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British Columbia Post-Secondary Music Forum Annual BCCAT Music Articulation Meeting

Monday, May 2, 2016, 10 AM - 3 PM

Capilano University, North Vancouver Birch Building, Room 126

Minutes

1 WELCOME: Joy Ollen, Chair Special welcome to Robert Adamoski (BCCAT Representative); Cyndi Rompf (BCMEA President) Thanks to Dennis Esson for room set-up and refreshments and to Grace McNab for recording minutes

2 PARTICIPANTS 2.1 Introductions of those present Blair Fisher (Douglas College Music Technology Program) Jared Burrows (Capilano University, Coordinator of Jazz Studies Mary Byrne (Camosun) Ruth Enns (VAM, Registrar) Dennis Esson (Capilano U., Coordinator – Resources and Promotions) Lars Kaario (Capilano U., Coordinator – Music Diploma Program) Wendy Grant (Capilano University – Music History) Heather Harty Scott (Douglas College, Music Coordinator) Don Hlus (Kwantlen Polytechnic University); delayed slightly Richard Kurth (UBC, Director of the School of Music) Grace McNab (Capilano University – Music Theory, Recorder) Ken Morrison (VCC) (arriving for PM) Alan Thorpe (Trinity Western University) Daniel Tones (Kwantlen Polytechnic University, Musicology and Percussion) 2.2 Regrets from those unable to attend John Glofcheskie (Douglas College) Selkirk College Vancouver Island University Simon Fraser University University of Victoria.

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3 AGENDA 3.1 Additions or modifications to agenda - none 3.2 Approval of the amended agenda – approved by consensus

4 MINUTES OF THE BCPSMF MEETING AT UNIVERSITY OF VICTORIA, MAY 4, 2015 4.1 Corrections and/or amendments On page 1, 2.1, amend list, as David Gregory was not present On page 4, 8.3, in CAPU report, strike item “under pressure to get rid of Diploma and Certificate” 4.2 Approval of the 2015 minutes – approved by consensus

5 BCCAT UPDATE by Dr. Robert Adamoski, (Director of Research and Admissions, BCCAT) Several BCCAT members have been attending multiple meetings of some 68 committees, working to learn what students are taking out of various programs. This year’s Joint annual meeting will be held on Nov 10, 2016. This meeting has grown to a significant size (200-300 people, including Chairs, Systems Liaisons and others on articulation committees). Extra-provincial interest in the work of BCCAT is increasing. An example of this interest from other jurisdictions comes from the province of Alberta, which has recently put together a multi-disciplinary articulation committee (approximately five subject areas); this committee has reached out to BCCAT. (Background explanation: The work of BCCAT twenty years ago was quite different, mainly devoted to putting transfer agreements in place; that background has lead to BCCAT hearing increasingly from out-of-province groups interested in learning from the organization’s experience and successes.) BCCAT awards: Approximately three years ago, BCCAT put an awards system in place to recognize faculty and member contributions. Nominations can be made until the end of June 2016. INTEGRATED PLATFORM, AMALGAMATING EDUCATIONAL PLANNER AND APPLY BC: A primary focus for BCCAT is developing a common application platform for BC institutions. Ontario and Alberta have such systems (as does the UK). The Ministry of Education has been consulting with BC institutions about this since summer 2015. First Step: The “Apply BC” platform would be rebuilt to integrate better with the website of “Education Planner”. Students could then apply to multiple schools at the same time.

