foreach student to perform orally inclass.

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Input Date: 04/03/2014 Standard and Target for Success: Itis expected that 80% of the studentswill successfully perform therequirements with 80% accuracy innotes, rhythms, intonation using thenumber/solfege system. Faculty Assessment Leader: Joanna Nachef

Related Documents:MUSIC 102 B.docx

Follow-Up: The instructor willevaluate the effectiveness of theproposed teaching strategy.(08/31/2017)

overall positive learning environment provided significantpreparation for such successful results.Areas of Improvement:Students need more ear-training in singing triads withinversions and intervals of the 6, 7. (08/31/2016)

SLO #3 Identify Key Signatures at anIntermediate Level - Uponcompletion of the course, studentsshould be able to correctly identifykey signatures, write and sing themajor and minor scales and triads inroot position, clap a rhythmicexample in simple meter at anintermediate level.



Input Date: 04/03/2014


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ECC: MUSI 103A:Theory and Musicianship I


SLO #1 Key Signatures - Uponcompletion of the course, studentsshould be able to correctly identifyand write the key signatures for allmajor and minor keys.



Input Date: 12/14/2013Standard and Target for Success: Inorder to indicate success in correctlyidentifying and writing keysignatures for all major and minorkeys, I would expect the overallaverage score to be 75% or above.

Exam/Test/Quiz - During the 10thweek of the semester, students weregiven a quiz where they were askedto write the key signatures for eightdifferent major and minor keys andidentify ten different major or minorkeys given the key signature.

SLO #2 Triads and Seventh Chords -Upon completion of the course,students should be able to correctlyidentify and spell the four types oftriads (major, minor, diminished, andaugmented) and the five types ofseventh chords (major seventh,major/minor seventh, minor seventh,half-diminished seventh, and fully-diminished seventh).




Standard and Target for Success: Itis expected that the average scoreon this quiz should be 80% or higher.

Faculty Assessment Leader: Patrick Schulz

Action: I will continue to work withthe Music 103A class on spelling andidentifying triads and seventh chordssince it is a fundamental skill inregards to learning tonal harmony. Iwill also continue to give numerousspelling/identification quizzes infuture classes to help ensuremastery. Students who have adifficult time with any part of themusic theory curriculum can makeuse of the (free) music tutors in thelibrary, my office hours, and severalonline resources that I list in mycourse packets. (09/02/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetTotal Students: 26Average Score: 87.81%High Score: 100% (seven students)Low Score: 36%

Raw scores (from low to high)36, 69, 72, 72, 72, 78, 81, 83, 83, 86, 89, 92, 94, 94, 94, 97,97, 97, 97, 100, 100, 100, 100, 100, 100, 100

The overall results indicate that students in the class werequite proficient in regards to spelling and identifying triadsand seventh chords. In fact, 24 out of 26 students scored72% or higher on the quiz, and 15 of 26 (over 50%) scored92% or above (an A). Only two students scored lower than70%, and only one student failed the quiz. (09/02/2016)

Exam/Test/Quiz - During the 15thweek of the semester, students weregiven a quiz. They were asked tospell nine different triads andseventh chords and identify ninedifferent triads and seventh chords.

SLO #3 Minor Scales, Intervals, andRhythm - Upon completion of thecourse, students should be able tosing minor scales, all simple intervals,



short diatonic melodies, major andminor triads in root position and allinversions, and clap a rhythmicexample in simple meter featuringsubdivisions of the beat.





ECC: MUSI 120:Voice Class I


SLO #1 Function of the Voice - Uponcompletion of this course, studentswill know and implement theanatomical and physiological functionof the voice, understand theimportance of posture and breath-support, the correct technique inhead and chest register, cognitivehealth and physical health as itrelates to voice and singing whileprogressing from basic up tointermediate level.



Input Date: 01/24/2014Standard and Target for Success:85% were expected to score in the I -II (superior-excellent) level

Related Documents:VocalPerformanceEvaluationSheet2014.pdf

Performance - Singers were assigneda musical theater/pop/folk musicsolo from the beginning to advancedbeginner level of solo repertoire.Each student was required toperform their individual song withlive piano accompaniment as part oftheir 2-day final. The students wereevaluated on the categories: 1.Effective Use of Voice 2. TextDelivery 3. Interpretation 4. StagePresence 5. Musical Style 6.Relationship with Audience 7. FacialExpression

SLO #2 Performing and Analyzing -Upon completion of this course,students should be able todemonstrate artistry, technique,characterization, historical styles,ornamentation and non-classicalstyles during their own performanceas well as analyze and critiqueprofessional performances whileprogressing from basic up tointermediate level.




Action: Instruction will need to focuson more vocalises that strengthenbreathing management and gooddicition. (08/31/2017)

Follow-Up: Evaluate the newvocalizes implemented in classand workshops. (08/31/2017)

Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met95% of the singers who performed the required repertoirescored in levels 3-2 (80-90%) category of this assessment.13 students were assessed, 4 singers scored in level 2(80%)and 6 scored in the higher level 3 category.Overall performance strengths were demonstrated in thememorization of the selections and effective delivery in theinterpretation and tone quality for each genre.Students were also equiped to identify and express theaccurate technique in their written concert report analysis.Even though, beginning voice students struggle wit breathmanagement and diction, they can successfully recognize itsaccuracy in professional performers, which was evident in

Performance - Singers were assignedthree solos from three contrastinggenres: Classical/popular/musicaltheatre from the song repertoire forthe beginning voice calss. Eachstudent was required to performthese selections over the span of thesemester in three separateperformances/presentations. Theinstructor evaluated the singer on:1. Stylistic delivery2. Use of vocal technique3. Interpretation4. CharacterizationIn addition, students attended


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Standard and Target for Success: Itis expected that 80% of the singerswill score in the 80-89% (level 2)standard.

Faculty Assessment Leader: Joanna NachefRelated Documents:MUSIC 120 A.docx

thier reports. (08/31/2016)professional vocal/choralperformances and analyzed theperformer's delivery of the acquiredvocal skills, interpretation, delivery,etc. with a written critique/concertreport.

SLO #3 Accuracy in VariousLanguages - Upon completion of thiscourse, students should be able todemonstrate accurate pitch, rhythms,intonation, dynamics, tempos andclarity of articulation of diction invarious languages while progressingfrom basic up to intermediate level.





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ECC: MUSI 130:Beginning Jazz Improvisation


SLO #1 Chord Modes and Scales -Upon successful completion of thiscourse, the student should be able toperform chord modes and scales usedin the jazz language in major andminor notations.




Standard and Target for Success: Itis expected that 80% of students willscore 80% or better on the skillstests.

Faculty Assessment Leader: Ann Patterson

Action: Recommend a 2nd semesterJazz Improv course, dividing thecurrent content, objectives and SLO'sinto two levels of Jazz Improvisationsudy.Given jazz improvisation’s difficultyand steep learning curve, a beginninglevel 16-week course is a very shorttime to acquire the knowledge andskills necessary to improvise on morethan the simplest harmonic formsand to be able to continuedeveloping on one’s own aftercompleting the course. Since thiscourse is no longer repeatable, asecond semester course (JazzImprovisation II? Or Advanced JazzImprovisation?) should be offered.As a recommended preparation forand in sequence with the secondsemester of Improvisation, the Jazzand Commercial Harmony course(Music 105) would greatly contributeto increased student learning inMusic 30, allowing for more class labtime for practice and ensembleparticipation. (05/31/2017)Action Category: CurriculumChangesAction: Create stronger SLOstatements that represent broadgoals, make musical sense, and arewithin the reach of a single semestercourse. (05/30/2017)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetStudents were individually given three skills tests during theSpring 2016 semester. The keys, chords, or scales assessedwere randomly drawn by each student and performed ontheir instruments.

Test 1 (11 students total): Based on the data collected, 64%of the students performed with 90% accuracy or better,91% performed with 80% accuracy or better, and 100%performed with 75% accuracy or better.



That student success exceeded expectations indicates thathigher standards can be set and/or additional material canbe added to the tests. Standards and expectations werebased on past class performance.

Students who lacked the recommended preparation ofMusic Fundamentals or equivalent had the lowest testscores. (08/24/2016)

Reviewer's Comments: (*NOTE: ThisSLO needs to be revised. It has beenedited so as to no longer makesense. There is no such thing as a"chord mode" and the meaninglessphrase "in major and minornotations" obscures the overallintent of the SLO. This assessment issimply of the ability to performscales and chords used to createimprovised melodies and harmoniesin jazz.)

Presentation/Skill Demonstration -Students will be individually testedon skills three times during thesemester. The keys, chords, orscales assessed will be randomlyselected in a drawing by eachstudent and performed on theirinstrument. Vocalists will sing theassignment while playing it on thepiano. Scores will be based onspeed, accuracy, and number ofattempts needed to play therequired item correctly. (Active)



SLO #2 Identify an Existing JazzMusical Example - Upon successfulcompletion of this course, thestudent should be able to identify andtranscribe an existing jazz musicalexample at an introductory level.




