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Specific Questions

Dr. Cecilia Chu Wang from University of Kentucky reflects on the course content and student experiences of MUS330: Music of China. Specific questions, assessment tools, mid-term survey results, student projects, conclusions, and recommendations are discussed in this evaluation.

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Specific Questions

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  1. Reflective Evaluation of “MUS330: Music of China” a Component in the University General Studies ProgramDr. Cecilia Chu WangUniversity of Kentucky

  2. Specific Questions • Was the course content relevant to students? • Did students learn about the subject, i.e. Chinese Music? • What attitude/preference did students have towards Chinese music? • Apart from knowledge about Chinese music, how else did the course contribute to the development of individual students? • What aspects of the course did student enjoy most and least about the course?

  3. Assessment Tools • Getting-to-Know-You Questionnaire, • Music Listening Skills and Preference Survey • Assignments • Listening reports • Mid-term exam • Mid-term opinion survey • In-class observations • Course evaluation

  4. Mid-Term Opinion Survey Rating 1 to 7Mean Score 1. Is this course content relevant? No / Very much so 4.48 2. Amount of work? Too little / Too much 4.43 3. Is the content too technical? Too easy / Too technical 4.55 4. Is the course challenging enough? Not at all / Too much 5.10 5. Is the team-teaching format effective? Not at all / Yes, very 6.29 6. What do you think the amount of A-V? Not enough/ More the better 4.48 7. Was the test too easy? Too easy / Too difficult 4.69 8. Pace of the class? Too slow / Too fast 3.74 9. Include other Chinese culture? More other / Music only 3.40 10. What changes would you suggest? Write your comments.

  5. Student Projects  Relating Chinese music to Feng Shui  Relating Chinese food to music  Comparing the music of East and West, comparing Pipa and the Mandolin  Comparing the Western flute to the Chinese Di  Research on the history and production of Chinese gongs, and other oriental gongs, with live demonstration of gong timbres  Research and making a Chinese string instrument—the erhu  Comparing symbolism in Chinese opera and Western theatre  Power-point presentation comparing Indian music and Chinese music

  6. Student Projects (cont.)  Comparing American ballads and Chinese ballads  The Progression of Chinese art  Research on the history of Kung Fu  Production of a web-site to introduce Chinese music and language  Production of a computer flash program to introduce Chinese musical instruments  Book report on “From Confucius to Kublai Khan”  Folk music of China and folk musicians  Comparing Chinese music notation to Western music notation

  7. Student Projects (cont.)  Research on contemporary Chinese rock music  Confucius and his philosophy of music  Myth and folklore of China  The Cantonese opera  The Peking opera

  8. Conclusion • Students participated with enthusiasm • Enjoyed learning about Chinese culture in general, just as much as the music • Link the course content with students’ own interest, wide range of project topics • Difficulty with terms translated from the Chinese language

  9. Recommendations • Flexibility needed to promote diversity • Provide rich environment--A-V, varied activities and media • Embed various and appropriate assessment tools throughout the course • Provide Glossary of Terms

  10. Thank You! Questions? Discussions? Suggestions?

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