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Other types of site building could include, for example, “ offer management”. Description: In the case of a student making multiple applications, some of which were successful, a developed “offer management” system would notify the programs/institutions not chosen by the student, so the seat could be offered to another. BCCAT is leading the discussion on this topic; two main groups, populated mainly by institutional representatives from universities and colleges, are discussing the building out and development of such systems as well as issues around their institutional governance. QUESTIONS FROM THE FLOOR ABOUT THE INTEGRATED PLATFORM: Q: When might the amalgamation of Education Planner and Apply BC be expected? A: An integrated system is rolling out for fall 2016; there will be no change other than the two components being integrated on the website. (All institutions will participate in “Apply BC” in approximately six months). Q: (UBC) What about institutions with supplementary processes in place? A: BCCAT is aware that supplementary processes exist at many institutions; this is a barrier for full participation in Apply BC. Could this be addressed by requesting that students upload documents to accompany their application? Supplemental processes will continue to happen at the institutional background level; students will be notified that there is a supplemental process in place. This will not change. Summary: Concern was expressed that supplemental processes remain in place. BCCAT understands this. Q: (Would participation in this new integrated platform be) mandatory for all schools? A: Yes that is the objective. The expectation is that the system would have a lot of benefits. (Also) this would allow BCCAT to get a better sense of admission/applicant data. Right now it is hard to tell what the demand is for a given program (i.e. music program). There is no one place to go for an UNDUPLICATED ACCOUNT of the demand for seats. Having a single place where every applicant passes through would give a better sense of demand than it is possible to get individual institutional data. Q: What about students who accept multiple offers? A: A student would be advised: “If you accept at one institution, the other institutions will “drop you.” Q: Music students sometimes get 5-6 offers; how will this be handled? A: Once they accept an offer, the other options would drop them. This is only effective within BC. Nationally we don’t have a way of controlling this. Q: Is this platform limited to public institutions? A: Yes; no private institutions (are involved yet). Q: How do you handle the dichotomy between ACADEMIC PREPARATION and MUSICAL preparation? Many students are prepared in one way but not the other. A: Certainly the decisions around admission are going to stay local to the institutions and the departments, individually. Where possible, to streamline things, we’ll work on how we get the

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application into the system and coordinate how students are notified with their offers; no change to individual procedures. Q: Will institutions (at large) manage all the choices? A: The process used for Education Planner is that we contract out to go through our calendars and update from the calendar copy; content is based on the calendar copy. At UBC, for example, program changes are decentralized. It is hard to find a single point of contact at an institution. Comment/Concern: (Institutions) have some desire to have control over their own “message”. The “official calendar” does nothing to describe what our programs really “do”; lists of courses are not informative. If individual institutions could update their own information, that would be desirable. Comment/Concern: We put a lot of effort into our websites to make sure they represent our institutions; we want students coming to OUR PORTALS. If institutions are agreeing upon a common data set for applications, (then students should be able to) CLICK A BUTTON TO POPULATE THIS SITE WITH (an individual institution’s) DATA, then complete the rest of the application according what each institution wants. A: Institutions are still putting a lot of effort into their own data; if we had a system “governed by institutions”, this will reassure (that) the uniqueness of each institution (remains visible). Comment/Concern: If a student is searching for music, 2 year, then there should either be links to the institution (going directly to the individual site) OR the institution should be able to access the site (and be able to monitor the content itself), to guard against a third party creating misinformation. A: Hopefully we will at least have the Ed Planner/Apply BC amalgamation functional and get concrete feedback. We are aware of this kind of thing (misinformation). Comment/Concern: (It is important to) find out whom, at our institution, is representing us to this process and make sure lines are not lost. Q: What is the information being sought; what is driving this process? A: (The goal is) to make the process a bit easier for students. Applications have gotten more complex; some are on Apply BC others not. The primary driver is to SIMPLIFY; an ancillary benefit is that we find out what demand is. Problems: 1. We don’t have all institutions 2. Apply BC set up process where you create a user ID; we’ve had situations where agents have made user ID and put scores of applications under the same ID; current data is not measuring accurately. Question/Concern: Portals take applications fees, PLUS there are fees for individual institutions; there is no benefit to pay extra for a “general portal”, and then pay again. HOW would this be different from that situation? A: It is going to be a challenge. There is a fundamental tension to wrestle with; optimistically, we are in a different place technically. We have evolved beyond technology of fifteen years back; the potential is greater now to unify and maintain dialogue between the portal and the institutions.

