Fine Arts (Music) Technical Standards
Purpose Statement
All students enrolled in the Music program are expected to meet certain technical standards that are essential for the successful completion of all phases of the curriculum and reflective of expectations within musical study and performance.
Music students must be able to integrate auditory, visual, cognitive, and motor skills simultaneously in real-time performance and rehearsal settings.
These standards include cognitive, physical, auditory, and behavioral abilities required to participate in rehearsals, lessons, performances, and academic coursework. Students may be required to demonstrate these abilities throughout the program.
Meeting these technical standards does not guarantee employment in the field upon graduation.
Technical Standards
1. Critical Thinking / Problem-Solving Skills
Definition:
Utilize critical thinking skills to interpret musical information, analyze performances, and
make informed artistic decisions.
Examples:
- Interpret musical notation, symbols, and terminology.
- Analyze musical structure, form, and style.
- Apply feedback from instructors to improve performance.
- Identify and correct errors in pitch, rhythm, and technique.
- Develop effective practice strategies to improve skills over time.
2. Communication Skills
Definition:
Effectively understand, interpret, and respond to verbal, written, and musical
instructions, and communicate musical and conceptual ideas clearly.
Examples:
- Follow multi-step verbal and written directions during rehearsals and lessons.
- Interpret conductor cues, gestures, and rehearsal instructions.
- Read and respond to written course materials and assignments.
- Communicate musical ideas using appropriate terminology.
- Ask clarifying questions when instructions are not fully understood.
3. Interpersonal Skills
Definition:
Work collaboratively and respectfully in ensemble, classroom, and performance
settings.
Examples:
- Participate constructively in ensembles, rehearsals, and group projects.
- Demonstrate respect for diverse musical styles, perspectives, and backgrounds.
- Maintain professionalism in interactions with peers, faculty, and audiences.
- Contribute positively to group dynamics and shared musical goals.
4. Coping Skills / Professional Disposition
Definition:
Maintain emotional stability and adaptability in performance-based and deadlinedriven environments.
Examples:
- Perform in front of others in potentially high-pressure situations.
- Receive and apply constructive criticism.
- Manage performance anxiety appropriately.
- Meet rehearsal, practice, and performance deadlines.
- Adapt to changes in repertoire, schedules, or ensemble roles.
5. Motor Skills / Physical Abilities
Definition:
Possess sufficient motor skills to perform on an instrument or vocally with control and
coordination.
Examples:
- Demonstrate coordination, dexterity, and control required for instrument
performance or vocal production. - Maintain posture and physical endurance during rehearsals and performances.
- Execute technical skills such as fingering, bowing, breath control, or articulation.
- Transport and set up instruments or equipment when required.
6. Auditory Skills (PRIMARY DOMAIN)
Definition:
Possess auditory abilities sufficient to perceive, discriminate, and respond to musical
elements.
Examples:
- Discern pitch, rhythm, dynamics, and timbre.
- Tune an instrument or match pitch vocally.
- Recognize harmonic and melodic relationships.
- Follow ensemble balance and blend within a group setting.
- Respond to auditory cues in rehearsals and performances.
7. Visual Skills
Definition:
Possess visual abilities sufficient to read and interpret musical notation and cues.
Examples:
- Read standard musical notation, including rhythm, pitch, and expressive
markings. - Follow a conductor’s gestures and visual cues.
- Track music during rehearsals and performances.
- Interpret written instructions in coursework and performance materials.
8. Tactile Skills
Definition:
Use tactile awareness to control instrument or vocal production.
Examples:
- Demonstrate sensitivity to touch in instrument technique (e.g., finger placement,
embouchure, bow control). - Adjust physical technique based on feedback.
- Maintain control over fine motor movements required for performance.
9. Environmental Tolerance
Definition:
Work effectively in a variety of rehearsal and performance environments.
Examples:
- Participate in rehearsals and performances in spaces that may be loud, crowded,
or variable in temperature. - Tolerate extended rehearsal and performance durations.
- Adapt to different acoustic environments.
- Follow safety and performance protocols in various venues.
10. Emotional / Behavioral Standards
Definition:
Demonstrate professionalism, responsibility, and ethical behavior in academic and
performance settings.
Examples:
- Arrive prepared and on time for rehearsals and performances.
- Demonstrate consistent practice habits and commitment to improvement.
- Show respect for instruments, equipment, and facilities.
- Exhibit integrity in academic and performance work.
- Work independently with minimal supervision when appropriate.
Accommodation Statement
In the case of an otherwise qualified individual with a documented disability,
appropriate and reasonable accommodations will be made unless doing so would
fundamentally alter the essential training elements, cause undue hardship, or create a
direct threat to the safety of the student or others.