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PROGRAM CURRICULUM MAP

Program: MELE Program (Audio Engineering) Tech II Division

Date Compiled: October 31, 2012

Program St u dent L earning O utcomes (SLO):

Upon successful completion of the MELE program, students will be able to:1. Demonstrate an understanding of professional and ethical standards in entertainment and music business2. Describe the economic musical & technological developments and new business models of the recording industry3. Demonstrate the ability to solve technical problems4. Demonstrate an understanding of music production5. Demonstrate an understanding of the use of recording technology6. Demonstrate an appropriate mastery of techniques and skills used in operating studio equipment and sound systems

CourseNo. Course Learning Outcomes

Program Learning Outcomes#1 #2 #3 #4 #5 #6 #7 #8

Level Eval Level Eval Level Eval Level Eval Level Eval Level Eval Level Eval Level EvalMELE102

Survey of Recording Technology

1. Recall significant events, technologies, and individuals that have influenced music recording.

K 1,2

2. Identify fundamental properties of sound with regard to differences in spectral, dynamic, and spatial characteristics of recording.

C 1,2,8

3. Recognize examples of historically significant music-recordings.

K 1,2

4. Recall knowledge about and apply basic skills related to the music-recording process.

K 1,2,8 Ap 1,2,8 Ap 1,2,8 Ap 8

Legend: Level: (K)nowledge (C)omprehension (Ap)plication (An)alysis (S)ynthesis (E)valuation of 16

Evaluation: (1) Exam (2) Test (3) Quiz (4) Essay (5) Report (6) Research Paper (7) Project (8) Group Project (9) Passport (10) Portfolio (11) Assignment (12) Presentation (13) Seminar (14) Demonstration(15) Knowledge Survey





Level Eval Level Eval Level Eval Level Eval Level Eval Level Eval Level Eval Level Eval

MELE211

Audio Engineering I

1. Plan, set-up, manage and engineer a basic multi-track recording session in a studio environment.

S 8 S 8 S 8 AP 8,11

2. Apply fundamental studio microphone techniques for recording acoustic and amplified instruments

C 11 S 1,2,8 AP 1,8 AP 8,11

3. Route and manipulate audio signals through processing and recording equipment

AP 8,11 S 8 AP 1,8,11 S 8

4. Identify the sonic characteristics of audio signals K 1,2,8,11

Studio Production

MELE 213

1. Recognize and appraise music and technical differences in audio examples using critical listening skills.

C 1,2

2. Apply a working knowledge of audio terminology and production concepts

K 1,2 K 11

3. Describe how structure, instrumentation, and format of a demo conveys ideas in various musical styles

C 1,2,11

4. Demonstrate the basic ability to create a song demo by manipulating professional recording equipment in analog and digital format

AP 8,11 AP 8,11 AP 2,8,11

5. Describe and implement basic procedures used in the recording process

C 8 C 8 C 8

6. Recall and apply the basic structure of the Nashville Number System

K 1,2,8



7. Describe unique production techniques and signature sounds of notable producers.

C 1,2 C 1,2 C 11 C 8 C 8

8. Identify career paths of producers K 3 K 3





Level Eval Level Eval Level Eval Level Eval Level Eval Level Eval Level Eval Level Eval

MELE 215

Sound Reinforcement

1. Design, assemble, troubleshoot and operate small venue sound systems with a knowledge base of large concert venue sound systems

AP 2,8,11 AP 2,8,11 AP 2,8,11 AP 8

2. Identify and analyze live acoustic and audio system technical problems

K 2,8 K 8 K 8 K 8

3. Apply analog console live signal routing and signal flow charts

AP 2,11 AP 2,8 AP 2,8,11

MELE 220

Audio Engineering II

1. Satisfactorily explain and operate the NEVE and Toft recording consoles as well as analog and digital recording equipment found in the Mike Curb MELE Studios

2. Apply basic audio perception skills required of the recording engineer3. Organize, execute, document, and participate in recording sessions in the Mike Curb MELE Studios

E 8,11 E 11 E 1,8,11 E 1,8,10,11

E 1,8,10,11

E 1,8,10,11

MELE

275

Practicum

1. Obtain practical experience in the music & entertainment industry.

E 12,15 E 12,15 E 12,15 E 12,15 E 12,15

2. Acquire marketable skills and make valuable industry connections

AP 12 AP 12



3. Apply music business/audio technology theories and principles to specific situations within their practicum experience

AP 12 AP 12 AP 12 AP 12

4. Observe and reflect on professional behavior in the music industry.

E 12,15 E 12,15

PROGRAM CURRICULUM MAP

Tech II Division

GuideliGuidelinnee forfor CompleComplettiinngg SLOSLO MMaappingpping TemplaTemplatteess

The categories or options for completing the SLO mapping or crosswalk exercise can be found on the following three pages of the templates. A more detailed explanation of those categories or options is outlined below.

The basic premise of the map or crosswalk is to record the two pieces of information about each individual Course SLO listed in the column on the left hand side ‐ of the chart in the spaces associated with the appropriate or applicable Program SLO across the top of the chart.

LLeevveell ooff InsInsttrurucctitioonn

Based upon Bloom’s Taxonomy of Educational Objectives, this column on the worksheet is designed to indicate the level at which the individual SLO is being delivered. Using the sample verbs included in the table, select and record the highest level of the taxonomy at which the SLO is delivered ‐(K)nowledge, (C)omprehension, (Ap)plication, (An)alysis, (S)ynthesis), or (E)valuation.