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Q/Comment/Concern: Students believe they NEED to apply for more than one program. Are they required to put down two programs? We don’t’ want people falsely putting a 2nd choice. Q: Will it be mandatory to go through this portal in the future? A: Some institutions (a small number) go only through Apply BC; for others it is a mix; still others have no presence at all. The overall objective is to have ALL PUBLIC INSITUTIONS go through Apply BC --- those currently taking applications from their own site, will be able to do so. THE NEW K12 CURRICULUM AND GRAD REQUIREMENTS: Music curriculum in K12: BCCAT is working with institutions around how the current “outputs” (grades) were used in the application and scholarship process; more recently, as the new grade 10-12 curriculum has been rolling out, BCCAT has been working with articulation committees To make sure the learning outcomes continue to prepare students for post-secondary education ---at least make sure fit is as good as it is now. BCCAT has worked to facilitate having K-12 representatives come to these meetings. LARGER INITIATIVE/INTER-PROVINCIAL INITIATIVES: There was a dual credit forum a few weeks ago, involving 200 people from K12. (Definition clarification: Dual credit means taking a course that applies both to K-12 and post-sec credit). There is a study happening now, looking at the South-Island Partnership and the transition process. INTERNATIONAL STUDENT SURVEY: Each institution gathers data about their international students. How many international students in music? Suggestions have been made to take a look at that data to determine, province-wide, and the level of satisfaction of international students. Overall, there is a high level of satisfaction; there is some concern about cost, textbooks, tuition and housing costs for graduate students; a significant number of international students expressed the desire to stay in the province/country, after completing their studies. FLEXIBLE PRE-MAJOR: Have we worked through that? A: Existed before, but (there was) too much diversity within institutions and a reluctance to pigeon hole people; transfer was awarded on a course-by-course basis, though there was a block of courses being considered. COMMENT: It made a lot more sense when there were more 2-year programs, but now with the increase to 4 years, a more individual approach is better in first two years. A: There is a communication problem; since it is not a notation on a transcript, it is difficult for to institutions to recognize that the students have completed the flexible pre-major; awareness of advisors about this (is important). Looking at communications, case studies show contrast between institutions: some institutions have low awareness while others put a lot of energy into this.

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STUDENT TRANSITIONS PROJECT: This is a big part of BCCAT work; info sharing between K-12 and post secondary institutions generates reports regarding mobility and credential completion. These are available publically (as are program reviews). Institutional research offices (are important links); reminder: they have access to more detailed data and can be useful to the review process. DATA: Transfer Student profile reports are available. There is data from five institutions, showing the number of transfer students received in a number of areas and how those students performed, i.e. 2nd and 3rd year students performance compared between transfer students and direct entry students all the way through students. The results show that both groups see a drop when they first get to the institution, whether through transfer or direct entry; both transfer and direct entry students converge (in achievement) by the time of graduation, have the same GPA. This is reassuring; there is some very detailed information available, but no information from music programs. Most of the “mobility work” follows groups of students around by PIN number; again info is available to the institutional research offices. DATA: There are about 3000 transfer credits in music (this year?); about 3500 credits per year moving around in music programs. Research University data is not available (UBC, UVIC, SFU, UNBC); BCCAT hopes to remedy this; it sees students transferring FROM, but not TO research institutions. PIE CHARTS ON-SCREEN: Information shown included: Types of credits, mostly in years 1-2 as well as some 3rd year credit granted. Specific categories of credit: Assigned Credit; Block Credit; Unassigned (2xx) Credit. Unassigned credit is quite common. Across whole province, looking at transfer credit in various courses, the “unassigned MUS 1XX” is the most commonly transferred course. Last chart of transfers by region showed more transfer credit INTO the lower mainland than out.

END OF BCCAT UPDATE

6 CHAIR’S REPORT by Joy Ollen The Chair acknowledged there was member concern that, due to the early meeting date, some fall data was not yet available. Also noted was the difficulty to get attendance at these meetings when changes in administration (i.e. coordination) are happening. Suggestion: representation to this committee could appear in Coordinator/Convener job descriptions. Joint Annual Meeting: Update on K12 curriculum, given by Jan Unwin Nominations are welcome for the Chair Position.

