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Connecticut Board of Regents for Higher Education

Concentration - Applied Arts - Music

An Applied Arts concentration is a combination of the theoretical and technical mastery of a subject with an emphasis on application. Requirements for some specific concentrations in Applied Arts are detailed below. Other areas such as dance, cinema, interior design, and architectural design may also be proposed. A concentration in applied arts entails more than performance ability and experience. It also attests to a student's understanding of the art performed, both technically and contextually; the ability to engage in informed discourse about content, style, and meaning; and the insight necessary to devise independent and effective interpretations of the art through applied activities. This concentration requires a minimum of 36 credits.

Concentration Requirements:

Requirement Credits Examples
Music Theory* 12 (6 lower, 6 upper level credits) Theory, Musicianship, Harmony, Musical Structure, Aural Skill (require either as 3 credits or within other courses)
Music History** 6 (3 lower, 3 upper level credits) Music History and Literature. May include no more than 3 credits from Non-Western Music, Jazz and Popular Music)
Music Analysis, Literature and Related Areas 3 (upper level) credits Form and Analysis, Counterpoint, Orchestration, 20th Century Technique, Jazz Arranging, Composition, various genre courses, works of individual composers
Applied Studies 9 (6-9 upper level) credits  
Applied Electives 3 credits  
Capstone 3 credits MUS 499 (Culminating course in concentration)
TOTAL 36  

*May not use fundamental courses (based on course description and title).

**May not use music appreciation courses (based on course description and title).

Note: This concentration requires a minimum of 36 credits.

Student Learning Outcomes

Students who graduate with a concentration in Music will:
  1. have expertise in at least one area of applied music, demonstrated through technical as well as through expressive skills, both independently and in collaboration with other musicians;
  2. be proficient with the materials, procedures, and syntax of common-practice tonal music in Western culture;
  3. have competency in intellectual understanding and in music-making with at least one other distinct body of repertoire, which may include vernacular music (pop, rock, jazz, etc.), music of a non-Western culture, music from Western culture that pre-dates the common-practice era (medieval or Renaissance styles), or twentieth-century post-tonal music;
  4. be knowledgeable regarding genres, composers, performers and performance practice, and important works from different style periods or types of music;
  5. understand the connections (cultural, political, etc.) between music and the history of civilization, as well as the relationships between music and other disciplines; and
  6. be proficient in reading and comprehending a musical score, conceive it aurally, and apply structural and style analysis in making interpretative decisions about its realization.