SLO #3 Perform and Improvise a SoloPiece - Upon completion of thiscourse, the student should be able toperform by memory, in a smallensemble, a jazz piece and improvisea solo appropriate to the harmonicstructure and style of the piece.

Course SLO Assessment Cycle: 2017-18 (Fall 2017)




ECC: MUSI 131A:Beginning Piano I


SLO #1 Notes, Rhythms, andFingering - Upon completion of thecourse, students will be able to playan elementary level piano piece withaccurate notes, rhythms andfingerings.

Course SLO Assessment Cycle: 2014-15 (Summer 2015)



Standard and Target for Success: Itis expected that 85% of students willscore 75% or more on this SLO.

Performance - In the performancesection of their final exam, studentswill be asked to play an elementarylevel piano piece with accuratenotes, rhythms and fingerings.

Standard and Target for Success:Student performance is graded onFingering, Tempo, Rhythm, andTechnique. It is expected that 80% ofthe class will score 75% or better onthis SLO.Reviewer's Comments: With manystudents in 147A having experienceplaying chords (and no knowledge ofreading notation) this assessmenttypically scores very high. Moreover,by connecting the course contentwith music they are familiar withimproves student engagement.

Performance - Student performs apopular song given specific chordfingerings, strumming pattern, andtempo indication.

SLO #2 One-Octave Scales - Uponcompletion of the course, studentswill be able to play one-octaveharmonic minor scales on a, e and d,hands-together.



Input Date: 12/14/2013Standard and Target for Success: Iexpect that 80% of my students willscore 75% or above on this SLO.

Faculty Assessment Leader: Polli Chambers-SalazarRelated Documents:

Action: One teaching strategy that Ibelieve could be implemented as anenhancement to the teaching of thisSLO would be to integrate instructionon how to play hands-together scalesin more relaxed fashion. Whenstudents work very hard on aparticular technical skill they oftendevelop tension in their wrists, armsand shoulders. This tension can cause

Semester and Year Assessment Conducted: 2015-16(Summer 2016)Standard Met? : Standard MetAs part of their final exam, my 131A students were asked toperform 1 octave harmonic minor scales on a, e and d,hands-together. It was a challenging part of the exam, andyet 90% of the students were able to successfully play thescales with accurate notes and fingerings. (09/07/2016)

Exam/Test/Quiz - As part of theirfinal exam, students will be asked toperform 1 octave harmonic minorscales on a, e and d, hands-together.



TracDat Template 131A.docphysical problems if it is allowed tocontinue over an extended period oftime. To address this issue, I plan onutilizing stretching exercises andguided relaxation techniques toassist students in identifying andreducing muscle tension andstiffness. (07/11/2017)Action Category: TeachingStrategies

Reviewer's Comments: The studentsin this class worked very hard, andthey did remarkably well on this SLO.It is quite challenging to play scaleshands-together with accuratefingerings, especially for beginningpianists.

Standard and Target for Success: Iexpect that 85% of the students inmy 131A: Beginning Piano class willscore 75% or above on this SLO.Reviewer's Comments: This is achallenging activity, as it takes agreat deal of practice and focus onfingerings to successfully put scaleshands-together.

Exam/Test/Quiz - As part of theirfinal exam, students will be asked toplay one-octave harmonic minorscales on a, e and d, hands-together.

SLO #3 Chord Progressions - Uponcompletion of the course, studentswill be able to play a I-IV-I-V7-I chordsprogression in the keys of a, e and dminor, hands-alone.





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ECC: MUSI 145 :Beginning Percussion Instruments


SLO #1 Techniques and Rudiments -Upon completion of the course,students will be able to demonstratebasic elements of proper drumplaying techniques and rudiments in agiven piece of music.



Input Date: 12/14/2013Standard and Target for Success: Itis expected that 85% of the studentswill use correct percussion playingtechniques when playing a givenpiece of music. It is expected that80% of the students will learn the 40Rudiments.

Faculty Assessment Leader: Dean Koba

Action: The number of exercises forarticulation are sufficient for thecourse. More individual testing isneeded early in the semester toensure that students understand andemploy the proper technique forrolling individual notes. (06/02/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetTwelve students performed two exercises from the classtext, Alfred’s Drum Method book 1; Solo #19 and #21. 90%of the students used proper finger technique, 100% usedthe proper hand position, 90% used proper posture, 80%kept a steady pulse, and 100% employed the properinstrument Rudiment performance. The only techniquewhich did not meet the desired target for success was incompletion of all rudiments. Two students did not use theproper buzz roll technique, they did not meter their rolls.(08/12/2016)

Performance - In an individualperformance of a given piece ofmusic, students will demonstrateelements of proper Snare drumplaying techniques including: handposition, instrument posture, fingercontrol, rudiments, and instrumenttuning.

SLO #2 Correct Rhythms - Uponcompletion of the course, studentswill be able to demonstrate the abilityto execute correct rhythmsappropriate to stylistic performancepractices of a given piece of moderndrum music.




Standard and Target for Success: Itis expected that 95% of the studentswill use correct percussion playingtechniques when playing a givenpiece of music. It is expected that90% of the students will learn theRock and Swing styles.

Faculty Assessment Leader: Dean Koba

Action: The number of exercises forarticulation are sufficient for thecourse. More individual Drum setperformance is needed early in thesemester to ensure that studentsunderstand and employ the properexecution for their solo piece.(03/06/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetTwelve students performed two exercises from the classtext, The Complete Idiot’s Guide to Playing Drums. Pages#152 & 161. 90% of the students used proper fingertechnique, 100% used the proper hand position, 90% usedproper posture,75% kept a steady pulse and 100%employed the proper chart interpretation performanceduring performance. The only technique which did notmeet the desired target for success was a steady pulse.(08/26/2016)

Performance - In an individualperformance of a given piece ofmusic, students will demonstrateelements of proper Swing style orRock styles on drum set

SLO #3 Terminology and Symbols -Upon completion of the course,students will be able to demonstratethe ability to correctly interpretterminology and symbols for tempiand form, and perform them in agiven piece of contemporary drum



set music.





ECC: MUSI 146 :Beginning String Instruments


SLO #1 Proper Techniques - Uponcompletion of the course, studentswill be able to demonstrate basicelements of proper string instrumentplaying techniques in a given piece ofmusic.



Input Date: 12/14/2013 Standard and Target for Success: Itis expected that 80% of students willuse proper string playing techniquesin a given piece of music.

Faculty Assessment Leader: Lubo Velickovic

Action: Students performed verywell, individually and in a group.They should work more onintonation and vibrato, throughindividual exercises and more gradedin-class quizzes (every second week).(07/11/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetFive students performed musical selections from the classtext, “Strictly Strings, Book 1”, individually and in a group100% of students correctly tuned their instruments80% had excellent posture80% had correct bowing80% had correct tone production and dynamics60% had excellent intonation and vibrato (07/11/2016)

Performance - In an individual orgroup performance of a given pieceof music, students will demonstrateelements of proper string playingtechniques including tuning, toneproduction, dynamics, intonation,vibrato, bowing technique (bowdistribution and strokes), andposture.

SLO #2 Pitches and Rhythms - Uponcompletion of the course, studentswill be able to demonstrate the abilityto execute correct pitches andrhythms of a given piece of stringmusic.




Standard and Target for Success: Itis expected that 80% of students willuse correct pitches and accuraterhythms in a given piece of music

Faculty Assessment Leader: Lubo Velickovic

Action: Students performed verywell, individually. They should workmore on controlling the accurateexecution of the pitches. Studentsshould practice more extensions toexecute accurate half steps, wholesteps, and steps and a half in givenexercises to secure pitches, such asaugmented seconds and diminishedseconds. In future, we need to assignall three types of minor scales(natural, harmonic, and melodic) inorder to reinforce sensitivity foraccurate pitches. Students shoulduse the metronome to practicedifferent tempis. I should give morerhythmical and theoretical quizzes inorder for students to betterunderstand punctuated rhythms.(07/11/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetFive students performed musical selections from the classtext, “Strictly Strings, Book 1”, individually60% of students were excellent in demonstrating correctpitches, and 20% were fair80% were excellent in demonstrating accurate rhythms, and20% were fair (07/11/2016)

Performance - In an individual givenpiece of music, students willdemonstrate correct pitches andaccurate rhythms.



SLO #3 Terminology and Symbols -Upon completion of the course,students will be able to demonstratethe ability to correctly interpretterminology and symbols for bowing,and perform them in a given piece ofclassical music.





ECC: MUSI 147B:Beginning Guitar II


SLO #1 Rhythm, Posture, Techniqueand Fingering - Upon Completion ofthe semester the student will be ableto play a musical piece demonstratingconsistent rhythm, proper posture,technique, correct fingering and useof proper fingerings in closed andopen positions.



