Those present at the beginning, when names were given, were Gary Smith, Anne Schnoebelen, Jeannie Cameron-Fisher, Richard Lavenda, and Pierre Joubert. A couple of others came in late.

The key fact for music students with respect to general education is that music majors have no free electives. Their only flexibility is within the distribution requirements--36 hours max, with six of those in music history. The Shepherd School faculty has no interest in adding new requirements for a degree.

Their students do not feel kindly, as a rule, toward the requirements in SCIENCE AND MATH. Neither do they write well enough. Some favored cutting the science-math requirements while some were in favor of MORE WRITING courses. The science/math courses were perceived to be too technical and move too fast for non-science students.

The Shepherd School offers only five courses that are generally available to non-majors. Two of these are year-long courses. They would be interested in having more courses for non-majors, but lack the faculty to provide them. They are interested in building an audience for serious music. There is a course in music literature, and it used to draw well, but its enrollments were hurt by the introduction of required foundation courses.

Humanities 101 is thought to be too time-consuming for music students, who are sorely pressed for time.

They feel a need for their students to get greater exposure to literature, CRITICAL THINKING (perhaps philosophy), WRITING, and HISTORY (western and other). They believe they need to learn how scientists think and to learn basic concepts of SCIENCE, but perhaps not be required to take science courses with labs (again, the time element is critical).

They were also warm to the idea of ETHICAL reasoning, whether taught in philosophy, religion, or elsewhere, including ethical dilemmas involved in the music world.

LANGUAGES AND OTHER CULTURES: Some support was seen for two years of languages, followed by a semester or year abroad.

Preparation for life-long learning is crucial.

FLEXIBILITY is vital. Foundation courses are a problem for music students. They prefer greater choice and would also encourage development of new courses. They would be pleased to offer more courses for non-majors if they could have enough staff to cover them. This would probably involve summer money and course assistants.