Music Performance BM Vocal
This is a limited-enrollment program requiring departmental admissions approval. Please see the college advisement center for information regarding requirements for admission to this major.
The purpose of the BM in Music Performance degree is to prepare students for admission into graduate studies, for professional work as performers, studio teachers or a combination of both. It is intended to attract students with exceptional technical development and artistic ability as a singer. The program provides private study, juried performances, solo and ensemble experiences, and supportive academic courses in lyric diction, repertoire, performance techniques, and vocal pedagogy.
The BM in Performance includes core of classes required of all music majors. In addition, performance students have other requirements that combine many of the following: private instruction, pedagogy, literature, practicum, supervised teaching, workshops, and electives so that the total required hours is 128 hours. (See specific requirements by selecting a link below.)
We support the aims of a BYU education, to strengthen students' lives spiritually, enlarge their intellectual experience, build their character, and prepare for lifelong learning and service. As reviewed and approved by the National Association of Schools of Music (NASM), all music students, through the core requirements of all music degrees, show proficiency in music theory, music history, performance, ensemble playing, conducting, sight singing and music dictation.
Students in vocal performance will:
1. Show general knowledge of the vocal styles of the western vocal traditions, namely: art song, oratorio, and opera.
2. Demonstrate competency in the pronunciation of the primary languages of the western vocal tradition: English, Italian, German, and French.
3. Demonstrate mastery of the vocal and performance techniques required to perform this repetoire successfully.
4. Demonstrate the ability to participate in the auditioning process which forms the basis of this career track without jealousy of the success of others or vanity at one's own success.
5. Demonstrate the ability to teach these skills to others.
6. Be educated about, and exposed to, a variety of professional vocal opportunities, including: solo concert work, contemporary vocal ensembles, crossover contemporary vocal styles and techniques, and choral ensembles. This includes encouraging students to participate in a vocal program every summer.Vocal History
Show general knowledge of the vocal styles of the western vocal traditions: art song, oratorio, and opera.
- Demonstrate mastery of vocal and performance techniques required to perform this repertoire successfully.
- Demonstrate diction competency in singing the primary languages of the western vocal tradition: English, Italian, German and French.
Demonstrate the ability to participate in the auditioning process which forms the basis of this career track without jealousy of the success of others or vanity at one's own success.
Demonstrate the ability to teach the skills listed above to others.
Be educated about, and exposed to, a variety of professional vocal opportunities, including: solo concert work, contemporary vocal ensembles, crossover contemporary vocal styles and techniques, and choral ensembles. This includes encouraging students to participate in a vocal program every summer.
Evidence of Learning
All students are encouraged to complete faculty and course evaluations at the end of each course. Faculty members may use exams, projects, papers, recital attendance and juried performances to evaluate their students. Performance faculty draw on individual curricula to establish specific instrumental and vocal goals. Students' readiness to present public recitals are evaluated by faculty at a juried exam three weeks prior to the performance. The performance may also be juried. Each semester of performance study is evaluated by the private instructor and a committee of faculty drawn from the instrumental or vocal emphasis.
School of Music faculty prize certain subjective, critical components of a music education such as musicality, creativity, and originality. They recognize the difficulty of assessing such elements objectively, and understand the very act of measuring them drains away their virtue and value. Faculty assess other more explicit evidence of learning using traditional tools throughout the course of classes and lessons, and at periodic advisement points as determined by the college advisement center. These tools include:
- Term papers
- Evaluation of performance in private lessons and large ensemble
- Monitoring progress through the College Advisement Center
Indirect evaluations include reviewing the following information:
- Alumni Questionnaire
- Senior Survey
- Feedback from colleagues outside of BYU
- AIMS survey
- Student evaluations
- Student focus groups
Learning and Teaching Assessment and Improvement
Professors are represented by individuals who serve on the Undergraduate Council. This committee supervises the undergraduate curriculum and policies and serves to assess all areas of the program. The Performance Council supervises all performances in the School of Music, equipment, rehearsal space and related matters to the physical needs generated by the curriculum. The Assistant Director for Admissions and Scholarships and the Assistant Director for Development oversee recruiting, scholarships and admission procedures. All performance faculty are involved in the recruitment of the most prepared and talented students. Recruiting is a diverse and multi-faceted commitment and may include, for instance, teaching pre-college students, faculty recordings and broadcasts, concerts, masterclasses, a highly visible and consistant private studio and festival and adjudication participation.