Input Date: 11/19/2014Comments:: Match timeline withMU 247 since they are taughtconcurrently. [W. Cox e-mail04.06.2016]

Standard and Target for Success: Itis expected that 85% of the studentswill score 75% and above

Faculty Assessment Leader: R. Jonathan Minei

Action: Instruction of classical guitartechniques, notation, and specialchallenges can be addressed earlierin the semester so that more difficultpieces can be used in theassessment. (09/09/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetAssessment: The piece used to for assessment is the Waltzby Bartolome Catalayud. It is rudimentary classical guitarrepertoire where 3/4 of the semester focused on readingand playing melodies with a plectrum. Students were givenvery broad instruction on classical guitar techniques andnotational elements germane to the style. On a scale of 50points, 10 points each was given to assessing notes, rhythm,tempo, proper fingering, and posture.

Results: The average score of this assessment came to 93%which was higher than expected. 10 points maximum wasassigned to proper notes, rhythm, tempo, fingering, andposture for a total of 50 points each on this portion of theexam. All students exhibited 10's in posture. Other scores:there was an average of 9.7 in rhythm. 9.2 in fingering, 8.7in tempo, and 8.6 in correct notes.

Analysis: There were low scoring outliers in areas offingering with students with previous experience. Thissuggests that they student made outside choices infingerings in spite of teacher's instructions. Given the highpercentage it is also likely that a more difficult piece wouldhave yielded more specific data on areas that may needfurther improvement. (09/09/2016)

Presentation/Skill Demonstration -As part of the final exam grade,students perform a classical guitarcomposition one-on-one with theinstructor. A rubric was constructedfor correct notes, rhythm, tempo,fingering, and proper posture(technique scores are accounted forin posture and fingering).







SLO #2 Strumming Chords - Uponcompletion of the semester thestudent will be able to demonstratestrumming chords (bar chords andjazz harmonies) in time with properfingerings and consistent rhythm.




Standard and Target for Success:Students are graded on fingering,tempo, rhythm, and technique. 80%of the students are expected toscore 75% or better on this SLO.Reviewer's Comments: The studentsperformed very well on thisassessment. The popular songs allowthe student to connect coursecontent with music they are alreadyfamiliar with and allows for greaterengagement. Jazz standards canhave mixed results depending on therepertoire chosen. The song choicethis semester was very well receivedand yielded successful results.

Performance - Students are asked toperform two pieces for examination.One is a popular song that uses barchords and the second is a jazzstandard using jazz harmonies. Thissemester the students performedHotel California by the Eagles andIsn't She Lovely by Stevie Wonder.



SLO #3 Notating and Executing MajorScales - Upon completion fo thesemester the student will be able tonotate and execute major scales in all12 keys and extract the (4) primarytriads (major, Minor, diminished,augmented) in various positions.





ECC: MUSI 151abcd:Mixed Chorus


SLO #1 Carrying the Voice - Uponcompletion of the course, studentsshould be able to carry theirindividual voice part within thesection, using accurate notation,rhythm, and text of two choral piecesfrom their repertoire for thesemester.




Standard and Target for Success:90% of the singers/students willperform and deliver the selectedmusical pieces with musicality andproper choral artistry with 80%accuracy.

Performance - Students will sing theaccurate rhythm, pitch, text,dynamics,and stylistic interpretationof Michael Haydn's "Magnificat"andRollo Dillworth's "Shine on me".Their end of the year performancewill be videographed andassessment.

SLO #2 Voice Parts - Upon completionof the course, students will be able tosing at a beginning level,independently and correctly, theirvoice part against another voice part ,adhering to required harmonicprogressions, good intonation andrhythmic complexity for two thirds ofthe choral pieces.




Standard and Target for Success:80% of the singers/students willperform and deliver the selectedmajor work with 80% accuracy withmusicality, proper harmonies,rhythmic sensitivity, in a blendedbalance against the orchestra.

Faculty Assessment Leader: Joanna M. NachefRelated Documents:MUSIC 151.docx

Action: Allocate more rehearsal timeon the longer and more challengingmovements of a major work.Rehearsing the singers in a mixedformat will strengthen theirindependence and part-learning aswell as improve their blend.(09/05/2017)

Follow-Up: Determine results byevaluating the teaching strategiesadopted. (09/05/2017)


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met18 singers performed the major choral work by JohannesBrahms' "A German Requiem" with the English text at theMarsee Auditorium for the final performance of the SpringSemester. They were joined by 110 choral singers from theChorale and Concert Choir accompanied by the ECCSymphony.95% of the Mixed Chorus singers scored in the 3 category of(90-99) target.Overall Strengths: The complexity of this major work wasdelivered with a sense of sensitivity to the mood, respectfor the composer's intent and artistic commitment to thechoral/orchestral interpretation.Areas of Improvement: Attention in blend and balance isneeded in movements 4, 6 and 7 among the four choralsections. (09/05/2016)

Performance - Singers will performJohannes Brahms' " GermanRequiem" in four-part harmony,standing in their section. All sevenmovements of this major work willbe accompanied by a full symphonyorchestra.


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SLO #3 Critiquing a Performance -Upon completion of the course,members of the choral ensemble willbe able to critique their performanceby watching a DVD or listening to aCD of their concert. They will be ableto measure choral elements of style,tone color, blend, balance, andinterpretation with accurate musicalterminology at an intermediate level.





ECC: MUSI 190abcd:Applied Music/Private Lessons


SLO #1 Pitches and Rhythms - Uponcompletion of the course, studentswill be able to demonstrate the abilityto execute correct pitches andrhythms appropriate to stylisticperformance practices of a givenpiece of intermediate level music.



Input Date: 12/14/2013Standard and Target for Success: Itis expected that 80% of the studentswill execute the notes and rhythmswith at least 80% accuracy.Related Documents:SLO RUBRIC Applied Music SLO 1 Sp2015.pdf

Performance - Students will performmusic they have worked on in theirindividual lessons for a panel offaculty members who are experts intheir discipline. Faculty memberswill evaluate note and rhythmicaccuracy according to the stylisticperformance practices for theindividual pieces.

SLO #2 Proper Stage Deportment -Upon completion of the course,students will be able to demonstrateelements of proper stage deportmentin a solo performance.




Standard and Target for Success: Itis expected that 85% of the studentswill demonstrate elements of stagedeportment with at least 85%degree of professionalism.

Action: Students will be instructed inthe proper elements of stagedeportment. Students willdemonstrate these elements in threeclass performances. Elements ofproper stage deportment will bereviewed prior to the Juried Finalperformance. (12/15/2016)

Follow-Up: Elements of properstage deportment are provided inthe Applied Music Handbook anddiscussed in class during the firstweeks of the semester. After thattime, individual issues areaddressed as the occur in classperformances. (11/08/2016)


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met28 Students enrolled in the Instrumental and Keyboardsection of Applied Music performed juried finals for thefaculty in their discipline. 90% of the studentsdemonstrated professionalism in their entrance and exit ofthe stage. 80% of the students made excellent eye contactwith the audience. 10% made minimal eye contact and 10%made no eye contact at all. 95% of the students executedproper bowing technique before and after theirperformance. 5% forgot to bow. 85% of the studentsproperly announced themselves and their musicalcomposition. 10% made the announcement were wereeither difficult to hear or understand. 5% forgot toannounce their compositions. Only eight of the studentsrequired an accompanist for their performance. All eightproperly introduced and acknowledged their accompanistbefore and after the performance. 95% of the studentswore the appropriate attire for the juried final. 5% did not

Performance - Students will presenta musical performance ofcompositions they have worked onin their individual lessons for a panelof faculty members who are expertsin their discipline. Students will beassessed on elements of stagedeportment including stage entranceand exit, eye contact with audience ,bows, spoken announcements andintroductions, accompanistacknowledgements, attire, andpoise/stage presence throughoutthe presentation.


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Faculty Assessment Leader: Dane TeterFaculty Contributing to Assessment: P. Chambers-Salazar;W. Doyle; J. Hovorka; J. Hurd; M. Jaque; J. Mack; J. Mitchell;K. Lobitz; L. Velickovic

display professionalism in their attire. 80% of the studentsdemonstrated professionalism in their poise and stagepresence during their performance. 20% of the studentsdemonstrated good poise and stage presence but theirnervousness was clearly visible. (06/13/2016)

SLO #3 Terminology for MusicalExpression - Upon completion of thecourse, students will be able todemonstrate the ability to correctlyinterpret terminology for musicalexpression in a performance of agiven piece of intermediate levelmusic from the standard repertoire.





ECC: MUSI 203 :Theory and Musicianship III


SLO #1 Spelling and IdentifyingChords - Upon completion of thecourse, students should be able tospell and identify Borrowed Chords,the Neapolitan Chord, andAugmented Sixth Chords (Italian,French, and German) in the contextof all major and minor keys.




Standard and Target for Success: Inorder to indicate success in correctlyidentifying and spelling BorrowedChords, the Neapolitan Chord, andAugmented Sixth Chords, I wouldexpect the overall average score tobe 75% or above.

