Music MM in Performance, Piano
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.
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."Skill Development and Performance
Students will be able to prepare performances at the highest artistic level appropriate for graduate study demonstrating a thorough knowledge of applicable solo and ensemble literature and related academic topics.
Possess the knowledge and expertise needed to teach piano students of any level, establish a studio, and begin careers as piano teachers.
Connect their performance experience to academic research that is directly related to their recital and other performance literature.
Evidence of Learning
All students are required to complete faculty evaluations at the end of every class. 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. Faculty members use performances, papers, exams and other creative projects to measure the skills and knowledge of their students.
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 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:
- 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
- Students are afforded the opportunity to perform on the very best quality instruments available in the world including Fazioli (308), Steinway (New York and Hamburg), Kawii (Shigeru) and Yamaha.
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.