Writing Course Review Form (12/1/08)
I. General Education Review – Writing Course
Dept/Program
Course # (i.e. ENEX MUS 325
Music
Subject
200)
Course Title
History of Music II
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Date
Instructor
James Randall
Phone / Email
x6892
Program Chair
Maxine Ramey
III Overview of the Course Purpose/ Description: Provides an introduction to the subject
matter and explains course content and learning goals.
*Please Note: Although MUS 325 has an upper-division number, it has traditionally served as a lowerdivision writing course within our music major. Music students take this course in the spring semester
of their sophomore year.
Description
Music 325 is a historical survey of Western art music of the 18th through the late 20th century. In
addition to becoming familiar with the various musical forms and styles associated with these periods,
you will also be introduced to the many historical roles music has played in society: shaping,
expressing, and reflecting important social, economic, and political ideas critical to the development of
Western civilization.
Learning Outcomes
1) To gain a practical knowledge of Western music history and its development and its significance to
your own creative projects or performances.
2) To improve your active listening skills, including the ability to recognize musical styles of various time
periods and of specific composers.
3) To learn basic strategies for researching and writing about music, including familiarity with
discipline specific resources available through the Mansfield Library:
·
Use writing to learn and synthesize new concepts
·
Formulate and express opinions and ideas in writing
·
Compose written documents that are appropriate for a given audience or purpose
·
Revise written work based on constructive feedback
·
Find, evaluate, and use information effectively
·
Begin to use discipline-specific writing conventions
·
Demonstrate appropriate English language usage
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Students are required to develop an original
Student learning outcomes :
thesis or argument and support it in their
Use writing to learn and synthesize new
research paper. They are required to
concepts
incorporate the latest research into their work.
Both the research paper and the prospectus
Formulate and express opinions and ideas in
assignment require that students formulate and
writing
express their ideas and opinions in writing.
Students are informed in the assignment
Compose written documents that are
guidelines of their specific audience and
appropriate for a given audience or purpose
purpose.
Students receive constructive feedback on their
research paper first through peer review (I
distribute a rubric for this) and then in
comments on their rough draft, which I read
and comment upon.
Find, evaluate, and use information effectively 1) One of our texts, Wingell’s Writing about
(see http://www.lib.umt.edu/informationliteracy/) Music deals specifically with these basic
research questions.
2) I engage Tammy Ravas, our Fine Arts
librarian, to speak to our class about finding
information specific to our discipline in the
Mansfield library
3) On Blackboard, I include direct links to
specific journal databases and other resources
that assist students in their research.
This is the focus of one of our required texts,
Begin to use discipline-specific writing
Wingell’s Writing about Music. Students are
conventions
informed in the assignment guidelines that they
must adhere to standard writing conventions of
the discipline.
Students are informed in the assignment
Demonstrate appropriate English language
guidelines that part of their grade will be based
usage
on correct language usage, grammar and style.
V. Writing Course Requirements Check list
† Yes x† No
Is enrollment capped at 25 students?
Maximum enrollment is 60. I meet with the
If not, list maximum course enrollment.
students twice a week (80 min.) for lecture, and I
Explain how outcomes will be adequately met
for this number of students. Justify the request meet with students for an additional contact hour
once a week for a writing lab (2 sections, 25 max.
for variance.
per each). Justification: I’m currently the only
faculty member in the Music History area. This
course counts as half of my teaching load for the
spring semester. (Expected teaching load in our
department is 12 credits per semester). I can also
enlist a grader from our graduate student pool to
assist me.
x† Yes † No
Are outcomes listed in the course syllabus? If
Discipline specific writing skills are referred to
not, how will students be informed of course
generally in the Learning Outcomes listed on the
expectations?
syllabus. More specific ones (as above) are
articulated in the assignment handouts.
Are expectations for Information Literacy listed in
x† Yes † No
the course syllabus? If not, how will students be
informed of course expectations?
Are detailed requirements for all written
† Yes x† No
assignments included in the course syllabus? If not I distribute detailed guidelines for our written
how and when will students be informed of written assignments as supplementary handouts in class.
Digital copies are place on Blackboard.
assignments?
What instructional methods will be used to teach
One of the texts for this course, Wingell’s
students to write for specific audiences, purposes,
Writing about Music, is specifically
and genres?
organized toward this purpose. I also address
these issues in our writing lab sections, and
will provide examples of past student work to
serve as appropriate models.