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7 INSTITUTIONAL REPORTS (ROUND-TABLE FORMAT)

Chair’s note: a designated representative from each institution will speak, in turn, to specific program and transfer-related topics as they affect their individual institutions. 7.1 Student application, enrolment and attrition numbers in specific programs (Optional: application statistics by instrument type/voice) 7.2 University transfer statistics to UBC and other institutions in and out of province 7.3 New courses and/or programs (planned or implemented) 7.4 Changes in existing program or curriculum offerings 7.5 Changes in program fees for music courses and individual lessons 7.6 Changes in funding of individual programs 7.7 Administrative and/or structural changes in individual institutions 7.8 Personnel changes in individual institutions

7.1 Student application, enrolment and attrition numbers in specific programs

(Optional: application statistics by instrument type/voice)

CAMOSUN (Mary Byrne) Two programs have been disbanded and amalgamated (Diploma in Music and Diploma in Jazz Studies). Numbers somewhat down; target is 40-48 students.

CAPILANO (Jared Burrows, Dennis Esson, Wendy Grant, Lars Kaario, Grace McNab)

Jazz Studies: Numbers are quite good

Diploma in Music: Applicants to day – 107; may reach 120; numbers down

DOUGLAS (Blair Fisher, John Glofcheskie, Heather Harty Scott, Joy Ollen) Numbers are down; auditions taking place in early June

KWANTLEN: Don Huis, Daniel Tones Numbers are slightly down from last year Background: two years ago, 34 enrolled out of 36 accepted; last only 29-30 out of 40. Students paid deposits and confirmed, but were doing so at multiple institutions to hold places.

SELKIRK (Darren Mahe – regrets)

SFU (Arne Eigenfeldt - regrets) – written report

TWU (Allan Thorpe) Slight decline

UBC (Richard Kurth; Rayne Graham - regrets)

Numbers slightly up; previous stable level was about 300; cohort has decreased in size; student applicants seem to be increasing; K12 not providing a very strong basis. Comment: It would be useful know how many applicants are shared, with a view to advising them of the best institutional fit; UBC does at times advise students to choose another institution

UVIC (Susan Lewis and Art Rowe - regrets) – written report

VAM Ruth Enns Quite a few Artist Diploma applicants this year

VCC Ken Morrison (not present yet) Numbers are down a bit

VIU (James Mark - regrets)

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7.2 University transfer statistics to UBC and other institutions (In and out of province)

CAMOSUN Transfer is articulated course by course; most transfers are outgoing

CAPILANO Jazz Studies: VIU (1); graduate schools (several); UBC Teacher Education (many) Diploma in Music: students sometimes transfer in groups; Western, UBC and UVIC (quite

a few); Kwantlen (1-2); Jazz Studies at Capilano (a few, usually after year 1)

SFU Results show that transfers from Cap are not from music, but from elsewhere

UBC Results show that 2/13 Capilano students transferred to UBC

VAM Transfer out go to non-local institutions; transfers in come from Capilano, Douglas and VCC

Comment/Suggestion from the floor (UBC) Transfer is a lower priority than in the past; it would be good to coordinate our

collective strength; protect the coherence of the different programs, things which distinguish them

7.3 New courses and/or programs (planned or implemented)

CAMOSUN About 30 courses up this year (new program); New suite of pedagogy courses dedicated to training studio music teachers; Working between Conservatory and Camosun to make the studio-teaching-focused courses more at the post-degree level

CAPILANO Jazz Studies: New degree was approved last July, but notification only just received; Years 3-4 were re-designed to match the new Diploma in years 1-2; New years 3-4 to roll out in 2017-2018

Diploma in Music: Introducing new instrumental PMI courses in world music instruments; Hoping to offer September 2016; Some faculty have expertise in this area

DOUGLAS Music Tech. Diploma approved and to be launched this September; 300-400 year numbering for the Bachelor of Applied Music not accepted, Re-numbered as 100-200; total is 63.5 credits

