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MUSI 104
Music Appreciation
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
MUSI 104
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Music Appreciation
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
student version
contents links
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
submission of work
netiquette
_________________________
IDEA objectives & IDEA description
course overview
required textbooks
grading scale
learning outcomes
course schedule
external links
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
financial aid
library resources
Academic Honesty Policy
APA formatting and style
APA resources for students
Student Success Center (SSC)
services for students with disabilities
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
_________________________
Benedictine Current Students
Moser Center Student Information
Student Login to D2L
Student E-Mail Login
Academic Calendars
BenUConnect  MyBenU
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
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about
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Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
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Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
Music Appreciation | MUSI 104
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly
the online format with the face-to-face format, but may also include mobile
learning. Blended learning, also referred to as hybrid learning, relies on both
the advantages of digital/technology innovation and the methods of face-toface instruction. At Moser College, we use blended learning by combining
asynchronous online classroom sessions with a face-to-face classroom
environment. We alternate between the online session and the face-to-face
session in 5-week courses, with the A session being face-to-face and the B
session being online.
hallmarks of a Benedictine Education:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
Music Appreciation | MUSI 104
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
Music Appreciation | MUSI 104
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Music Appreciation | MUSI 104
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Netiquette
Music Appreciation | MUSI 104
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
home
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learning
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IDEA
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sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
IDEA
Music Appreciation | MUSI 104
Student Weekend Course Overview
Course Description
This course offers access to various ways to listen to music and how to take full advantage of concert
attendance. Provides detailed explanations and sound demonstrations of the basic musical elements
and performing media.
Course Materials
Required Textbook and Materials
Bundle: Text + Popular & Global World CD-ROM + 6-CD Set
ISBN-10:1111213534 | ISBN-13: 9781111213534
Items included in the bundle listed below:
Wright, Craig. (2011). Listening to Music (6th edition). Boston, Schirmer. Cengage Learning. ISBN :
9781439083451
Wright, Craig. (2011). Popular and Global Music CD for Wright’s Listening to Music. Boston,
Schirmer. Cengage Learning. ISBN : 9780538497206
Wright, Craig. (2011). 5-CD Set for Wright’s Listening to Music. Boston, Schirmer. Cengage
Learning. ISBN : 9781439083482
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
home
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To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Course Overview
Music Appreciation | MUSI 104
Faculty Weekend Course Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
Points
•
•
•
•
Discover how music is prevalent in everyday life.
Discuss a familiar piece of music.
Elaborate on music heard in everyday life.
Elaborate on music of the Middle Ages and Renaissance.
Individual Written Assignment
Group Presentation
In Class Discussion Participation ~ 1A
In Class Discussion Participation ~ 1B
pts
10pts
10 pts
10 pts
•
•
•
•
Elaborate on Baroque Opera.
Compare and Discuss Baroque Concertos.
Elaborate on social changes and how music was affected.
Compare and Discuss Classical Symphonies.
Group Discussion / Peer Response
Individual Written Assignment
Group Discussion / Peer Response
Individual Written Assignment
10
10
10
10
•
•
•
•
•
Analyze and Evaluate Nationalistic Romantic Opera.
Elaborate on Romantic program music.
Create a musical outline to represent the student’s life.
Elaborate on Jazz music.
Interpret musical selections.
Individual Written Assignment
In Class Discussion Participation ~ 3A
Individual Written Assignment
In Class Discussion Participation ~ 3B
Listening Quiz
10 pts
10 pts
10 pts
10 pts
10 pts
•
Evaluate the effect Western influence has had on non-Western
music.
Discuss the similarities and differences between Western and
non-Western music.
Develop a great appreciation for music from another culture.
Formulate creative ideas to define music.
Discover how music has affected the lives of others.
Reflect, Analyze, and Evaluate personal growth since the
beginning of the course.
