Upper-division Writing Requirement Review Form (12/1/08)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTH MUS 436
Music
Subject
455) or sequence
Course(s) Title
Topics in Music History
Description of the requirement if it is not a single course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
James Randall
Phone / Email
243-6892
Program Chair
Maxine Ramey
III Overview of the Course Purpose/ Description
Date
Topics for Mus 436 change from semester to semester, depending upon the instructor and his or her
area of expertise, but they generally examine a historical period or musical genre important to Western
art music. Past topics have included “20th Century Chamber Music” “History of Opera” and “The
Symphony.” Below is a sample course description for the course “Mozart in Vienna.”
Course Description:
This course is a survey of Mozart’s career in Vienna, the city where he spent much of his professional
career and composed many of his most important works, including The Marriage of Figaro, the
Symphony in C major (“Jupiter”), and the Requiem Mass. Special attention will be paid to the ways that
the social, economic, political and cultural atmosphere of eighteenth-century Vienna influenced
Mozart’s compositions.
Learning Outcomes:
1) Knowledge of current research on Mozart’s career in Vienna
2) Improved Active listening Skills: an understanding of how musical sounds can communicate cultural meaning.
3) Improved skills in writing and research in the discipline of music history:
·
Identify and pursue more sophisticated questions for academic inquiry
·
Find, evaluate, analyze, and synthesize information effectively from diverse sources
·
Manage multiple perspectives as appropriate
·
Recognize the purposes and needs of discipline-specific audiences and adopt the academic voice
necessary for the chosen discipline
·
Use multiple drafts, revision, and editing in conducting inquiry and preparing written work
·
Follow the conventions of citation, documentation, and formal presentation appropriate to that
discipline
·
Develop competence in information technology and digital literacy
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Weekly readings consist of the latest scholarly
Student learning outcomes :
research on Mozart. Students are encouraged to
Identify and pursue more sophisticated
use these as methodological models for their
questions for academic inquiry
own work.
The assigned papers require students to
Find, evaluate, analyze, and synthesize
independently analyze primary sources and to
information effectively from diverse sources
(see http://www.lib.umt.edu/informationliteracy/) incorporate relevant secondary sources into
their arguments. Our supplementary text,
Writing about Music, deals with evaluating
different kinds of sources, and introduces
standard reference works and journal databases
important to the discipline (links to these
resources at the Mansfield Library are provided
through our Blackboard supplement).
In our weekly discussion forums on
Manage multiple perspectives as appropriate
Blackboard, students are often asked to speak
from a specific perspective, imagining
historical points of view apart from their own.
Through our weekly readings and in the text,
Recognize the purposes and needs of
Wingell’s Writing about Music, students
discipline-specific audiences and adopt the
become acquainted with standard practice
academic voice necessary for the chosen
within the discipline.
discipline
Students turn in a rough draft for their research
Use multiple drafts, revision, and editing in
conducting inquiry and preparing written work paper. They also receive feedback in the form
of peer review (I provide a rubric).
This is covered in our text, Wingell’s Writing
Follow the conventions of citation,
about Music. I also provide links to relevant
documentation, and formal presentation
online sources through our Blackboard
appropriate to that discipline
supplement.
Written assignments, particularly the final
Develop competence in information
essay, require students to cite and incorporate
technology and digital literacy
the latest applicable research within their
particular topic.
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
Are detailed requirements for all written
assignments including criteria for evaluation in the
course syllabus? If not how and when will students
be informed of written assignments?
Briefly explain how students are provided with
tools and strategies for effective writing and editing
in the major.
x† Yes † No
x† Yes † No
† Yes x † No
I distribute detailed requirements for each written
assignment as supplementary handouts in class.
These are also available through our Blackboard
supplement.
Students are instructed in standard style and
usage for writing about music. A required text
for the course is Richard Wingell’s Writing
about Music, which provides a ready reference
for standard practice in writing about music.
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.
Are expectations for Information Literacy listed in
x† Yes † No
the course syllabus? If not, how will students be
informed of course expectations?
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 20 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
Paper I: 3-4 pages (20%) Program Note
Paper II: 8 pages (30%) Research Paper
Vienna Journal: 8 pages (min.)(20%)
Informal Ungraded Assignments
Rough draft of Paper 2: 8 pages
Weekly postings in discussion forum: about a
page per week
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 436W: Historical Topics in Music
Mozart in Vienna
Upper-Division Writing Course: 3 Credits
Music Building 205: MW 4:10-5:30
Instructors: Maxine Ramey and James Randall
E-mail: james.randall@umontana.edu
maxine.ramey@umontana.edu
Office/phone: JR: 209 Music Bldg. ext. 6892
Hours: JR: M,Tue 9:30-10:30, or by appt.
