Proceedings, the 87Th Annual Meeting, 2011
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PROCEEDINGS The 87th Annual Meeting 2011 NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC 11250 Roger Bacon Drive, Suite 21 Reston, Virginia 20190 Telephone: (703) 437-0700; Facsimile: (703) 437-6312 Web Address: www.arts-accredit.org E-mail: [email protected] NUMBER 100 MAY 2012 PROCEEDINGS The 87th Annual Meeting 2011 NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC 11250 Roger Bacon Drive, Suite 21 Reston, Virginia 20190 Telephone: (703) 437-0700; Facsimile: (703) 437-6312 Web Address: www.arts-accredit.org E-mail: [email protected] © 2012 ISSN Number 0190-6615 NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC 11250 ROGER BACON DRIVE, SUITE 21, RESTON, VA 20190 All rights reserved including the right to reproduce this book or parts thereof in any form. CONTENTS Preface .......................................................................................................................................................... v Keynote Address Christopher B. Nelson ....................................................................................................................... 1 Core Music Curriculum Components I: Musicianship, Theory, Composition/Improvisation The Core Curriculum in Music Theory: Developments and Pedagogical Trends Elizabeth West Marvin ....................................................................................................................... 11 Machine-Tickling Aphids? Timothy A. Smith ................................................................................................................................ 17 Core Music Curriculum Components II: History and Repertory Variability and Flexibility in the Music History and Repertory Core Curriculum Melanie Lowe .................................................................................................................................... 21 A Survey and Some Questions Douglass Seaton ................................................................................................................................ 23 Core Music Curriculum Components III: Performance and Ensemble If You Do What You’ve Always Done… Sustainability and Relevancy of the College Ensemble Program Wayne Bailey, Gary W. Hill .............................................................................................................. 27 Management III: Proactive Leadership in an Era of Diminishing Resources Strategies for Transformation: What to do When You’re Out of Isolde’s Love Potion and Just About Everything Else Linda Berna ....................................................................................................................................... 37 Graduate Entrance and Diagnostic Examinations: Potentials for Reconsideration The Content of Graduate Placement Exams Cynthia J. Cyrus ................................................................................................................................ 43 Meeting of Region Eight: Problem-Based Learning: Mandates and Opportunities in Teacher Preparation and Music Instruction Glenda Goodin, Terry Goodin ........................................................................................................... 47 Meeting of Region Nine: A New Look at Applied Music Instruction Enhancing the Traditional Model Ronda M. Mains ................................................................................................................................. 55 Open Forum: Issues in Sacred/Church Music Toward Praxis Music Theory John D. Kinchen, III .......................................................................................................................... 59 iii The Plenary Sessions Minutes of the Plenary Sessions Catherine Jarjisian ............................................................................................................................ 69 Greeting From the European Association of Conservatoires Jeremy Cox ........................................................................................................................................ 72 Report of the President Don Gibson ....................................................................................................................................... 75 Report of the Executive Director Samuel Hope ..................................................................................................................................... 81 Oral Report of the Executive Director Samuel Hope ..................................................................................................................................... 86 Reports of the Regions ................................................................................................................................... 89 Report of the Committee on Ethics Jeff Cox .............................................................................................................................................. 99 Actions of the Accrediting Commissions ................................................................................................... 101 NASM Officers, Board, Commissions, Committees, and Staff 2011 ...................................................... 104 iv PREFACE The Eighty-seventh Annual Meeting of the National Association of Schools of Music was held November 18-22, 2011, at the Westin Kierland Resort in Scottsdale, Arizona. This volume is a partial record of various papers delivered at that meeting, as well as the official record of reports given and business transacted at the two plenary sessions. Papers published herein have been edited for consistency of formatting but otherwise appear largely as the authors presented them at the meeting. v KEYNOTE ADDRESS MUSIC AND THE LIBERAL ARTS CHRISTOPHER B. NELSON St. John’s College Thank you. It is an honor to be with you this morning. I think I am an unlikely visitor in your midst, as I may just have the least musical experience of anyone in this room. But I take some comfort in knowing that to be human is to be musical, and that I may thus rightly claim the familiarity with music that belongs to any human being. I would like to unpack that little observation today in the context of our calling to teach music in our colleges and universities, particularly in those schools that place a high value on teaching the liberal arts. I come from a college that is devoted to liberal education and has in place an all- required four-year curriculum for every one of our students in the study of great literary and musical works. All of our students study mathematics (4 years), laboratory sciences (3 years), language study in ancient Greek and modern French (4 years), seminars in many of the great classics of history, philosophy, literature, theology, and political and social sciences (4 years), and last but not least, music for two years. In their freshman year, they learn basic musical notation and the reading of a musical score. As a large chorus, they all sing some of the great choral works. In their sophomore year, all students meet in small tutorials to investigate rhythm in words and in notes, ratios and musical intervals, and considerations of melody, harmony and counterpoint. They study in some detail the inventions of Bach, the songs of Schubert, the operas of Mozart, the masses of Palestrina, and the instrumental works of Beethoven. The climax of their musical studies is a six-week concentrated examination of the St. Matthew Passion. In my remarks this morning, I would like to take you through an imaginary Convocation Address to incoming freshmen who will be studying music in a liberal arts framework. I will interrupt that Address to take us on a digression into what I see as the aim, content, heart, and public context of a liberal education, and its possibilities for self-transformation, before returning to close out my welcome to those incoming freshmen. Music as a Liberal Art When I welcome students to St. John’s College, there are always some who ask why they have to sing and study music. My answer is always the same: “You don’t HAVE to study music, you GET to study it. And you will learn to love to sing – or at least learn to love hearing your classmates sing. Just wait and see!” …. And they do come to love this activity of musical learning! I would like to imagine that every college president or academic dean might occasionally welcome their college’s freshmen with this reminder of something their students already know but have probably given little thought to – that they are musical beings. The Address to those freshmen might go something like this: 1 “Welcome to our College! Over the years, I have found myself musing that this is a particularly musical college, and I finally thought I ought to reflect out loud as to just what I might mean in thinking that. That is my intent this morning. “Each of you has experience with music; it has lifted you up or soothed you; it has angered or frightened you; it has lightened or burdened the spirit, distracted your attention, moved your feet and your arms, inspired an act, or aroused a love; it has transported you to another time or place, or moved you in some way without your quite being aware of it. Music pervades our lives and always has. It has power. It has sometimes taken you outside of yourselves and at other times taken you deep within. For these reasons, it has often been associated with things divine. “Not only have you had experience of the effects of music, many of you have brought music with you to the college because it plays an important part in your