Exam/Test/Quiz - During the 10thweek of the semester, students weregiven a quiz where they were askedto spell eight different chords(Borrowed Chords, the NeapolitanChord, and Augmented Sixth Chords)using key signatures and identify tenchords using Roman numerals.

SLO #2 Intervals, Chords, Melodiesand Rhythms - Upon completion ofthe course, students should be ableto sing all simple intervals, major andminor triads in all inversions, alldiatonic seventh chords in rootposition, the dominant seventh chordin all inversions, a diatonic melody,and a rhythmic example in simple orcompound meter featuring multiplesubdivisions of the beat.



Input Date: 12/14/2013Standard and Target for Success: Itis expected that the average scoreby all students who took the examshould be above 80%.

Faculty Assessment Leader: Patrick Schulz

Action: Progress toward ear trainingproficiency is very important forstudents studying music. I willcontinue to work with the Music 203class on these aural skills. In thefuture, I plan to give students onefewer aural skills exam during thesemester, but give each studentmore time during each exam tocomplete all the required skills. I amhoping this model will be a bit moremanageable for students and createa situation where they will preparemore fully for each individual exam.Students will still be required tomaster the same skills, which will bedivided among three exams insteadof four. Students who have a difficulttime with any part of the musictheory curriculum can make use ofthe (free) music tutors in the library,

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetTotal Students: 11Average Score: 81.45%High Score: 96%Low Score: 67%

Raw scores (from low to high)67, 69, 70, 81, 81, 82, 83, 84, 91, 92, 96

The overall results indicate that students were proficient inregards to their ear training during this fourth unit of auralskills training in Music 203. Eight students out of elevenscored over 80% on the assessment, and the average scorewas 81.45%. Only two students scored below 70%, and nostudent failed the aural skills exam. (09/02/2016)

Exam/Test/Quiz - During the finalweek of the semester, students weregiven an eight minute aural skillsexam. Each student was given theexam in private and asked to singthree simple intervals, two invertedtriads, two diatonic seventh chordsin root position, a dominant seventhchord in root position and allinversions, a (prepared) diatonicmelody, and a (prepared) rhythmicexample featuring multiplesubdivisions of the beat.



my office hours, and several onlineresources that I list in my coursepackets. They also have a free serialnumber to download a powerful eartraining program on their personalcomputer called EarMaster Pro.(09/02/2016)Action Category: TeachingStrategies

SLO #3 Identifying and Labeling aSonata - Upon completion of thecourse, students should be able toidentify and label all major parts of asonata form movement written forpiano during the Classical Era. Labelsshould include Exposition,Development, Recapitulation,Principal Theme, Transition,Secondary Theme, Closing,Retransition, and Coda or Codetta ifnecessary.





ECC: MUSI 215B:Music History and Literature - 1750 to Present


SLO #1 Elements of Music - Uponsuccessful completion of this course,the student should be able todescribe the elements of music -melody, harmony, rhythm, form,texture, dynamics, and timbre.




Standard and Target for Success: Itis expected that 75% of the studentswill score 70%

Faculty Assessment Leader: William Doyle

Action: Continue to focus on theelements of music during thelectures - pointing out dominantmusical features in selectedcompositions. (05/06/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetStudents were given an exam where they were givenquestions regarding the elements of music - i.e., in alistening example, identify the dominant musical element.They scored, on average, 76%. (05/06/2016)

Exam/Test/Quiz - Students will takean exam where the questions focuson the elements of music - melody,harmony, etc.

SLO #2 Comparing and Contrasting -Upon successful completion of thiscourse, the student should be able tocompare and contrast works basedon the use of elements, form, andcultural (style period) influences.

Course SLO Assessment Cycle: 2014-15 (Spring 2015), 2015-16 (Spring2016)



Standard and Target for Success: Itis expected that 75% of the studentswill score 70%

Faculty Assessment Leader: William Doyle

Action: Continue to develop thelistening examples to help focus onmusical styles. (05/06/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetStudents were given a series of listening examples from thevarious musical style periods (Classical, Romantic, 20th c.,21st. c.). They were asked to choose the appropriate era.the students were able to successfully identify 79% of theexamples. (05/06/2016)

Exam/Test/Quiz - Students will takean exam with questions dealing withmusical style periods.

SLO #3 Musical Style Periods - Uponsuccessful completion of this course,the student should be able todistinguish among the characteristicsof various historical musical styleperiods.

Course SLO Assessment Cycle: 2014-15 (Spring 2015), 2016-17 (Spring2017)



Standard and Target for Success: Itis expected the 75% of the studentswill score 70%

Exam/Test/Quiz - Students will takean exam in which they will have toidentify the characteristics ofmusical style.

Standard and Target for Success: It

Exam/Test/Quiz - Students weregiven a test that asked them to listento, and then distinguish between,the characteristics of historical styleperiods -- such as instruments,texture, genre, melody, harmony,etc.



is expected that 80% of the studentswill score 75% on this SLO.Reviewer's Comments: The test wasgiven during, and as a part of, theFinal Exam.


ECC: MUSI 220:Voice Class II


SLO #1 Function of the Voice - Uponcompletion of this course, studentswill know and implement theanatomical and physiological functionof the voice, understand theimportance of posture and breath-support, the correct technique inhead and chest register, cognitivehealth and physical health as itrelates to voice and singing whileprogressing from basic throughintermediate level.




Standard and Target for Success:85% were expected to score in the I -II (superior-excellent) levelRelated Documents:Song Interpretation EvaluationForm.doc

Performance - Singers were assigneda classical selection/student fromthe Intermediate level of solorepertoire. Each student wasrequired to perform their individualsong in their final class presentationas part of the final. The studentswere evaluated on the categories:1. Effective Use of Voice2. Text Delivery3. Interpretation4. Stage Presence5. Musical Style6. Relationship with Audience7. Facial Expression

SLO #2 Performing and Analyzing -Upon completion of this course,students should be able todemonstrate artistry, technique,characterization, historical styles,ornamentation and non-classicalstyles during their own performanceas well as analyze and critiqueprofessional performances whileprogressing from basic throughintermediate level.



Action: Instruction will need to focuson more vocalises that strengthenIPA vowel and consonant productionin several romantic languages. (09/05/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met95% of the singers who performed the required repertoirescored in levels 3-2 (80-90%) category of this assessment.8 students were assessed, 3singers scored in level 2(80%)and 4 scored in the higher level 3 category, while 1 studentscored in level 1 category.Overall performance strengths were demonstrated in thememorization of the selections and effective delivery in theinterpretation and tone quality for each genre. Studentswere also well equipped to identify and express theaccurate technique in their written concert report analysis.

Performance - Singers were assignedthree solos from four contrastinggenres: Classical/popular/musicaltheatre/folk from the songrepertoire for the Intermediate voiceclass. Each student was required toperform these selections over thespan of the semester in threeseparateperformances/presentations. Theinstructor evaluated the singer on:1. Stylistic delivery2. Use of vocal technique


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Standard and Target for Success:80% of the singers/students willperform and deliver the selectedmajor work with 80% accuracy andanalytical skill.

Faculty Assessment Leader: Joanna M. NachefRelated Documents:MUSIC 220.docx

Areas of Improvement: Students are challenged withpronunciation of foreign language songs. They are limited inidentifying accurate International Phonetic Alphabetsymbols to improve their enunciation. (09/05/2016)

Students were also required toattend a professional performanceand critique the performer using thevocal technique standards studied inclass.

SLO #3 Accuracy in VariousLanguages - Upon completion of thiscourse, students should be able todemonstrate accurate pitch, rhythms,intonation, dynamics, tempos andclarity of articulation of diction invarious languages while progressingfrom basic through intermediatelevel.





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ECC: MUSI 231B:Intermediate Piano II


SLO #1 Notes, Rhythms, andFingering - Upon completion of thecourse, students will be able to play alate-intermediate level piano piecewith accurate notes, rhythms andfingerings.




Standard and Target for Success: Mytarget for success for this SLO is that80% of my students will score 75% orhigher on the part of their finalwhich addresses this SLO.

As part of their final exam, my 231bstudents will be asked to play a late-intermediate level piano piece withaccurate notes, rhythms andfingerings.

SLO #2 Three-Octave Major Scales -Upon completion of the course,students will be able to play three-octave major scales in C and G,hands-together.




Standard and Target for Success: Itis expected that at least 75% ofstudents will score at least 70% onthis part of their performanceassessment.

Performance - During a performanceassessment, students will be askedto play three-octave major scales inC and G, hands-together.

SLO #3 Thee-Octave Arpeggios -Upon completion of the course,students will be able to play three-octave arpeggios in C and G major,hands-together.




Standard and Target for Success: Iexpect that 85% of my 131A:Beginning Piano I students will score75% or above on this SLO.