MR: 211 Music Bldg. ext. 2155
MR: M, W 3-4
____________________________________________________________________________________
Pre-requisites:
Students must have completed both their upper division recital program and piano proficiency degree
requirements, or have the expressed consent of the instructors to enroll in this course.
Required Texts and Materials
Mozart in Vienna, 1781-1791, by Volkmar Braunbehrens (reprinted in 436 course pack on sale at
campus bookstore Weekly readings will be assigned from the course pack. Additional readings, as well
as listening assignments, may be placed on Blackboard.
Richard Wingell, Writing about Music: An Introductory Guide, 4th Edition (Upper Saddle River, NJ:
Prentice Hall, 2008).
Course Description
This course is a survey of Mozart’s career in Vienna, the city where he chose to spend much of his
professional career and the city in which he composed many of his most important works, including The
Marriage of Figaro, the Symphony in C major (“Jupiter”), and the Requiem Mass. Special attention will
be paid to the ways that the social, economic, political and cultural climate of eighteenth-century Vienna
influenced Mozart’s compositions.
Learning Outcomes
1) Knowledge of current research on Mozart’s career in Vienna
2) Improved Active listening Skills: an understanding of how musical sounds can communicate cultural
meaning.
3) Improved skills in writing and research in the discipline of music history. Students will:
·
Identify and pursue more sophisticated questions for academic inquiry
·
Find, evaluate, analyze, and synthesize information effectively from diverse sources
·
Learn to write for different types of musical audiences and follow standard writing practices
within musicology
·
Use multiple drafts, revision, and editing in conducting inquiry and preparing written work
·
Follow the conventions of citation, documentation, and formal presentation appropriate to
musicology
·
Develop competence in information technology and digital literacy
Evaluation:
Grades will be based upon the following:
Paper I (program notes)
Paper II (research paper)
Midterm Exam
Vienna Journal
20%
30%
30%
20%
• Paper extensions will only be permitted with a valid excuse—illness, death in the family, etc.
• Students with special needs or disabilities should consult with the instructors for accommodations.
Grading scale is as follows
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 436—SYLLABUS
SCHEDULE/ASSIGNMENTS
The assigned readings should be completed by the first class meeting of each week unless
otherwise specified.
Week 1: Jan. 23, 25
Course Pack Reading:
“Preface,” pp. 1-7
Topics:
Introducing Mozart: Fact, Fiction, Sources
Concerts:
1/24
1/27
David Morgenroth, 7:30, MRH
Mozart’s 250th Birthday Extravaganza Concert,
7:30, MRH
Week 2: Jan. 30, Feb. 1
Course Pack Reading:
“Chapter 1: Arrival in Vienna,” pp. 8-47
Topics:
Mozart and the City: Making a living as a Freelance Musician
Musical works:
Various concertos: piano, horn, clarinet
Week 3: Feb. 6, 8
Course Pack Reading:
“Chapter 2: The Abduction-1782,” pp. 48-91.
Topics:
The Turks at Vienna’s Door: Ottoman influence on 18th
Century Vienna and in the works of Mozart
Musical works:
Abduction from the Seraglio
Concerts:
2/9-12 UM Opera Theater, The Marriage of Figaro
Week 4: Feb. 13, 15
Course Pack Reading:
“Chapter 3: At Home with the Mozarts,” pp. 92-141
Topics:
Mozart’s relationship with Constanze; Chamber Music
Musical works:
String Quartets; Piano sonatas
Week 5: Feb. 20
No class: President’s Day (Read “Chapter 4: Aristocratic and
Bourgeois Salons”)
Midterm Exam
Feb. 22
Concerts:
2/21
Steven Hesla, piano, 7:30 MRH
Week 6: Feb. 27, Mar. 1
Course Pack Reading:
“Chapter 5: 1782-1785”
Topics:
Mozart’s Music for Winds
Musical works:
Wind Serenades, Haffner Symphony
Week 7: Mar. 6, 8
Course Pack Reading:
“Chapter 6: Mozart and Freemasonry”
Topics:
Masonic symbolism in Mozart’s music
Fieldtrip to local Masonic Lodge
Musical works:
The Magic Flute
Week 8: Mar. 13, 15
Course Pack Reading:
“Chapter 7: Vienna 1786-90”
Topics:
Opera and Society
Musical works:
The Marriage of Figaro
Week 9: Mar 20, 22
Course Pack Reading:
“Chapter 8: The Last Year”
Topics:
Mozart from a Medical Perspective: Guest Speaker
Musical works:
Jupiter Symphony, Requiem
Week 10:
Off to Vienna!!