KWANTLEN History of Popular Music successful (offered Friday PM in Richmond); 2-semester “Listening to Music” condensed into 1 semester; Portfolio component to be accumulated over the 4 years; Intended to align with new K-12 curriculum; Transfer students coming into 3rd year would have two years to build a portfolio, as a Capstone project for their diploma

TWU BA Music Honors degree; “worship studies” stream would be one of the options

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UBC There are changes to the Diploma in Music Performance (post degree); New Course: Introduction to Music Education - a 2nd year course (With classroom placements); Plan to integrate the B. Mus and B. Ed --- credits could be reduced to about 160 Students can still enter the B. Ed. with a B. Mus

VAM Now has approval for Thomson Rivers Composition Degree; under discussion: “Collaborative Piano” at the Artists’ Diploma level;

7.4 Changes in existing program or curriculum offerings

CAMOSUN: provided on report

DOUGLAS: several changes to Music Technology courses; faculty hires upcoming; need Applicant for “live sound” sound position (Master’s Degree required)

KWANTLEN Questions on declaration requirement: applicants indicating a 2nd choice of program Might not be serious about that choice – how to know?

Break 12:00 – 1:00 PM

7.5 Changes in program fees for music courses and individual lessons

CAMOSUN: incoming fees went up 21% with new program, reflecting mark; now going Up standard 2%.

CAPILANO Jazz Studies: $250 per credit hour surcharge to all new courses in years 1-2. $290 per credit hour surcharge for years 3-4; $750 per student consumable fee applied in year 1, covering amplifiers, purchase of scores, upgrades, bringing in guest artists; Years 1-2 average about 10 credits per term applying this surcharge (c. $5000 per year) Two full years of new students going through; no change in enrolment patterns; quite Successful so far;

7.6 Changes in funding of individual programs

TRU: Good news – new piano funded

UBC: Library under very serious financial constraint; foreign exchange rate an issue; Music library doing well, finding ways of keeping acquisitions up; survived big cut in 2014

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Question from the floor regarding changes to Graduate program fees at UBC: Are the increases only for international students? (28% for 3 years in a row, approximately $12,000 over 3 years) Answer: UBC international student numbers similar to last year; Growth is sought; graduate level TA-ships are not increasing; the institution believes International graduate students will come despite increases

7.7 Administrative and/or structural changes in individual institutions

CAMOSUN: (missed beginning of this item) redesigned as a full time position (Director of VCM Post-Secondary) David Visentin (Associate Dean of Glenn Gould School)

TWU: John Thompson will chair SAMC Music at TWU

VAM: PCTIA accreditation (see report)

VCC: Some changes at the Dean level; new V-P Academic is Kathryn McNaughton; Structural changes: many funding issues, not music more than others

7.8 Personnel changes in individual institutions

Capilano: A new president has been named. This announcement was made by Shelley McDade, Chair, Board of Governors” “J. Paul Dangerfield, a former dean of Capilano University's School of Business, will assume the role of University president, October 1, 2016. Paul served as dean at Cap U from 2006 to 2009. He is currently the executive director and Vancouver campus dean of the New York Institute of Technology. We look forward to welcoming Paul as president and the leadership he will bring to promoting the learning experience that is Capilano University.For the full announcement, please see: April 18, 2016: J. Paul Dangerfield named president of Capilano University

Douglas: Doug Smith, Eric Hannan on leaves (see report)

VCC: Recorder teacher needed

END OF INSTITUTIONAL REPORTS

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8 ARRANGEMENTS FOR 2017 BCPSMF MEETING Location/Date: UBC will host, but prefers one week later; May 15, 2017.

9 ELECTION OF NEW COMMITTEE CHAIR Two-year term; attend Joint Annual Meeting of BCCAT – high workload in a

concentrated period of time; Wendy Grant will chair

10 DISCUSSION ITEMS 10.1 Recommendations for a replacement Systems Liaison Person Graham Webber was serving in this capacity for several years; Joy Ollen confirmed with

BCCAT that Graham is no longer our liaison; subsequent person would need to be an administrator who oversees music courses --- someone who could provide the committee with system-wide trends and events; play advisory role; responsibilities are to attend the Joint Annual Meeting and the BCPSMF; BCPSMF does not actually elect/select this person; person is APPOINTED by BCCAT upon the committee’s recommendation.

