Music

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Department of Music provides leadership within the University and the region in all matters pertaining to musical art and to music through its accredited undergraduate and graduate programs. Faculty instruct and inspire those whose professional goals include the creation, performance, critical assessment, and teaching of music. In addition, courses are offered to the general student body to enhance appreciation and understanding of all musics. The Department makes available ongoing music learning and performance experiences to the university community and area residents of all ages. Faculty provide service as adjudicators, clinicians, guest conductors, and consultants and through outreach programs to area schools and to other educational and professional organizations. The Department and its faculty contribute to the cultural life of the university and community through the performance and sponsorship of frequent and various concerts and recitals of live music.

How does the program mission align with the university mission?

The department provides superior training for undergraduate and graduate students, as well as offering all university students and members of the community access to the experience of music. Music study is by its very nature student-centered with students and faculty actively engaged in research and creative activity in a one-to-one environment, integrating music study with the study of history and culture as well as many other disciplines. In almost all cases, student/faculty research leads to public performances. This experience is open to the entire university community.

EIU Music Faculty are recognized nationally and internationally for their scholarship and creativity, with many publications, presentations and performances at all levels of the profession. EIU graduates have a distinguished record of achievement at all levels of the profession as well.

Whom does the program serve?

Students who wish to become teachers.

Students who wish to enter the music profession in performance or composition.

Students who wish to combine music study with other disciplines.

Members of the University & Charleston communities who wish to broaden their musical experiences either through general education, performance or through concert attendance..

What are the services provided? How do these services align with the university mission and program mission?

The Music Program provides training for students wishing to become public school teachers, students wishing to enter music performance professions, and students who wish to combine music study with other disciplines (music & journalism, music & business, music & theatre, music & technology, music & history, music & arts administration, etc.). The Music Program provides a variety of musical experiences that enhance the cultural and artistic life of the university and Charleston community. The department, through its support of the String Honors Initiative Program and the Community Music Program, significantly enriches the life of pre-college students in the community by offering musical experiences that public schools have not been able to provide. 

Describe the program’s origins (e.g. year established, purpose, expectations).

The program first appeared in the 1899 catalog as a component of teacher preparation. “The educational value of music in cultivating the whole mind” was recognized as important for all students.

How has the unit changed or adapted over time?

Music Education:

Because the university began as a school dedicated to teacher education, the Music Department's History is closely tied to the mission of the university and to the needs of the education profession. The formalized "Bachelor in Education in Public School Music" appeared for the first time in the 1932 catalog and evolved over time.  In 1962 the program was refined to include specializations in Instrumental, Vocal, and General Music. Those areas of specialization still remain, although the degree program underwent extensive revision in 2003.

Music Performance:

The Music Performance degree appeared as an Option for the first time in 1969, with concentrations in Instrumental, Vocal and Keyboard. This degree was developed to provide preparation for those who wish to enter the music performance profession. Since the normal path for performance students is to continue study at the graduate level, our goal is to prepare them for audition and acceptance to reputable programs, and to prepare them for consideration for assistantships. 

Originally designed to accommodate traditional classical training in music, it was later revised in 2005 to include a Jazz Studies Concentration, as well as a Composition Concentration.

BA in Music:

This degree for those "who did not wish to prepare for a career in teaching" first appeared in 1954 and was apparently discontinued in 1972. Given recent trends in music, i. e. music technology, music business, music therapy, composition, music history, etc., a proposal to offer the degree again was generated and is currently awaiting approval from IBHE. The goal for this degree program is to offer a degree that allows students to combine music study with other disciplines, i.e. Music & Technology, Music & History, Music & Literature, Music & Journalism, Music & Arts Administration. This degree accommodates those students who do not wish to teach in the public school system, or to pursue performance careers.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

“The educational value of music in cultivating the whole mind” is still recognized today and programs in music are designed to serve this mission for the entire university population as well as the Charleston community. We believe every university student should have the opportunity to have an experience in music, just as every student in music should have an experience in art, history, literature, philosophy, theatre, etc. 

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

The Performance Option has remained relatively constant. The Teacher Certification Option has declined, reflecting the economic trends that have resulted in the loss of teaching positions state wide.