Faculty Assessment Leader: Polli Chambers-Salazar

Action: One teaching strategy that Ibelieve could be implemented as anenhancement to the teaching of thisSLO would be to integrate instructionon how to practice hands-togetherarpeggios using an additivetechnique. I will teach the studentsto begin their practice session byplaying only the first 4 notes of thearpeggio hands-together, a rangewhich includes the first position shiftin the right hand arpeggio. Oncethey have mastered this, I will teachthem to add one note at a time,repeating each segment until it iseasy to play. They will be

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met95% of my students scored 75% or higher on this SLO.Students did quite well on this SLO. This was a notableresult, since hands-together arpeggios are quite challengingin terms of both fingering and coordination, and manystudents find them to be one of the most difficult technicalskills that we work on in this class. I did a significant amountof in-class individual coaching on this skill, and I believe thatthe most important finding from this data is that one-on-one observation and assistance are invaluable in terms ofhelping students to achieve mastery of challenging technicalexercises. (05/11/2016)

Exam/Test/Quiz - As part of theirfinal exam, students will be asked toplay three-octave arpeggios in C andG Major, hands-together.



encouraged to first add notes goingup the keyboard, and then to take abreak before beginning the processon the descending side of thearpeggio. (05/11/2016)Action Category: TeachingStrategies


ECC: MUSI 247:Intermediate Guitar


SLO #1 First and Second Position -Demonstrate the ability to perform apiece utilizing proper tempo,fingerings, dynamics, and rhythmsusing both First and Section Position.






Action: As this semester of 247 wastaught in a combined section with147B, it is advisable that some of thelab hours are dedicated strictly to the247 students so that more intensiveguitar techniques can be taught at ahigher- level, and more difficultrepertoire can be selected to yieldbetter assessment of skills.(09/09/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetAssessment: Students prepared to perform a classical guitarpiece, a Waltz by Julio Sagreras displaying notes in the firstand second position of the guitar. Rubric was constructed toscore 10 points each in proper notes, rhythm, tempo,fingering, and posture for a total of 50 points on this part ofthe final exam.

Results: All but one student scored 50 out of 50 points. Theone outlier student scored 43/50 for a score of 86%.

Analysis: The students who continue to Intermediate Guitar(MUSI 247) have tended to have high skill level on theguitar. The high scores on this element of the assessmentwas not at all surprising. (09/09/2016)

Presentation/Skill Demonstration -As part of the final exam grade,students prepare a classical guitarcomposition in both the first andsecond position performed one-on-one with the instructor. A rubric wasconstructed for correct notes,rhythm, tempo, fingering, andproper posture (technique scoresare accounted for in posture andfingering).

SLO #2 Moveable Chord Forms -Demonstrate the ability to utilizeproper moveable chord forms (Maj,Min, dom7th) in tempo in a medium-difficulty piece.




Standard and Target for Success:Student is graded on fingering,tempo, rhythm, and technique.Proper strumming/comping rhythmsand chord changes must be preciselyexecuted. 80% of the students areexpected to score 75% or better inthis SLO.

Action: The repertoire for assessingthis SLO is currently working verywell. Variation of this repertoire isalways necessary. Inclusion of musichelpful for recruiting for the jazzguitar program may be helpful.(02/28/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetStudent asked to perform The Way by FastballKey of F#m. Chords: F#m, Bm, C#7, F#7, A, E7, D6Tempo: 100BPMStrum Pattern: Modified Rumba

100% 1/7 14%90-99 2/7 29%80-89 2/7 29%76-79 1/7 14%70-75 1/7 14%

One student fell below standard of success. Overall meetsstandard for success of the assessment of this SLO. [less]Faculty Assessment Leader R. Jonathan MineiFaculty Contributing to AssessmentReviewer's Comments (03/25/2017)

Reviewer's Comments: The studentsperformed The Way by Fastballwhich uses very unique strummingtechniques as well as very standardmovable chord forms. The studentswith better guitars score higher onthis assessment. At this 247 level it is

Performance - Student is asked toperform a piece that utilizesmovable chord forms for major,minor, and dominant 7th chords.



Faculty Assessment Leader: ryota jonathan mineiFaculty Contributing to Assessment: ryota jonathan minei


Action: Given the variety of skilllevels that enter into this 247 level,maintaining this repertoire anddifficulty level shows successfulassessment of this SLO. Instructionshould continue to use comparablerepertoire at this tempo anddifficulty level. (04/25/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetStudent asked to perform The Way by FastballKey of F#m. Chords: F#m, Bm, C#7, F#7, A, E7, D6Tempo: 100BPMStrum Pattern: Modified Rumba

100% 1/7 14%90-99 2/7 29%80-89 2/7 29%76-79 1/7 14%70-75 1/7 14%

One student fell below standard of success. Overall meetsstandard for success of the assessment of this SLO.(04/28/2015)

common that the entry level guitarsare not suitable for maximumsuccess with the course content. Thestudents still scored very well andworked very hard for thisassignment. Repertoire choice has avery direct effect on studentengagement for this SLO.

SLO #3 Focused Unit Guitar Style -Demonstrate a basic understandingof the focused unit guitar style inperformance using proper fingerings,rhythms, chord forms, time feel,dynamics, balance, and specificstylistic aspects in a duo ensemblesetting.





ECC: MUSI 253abcd:Chorale


SLO #1 Notation, Rhythm, and Text -Upon completion of the course,students should be able to sing theirindividual voice part within a quartetof four-part harmony, using accuratenotation, rhythm, and text of twochoral pieces from their repertoire forthe semester.




Standard and Target for Success: Itis expected that 85% of the studentswill score in the 4 – 3 (Excellent –Good) standards.

Performance - Students wereassigned “Musica Animam Tangens”by Joshua Shank arranged for eight-part a cappella voices. At the end ofthe semester students were asked toperform the piece in the assessmentweek(final class week)during thedress rehearsal. The Chorale stood inmixed format, in a single linesurrounding the seats of the HaagRecital Hall. Eight students at a timewere being evaluated on notationaccuracy, rhythmic precision, textdelivery, blend, balance, andmusicality.

SLO #2 Voice Parts - Upon completionof the course, students will be able tosing at a intermediate level,independently and correctly, theirvoice part against all eight parts,adhering to required harmonicprogressions, good intonation andrhythmic complexity for all the piecesin the repertoire.




Standard and Target for Success:80% of the singers/students willperform and deliver the selectedmajor work with 80% accuracy withmusicality, proper harmonies,rhythmic sensitivity, and a blendedtone quality.

Faculty Assessment Leader: Joanna M. Nachef

Action: Spend more rehearsal timeon voicing each section, earlier in thesemester, and require more listeningwhile singing. (09/05/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met27 singers performed the choral selections at ChapmanUniversity Community College Choral Festival.90% of the Chorale singers scored in the 3 category of (90-99) target.Overall Strengths: The complexity and contrasting styles ofthis repertoire highlighted the abilities of this premierchoral ensemble. They performed three pieces in mixedformat and in a cappella. The harmonies, rhythms , blend,and beautiful tone quality were most evident in theirpassionate interpretation and delivery.Areas of Improvement: Attention to the balance among thefour voice parts: Soprano, alto, tenor and bass were unevenin certain segments of these selections. (09/05/2016)

Performance - Singers will performMoses Hogan's "I can tell theWorld", Paul Baster's "Alleluia",Victoria's "O Quam Gloriosum" andDavid Childs " Where Your Bare FootWalks", from four to ten partharmonies while standing in mixedformat.



Related Documents:MUSIC 253.docx

SLO #3 Critiquing a Performance -Upon completion of the course,members of the choral ensemble willbe able to critique their performanceby watching a DVD or listening to aCD of their concert. They will be ableto measure choral elements of style,tone color, blend, balance, andinterpretation with accurate musicalterminology at an advanced level.





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ECC: MUSI 259abcd :Music Production Workshop


SLO #1 Individualized Vocal Parts -Upon completion of the course,students should be able to carry theirindividual memorized vocal partswithin the entire theatre productionusing accurate notation, rhythm, andtext for the entire musical for thesemester.




Performance - AssessmentStudents receive a solid week ofmusic rehearsal, prior to theteaching of any physical staging ofthe production or choreography. Thefirst few days concentrate on thebasic learning of notes (includingbasic note reading and musicalterminology) of each musicalnumber. Once the students arefamiliar and confident with theirindividual parts, focus shifts toteaching choral blend and balance,intonation, appropriate stylisticchoices (in reference to the period ofthe piece), memorization ofmaterial, diction, and breath control.The results are reviewed by theinstructor, who, in turn, groupsstudents according to ability toachieve an overall balance of choralsound. Once the studentsincorporate acting and movementinto the rehearsal process, notes aregiven by the instructor at the end ofeach rehearsal session, focusing onthe measured improvement of saidrequirements, as necessary.

Standards or RubricStudents must be able to performtheir individual memorized vocalparts within an entire musicaltheatre production with a focus onmusicality, choral blend, diction,breath control, and vocal projection.The singing of harmonies is arequirement.



Standard and Target for Success:STANDARD: 100% of students willachieve either Good or Satisfactoryratings.

