Music

Professor Lyman; Associate Professors Waddelow and Wozencraft-Ornellas,
Assistant Professor Bruner Woodcock, Instructor Vance

Music Department Mission statement:
Whether intending a career in music performance, music education, or another musically oriented business, the Department of Music has a degree plan for you.  If you are simply interested in improving your musical knowledge and skills, our department offers a breadth of academic and performance opportunities for you. All students learn from faculty who are active artists and leaders: composers and musicians who have performed, directed, taught, and recorded nationally and internationally. 

Vision Statement:
The Department of Music embraces the ever-changing nature of the world of music, and respects and celebrates the historic role of music as one of humanity’s most powerful forces for good. We provide skills, training and experiences that educate musicians who are inspired by the global nature of music, and who utilize that inspiration and their musical skills to contribute to the communities in which they live. They will do so as consummate professionals in the studio or classroom, as directors and conductors of ensembles, as performers, as composers, as practitioners in music related fields, or as enthusiastic supporters of music.

Music Department Goals and Objectives

For the general college student, as an integral component of the liberal arts, courses in music will 

• enable students to become active listeners of music; that are appropriate to the discipline of music;
• relate musical works to global, historical and cultural contexts
• require projects that demonstrate understanding and synthesis of the content of the course.
• introduce students to a varied and substantive body of musical work;
• Provide students with the tools to listen critically to music in all genres, using analytical approaches

As a result of their work in music courses, students will be able to:

• recognize distinctive traits of particular musical genres;
• discuss important issues surrounding the performance of a musical work;
• look beyond the surface appearance of a musical work for deeper levels of meaning;
• discuss musical works in terms of their global, historical and cultural contexts.

The department offers the Bachelor of Music in Performance, the Bachelor of Music in Music Education, and the Bachelor of Arts in Music.

The Bachelor of Music in Performance (piano/keyboard, instrumental or vocal studies) is designed for the student who may wish to pursue a professional performance career, who may wish to pursue graduate studies in music performance, and may wish to teach applied music at the college or university level.

Goals of the Bachelor of Music in Performance are to provide training which will empower the music major student to:

• Perform
• Conduct
• Teach 
• Enter graduate school or pre-professional training programs or careers relevant to their area of specialty
• Apply knowledge, skill, and talent within the field of music
•  Utilize and apply skills learned in the discipline of music to any other field which they may choose.

Student Learning Outcomes of the Bachelor of Music in Performance

As a result of their studies:

• Students will demonstrate comprehensive capabilities in the major performing medium; 
• Students will work independently to prepare performances at the highest possible level; 
• Students will demonstrate knowledge of applicable solo and ensemble literature;
• Students will demonstrate orientation to and experience with the fundamentals of pedagogy; 
• Students will apply aural, improvisational, and language skills, knowledge of styles and performance practices, and general historical and cultural knowledge as required by the focus of the major; 
• Students will demonstrate proficiency in the use of foreign languages and diction (for performance majors in voice);
• Students will perform solo and ensemble music performance in a variety of formal and informal settings; 
• Students will form and defend value judgments about music, and communicate musical ideas, concepts, and requirements to professionals and laypersons related to the practice of the major field;
• Students will exhibit a basic understanding of the nature of professional work in their major field, including but not restricted to organizational structures and working patterns; artistic, intellectual, economic, technological, and political contexts; and development potential;
• Students will assist in the development and advancement of their careers, demonstrate teaching skills, particularly as related to their major area of study;
• Students will practice synthesis of a broad range of musical knowledge and skills

The Bachelor of Music in Music Education (focus on choral/general or instrumental/general music) leads to K-12 public school teaching licensure in music, and it also prepares a student for private school teaching, studio teaching, and church music.

Goals of the Bachelor of Music in Music Education are to provide training which will empower the music major student to:

• Teach
• Perform
• Conduct
• Organize and implement music programs of many types
• Apply knowledge, skill, and talent within the field of music
• Utilize and apply skills learned in the discipline of music to any other field which they may choose.

