Music Performance BM String
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, string emphasis, is to prepare students for professional work as a performer, a studio teacher or a combination of both. It is intended to attract students with exceptional technical development and artistic ability. The program is designed for private study, juried performances and peer-group ensemble experiences. This is a limited enrollment program requiring departmental admissions approval.
The BM in Performance includes a core of classes required of all music majors. In addition, and depending on the emphasis, performance students have other requirements that mix in a combination of many of the following: private instruction, pedagogy, literature, practicum, supervised teaching, chamber music, workshops, and electives so that the total required hours for any emphasis is 120 hours. (See specific requirements by selecting a link below.)
Students will increase their pedagogical knowledge and practical skills as a teacher on their respective instrument.
Students will advance in measureable ways towards mastery of the technical and musical demands of the standard solo, chamber, and orchestral repertoire.
Students will increase their aptitude and effectiveness as performers, both in solo and ensemble settings.
Evidence of Learning
Faculty members use exams, projects, papers, recital attendance, and juried performances to evaluate their students. The curriculum is designed to establish specific goals. Students' readiness to present public recitals is evaluated by faculty at a juried exam three weeks prior to the performance. The performance is also juried. Each semester of performance study is evaluated by the string faculty. All students are encouraged to complete faculty and course evaluations at the end of each course.
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
- Feedback from colleagues outside of BYU
- AIMS survey
- Student evaluations
- Periodic data collected on MM students' acceptance into doctoral studies or other post MM degree programs; student awards from music competitions, performance apprenticeship programs, or professional appointments
- Student focus groups
- Student focus groups
Learning and Teaching Assessment and Improvement
The School of Music Graduate Council consists of diverse faculty that represents each area of musical study headed by the Associate Director of the School of Music. This committee meets monthly to review and assess all areas of the program to include the admission process, curriculum, students and other issues. They make every effort to ensure that the graduate program meets the high standard of study at BYU and set by the National Association of Schools of Music.