2016-03-09要去歐美留學音樂科系大學研究所 大學傳統托福要500分次高等B2級到最高等C1級 研究所傳統托福只能最高等C1級才可申請入學 遊學ㄉ沒托福ㄉ真ㄉ不是歐美真正ㄉ大學 雖然也有大學證書 總之托福前先托福非正式模擬考全民英檢中高級複試及格再說ㄅ 我也正在努力全名英檢中級 今年商教會一級英檢如果及格 明年1月2月報考全民網路英檢中級初試及格後 5月6月就考全名英檢中級初試 這樣考試比較穩
40歲悲慘人生
授予學位
﹡BM: 音樂教育、樂團弦樂樂器演奏，古典吉他演奏、鍵盤教學演奏、聲樂表演、音樂治療、作曲、音樂商業、音樂劇院、音樂人文藝術、藝術科技。
﹡MM：教育、演奏、鋼琴合奏、作曲、指揮、治療。
入學申請
|
大學部
|
研究所
|
申請截止日
|
夏秋3/1春9/1
|
夏4/1秋5/1春10/1
|
費用 (美金)
|
學費
|
$17,751/兩學期
|
$11,401/兩學期
|
食宿
|
9,726/9個月
|
9,726/9個月
|
成績 要求
|
托福
|
550/213
|
550/213
|
IELTS
|
6.5
|
6.5
|
GPA
|
2.8
|
2.8
|
推薦信
|
一封(網站上)
|
三封
|
甄試 要求
|
演奏帶
|
現場或演奏帶
|
現場或演奏帶
|
曲目
|
1.記憶三首選自巴洛克、古典、浪漫或20/21紀曲子
2.雙手三個八度音階大小調及琶音
3.須視奏
|
1.記憶三首選自巴洛克、古典、浪漫或20/21紀曲子
2.雙手三個八度音階大小調及琶音
3.須視奏
|
|
|
※ 申請者皆須通過甄試方得提出申請，甄試須於如學前6~9個月提出。
※以上資料僅供參考。申請者應依申請當時，校方之實際要求進行申請。
授予學位
※BA Music, Music & Cultural Studies, Music with Language,
Music and Media Studies, Music & Film Studies, Music & European Humanities,
Music Informatics
※BSc Music Informatics
※MA in Music (Musical Multi-Media, Music and Critical Thought, Composition,
Studio Composition and Composing for Film and Media)
※MA in Opera and Music Theatre
※MPhil/Dphil by Research or Composition
※每學期開設課程有所不同，詳細請參考學校網站)
入學申請
※透過UCAS申請 (9/1-6/30)
※International foundation Years: 如果學生不符合入學要求，
可申請就讀一年的國際基礎學年課程，以銜接主修課程。
※音樂系網站：
http://www.sussex.ac.uk/music/
※以上資料僅供參考。申請者應依申請當時，校方之實際要求進行申請。
授予學位
※BMus (Bachelor of Music)
※BA in Music (Bachelor of Arts, in Music)
※BA Joint Music and Drama
※BA Joint Music and English
入學申請
※透過UCAS申請 (9/1-6/30)
※音樂系網站：
http://www2.hull.ac.uk/FASS/drama_and_music/music.aspx
※以上資料僅供參考。申請者應依申請當時，校方之實際要求進行申請
授予音樂學位
※BA in Classical Music, Electronic Music, Jazz ,World Music
※BM in Classical Performance, Composition, Jazz, History & Literature,
and Music Education (BME)
※MA in Music History, Music Education, Composition
※MM in Solo Classical Performance, Conducting, Chamber Music
入學申請
音樂系網站:
http://musicdance.sfsu.edu/
*以上資料僅供參考。申請者應依申請當時，校方之實際要求進行申請。
| 各級英語能力描述對照表 (資料來源：ETS官方公開資訊) |
Total minimum
TOEFL ITP scores
(310 to 677 pts) | European CEFR Levels | CEFR General Descriptions |
|---|
| 627 | C1
Proficient User —
Effective Operational Proficiency | Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. |
| 543 | B2
Independent User — Vantage | Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. |
| 460 | B1
Independent User — Threshold | Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. |
| 337 | A2
Basic User —
Waystage | Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g., very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. |
|
| Note: The cut scores represent the minimum scores needed to enter the CEFR levels. These recommendations are based on the results of mapping studies with expert panels, and data analyses of test-taker scores. |