Group Discussion 1 / Peer Response
10 pts
Group Discussion 2 / Peer Response
10pts
•
•
•
•
•
5
pts
pts
pts
pts
Individual Written Assignment
Group Discussion / Peer Response
Individual Written Assignment 1
Individual Written Assignment 2
10 pts
10Pts
10 pts
10 pts
Total Points for course
185 pts
about Bloom’s Taxonomy
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Learning Outcomes
Music Appreciation | MUSI 104
Faculty Weekend Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Music Basics &
Instruments
•
N/A
01 B
F2F
Music Basics &
Instruments /
Middle Ages &
Renaissance
•
•
Reading : Part I, Ch 1-7 & Part II, Ch 8-9
Listening : Part I, Ch 1-7 & Part II, Ch 8-9
02 A
Online
Baroque
Period
•
•
•
•
Reading : Part III, Ch 10-14 (Review Part I, Ch 1-7)
Listening : Part III, Ch 10-14 (Review Part I, Ch 1-7)
Group Discussion / Peer Response : Orfeo
Individual Written Assignment : Compare Vivaldi's Violin
Concerto in E major, No. 1 "Spring" and Bach's Brandenburg
Concerto No. 5 in D Major. How are they similar? How are
they different? Is it noticeable that one was written earlier than
the other? Why or why not? Which one do you personally like
better and why? Write a one page paper using musical terms to
articulate your thoughts. Cite musical examples from the text
as well as the music you hear in your every day life.
02 B
Online
Classical
Period
•
•
•
•
Reading : Part IV, Ch 15-21 (Review Part I, Ch 1-7)
Listening: Part IV, Ch 15-21 (Review Part I, Ch 1-7)
Group Discussion / Peer Response : Social Shift
Individual Written Assignment : How does Beethoven's
Symphony No. 5 compare to Mozart's Symphony No. 40? Your
book provides you with the first movement of both of these
symphonies. Describe the differences between the symphonies
using musical terms from Part I. Things to consider are
instrumentation, dynamics, melody, harmony, etc. Write a one
page paper using musical terms to articulate your thoughts.
Cite musical examples from the text as well as the music you
hear in your every day life.
03 A
F2F
Romantic
Period
•
•
Reading : Part V, Ch 22-30 (Review Part I, Ch 1-7)
Listening : Part V, Ch 22-30 (Review Part I, Ch 1-7)
03 B
F2F
Modern,
Postmodern,
and American
Music
•
Reading : Part VI, Ch 31-36 & Part VII, Ch 37-40 (Review Part
I, Ch 1-7)
Listening : Part VI, Ch 31-36 & Part VII, Ch 37-40 (Review
Part I, Ch 1-7)
home
about
expectations
•
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
Course Schedule
Music Appreciation | MUSI 104
Faculty Weekend Course Schedule
Session
Loc.
Class Title
Assignments
04 A
online
Global Music
•
•
•
•
•
04 B
online
Class
Summary &
Reflection
•
•
•
home
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expectations
Reading : Part VIII, Ch 41-43 (Review Part I, Ch 1-7)
Listening : Part VIII, Ch 41-43 (Review Part I, Ch 1-7)
Group Discussion 1 / Peer Response : Western Influence
Group Discussion 2 / Peer Response : Compare nonWestern music to Western music
Individual Written Assignment : Choose the non-Western
country from the text that interests you the most. Use the
textbook as a starting point and then do further research on that
country and write at least a two page paper about your findings
as well as your personal reaction to what you have learned.
Group Discussion / Peer Response : What is Music?
Individual Written Assignment 1 : Interview someone that
you know who is a professional musician. Any type of musician
is fine (church, rock band, conductor, classical, jazz, music
educator, etc). Learn about their life and why they became a
musician. Example questions: What made you choose
singing/instrument? Were there any people that were
influential in your music career and/or choice to be a musician?
What type of music do you enjoy performing most? What type
of music do you enjoy listening to most? Write a two page
paper using musical terms to articulate your thoughts.
Individual Written Assignment 2 : Over the next few days
please listen to the music all around you and keep a log of what
you hear. Where did you hear it? How did it make you feel?
Did anything surprise you? Discuss your thoughts about music
and how it is integrated in your everyday life. **Notice this is
the same assignment as Session 1A.** How are you answering
it differently? What have you gained musically from taking this
course? Do you notice music in a different way as a result of
this course? Have any of your musical tastes changed? Write a
two page paper answering both portions of this question using
musical terms to articulate your thoughts. Cite musical
examples from the text as well as the music you hear in your
every day life.
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Schedule