EvaluatiEvaluatioonn MMeeththoodsds EmplEmplooyeyedd

This column on the worksheet is designed to indicate the method or methods that are being used to evaluate the student’s learning associated with the individual SLOs. Based upon the reasonably comprehensive list of evaluation methods provided, select and record all of the evaluation methods applied to the assessment of each course SLO. Use the numbers associated with the evaluation methods found in the legend at the bottom of the pages in the worksheet.

When you have completed the mapping exercise, please return the completed templates to theDean.

Page 13 of 16

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Selecting the appropriate verbsBloom's taxonomy of educational objectives continues to be widely used in curriculum development activities-- in writing learning outcomes, constructing evaluation tools. Learning is divided into three domains: cognitive (knowledge), psychomotor (skills) and affective (attitudes). Each of the domains contains a number of levels , shown below in ascending order. A number of action words (verbs) are associated with each level; these action words describe the outcome the learner is expected to achieve. Examples of outcome words for the cognitive levels appear below.

Cognitive Domain:

1. Knowledge: the remembering of material previously learned; recall, remembering facts, identifying principles or steps in a sequence

2. Comprehension: the ability to grasp the meaning of the knowledge being learned;understanding of material, explaining, interpreting, translating into a new form

3. Application: the ability to use learned materials in a new context; ability to use what has been learned in other situations; use abstractions, such as concepts, principles, rules, theories, and laws, to find solutions to new problems; transferring skill and knowledge

4. Analysis: the ability to break material down into its elements or parts so that its organizational structure may be understood; breaking a whole into its component parts so that the relationships between parts are understood

5. Evaluation: the ability to judge the value of material for a given purpose; ability to judge the value of material in light of a specific purpose using given criteria

6. Synthesis: the ability to combine previous experience with new material to form a whole structure; putting together parts to form a new whole; combining elements in a new form

Psychomotor Domain:

1. Imitation: of some observed act usually requiring neuro-muscular co-ordination2. Manipulation: emphasizes skill in following directions3. Precision: emphasizes accuracy, exactness and control with reduction of errors4. Articulation: emphasizes co-ordination of a series of acts involving accuracy and control5. Naturalization: acts become routine, automatic and spontaneous; performance is natural

and smooth

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Affective Domain

1. Receiving: willingness to attend to a specific stimulus2. Responding: active participation on the part of the learner3. Valuing: worth or value a learner attaches to a particular objective, behaviour, phenomenon;

appreciation and attitudes usually fall into this level

4. Organization: concerned with bringing together different values, resolving conflicts between them, and beginning to build an internally consistent value system; building a philosophy or goal for oneself would be appropriate at this level

5. Characterization: pervasive, consistent, predictable behaviour; a characteristic lifestyle

Examples of Outcome Verbs at various cognition levels

determining what it is students are being asked to do, and using the word that most closely conveys the expected outcome can be one of the many strategies used in the analytic process that supports writing learning outcomes; consider the intent of the word in the context of the activity in which the students are participating

the learning outcome begins with the statement: the student will have reliably demonstrated theability to … (select the appropriate verb) …..(and then the content- the learning that is to be demonstrated)

these verbs are also useful when constructing learning and evaluation activities; in these cases the task often begins with the verb

Knowledge Comprehension Application Analysis Synthesis Evaluation

count change apply analyze arrange appraise

define compare calculate break down categorize assess

describe convert change categorize combine compare

draw demonstrate classify clarify compile conclude

indicate describe complete compare compose consider

identify differentiate demonstrate construct create criticize

label discuss discover contrast design determine

list distinguish employ debate develop grade

match estimate examine detect devise grade

name explain generalize differentiate formulate judge

outline express illustrate distinguish generalize measure

point to extrapolate manipulate diagram generate justify

produce generalize modify examine integrate rank

quote give examples operate group organize rate

recall infer organize point out plan revise

recite illustrate practice separate produce score

record interpret predict transform propose select

relate interpolate prepare rearrange support

select rearrange relate reconstruct test

tabulate report restructure reorganize value

trace restate show revise weigh

write review solve specify

rewrite transfer solve

summarize use weigh

transform utilize

translate

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Course Evaluation Categories

Descriptions

Examination cumulative evaluation at fixed points (e.g. mid-term, end of term in examination period)

usually non-returnable to students (college must keep for at least one year)minimum of 25% of total graderelationships with external bodies may impose limitations on weighting

Test planned, periodic assessment, could include multiple-choice, short and/or long written answers, commonly set within class periods; an individual test weighting is typically 25% or less of the total grade

Quiz announced or unannounced short "test"; in or out of class; usually 15 minutes or less

is not given a major weightingEssay literary composition, usually in prose, on any subject; includes Reviews and

CritiquesReport structured, systematic written presentation of informative and/or persuasive

materialResearch paper systematic exploration (utilizing either primary and/or secondary research)

of a problem or question presented in essay form, which may also include such elements as charts, tables, appendices, table of content

Project report with a practical component; detailed study of a particular subject;generally covering about 3 weeks or the equivalent in duration

Group project project activity assigned to groups of students (generally 2 to 6 students)

Passport a scorecard; a detailed listing of the competencies/activities that the student must successfully demonstrate that are aligned to a specificmodule of curriculum.

Portfolio any portable case, a notebook, folder, report binder, that holds a collection of documents, photographs, drawings, or other materials that belong to or represent the work of an individual

Assignment small, focused, particular task or activity, in or out of class; an individual assignment would have a value of 10% or less of the total mark

Presentation oral and/or visual presentation of report, project, research paper, portfolio, assignment to classmates and/or faculty; individual or groupSeminar leadership of discussion amongst small group of classmates (usually 6 to12) of particular topic or subject

Practical skill demonstration

individual demonstration of specific skills or groups of skills that make up a task

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