Revise written work based on constructive
feedback
Will written assignments include an opportunity for x† Yes † No
revision? If not, then explain how students will
receive and use feedback to improve their writing
ability.
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 16 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments
2 pages: Prospectus and Bibliography (15%)
8 pages (min.): Research Paper (35%)
Informal Ungraded Assignments
8 page minimum: Rough draft of research
paper
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation
see: http://teaching.berkeley.edu/bgd/syllabus.html
Music 325H
History of Music II
Writing Course: 3 Credits
Spring 2009
Lecture: TR 11:10-12:30, Forestry 305
Writing Lab: M 10:10-11:00 or W 1:10-2:00
Instructor: Dr. James Randall
E-mail: james.randall@umontana.edu
Office/phone: 209 Music Bldg., ext. 6892
Office Hours: TBA
___________________________________________________________________________________________________
Pre-requisites:
Completion of Music 324, or with permission of instructor
Required Texts:
1) Mark Evan Bonds, A History of Music in Western Culture. 2nd Edition (Upper Saddle River, NJ: Prentice Hall, 2003), plus
the accompanying Anthology (vol. II) and 6 CDs.
2) Richard Wingell, Writing about Music: An Introductory Guide, 4th Edition (Upper Saddle River, NJ: Prentice Hall, 2008).
Course Description:
Music 325 is a historical survey of Western art music of the 18th through the late 20th century. In addition to becoming
familiar with the various musical forms and styles associated with these periods, you will also be introduced to the many
historical roles music has played in society: shaping, expressing, and reflecting important social, economic, and political
ideas critical to the development of Western civilization.
Writing Lab
In addition to our large lecture meetings on Tuesday and Thursday, students are required to attend a Writing Lab once a
week, where we will focus our attention on research and writing skills specific to music.
Learning Outcomes
1) To gain a practical knowledge of Western music history and its development and its significance to your own creative
projects or performances.
2) To improve your active listening skills, including the ability to recognize musical styles of various time periods and of specific
composers.
3) To learn basic strategies for researching and writing about music, including familiarity with discipline specific
resources available through the Mansfield Library:
·
Use writing to learn and synthesize new concepts
·
Formulate and express opinions and ideas in writing
·
Compose written documents that are appropriate for a given audience or purpose
·
Revise written work based on constructive feedback
·
Find, evaluate, and use information effectively
·
Begin to use discipline-specific writing conventions
·
Demonstrate appropriate English language usage
Evaluation:
Grades will be based on your performance on the following exams and assignments:
Exam I (2/26)
Exam II (4/14)
Exam III (5/14)
Prospectus and Bibliography
Research Paper
Pop quizzes/Attendance
15%
15%
15%
15%
35%
5%
Make-up exams and paper extensions will only be permitted with a valid
excuse—family illness, medical emergency, etc.
Students with special needs or disabilities should consult with the instructor for accommodations.
Grading Scale
A
AB+
B
BC+
93-100%
90-92%
88-89%
83-87%
80-82%
78-79%
C
CD+
D
DF
73-77%
70-72%
68-69%
63-67%
60-62%
59% and below
Academic Misconduct and the Student Conduct Code
All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course
instructor and/or disciplinary sanction by the University. All students need to be familiar with the Student Conduct
Code. The Code is available for review online at www.umt.edu/SA/VPSA/Index.cfm/page/1321.
MUSIC 325—SYLLABUS (SPRING 2009)
SCHEDULE/ASSIGNMENTS
DATE
SUBJECT
READING
LISTENING
Week 1
T 1/27
Introduction/Syllabus
Th 1/29
Prelude: The Age of Enlightenment
302-313
Short examples referred to in text
Week 2
T 2/03
The Art of the Natural: Elements of Classical Style
314-329
Scarlatti, Sonata in D Major
Stamitz, Symphony in D Major
C.P.E. Bach, Fantasia in C minor
Th 2/05
Instrumental Music of the Classical Period I
330-338
Haydn, Piano Sonata in C minor
Haydn, String Quartet in C Major
Week 3
T 2/10
Instrumental Music of the Classic Period II
339-353
Haydn, Symphony No. 103
Mozart, Piano Concerto in E-flat Major
Th 2/12
Vocal Music of the Classic Period I
354-369
Pergolesi, La serva padrona
Gluck, Alceste Act II
Mozart, Don Giovanni
Week 4
T 2/17
Vocal Music of the Classic Period II
370-375
Mozart, Requiem
Zelter, Kennst du das Land?