Students must show a level of focusand continued quality ofperformance skills over multipleperformances spanning threeweekends.

SLO #2 Voice Parts - Upon completionof the course, students will beexpected to sing at a advanced level,independently and correctly, theirvoice part against another voice part ,adhering to required harmonicprogressions, good intonation andrhythmic complexity withchoreography, blocking and stagepresence.



Input Date: 12/14/2013Standard and Target for Success:Standards or RubricStudents must be able to performtheir individual memorized vocalparts within an entire musicaltheatre production with a focus onmusicality, choral blend, diction,breath control, and vocal projection.The singing of harmonies is arequirement.

Action: The SLO statement can onlyachieve great result if theDepartment of Fine Arts canincorporate The an additionalfunding to incorporate a requiredSinging, Acting, or Dance class perweek, during the semester that themusical is performed. This will notonly make the rehearsal processproductive but it would be beneficialto students, instructors and audiencemembers. (06/01/2018)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetAssessment DataThe learning environment and instruction that wereprovided to students were fostering to develop an interestto promote and advance musical theater. Young studentsand community members who were in this class haddifferent levels of experience in musical theatre. Together,they were nurtured and challenged for a thought provokinglevel of conscientious that perhaps, could apt the level oftheir performance in the future.

Observable PatternsThis production does not follow the typical mainstreamBroadway shows for it is by Sondheim. The melodic,rhythmic and harmonic rhymes are approached bycompositional technique that is almost foreign to the earsof the majority. The students were eager to learn their partsbut had to be coached and reminded almost every rehearsalfor the intricate parts that are unconventional. Fewrehearsals prior to the opening night, the challengescontinued when the cast first heard the orchestra.Adjustments were made and the eagerness and excitementof the students were evident that progression towards‘perfecting’ the musical showed improvement. The openingand closing nights were huge success! In between showswere remarkable good and audience members loved it!

Performance - Upon completion ofthe course, students will beexpected to sing at an advancedlevel, independently and correctly,their voice part against anothervoice part, adhering to requiredharmonic progressions, goodintonation and rhythmic complexitywith choreography, blocking andstage presence.Standards or Rubric



Faculty Assessment Leader: Nove Deypalan

One hundred percent of the students met the classstandard by achieving GREAT and ABOVE SATISFACTORY inall areas. Students who did not have formal voice lesson orlittle experience in musical theater attended additionalcoaching and masterclasss that the instructor provided forextra credit. The end result was rewarding to students,instructor and audience members.

Implications and Future DirectionsStudents would gain an incredible learning experience andexcellent result will be achieved if the department canincorporate an additional required Singing, Acting, or Danceclass per week, during the semester that the musical isperformed. This will not only make the rehearsal processproductive but it would be beneficial to students,instructors, and audience members.

(05/04/2016)

SLO #3 Character Creation - Uponcompletion of the course, studentsshould be able to demonstratecharacter creation through the use ofmusical performance in a livetheatrical production according toprofessional standards.





ECC: MUSI 260abcd:Woodwind Ensembles


SLO #1 Stylistic Performance -Practices Upon completion of thecourse, students will be able todemonstrate the ability to executecorrect pitches and rhythmsappropriate to stylistic performancepractices of a given piece ofintermediate level woodwindchamber music.




Standard and Target for Success:80% of the students will perform thenotes and rhythms of the music with80% accuracy.Related Documents:SLO RUBRIC WoodwindEnsemble.docxSLO RUBRIC Woodwind EnsembleSLO 1 Sp 2015.pdf

Performance - Student will do an inclass performance of two woodwindensemble pieces, which will berecorded. The recording will be usedto assess the SLO.

Standard and Target for Success:The target for success is 80% of thestudents will execute the notes andrhythms with 80% accuracy.

Performance - Five students inWoodwind Ensemble II performed“La Bouree” by Michael Praetoriusand “Dish Rag” by Margot Jemmet ina public concert at El Camino. Theperformance was recorded and thenanalyzed for note and rhythmaccuracy.

SLO #2 Playing Techniques - Uponcompletion of the course, studentswill be able to demonstrate elementsof proper woodwind instrumentplaying techniques in a performanceof a given piece of intermediate level,classical music.



Standard and Target for Success:80% of the students will performwith good (80%+) to excellent(90%+) tone, blend, balance,intonation, instrument position and



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Input Date: 11/07/2013 Related Documents:SLO RUBRIC WoodwindEnsemble.docx

Standard and Target for Success: Itis expected that 80% of the studentswill be able to demonstrate theproper elements of woodwindplaying technique with 85%accuracy.

Faculty Assessment Leader: Dane Teter

Action: Proper woodwind playingtechniques will continue to beemphasized in the class instructor.Greater emphasis will be placed onproper breath support andintonation. (12/08/2016)

Follow-Up: Proper breath supportand tuning procedures have beena topic for discussion andexercises in each class period.Students have used instrumenttuners regularly to check theirintonation. This is improvingtheir understanding of pitch andintonation. (11/08/2016)


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetFour students performed movements from Mozart's"Divertimento No. 11, K. 251" in a public performance.100% of the students demonstrated proper toneproduction, embouchure, finger/hand position, instrumentposition and posture with 100% accuracy. 50% of thestudents demonstrated their technique in intonation withgreater than 90% accuracy. The other 50% demonstrated80% accuracy in intonation. 75% of the studentsdemonstrated 100% accuracy in breath support. 25%demonstrated breath support with 85% accuracy.(06/13/2016)

Performance - Students will performa movement from a composition inthe standard repertoire forwoodwind ensemble, appropriatefor the instrumentation of theensemble. Students will be assessedon their ability to demonstrateproper woodwind playingtechniques including toneproduction, intonation,embouchure, breath support,finger/hand position, instrumentposition, and posture.

SLO #3 Terminology and Symbols -Upon completion of the course,students will be able to demonstratethe ability to correctly interpretterminology and symbols forarticulation, dynamics, and form, andperform them in a given piece ofintermediate level woodwindchamber music.




Standard and Target for Success:80% of the students will interpretthe symbols and terminology in apiece of music and perform themusic with 80% accuracy.Related Documents:SLO RUBRIC WoodwindEnsemble.docx







ECC: MUSI 261abcd:Brass Ensembles


SLO #1 Stylistic PerformancePractices - Upon completion of thecourse, students will be able todemonstrate the ability to executecorrect pitches and rhythmsappropriate to stylistic performancepractices of a given piece ofintermediate level, contemporarybrass ensemble music.




Standard and Target for Success:80% of the students will perform thenote and rhythms with 80%accuracy.Related Documents:SLO RUBRIC Brass Ensemble.docx

Performance - Student will do an inclass performance of two brassensemble pieces, which will berecorded. The recording will be usedto assess the SLO.

Standard and Target for Success:The target for success is 80% of thestudents will execute the notes andrhythms with 80% accuracy.Related Documents:SLO RUBRIC Brass Ensemble SLO 1Sp 2015.pdf

Performance - Six studentsperformed “An American Hymn” byMatthias Keller and “Music of theNight” by Andrew Lloyd Webberarranged by Jack Gale in a publicconcert held at El Camino College.The performance was recorded thenanalyzed for note and rhythmaccuracy.

SLO #2 Playing Techniques - Uponcompletion of the course, studentswill be able to demonstrate elementsof proper brass instrument playingtechniques in a performance of agiven piece of intermediate levelmusic.

Course SLO Assessment Cycle: 2015-Course SLO Status: Active

Standard and Target for Success:80% of the students will performwith good (80%+) to excellent(90%+) tone, blend, balance,

Action: Proper brass instrumentplaying techniques will continue tobe emphasized in the class instructor.Greater emphasis will be placed onproper breath support andintonation. (12/08/2016)

Follow-Up: Proper breath support


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetSix students performed Lennie Niehaus' "Portraits" in apublic performance. 100% of the students demonstratedproper tone production, embouchure, finger/hand position,instrument position and posture with 100% accuracy. 60%of the students demonstrated their technique in intonationwith greater than 90% accuracy. The other 40%



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16 (Spring 2016)Input Date: 11/07/2013

instrument position and posture.Related Documents:SLO RUBRIC Brass Ensemble.docx


and tuning procedures have beena topic for discussion andexercises in each class period.Students have used instrumenttuners regularly to check theirintonation. This is improvingtheir understanding of pitch andintonation. (11/08/2016)

demonstrated 80% accuracy in intonation. 85% of thestudents demonstrated 100% accuracy in breath support.15% demonstrated breath support with 85% accuracy.(06/14/2016)

SLO #3 Terminology and Symbols -Upon completion of the course,students will be able to demonstratethe ability to correctly interpretterminology and symbols for musicalexpression, and perform them in agiven piece of intermediate levelbrass choir music.




Standard and Target for Success:80% of the students will interpretthe musical symbols andterminology and perform them with80% accuracy.Related Documents:SLO RUBRIC Brass Ensemble.docx





ECC: MUSI 262abcd:Percussion Ensembles


SLO #1 Stylistic PerformancePractices - Upon completion of thecourse, students will be able todemonstrate the ability to executecorrect rhythms appropriate tostylistic performance practices of agiven piece of intermediate level,contemporary percussion ensemblemusic.




