Music MM in Performance, Vocal
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.
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.
- Increase performance skill level as a soloist and in chamber groups and large ensembles.
- Demonstrate increased competency in the pronunciation of the primary languages of the western vocal tradition: English, Italian, German and French.
Extend depth of teaching skills through further pedagogical study and experience.
Connect their performance experience to academic research that is directly related to their recital and other performance literature.
Demonstrate knowledge of music history, performance practice, literature and theory from the academic component required for the degree.
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
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.
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:
- Vocal Performance Score (VPS) earned at each semester proficiency
- Term papers
- Evaluation of performance in private lessons and large ensemble
- Monitoring progress through regular appointments with the graduate advisor
- Researching the Recital (Music 697A) paper
- Evaluation of performance on final solo recital
Indirect evaluations include reviewing the following information:
- Information collected on post-MM studies - acceptance into doctoral studies, awards from music competitions, performance apprenticeship programs, or professional appointments.
- Alumni Questionnaire
- Feedback from colleagues outside of BYU
- AIMS survey
- Student evaluations
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.