Enrollment trends of the university are reflected in the data for music. The university's reluctance to allow more than a meager few Unit A hires has led to some instability in key positions and has had a negative impact on our department's ability to recruit. Some progress has been made in making certain that Unit A hires were in key positions. In FY13 much of the departmental resources were directed to recruiting, and as a result, fall 2013 numbers are up by about 10% over Fall 2012. In addition to providing quality experiences in music, recruitment remains our number one priority. The enrollment data from the EIU Enrollment Funnel indicates a 50% increase in the number of applicants indicating music as a major over the 3 year average (63/96).

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

Self-enrichment Teachers (Music Teachers in Home Settings)

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The Music Department is accredited by the National Association of Schools of Music (since 1962). The 2005 accreditation review found the department to be in good standing. The next accreditation review is scheduled 2015.

This is a link to the last Visitor's Report: http://www.eiu.edu/~music/NASM%20visitors%20report.pdf

All issues referenced in the report have been addressed.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

No.

What are the most important outreach or public service activities supported by the program?

Outreach activities: in FY13 the department contacted or brought to campus nearly 8,000 potential students for the university. The most important of these were the Panther Marching Band Festival (2317 attendees/participants), the IMEA District V Festival (c. 900 participants), the EIU Jazz Festival (c. 500 participants). 

How do the local community and the region benefit from the program?

Each semester the department presents between 30 - 40 public performances at the Doudna Fine Arts Center. These include student recitals, ensemble recitals, faculty recitals, and guest performers. Citizens in the local community and the region are privileged to hear live performances of a variety of music genres. Orchestra performances always include member's of the Charleston community and the String Honors Initiative Program. This program was established to give young string players in the Charleston and neighboring communities an educational opportunity that does not exist in the public school system. Many of our performances include guest orchestras, choirs, and bands from across the region. Combined orchestra and choral concerts often play to near capacity crowds in Dvorak Concert Hall. The importance of our contributions to the artist and education life of the community should not be underestimated.

The artistic life of the community is enriched by Music Department programs, and local businesses benefit from the number of potential students and their families that attend our programs.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

A review of our 2012-2013 graduates who have applied for teaching positions shows that 92% have been hired. A review of our 2012-2013 graduates who have applied for graduate study shows that 100% have been accepted into graduate programs. While it is true that the demand for teachers has dwindled, that hasn't effected the ability of our graduates to find teaching positions.

Music (B.Mus.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Music (M.A.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Students in music are in it because they love music. While many do follow traditional paths and move into teaching positions, others serve music in sometimes surprising ways. EIU grads can be found performing on the stage a the MET, serving as president of Hal Leonard Music Publishing Company (the largest in the world?), owning and operating music stores, and many are prominently featured on iTunes. Our graduates achieve!

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

FY11 Redden Grants - $14,750

FY12 Redden Grants - $23,000

RY13 Redden Grants - $25,884,48

FY11 Faculty Research Grants - $3,900

FY12 Faculty Research Grants - $5,648

FY13 Faculty Research Grants - $4,100

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

FY11 Donor Gifts - $20,609

FY12 Donor Gifts - $21,510

FY13 Donor Gifts - $25,671

Almost all music that is performed by our ensembles is purchased or rented through donor gifts or Redden Grants.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

The EIU Music Department maintains a relationship with the Illinois State Music Educators Association. Every year we host the District V Jazz Festival in early November, as well as the District V Band, Orchestra & Choir Festival in late November. We also sponsor the Youth in Harmony Festival in October. As a result, hundreds of precollege students and their teachers come to our campus.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

Almost all of our ensemble concerts generate ticket revenue. These funds are set aside for the organization that generated the revenue. Funds are used to purchase music, purchase instruments, repair and maintenance of instruments, and to fund arts outreach tours to communities and schools in the region.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

Music is unique in the method of delivery that may be reflected in the figures above. Every music major in all music programs throughout the US is required to become proficient on an instrument or voice and the standard method of delivery is one-to-one study with an applied instructor who has expertise on that particular instrument or voice. Every applied lesson number 0010 thru 0063, 1110-1163, 2210-2263, 3310-3363, 4410-4463, 5510-5563 will look like an under enrolled class.

Music Education majors are required to become proficient on many instruments in order to be functional in a classroom. In order to teach students how to play cello, the class is necessarily limited by the number of cellos we have available for them to use. If we were to teach them all at once, we would need 20 cellos. This isn't financially possible. The same is true for violins, violas, double bass, trumpets, trombones, horns, and 8 other instruments. Many of our classes are limited to 12 - 16 because of the instruments available, size of the room, etc. 