Billings, Wake Ev’ry Breath
Th 2/19
Review/Catch-up
Week 5
T 2/24
No Class: concert band festival
Th 2/26
Exam 1
Week 6
T 3/03
Romanticism: The Age of the Tone Poet
378-405
Short examples referred to in text
Th 3/05
DATE
Beethoven: Biography
SUBJECT
414-417
READING
LISTENING
Week 7
T
3/10
Beethoven: Musical Works
406-411;
428-431
Beethoven, Symphony no. 3 (Eroica)
Beethoven, Piano Concerto no. 4
Beethoven, String Quartet, op. 130
Th 3/12
The Program Symphony and other Genres
411-429
Berlioz, Symphonie fantastique
Mendelssohn, Overture to A Mid…
Week 8
T 3/17
Romantic Song
431-438
Schubert, Erlkönig
R. Schumann, Kennst du Das Land
Wolf, Kennst du Das Land?
C. Schumann, Liebst du um Schönheit
Th
Romantic Piano Music and rise of the Virtuoso
439-457
Chopin, Mazurka in A minor
Schumann, Carnaval, op. 9
Liszt, Nuages gris
Italian Opera: Rossini to Verdi
458-471
Rossini, Il Barbiere di Siviglia
Verdi, Rigoletto
German Opera: Weber to Wagner
Turn in Rough Draft
469-483
Wagner, Tristan und Isolde
486-507
Brahms, Symphony no. 4
Mahler, Symphony no. 1
3/19
Week 9
T
3/24
Th
3/26
Week 10
T
3/31
Th 4/02
Week 11
T
4/07
SPRING BREAK!!!
Orchestral Music, 1850-1900
Th
4/09
Review/Catch-up
Week 12
T
4/14
EXAM II
Th
20th-Century: Intro. and Overview
512-541
Short examples referred to in text
DATE
SUBJECT
READING
LISTENING
Week 13
T 4/21
New Sounds I: Debussy and Ives
542-551
Debussy, Prélude à l’Après-midi…
Debussy, Voiles
Ives, The Things Our Fathers Loved
Ives, The Unanswered Question
New Sounds II: Stravinsky and Bartok
Turn in Final Paper
552-559
569-571
Stravinsky, Le Sacre du printemps
Bartok, Music for Strings, Percussion…
Week 14
T 4/28
Beyond Tonality: Schoenberg and Expressionism
576-597
Schoenberg, Pierrot lunaire
Webern, Five Pieces for String Quartet
Berg, Wozzeck
Th 4/30
The Tonal Tradition Continues
598-611
Prokofiev, Classical Symphony
Copland, Appalachian Spring
Shostakovich, String Quartet no. 8
Week 15
T 5/05
After 1945
618-649
Cage, 4’33’’
Barron and Barron, Forbidden Planet
Riley, IN C
Reich, It’s Gonna Rain
Th 5/07
Review/Catch-up
Week 16
FINAL EXAM
Thursday, May 14
4/16
Th 4/23
8:00-10:00
MUSIC 325—Writing Lab (Spring 2009)
PRELIMINARY SCHEDULE
Week 1: (1/26) First week of school: no lab meetings
Week 2: (2/2) Go over class schedule/syllabus; Introduce Research Project and Research Journal
Week 3: (2/9) Introduction to research materials at Mansfield Library with Tammy Ravas
Due: General Subject for Research Project
Week 4: (2/16) President’s Day: No Class (No Writing Labs this Week)
Task: Narrow the topic for your Research Paper
Week 5: (2/23) Developing an original thesis; Go over Guidelines for Prospectus and Bibliography
Week 6 (3/2) Workshop on Prospectus and Bibliography (Bring drafts to class)
Due Thursday in Main Lecture (3/5): Prospectus and Bibliography
Week 7 (3/9)
Pre-writing and Outlining strategies
Week 8 (3/16) Style guidelines for Musical Terms
Week 9 (3/23) Go over guidelines for Peer Review
Due: Rough Draft for Peer Review
Week 10 (3/30) SPRING BREAK!!
Week 11 (4/6) Workshop: Strategies for Revising your Work
Due: Completed Peer Review
Week 12 (4/13) Workshop: Finishing Touches
Due: Revised Rough Draft to Me
Week 13 (4/20) Scheduled consultation with instructor
Week 14 (4/27) Scheduled consultation with instructor
Week 15 (5/4) Scheduled consultation with instructor
Finals Week (5/11)