Music MM in Performance, Woodwind
The intent of this specialization is to prepare students with outstanding performance potential to be competitive in performance and teaching careers, both private studio and college level. Through their studies they become skilled performers in solo, small and large ensemble music. They may also contribute to the music community as advocates for the arts in their communities.
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 specific to their instrument in solo and ensemble performance, literature, pedagogy, and supervised teaching. They also prepare a full recital and research paper as a culminating project. Electives fill out the rest of the 32 hour requirement.
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 performance, music theory, music history, ensemble playing, conducting, sight singing and music dictation.Performance Preparation
Increase performance skill as a soloist and ensemble musician.
Synthesize performance practice with academic research and music literature.
Increase teaching skill through further pedagogical study.
Evidence of Learning
Faculty members use the following to evaluate their students:
- weekly lessons
- weekly masterclasses
- required recital(s)
- jury performances
- master class performances and participation
- various exams, projects, and papers
Performance faculty draw on individual curricula to establish specific instrumental goals. A student's readiness to present public recitals is evaluated by faculty three weeks prior to the performance. Required recitals are juried. Each semester of performance study is evaluated by the private instructor and a committee of faculty drawn from the instrumental emphasis. 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 graduate advisor. These tools include:
- Evaluation of performance in private lessons, juries, and studio class
Evaluation of performance in public settings such as degree recitals, chamber music, and large ensembles.
- Monitoring progress through regular appointments with the graduate advisor
- Researching the Recital (Music 697A) paper
- Evaluation of performance on final solo recital]
- Scholarly papers
Indirect evaluations include reviewing the following information:
- Periodic data collected on students, for instance, acceptance into MM or other graduate degree programs, student awards from music competitions, summer music festivals and programs, or professional appointments
Job placement rates
Student focus groups
Outgoing student Survey
Feedback from colleagues outside of BYU
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.