Standard and Target for Success:80% of the students will perform themusic with 80% accuracy of notesand rhythmsRelated Documents:SLO RUBRIC PercussionEnsemble.docx

Performance - Student will do an inclass performance of two percussionensemble pieces, which will berecorded. The recording will be usedto assess the SLO.

Standard and Target for Success:The target success is 80% of thestudents will execute 80% of thenotes and rhythms accuratelyRelated Documents:SLO RUBRIC Percussion EnsembleSLO 1 Sp 2015.pdf

Performance - Students performed“Kaleidoscope” by Chris Crockerelland “4/4 For Four” by AnthonyCirone in a public concert held at ElCamino College. The performancewas recorded and then analyzed forstudent accuracy.

SLO #2 Playing Techniques - Uponcompletion of the course, studentswill be able to demonstrate elementsof proper percussion instrumentplaying techniques in a performanceof a given piece of intermediate leveldrum music.



Standard and Target for Success:80% of the students will performwith proper instrument playingtechniques, posture, and balance ofthe ensemble with 80% accuracy



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Input Date: 11/07/2013 Related Documents:SLO RUBRIC PercussionEnsemble.docx

Standard and Target for Success:80% of the students willdemonstrate the mastery ofpercussion instrument playingtechniques with greater than 80%accuracy.


Action: Instruction in properinstrument tone production andtuning will be emphasized at thebeginning of each semester.(09/13/2016)

Follow-Up: Students wereinstructed in the propertechniques of tone productionduring the first few classmeetings. This group of studentswas more experienced thanprevious semester so theyneeded less remedial instruction.(11/08/2016)


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetFive students played John Hearnes' "Ultraviolat" in a publicperformance. Instruments used in the performanceincluded bells, xylophone, marimba, vibraphone, timpani,drum set, triangle, suspended cymbal, crash cymbals, windchimes, and wood block. 100% of the studentsdemonstrated the proper hand position and grip for malletsand sticks while playing the piece of music. The propertechnique for tone production was used by 100% of thestudents with 100% accuracy. Only one student needed totune an instrument, and did so with 90% accuracy. All of therequired pitches were tuned but the intonation was off ontwo of them. 100% of the students were able to play theinstruments demonstrating the proper instrument positionand posture needed to play them with 100% accuracy.(06/14/2016)

Performance - Student will execute apiece of music in publicperformance. They will be assessedon the ability to demonstrate properpercussion instrument playingtechniques including: stick/malletgrip, hand position, tone productionfor the various percussioninstruments, instrument tuning,instrument position, and posture.

SLO #3 Terminology and Symbols -Upon completion of the course,students will be able to demonstratethe ability to correctly interpretterminology and symbols fordynamics, tempi and form, andperform them in a given piece ofintermediate level percussionensemble music.




Standard and Target for Success:80% of the students will interpretthe symbols, terminology, and formof a composition and perform it with80% accuracy.Related Documents:SLO RUBRIC PercussionEnsemble.docx







ECC: MUSI 266abcd:Big Band Jazz


SLO #1 Intonation, Dynamic, Balance,and Phrasing - Students will be ableto demonstrate the ability to blend inan ensemble using proper intonation,dynamic, balance, and phrasing.




Standard and Target for Success: Forall categories, Excellent = 4; Good =3; Fair = 2; Poor = 1See attached document for tableRelated Documents:SLO Rubric Jazz Big Band FORTRACDAT.docx

Performance - To assess students’reading skills and ability to blend inthe ensemble using properintonation, dynamics, balance, andphrasing, students were asked toperform excerpts from SammyNestico’s arrangement, BasieStraight Ahead. For assessingstudents’ ability to identify styles byperiod and composer, students wereasked to play blues forms usingdifferent grooves in the style ofvarious eras. For assessing students’abilities to improvise in a jazzcontext, all students were asked toimprovise solos individually withrhythm section accompaniment invarious keys of the 12 bar bluesform.

Performance - The students were allrequired to perform an ensemblepassage excerpt from DizzyGillespie’s composition “Groovin’High”. They performed bothindividually and with the entireensemble. Students were given ascore of 1-4 based on theirperformance level for each of thefollowing elements: Blend,Intonation, Dynamics, Articulation,


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Standard and Target for Success:70% of students will score Good orbetter to achieve the assessment.

Rubric:

Balance Within the EnsembleOverall DynamicsProper IntonationPhrasing Within the Style

4 points = Excellent, 3 points = Good,2 points = Fair, 1 point = Poor

SLO #2 Big Band Styles andComposers - Students will be able toidentify and differentiate basic bigband styles by periods and composer.




Standard and Target for Success:Excellent=4, Good=3, Fair=2, Poor=1Based on Rubric: It is expected that70% of students will score 3 orabove.

Faculty Assessment Leader: David SillsReviewer's Comments: Students showed excellent progressin demonstrating historical big band Knowledge throughoutthe semester. Like other disciplines in music, students thathad taken the class previously and students with the mostyears experience showed the highest level of knowledge.Even the least experienced students showed remarkableprogress in awareness of big band styles and knowledge ofcomposers and bandleaders. The research paper focusingon various big band leaders and jazz soloists was met withmuch enthusiasm and executed successfully by moststudents. Some areas for improvement: There was ageneral lack of knowledge from the average student

Action: Implementing weeklylistening and analysis assignments todevelop students ability to identifyand understand a wider range of jazzstyles will be beneficial. (09/07/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetIdentification Of Big Band Composers- 35% Scored 4, 35%scored 3, 25% scored 2, 5% scored 1Identification of Jazz Soloists- 20% Scored 4, 20% scored 3,40% scored 2, 20% scored 1Research Paper/Historical Analysis of Jazz Big Bands- 40%scored 4, 40% scored 3, 20% scored 2, 0% scored 1Identification of Period of big band performance- 30%scored 4, 40% scored 3, 25% scored 2, 5% scored 1(09/07/2016)

Multiple Assessments - The studentswere given a drop the needle quizzesin which they were to identifycomposers, soloists and bandleaders from significant recordings.In addition, students were instructedto do a research paper in which theywere to describe the styles of severalkey big bands and jazz soloists.



regarding the identification of jazz soloists. Althoughimprovement was seen throughout the semester, only themost experienced students did well in this area. More earlyjazz education in the form of jazz history and appreciationclasses would be greatly beneficial in exposing more musicstudents to the influential and important jazz artists.

SLO #3 Improvisation Within A JazzContext - Students will be able todemonstrate a basic knowledge ofimprovisation within a jazz context.





ECC: MUSI 267abcd :Jazz Band


SLO #1 Pitches and Rhythms - Afterpracticing an assigned compositionexecute the pitches and rhythms inthe appropriate style and tempo.

Course SLO Assessment Cycle: 2013-14 (Fall 2013), 2014-15 (Spring 2015),2016-17 (Fall 2016)



Standard and Target for Success:85% of students involved in theassessment would score 4 or betterin all (6) categories noted on theAssessment Description. Scoring asfollows (1 = poor, 2 = below average,3 = developing skill but notcommand 4 = good command, 5 =mastery of skill)Reviewer's Comments: Thisassessment was given in a pre/postformat. Tiptoe was an excellentchoice as it provided challengeswithin the rhythm section in relationto style mastery and swing feel. Italso provided innate challenges forthe saxes and brass with a "tutti"ensemble section in which the entirehorn section must play with accuracytogether as a unit.

Performance - Students wereassigned the piece "Tiptoe" by ThadJones in week 9 of the semester andevaluated according to a rubric. Atthe end of the semester studentswere asked to perform the piece inthe assessment week (final classweek). Students were informed theywould be evaluated on pitchaccuracy, rhythmic accuracy,appropriate swing feel, phrasing andarticulation accuracy, ensembleblend and correct tempo.

Performance - Students wereassigned the piece "Hang Gliding" byMaria Schneider in week 4 of thesemester and evaluated according to



Standard and Target for Success:85% of students involved in theassessment would score 4 or betterin all (6) categories noted on theAssessment Description. Scoring asfollows (1 = poor, 2 = below average,3 = developing skill but notcommand 4 = good command, 5 =mastery of skill)

a rubric. At the end of the semesterstudents were asked to perform thepiece in the assessment week (finalclass week). Students were informedthey would be evaluated on pitchaccuracy, rhythmic accuracy,phrasing and articulation accuracy,ensemble blend and correct tempo.

Performance - Students wereassigned the piece "Maids of Cadiz,"arranged by Gil Evans in week 3 ofthe semester. With this unusuallyslow tempo piece, audio clips ofvarious recordings of this tune wereused as listening assignment. After aseveral weeks of rehearsals duringclass, students were asked toperform the piece in the assessmentweek (final class week). Studentswere informed they would beevaluated on pitch accuracy,rhythmic accuracy, phrasing andarticulation accuracy, ensembleblend and correct tempo.