Student Learning Outcomes of the Bachelor of Music in Music Education
As a result of their studies:

• Students will demonstrate understanding of historical styles and the theory of music;
• Students will demonstrate knowledge of the repertoire of music that is written for their specific instrument or voice;
• Students will demonstrate knowledge of pedagogical practices for their specific instrument or voice;
• Students will engage in research that leads to speaking, writing about the art of music with clarity and precision;
• Students will present artistic performances achieved by the synchronization of technical, musical and artistic skills;
• Students will gain an experience of the diversity of music that will foster a lifelong appreciation of music and allow them to become an interactive member of the arts community;
• Students will demonstrate pedagogical background and teaching experience to function effectively as K-12 music educators.

The Bachelor of Arts in Music is intended for the student who is interested in music as a part of a total liberal arts program, or for the student who may plan graduate study in the instrument of their choice or musicology, music history or composition.  Some B.A. students also earn elementary licensure; some include a minor or a second major (such as psychology, biology or business) to prepare for careers which combine a variety of disciplines.  

The study of music in any program, including the Bachelor of Arts in Music, may also prepare the student for specialized study leading to work in the music industry such as music business, music therapy, music technology, vocology or church music.

Goals of the Bachelor of Arts in Music are to provide training which will empower the music major student to

• Teach
• Perform
• Conduct
• Apply knowledge, skill, and talent within the field of music
• Utilize and apply skills learned in the discipline of music to any other field which they may choose.
• Enter graduate programs in music, and other fields seeking the skills developed in music study
• Utilize and apply skills learned in the discipline of music to any other field which they may choose

Student Learning Outcomes of the Bachelor of Arts in Music

As a result of their studies:

• Students will demonstrate understanding of historical styles and theory of music; develop and demonstrate creativity through performance, composition, and improvisation;
• Students will demonstrate knowledge of the repertoire of music that is written for their specific instrument or voice;
• Students will demonstrate knowledge of pedagogical practices for their specific instrument or voice;
• Students will engage in research that leads to speaking, writing about the art of music with clarity and precision;
• Students will present artistic performances achieved by the synchronization of technical, musical and artistic skills;
• Students will gain an experience of the diversity of music that will foster a lifelong appreciation of music and allow them to become an interactive member of the arts community

While most Bachelor of Music candidates plan a music career, the disciplines required in music provide excellent preparation for other careers.  Music graduates often are recruited in such diverse fields as medicine, law, computer programming, personnel management, counseling, and other [professions not directly related to music.  Students interested in music therapy are encouraged to choose one of the music major programs available, including courses in psychology, instruments, and music education in preparation for graduate study and certification in the field.
 

Accreditation

Meredith College is an accredited institutional member of the National Association of Schools of Music. (11250 Roger Bacon Drive, Suite 21, Reston, VA 20190-5248. Phone number: (703) 437-0700)

Audition and Interview: Potential Music Majors

Because of the highly personal nature of the performing arts, it is important that students who are interested in majoring in music come to the campus for an interview with members of the faculty. An audition at the same time is beneficial for determination of background, special interests, and potential. An acceptable audition is a prerequisite for admission into a major program and for scholarship consideration and sometimes, though not always, for admission to the college itself. If entry-level work is not exhibited at the entrance audition, a student may be placed in remedial courses and/or applied study until the appropriate level of skill has been attained. Admission into the college does not guarantee admission into the music program; likewise, a successful audition does not always guarantee admission to the college. In cases where distance prohibits a personal visit, a video and/or audio recording may be sent in lieu of a personal audition.

Non-Credit Program

The Community School of Music provides instruction in applied music to non-credit students of all ages within the Raleigh area. Registration is on a semester-to-semester basis. An audition is required for admission; continuation from one semester to another is contingent upon satisfactory progress.