Susan Lewis from UVIC is willing to serve as Music SLP.

10.2 Ensemble courses: faculty workload and credit allocation (Heather Harty Scott) Douglas College Music Program is finishing its program review --- one of the recommendations is to look at ensemble options and make them more consistent regarding faculty workload, credit and hour allocations; many scenarios currently in place. Snapshot of situations at other institutions requested.

10.2 Ensemble courses: faculty workload and credit allocation

CAMOSUN: All are 3 hours per week; concert/dress rehearsals are 3 hour blocks each, for 2 credits Small ensemble private coaching is 1 hour of lecture per week and 1 hour of rehearsal

CAPILANO Jazz Studies: Large ensembles are weighted at .75 sections of workload, 1.5 credits for students; 3 hours per week rehearsal Small ensembles are 1.5 credits, 3 hours per week and .5 sections of workload Diploma in Music: Large ensembles, Wind and Choir, rehears 3-5 hours per week for 2.0 credits and 1.0 sections of faculty workload

KWANTLEN: All ensembles are 2 credits; large ensembles 5 hours per week; considered 1 course Small ensembles are 2 credits; 1.5 hours; .33 of a course workload, might change; 2 hours contact time for 1 credit is a guideline Ministry of Advanced Education asked students, on a campus visit, how they felt about these extra fees. The result was disconnection of the contact hours from the credits, as a way to circumnavigate a fee increase. Additional fee on top levied - defended by the idea that these courses are expensive and programs have to recoup some of the costs;

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10.2 Ensemble courses: faculty workload and credit allocation (Continued)

TWU: Large ensembles are 3 hours of rehearsal; 1-credit for student and count as “1 course” for instructor (1 – 2 credits --- missed this detail)

UBC: Ensembles are generally 4 credit courses over the year (2 credits per term); 6 hours per week over the year --- should be 12 credits if a lecture course --- trying to fit 180 credits into 120. Choirs: 4 credits; 4 hours Smaller ensembles: 2-3 credits, some quite large groups; 2-3 hours per week all year. Chamber ensembles meet as a group

VCC: 1 credit courses; officially 3-4 hours per week; often substantially more; instructors have a 1.5 multiplier (for example, x 3 hours get 4.5); don’t discriminate between large and small ensembles

10.3 2-year History survey: goals, content, literacy and evaluation (John Glofcheskie) J. Glofcheskie sends regrets,

10.3 2-year History survey: goals, content, literacy, evaluation (John Glofcheskie)

CAMOSUN Combines “topical idea” but still moves chronologically; found ways to show how “ancient” has relevance now. Topics aligned on starting points in history; focusing on new material to do with performance practice (i.e. a group had to sing a group of motets in a student concert, all members had to do some kind of Baroque performance practice)

CAPILANO Diploma in Music: to acquiring literacy, experimented with doing/not doing music-appreciation-like preparatory segment up to Beethoven; priorities – building vocabulary about texture, genre, form; mid-term begin with ancient Greeks, with vocabulary in place. Attempt to do without this segment proved difficult, as foundational vocabulary was not there; worth the ½ term it takes, gives back cognitively. Assignments: annotated bibliography; autobiography from Renaissance or Baroque to capture richness of period; comparative classic/romantic study (two pieces from anthology); significant project on a non-traditional genre (i.e. minimalism); collaborate to write original piece Jazz Studies: Jazz history in 1st year, as historical references are so important; 1st year ties in with work in performance classes, into composers/styles; 2nd year covers antiquity to classical period, but according to topics; 3rd year “modernism”, covers first half of 20th c both jazz and classical; 2nd semester year 3 is an intro to ethnomusicology; 4th year combines history and theory --- musicology and theory seminars into unique project, to produce work that could actually feed into career work