Music technology (MUS 1070) is limited to the number of working computers in the lab - max. of 20. Class piano (MUS2203-2204) is limited to the number of keyboards in the class - max of 16. Electronic music (MUS 2070) is taught in a studio that holds only 8.

It isn't possible to teach aural skills in classes larger than 20. MUS 1501, 1502, 1541/43, 1542/44, will therefore all look like under enrolled classes.

We are in the process of revising curriculum for our music history classes. To complete the old sequence, and initiating the new will necessarily mean a small class until the switch is complete.

The figures above cannot be denied, and must be addressed. Discussions are already underway to make change to address the dwindling numbers. Faculty positions will be eliminated and recruiting efforts will continue. It is worth noting that Fall 2013 numbers were up over Fall 2012, although still much lower than we would like them to be.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

Because of our many public performances required of music students, music student help is required to support those performances. Students set the stage, run the lights, distribute programs, make set changes during the performances and clean up after the performance. Because students need access to the Computer Lab to prepare assignments for classes, we need student help to staff. Since music notation software is required, that is the only place they can work.

Almost all monies for travel are for recruiting purposes. The best way to recruit is for potential students to see our ensembles. We don't have the funds to send ensembles to the schools, so we send faculty to schools. Since recruiting is our number one priority, those contacts have to be made.

How does the program seek to distinguish itself from similar programs at other institutions?

Quality! We have been able to offer quality individualized learning experiences that lead to student achievement. The record of student achievement supports this. With the implementation of the Bachelor of Arts degree, we have laid the groundwork for expanding the curriculum into underserved areas such as music business and music technology. 

Note any unique and/or essential contributions that the program makes to the university.

The Music Department is constantly called upon to provide musicians for university functions. Because it is part of the musicians art, we gladly do so. The performances of the Eastern Symphony Orchestra, and many other events that the department has presented or hosted, have done much to elevate the artistic quality of life in the EIU and Charleston Community. Because of our work and the work of the Doudna Fine Arts programming, I believe EIU is emerging as an important center for the arts, not only because of the magnificent building, but because of what goes on in the the building. 

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

2013-2014:

1. IBHE approval of the Bachelor of Arts degree

2. Approval of the Master of Arts, Music Education Concentration with online component

3. Review Teacher Certification Option requirements to upgrade curriculum and reduce hours

4. Revise Departmental Bylaws.

5. Organize recruiting strategies.

2014-2015

1. Look for staffing opportunities to support a Music Business Concentration in the BA degree.

2. Focus recruiting efforts on areas of low enrollment: vocal, keyboard, strings, horn, clarinets.

3. Recruitment for the MA, Music Education Concentration Summer 2015.

4. Review recruiting results to determine ROI.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

Academic Excellence: We are committed to improving student skills in writing and critical thinking. This is addressed in our Music History curriculum and in program notes requirement for all students.

Global Competition/Changing Demographics: We are committed to supporting Study Abroad programs and have widened our recruiting efforts to bring more diversity to your student body. We will continue to work closely with community colleges to facilitate transfer and clarify expectations for transferring students.

Emerging Technologies: It is our hope to expand the curriculum to include courses in music business, music technology, and recording through the new BA in Music.

Campus and Community Life: Continue to provide musical support for many campus and community events, including the highly visible Panther Marching Band.

Marketing and Communication: A two-pronged recruiting effort will maintain key relationships with central Illinois potential students and develop new relationships with schools/communities in the Chicago vicinity.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

Expanding the curriculum into music business, music technology, and recording will serve a constituency that has been overlooked. Programs in music business would feed into MA degrees such as the proposed degree in Arts Administration. Many of our graduates wind up working in these fields. That would be a perfect fit for the Doudna Fine Arts Center.  Future faculty hires would necessarily need to include faculty with experience in those areas. 

The MA with a concentration in Music Education has a significant online component. Since our most significant program is the B.M., teacher certification option, we have a strong connection to teachers throughout the state. The  online component will make this program accessible to many teachers who find it difficult to complete programs that are offered only in the summer. We have streamlined our undergraduate program to free up faculty to serve this degree, but an faculty member with a background in education will likely be needed. 

If needed, provide supplemental comments to help the reader understand future opportunities for the program.