Facilities

Buildings

Instruction in the performing arts takes place in the Harriet Mardre Wainwright Music Building, completed in 1977, in adjacent Jones Hall, constructed in 1950 and renovated as a fine arts center in 1978, and in Christina and Seby Jones Chapel, completed in 1982. The principal performing spaces include Jones Auditorium (theatre, organ recitals, choral and orchestral concerts, dance), Clara Carswell Concert Hall (recitals and concerts), the Studio Theatre (more intimate performances and rehearsals), and Jones Chapel (organ, choral and orchestral performances). Teaching and practice space includes two large classrooms, a music education laboratory, two seminar rooms, a rehearsal hall, an electronic/computer studio, 30 faculty offices and studios, and 28 practice rooms.

Equipment

A large inventory of state-of-the-art equipment is available for effective teaching and learning. Carswell Recital Hall houses a 2006 Steinway Concert Grand and Steinway Studio Grand, and studios and classrooms house approximately 20 grand pianos and 45 upright pianos. There are two concert organs (a 1970 3-manual Austin in Jones Auditorium, and a 1983 2-manual mechanical action Andover in Jones Chapel) and three studio and practice organs. The Piano/Music Theory Lab was updated in 2017 with all new Clavinova Keyboards and Mac computers with multiple music software products. Carswell Concert Hall has been updated with new video and audio recording hardware, as well as live streaming capabilities, sound reinforcement from ambient as well as cordless and lavalier microphones. There is a new sound board and lighting is receiving upgrades in the coming year. Jones Auditorium possesses excellent lighting, sound, and stage machine systems.

Library

The Carlyle Campbell Library houses an extensive collection of scores, musical recordings, books, reference works, indexes and instructional materials.

Performances

Each year Meredith brings to the campus distinguished performers and lecturers for public performances and special instruction to students. In addition, a large number of artists, ensembles, orchestras, and touring companies perform in Raleigh under sponsorship of local series. Among the series available to Meredith students are the Chamber Music Guild, North Carolina Symphony, Raleigh Little Theatre, North Carolina Theatre, and North Carolina Opera. Many outstanding Meredith students have the opportunity to perform with the Raleigh Symphony Orchestra and with the North Carolina Opera.

Members of the Meredith faculty, including the Meredith Chamber Players, are active as performers. Students themselves, of course, provide the greatest number of musical and theatrical programs.

It is essential that students experience as large and varied a selection of performances as possible. All undergraduate music majors are expected to attend at least 10 programs per semester, selected in consultation with their instructors, from the large number of performances available on campus and in the Raleigh area. In addition, undergraduate music majors are required to attend all Thursday student recitals. For musicians, regular attendance at public performances is as essential to the learning experience as lessons, literature, history, ensembles, practice, and other classes.

Specific Requirements for Music Majors

Grades

Students pursuing the Bachelor of Music in Performance and the Bachelor of Music in Music Education degrees must achieve a minimum grade of 'C' in all music courses (MUS, MUE, MUA) and, in the case of the Bachelor of  Music in Music Education degree, a minimum grace of 'C' in all Professional (EDU) Education Courses. 

Performance

Performance is at the core of the music curriculum. Every musician performs regularly—whether on stage, in church, in the classroom, or in the studio—in every way that they put into action the student's musical training. Consequently, a great deal of emphasis is placed upon developing skills of performance.

Specifically, the following minimum requirements apply: Bachelor of Arts music majors perform at least once each year in student recitals and present a graduation recital. Bachelor of Music in Music Education students perform at least twice each year (except in freshman year, when they perform once), in student recitals and present a graduation recital. Bachelor of Music in Performance students perform in student recitals twice each semester and present junior and graduation recitals. Performances in recitals and jury examinations each semester in all applied music courses are normally given from memory.

Students taking part in any public performances, on or off campus, should consult with their respective principal applied teachers in advance.

