Music MM in Performance, Organ
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 and 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.
Solo and Ensemble Performance
Students will obtain skills to prepare and present performances at the highest level appropriate for graduate study, demonstrating a thorough knowledge of applicable solo and ensemble literature.
Students will deepen their teaching skills through further exposure to pedagogical study and supervised teaching, In this way they acquire the knowledge and expertise needed to teach organ students of any level in both private and group situations. They typically establish a studio and begin careers and service as organ teachers.
Students will 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, organ literature, and theory from the academic component required for the degree.
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
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.