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KWANTLEN Chronology no long works as many students just don’t have the background in art music to be able to respond; can lose them if presenting antiquity in the first few weeks Advocating two 6 week segments: melody harmony texture rhythm, form; using popular music for launching these other topics; ensuing 3 semesters to move away from chronology to THEME BASED or QUESTIONS: i.e. heroes, politics and war; or success in their lifetime; or “music and the arts” … looking at interdisciplinary creation, or 20th c. contribution; breaking out of the chronological approach, a way of keeping them engaged. Another aspect is the “portfolio” development. What can we do to give an individualized program of study to each individual? Next year, plan to go for smaller samples of writing from each individual; Portfolios will be more dynamic --- paper, mini-lecture, video-taped i.e. pianists with significant background still get lost in antiquity --- looking at “where are they at?” rather than starting with something so foreign start with WHERE ARE THEY AT? i.e. classical history --- world music --- jazz history ---- theme-based allows us to look at a particular topic to draw from different styles of music to see how different eras respond to the same kind of question… “Popular music” and “classical music” are two areas

TRU: visual arts, theatre, music, visual arts; 1st semester overview of arts history; 2nd semester current issue in the arts (i.e. how digitalization has affected copyright); then into specific history sequence: 1800 to present day (to be divided in the future); 1600 to 1800, then medieval/Renaissance; then 4th year 20th c and 21st c. approaches to history and theory and sociological musicological topics; priority is a high level of scholarship, writing, (changes: 1800 to present currently 3 credits, going to be split into 2 3 credit courses)

UBC (No UBC historians present) CONTENT BASED considerations; SKILL-BASED considerations; LITERACY and COMMUNICATION SKILLS

VAM 1st semester survey – ancient to present day for terminology, framework of where periods are; two record reviews; 2nd semester Baroque/Classical research paper and listening tests; fall year 2, romantic and 20th C, class presentations; last semester, early music, research paper.

VCC Survey done in the first term to give students an orientation; “classical” students do classical history, jazz do jazz history; More “topics based” approach is appealing to many people --- changing type of student; 80 over all 4 years, 25 composition majors;

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Brief discussion followed about differentiation between programs, the importance of skills sets (rather than requirements of knowledge), and possible blocks of credits for transfer and a modularized approach to curriculum content.

11 BC MUSIC EDUCATORS’ ASSOC. UPDATE by Cindy Romphf, President, BCMEA General New Curriculum – invited teachers to write the new curriculum, but the government has given the framework/structure. This is the first time that the government has opened up for feedback from the public, but they pick and choose the feedback they want to read. In K-9, all arts education is amalgamated into one curriculum (music, drama, all), on one document. (With the subjects) not separated out, some districts are using this to cut music programs and offer “general art education” or perhaps dance, instead. For grades 10-12 curriculum.gov.bc.a, there are changed formats, three headings (formal competencies). Music educators can choose what they teach, as the scope and sequence is not defined; the defense of this is that rural areas should be able to cater their music offerings to whatever the culture of the area might be. There is not clear communication between subject areas. No on has been given any resources to implement the new curriculum; the time frame is so short because it is an election year. Music theory and music history are not prioritized, not being taught in schools. Funding relates to the population of students in a program; very performance based, not comprehensive; people are afraid that if they teach too much theory and history, they will lose the FTE and funding and support; Dr. Adam Conn (UVIC) wants to have a “general education music degree” to cater to K-12, but this will cater to the Ministry, spread subject areas too thin; BCMEA wants to have the music specialty reinstated; outside of greater Vancouver, people are really not qualified in music; Discussion and questions followed, concerning teachers’ discretion to choose their arts curriculum, the importance of reinstating the Elementary Music Specialty, of heightening the awareness of parents regarding the advantages of musical training and how demand for music education can be raised. “The members present at this meeting express our emphatic support that the Elementary Music Specialty be reinstated by the Teacher Regulation Branch”

12 ADJOURNMENT Thanks to Cyndi. Thanks to all. Thanks to Richard for minutes

last year. Meeting adjourned at 3:04 PM.