PROGRAM CURRICULUM MAP Program: MELE Program (Music Business) 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 business. 2. Describe the economic; musical & technological developments and new business models of the recording industry. 3. Demonstrate the ability to solve technical problems. 4. Explain the careers, contracts, law, processes and economics of the music business. 5. Prepare public relations programs for entertainment and music business clients. 6. Describe various types of intellectual property and copyright laws within the music industry. 7. Identify the role of music publishing in entertainment and music business. 8. Describe the importance of appreciation of diversity and global perspectives in music business and entertainment.
Transcript
PROGRAM CURRICULUM MAP
Program: MELE Program (Music Business) 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 business.2. Describe the economic; musical & technological developments and new business models of the recording industry.3. Demonstrate the ability to solve technical problems.4. Explain the careers, contracts, law, processes and economics of the music business.5. Prepare public relations programs for entertainment and music business clients.6. Describe various types of intellectual property and copyright laws within the music industry.7. Identify the role of music publishing in entertainment and music business.8. Describe the importance of appreciation of diversity and global perspectives in music business and entertainment.
1. Demonstrate a basic understanding of the process and key participants of how commercial value is created within the revenue systems/ecology of the music business system.
K 1, 2 K 1, 2 K 1, 2 K 1, 2
2. Demonstrate a basic understanding of the foundations of copyright law and the representative licenses needed for the monetization of the music revenue streams.
K 1, 2 K 1, 2 K 1, 2 K 1, 2 K 1, 2
3. Demonstrate a basic understanding of the basic music industry deal structures and terminology within the revenue systems/ecology of the music business system.
K 1, 2 K 1, 2
4. Demonstrate a basic understanding of basic calculations representative of the revenue systems/ecology of the music business systems.
1. Demonstrate an understanding of the emergence of different genres of music.
2. Demonstrate an understanding of how the recording industry developed in terms of music, business, and technology.
K 2
3. Demonstrate a mastery of the history of the recording industry through examinations.
4. Demonstrate an appreciation for the breadth and depth of the contemporary recording industry.5. Demonstrate the ability to describe how popular music reflects the mood, circumstances and cultural influences of society.
K 2 K 2
6. Demonstrate the ability to describe the marketing structure of music and how it was exposed and how it’s sold to the consumer.
K 2
7. Demonstrate the ability to analyze how music affected society socially, culturally, economically and politically.
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
MELE 202
Public Relations In The Music Industry
1. Write effective story hooks. K 7, 112. Understand artist image and its importance in the public relations field.
K 7, 11 K 7, 11
3. Be able to write an artist biography. K 7, 114. Be able to write a press release. K 7, 115. Critique, compare and rate various artist websites. An 116. Complete and present the different components of a press kit.
Ap 7, 12
7. Build an electronic press kit for use in an artist website. Ap 7, 12
1. Identify and distinguish the types of intellectual property (i.e., copyrights, patents, trademarks and trade secrets).
K 2 K 2, 5
2. Describe how intellectual property law applies to the music & entertainment industry.
K 2 K 2 K 2, 5 K 2 K 2
3. Debate the philosophical rationales for intellectual property law.
K 2 K 2, 5
4. List the exclusive rights under copyright law as well as the mail limitations on those rights.
K 2, 5
5. Explain how intellectual property rights can be infringed.
K 2 K 2 K 2, 5
6. Describe and apply the fair use test under copyright law.
K 2 K 2 K 2, 5
MELE 204
Music Publishing
1. Define the role of music publishing in the entertainment & music business.
K 2 K 2, 5
2. Perform the administrative tasks of a music publisher. Ap 8 Ap 83. Identify the creative tasks of a music publisher. K 8 K 2 Ap 84. Exploit the intellectual property. K 2, 8 Ap 2, 8
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.
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
Page 14 of 16
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
Page 15 of 16
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
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
Page 16 of 16
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
![AlphaServer DS10 - About the Intranet [Physics Intranet]](https://static.documents.pub/doc/80x56/61fb34eb2e268c58cd5b6c77/alphaserver-ds10-about-the-intranet-physics-intranet.jpg)
