Music MM in Performance, Vocal

Program Purpose

The intent of the specialization is to prepare students with outstanding performance potential to be competitive in performance and teaching careers and to be advocates for the arts in their communities. They may help meet the needs for skilled performers of solo, small and large ensemble music, and they will be able to teach privately and help meet the considerable community demand for excellent private studio teachers.

Curricular Structure

The 32 hours required of the MM in Performance include a research class and 6 hours from theory, history, and education electives. In addition, all students in this program must take courses in literature, pedagogy, and supervised teaching. They then prepare a full recital and paper as a culminating project. Electives fill out the rest of the 32 hour requirement.

Graduate Catalog

Department Information

School of Music Graduate Handbook

BYU Graduate School Application

Learning Outcomes

Performance Skills

Students will

Courses that Contribute: MUSIC 697B
Linked to BYU Aims: Communicate effectively, Human knowledge, Competence
Pedagogical Development

Extend depth of teaching skills through further pedagogical study and experience.

Courses that Contribute: MUSIC 617R MUSIC 670
Linked to BYU Aims: Communicate effectively, Competence, Lifelong learning

Connect their performance experience to academic research that is directly related to their recital and other performance literature.

Courses that Contribute: MUSIC 697A MUSIC 697B
Linked to BYU Aims: Communicate effectively, Human knowledge, Competence
Music History and Theory

Demonstrate knowledge of music history, performance practice, literature and theory from the academic component required for the degree.

Courses that Contribute: MUSIC 697A
Linked to BYU Aims: Think soundly, Human knowledge, Competence
Career and Professionalism

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.

Courses that Contribute: None
Linked to BYU Aims: None

Evidence of Learning

Faculty members use semester proficiency exams, performances, papers, exams and other creative projects to measure the skills and knowledge of their students. In addition, students may complete faculty evaluations at the end of every semester. This information is then shared with the faculty on an individual basis and a copy of the report is given to the Director of the School of Music.

Direct Measures

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:

Indirect Measures

Indirect evaluations include reviewing the following information:

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.