Ensembles

The privilege of making music with others develops musicianship, provides the opportunity to work under the leadership of gifted leaders, and enhances the sense of community found in Meredith programs. All music majors are required to participate in ensembles eight semesters (for academic credit or an audit), except during the student teaching semester for music education majors. All music majors must participate in at least two semesters of a choral ensemble. In addition, singers continue to enroll in choral ensembles every semester; instrumentalists play in large instrumental ensembles every semester; and keyboard majors accompany for at least six semesters. In all ensembles, attendance at two to five hours of rehearsal each week and at all performances is required. All music majors are strongly encouraged to participate in additional ensembles to augment their performance experience at Meredith.

Transfer students and Wings students majoring in music who have had previous ensemble experience may transfer ensemble credits from other accredited colleges and universities. In addition, certain non-collegiate ensemble experiences of professional quality may be accepted as meeting the ensemble requirement on a limited basis. Decisions will be made on a case-by-case basis by the Director of Choral Activities or the Director of Instrumental Activities in consultation with the department head. Each transfer student or Wings student must participate in Meredith ensembles for at least four semesters.

Sophomore Assessment Conference

The Sophomore Assessment Conference (MUS-295) is designed as an advising tool at the time the music student has had basic foundation courses. Normally scheduled early in the fourth semester of full-time study, the conference between the student and a faculty committee will assess past, present, and future work and advise the student regarding their specific choice of major. Full details regarding this conference are available in the music office, the Handbook for Music Students, and from faculty advisors in music.

Senior Portfolio

Music majors are expected to keep such materials as recital programs, jury comments sheets, final projects, examples of computer programs and compositions, curricular checklists and video and audio recordings of performances, which will serve as documentation of their college careers and also as tangible record of skills and abilities that they develop. Students review these materials with their advisors in advising conferences and the sophomore/transfer conference. These materials will serve as the foundation for a digital portfolio, which will be completed by the end of the student’s final semester.

Keyboard Proficiency

All students in the Bachelor of Music degree programs (Bachelor of Music in Music Education & Bachelor of Music in Performance), must pass an examination designed to include basic aspects of practical musicianship needed to be effective in both classroom and studio situations. Music education majors must pass keyboard proficiency before student teaching. The examination includes prepared performance of national songs, cadences, scales, arpeggios, harmonization, transposition, and sight-reading.

Specific requirements for keyboard proficiency are available in the departmental office and in the Handbook for Music Students.

Recital Seminar/Repertoire Classes

Because performance is so important in the development of musicianship, all students will take MUS-010 each semester (8 semesters for Bachelor of Arts and Bachelor of Music in Performance, 7 semesters for Bachelor of Music in Music Education). There are three components of this class: weekly repertoire classes, weekly student recitals and written reflection. On a very limited basis, should a scheduling conflict arise, a student may request in writing from the Department Head, permission to be excused from a portion of the class.

Each student giving a recital (sophomore, junior, lecture- recital, graduation, or graduate) will register for 1 hour of recital credit, in addition to their hours of applied music, during the semester in which they give the recital. An additional fee is charged.

Applied Music

Teacher assignments in applied music are made by the department head, in consultation with coordinators in each applied area. Requests for specific teachers will be taken into consideration, if possible.

Applied music instruction is given by any or all of the following methods: class instruction (five or more students in a class), studio group instruction (three or four students in a group), and private instruction. In addition to the repertoire requirements listed in each applied area, students will develop skills of improvisation and sight- reading each semester of applied study.

Each course in applied music requires 5 hours per week of practice for each semester hour’s credit. The following formula applies:

Because of the individualized nature of private and group lessons, applied music fees are assessed for all applied music courses. Singers and instrumentalists who utilize professional accompanists are also responsible for accompanists’ fees.  These fees are available on the department website.

Piano

Professor K. Lyman

Piano study is offered for the general college student, the music major whose principal applied study is not piano, and the piano major. Repertoire requirements vary accordingly. For detailed information on piano study, consult the Piano Handbook. Functional piano (for the classroom and in preparation for keyboard proficiency) is available in group instruction.

Music education majors taking piano (as majors or secondaries) will spend time on both performance repertoire and functional skills with classroom teaching material. Both lesson time and jury examinations at the end of each semester will place emphasis on both types of materials.