SLO #2 Big Band Styles andComposers - Demonstrate a basicunderstanding of big band styles byperiod and composer.

Course SLO Assessment Cycle: 2012-Course SLO Status: Active

Exam/Test/Quiz - Students will beassigned a set of compositions tolisten to via access to the class teamsite. Students should be able toidentify the performing big band orkey soloist featured. This is



13 (Fall 2012), 2015-16 (Spring 2016)Input Date: 01/31/2014

Standard and Target for Success:Students will be evaluated accordingto the following standards:18 or above correct = Mastery15 or above correct = Understanding10 or above = developingBelow 10 = insufficientReviewer's Comments: In future wemay want to disaggregate the examanswers to find out if students areweaker in identifying the stylisticsounds of different performer'sbands or the questions that involvethe identification of key soloists.

administered in the form of awritten multiple-choice exam.

Standard and Target for Success:90% of students involved in theassessment would score 4 or betterin both ensemble and solo settingsdemonstrations. AssessmentDescription. Scoring as follows (1 =poor, 2 = below average, 3 =developing skill but not command 4= good command, 5 = mastery ofskill)

Faculty Assessment Leader: Alan ChanReviewer's Comments: AC 4/27/2016: The focus of in-classskill demonstrations proof to be an effective way to checkstudents' progress on their listening and practicing tomaster various styles of music from different periods. Mostof the students who have mastered the style (5) tend to beolder adults that have more previous musical experience.Many who have good command (4) have spent decentamount of time working on the materials by themselves orduring sectional practices. Those who are "Developing" arestill working on their musicianship skills in general. Overall,this method is a effective way to accumulate experience inplaying different styles of big band jazz music by a variety ofcomposers in a 4-semester cycle.

Action: Further attentions areneeded for the students who arescored 3 (Developing Skill) or 4(Below Average). One solution is tochoose 2-3 compositions that aremore straightforward jazz whichwould be more playable for studentswith lower musicianship level, whilestill represent different historicalstyles. (04/27/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetMastery of Skill = 5Good Command = 10Developing Skill but not Command = 3Below Average = 1Poor = 0 (04/27/2016)

Reviewer's Comments: The process

Presentation/Skill Demonstration -Students will be assigned a set ofcompositions to listen to via accessto the class team site. Thesecompositions represent differentperiods from 1940s to the presentday and by composers such as GilEvans, Thad Jones, Bob Mintzer andJohn Daversa. Students are asked tolisten, practice and transcript (ifneeded). Then they are asked todemonstrate in class both inensemble and solo settings.



of listening and practicing providesan effective way for students tomaster music of various style periodby imitating and studying usingmethods described in the aboveAssessment Method Description. Avariety of music was selected tomake sure students are aware ofcontrasting styles and apply differentplaying skills to play the music in away that matches the style of thecomposition.

SLO #3 Improvisation Skills -Demonstrate a basic knowledge ofbeginning level improvisation skillswithin a big band setting.

Course SLO Assessment Cycle: 2013-14 (Fall 2013), 2017-18 (Fall 2017)



Standard and Target for Success:Students will demonstrate thefollowing skills and improvisationaldevices during their solo on thefollowing scale (3 = Command, 2 =Development in Context, 1 = basicuse, 0 = not used).Students shouldregister at least a 2 in every categoryto meet basic requirements.1. Blues Scale2. Arpeggiation of Chords3. Melodic Quotes4. Jazz Vocabulary Piece5. Keeping Track of Form

Performance - Students will beasked to improvise (2) choruses of ajazz solo over a standard 12 bar jazzblues form in the following keys (C,Bb, F)


ECC: MUSI 268abcd :Symphony Orchestra


SLO #1 Stylistic PerformancePractices - Upon completion of thecourse, students will be able todemonstrate the ability to executecorrect pitches and rhythmsappropriate to stylistic performancepractices of a given piece ofintermediate level, classical orchestramusic.




Standard and Target for Success:80% of the students will play thenotes and rhythms with 80%accuracy.Related Documents:SLO RUBRIC SymphonyOrchestra.docx

Performance - Students will performa multi-movement composition in apublic concert. The performance willbe recorded for use in assessing theSLO.

Standard and Target for Success:80% of the students will performwith greater than 80% accuracy ofpitch and rhythm.

Performance - Students will presenta public performance of a work fromthe standard orchestral repertoire.The performance will be audiorecorded for assessment of pitch andrhythmic accuracy

SLO #2 Playing Techniques - Uponcompletion of the course, studentswill be able to demonstrate elementsof proper instrumental playingtechniques in a performance of agiven piece of intermediate levelorchestra music.




Standard and Target for Success:80% of the students will play withgood (80%+) to excellent (90%+)tone, blend, balance, intonation,instrument position and posture.Related Documents:

Action: Exercises in intonationthrough unison playing will beincorporated into the rehearsal warmup experience. (12/13/2016)

Follow-Up: Exercises in unisonscales, thirds and arpeggios willbe incorporated into the warm uproutine (10/25/2016)


Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard MetFive students were enrolled in Music 268 SymphonyOrchestra. Four were string players (violinists), one wasbrass (horn). Students performed Wolf-Ferrari's"Intermezzo II from 'The Jewels of the Madonna'" in a publicperformance. They were assessed on tone production,intonation, embouchure, breath support, finger/hand/armposition, instrument position, and posture. 100% of thestudents demonstrate the mastery of properly holding theirinstrument, with correct hand/finger positions and posture.The horn player demonstrate 100% accuracy inembouchure, breath support and intonation. The 80% of

Performance - Students will performa multi-movement composition in apublic concert. The performance willbe recorded for use in assessing theSLO. During the performance, theinstructor will do a visual assessmentof instrument playing positions andposture.


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SLO RUBRIC SymphonyOrchestra.docx


the string players played with good (80%) intonation. 20%of the string players played with fair 70% intonation.(06/14/2016)

SLO #3 Terminology and Symbols -Upon completion of the course,students will be able to demonstratethe ability to correctly interpretterminology and symbols for tempiand form, and perform them in agiven piece of intermediate levelorchestra music.




Standard and Target for Success:80% of the students will interpretmusical symbols and terminologyand perform them with 80%accuracy.Related Documents:SLO RUBRIC SymphonyOrchestra.docx

Performance - Students will performa multi-movement composition in apublic concert. The performance willbe recorded for use in assessing theSLO.






ECC: MUSI 555:Community Choir for the Older Adult


SLO #1 Carry Individual Voice PartWithin the Section - Uponcompletion of the course, studentsshould be able to carry theirindividual voice part within thesection, using accurate notation,rhythm, and text of two choral piecesfrom their repertoire for thesemester.




Standard and Target for Success: Itis expected that 85% of the studentswill score in the 4 – 3 (Excellent –Good) standards.

Performance - Students wereassigned “Tenderly” by Walter Grossarranged for six-part a cappellavoices. At the end of the semesterstudents were asked to perform thepiece in the assessment week(finalclass week). Six students at a timewere being evaluated on notationaccuracy, rhythmic precision, andtext delivery.

SLO #2 Sing at a Beginning LevelIndependently and Correctly - Uponcompletion of the course, studentsshould be able to sing at a beginninglevel, independently and correctly,their voice part against another voicepart , adhering to required harmonicprogressions, good intonation andrhythmic complexity for two thirds ofthe choral pieces.




Standard and Target for Success:80% of the singers/students willperform and deliver the selectedmajor work with 80% accuracy withmusicality, proper harmonies,rhythmic sensitivity, in a blendedtone quality.

Action: Allocate more rehearsal timeon the longer and more challengingmovements of a major work.Rehearsing the singers in a mixedformat will strengthen theirindependence and part-learning aswell as improve their blend. (09/05/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met18 singers performed the major choral work by JohannesBrahms' "A German Requiem" with the English text at theMarsee Auditorium for the final performance of the SpringSemester. They were joined by 110 choral singers from theChorale and Concert Choir accompanied by the ECCSymphony.95% of the Mixed Chorus singers scored in the 3 category of(90-99) target.Overall Strengths: The complexity of this major work wasdelivered with a sense of sensitivity to the mood, respectfor the intent of the composer and artistry in theinterpretation of the text.Areas of Improvement: The accuracy in the harmonic andrhythmic complexities of the 4, 6 and 7 movement needed

Performance - Singers will performJohannes Brahms' " GermanRequiem" in four-part harmony,standing in their section. All sevenmovements of this major work willbe accompanied by a full symphonyorchestra.



Faculty Assessment Leader: Joanna M. Nachef

more balance and blend among the parts. (09/05/2016)

SLO #3 Critiquing Their OwnPerformance - Upon completion ofthe course, members of the choralensemble will be able to critique theirperformance by watching a DVD orlistening to a CD of their concert.They should be able to measurechoral elements of style, tone color,blend, balance, and interpretationwith accurate musical terminology atan intermediate level.



