Outcomes
Fleshed out more fully, and rephrased as outcomes, we expect to see each of our students grow in four dimensions—spiritually, relationally, academically, and professionally.
1. Spiritually, we expect that each of our students will grow and mature in his/her relationship to Jesus Christ while studying at Trinity. We long to see students come to know Christ, and we thrill to be part of their lives as their passion for His glory and dedication to accomplish His purpose increases. It is our greatest joy to see students become more like Christ.
2. Relationally, we expect that each of our students will grow and mature in the way he/she values and treats others. This growth will be manifest in (at least) the following six character qualities:
a) Integrity: practicing what you preach, being who you really are, keeping your word, living up to your commitments, admitting your faults, telling the truth, doing your own work (or accepting the consequences), giving credit where it is due, not taking what belongs to others without their permission, becoming accountable to a mentor or group.
b) Respect: treating others with deference, believing and speaking the best of others (even to your own disadvantage), doing what you are told (by teachers and/or conductors) with a good attitude, practicing courtesy and good etiquette.
c) Humility: putting others first, developing a realistic self-image, benefiting from correction and instruction, supporting peers in their endeavors, concentrating on how you can improve (rather than on how others can improve), owning your faults and weaknesses, asking for help, rejoicing when others excel, not asking for special considerations.
d) Ministry/Servanthood: looking for ways to help others (without being asked), volunteering for menial tasks, recognizing and responding with compassion to the needs (spiritual, material, physical) of those around you, reacting gracefully when schedules change or others don’t live up to your expectations.
e) Cooperation: carrying more than your share, making sure your part is learned (so as not to slow the progress of the group), valuing unity and teamwork, maintaining an attitude that contributes to the ensemble—rather than one which detracts from it; apologizing when you fail to do what you were supposed to do.
f) Responsibility: punctual, alert attendance at classes and rehearsals, going early to make sure everything is ready for a rehearsal or concert, turning assignments in on time, going the extra mile, learning/memorizing assigned pieces before the deadline, leaving time to help others finish, keeping your commitments even when a more attractive opportunity presents itself.
3. Academically, we expect that each of our students will grow and mature in the way he/she studies and learns. This growth will be manifest in (at least) the following three areas:
a) Organization/Discipline: valuing academic excellence and prioritizing accordingly, planning and scheduling effectively, de-emphasizing (even curtailing) other activities in the interest of achieving academic goals, learning to pace your self, making yourself do the hardest things first.
b) Scholarship: evidencing interest in learning outside the requirements and beyond the classroom, becoming a learner, rather than just a student, appreciating the value of research, learning to think independently.
c) Writing: understanding research, becoming fluent and confident in written communication, expressing your viewpoint effectively, increasing your vocabulary, organizing your materials, developing a writing style which is clear, simple, coherent, and elegant (see the SOM Writing Handbook for detailed instructions on research writing).
4. Professionally, we expect that each of our students will grow and mature in expressing himself/herself musically. This growth will be manifest in the following twelve areas:
a) Diligence: practicing consistently at least an hour a day (two to five hours a day for majors and those taking hour lessons) at least five days a week (six for majors/hour lessons) on your principal instrument/voice.
b) Musicianship: aural awareness, fluency in reading music at sight and transcribing music as heard, understanding musical communication, analyzing Western tonal music (aurally and from notation), placing music in its proper theoretical, historical and cultural context, improvisation, keyboard skills.
c) Pedagogy: becoming a motivator and a mentor, communicating musical values, teaching music effectively at different age and ability levels, recognizing needs, knowing methodologies, evaluating progress, fostering growth in individuals and ensembles, understanding the peculiar demands of private studio teaching, using technology in teaching.
d) Performance/Artistry: communicating effectively through music (and music theater) in different contexts, understanding artistic expression, selecting and preparing repertoire, learning and memorizing music, repeating a program, touring, auditioning for all available and appropriate performance opportunities (especially at the SOM).
e) Creativity: writing and arranging music, inventing new contexts for music, thinking outside the box, problem-solving, making do with minimal resources, introducing others to music, responding flexibly to the changing demands of a performing environment; using dedicated software to create, notate, and reproduce music.
f) Knowledge/Experience: working knowledge of the history, terminology, theory, literature, and practice of Western art music, in-depth knowledge and enjoyment of the Western art music solo and ensemble repertoire of your instrument(s)/voice (studied privately and employed in a SOM ensemble); broad exposure to world-class. performances of Western art music and music theater both live and on audio and video recordings, some experience of jazz, ethnic and traditional musics and commercial music.
g) Awareness/Discrimination: developing an aesthetic sense, critiquing scores and performances, matching music to an occasion/audience, developing and communicating musical values and standards, making artistic choices.
h) Stewardship: understanding that musical aptitude and ability is a gift from God intended to honor Him, developing a theology and philosophy of music as it relates to composition, performance, teaching, work, worship, and service, using musical gifts in the context of a local church.
i) Leadership: gaining respect, heading a section, conducting, teaching, modeling positive behavior, generating enthusiasm, motivating others to work, directing musicians and technicians, stage-managing, planning tours, communicating effectively, resolving conflicts, maintaining discipline, setting and meeting goals, organizing and scheduling group activities, fostering excellence, examining motives, remaining people-oriented in spite of encroaching deadlines, serving and facilitating rather than commandeering.
j) Integration: developing a worldview that informs and includes musicianship and musical endeavors, being a full-time disciple and a full-time musician while fulfilling your other roles and responsibilities, using reflection and introspection advantageously; inviting and responding to input from others.
k) Excellence: recognizing that God does every thing perfectly, and He is worthy of our very best, striving to excel, reaching beyond our own limitations to accomplish that which can only be done by enlisting the help of God and others, purposing to do fewer things better, sacrificing to achieve a worthy end, "failing forward."
l) Professionalism: familiarizing yourself with the demands and expectations of the music profession, auditioning, competing, marketing, applying for graduate study, possibly participating in off-campus (amateur or semi-professional) ensembles.
While we understand that not every student will experience significant growth in all these areas every semester, we do take these intended outcomes seriously. We truly purpose to graduate students who will "transform the world" after their formation here.
