University Studies Component Form: Aesthetic, Interpretive, and Literary Perspectives
I. Rationale
Please provide a rationale for the course which explains how the course being proposed fits into this
component based on the component's description. For your convenience, the overall description and rationale
for this component are included below.
Overall Description and Rationale for Aesthetic, Interpretive, and Literary Perspectives
This component of the University Studies program includes courses that focus on artistic and creative
expression as a means of experiencing and understanding our world. These disciplines include music, dance,
theater, the visual arts, art history, creative writing, film studies, literature and the philosophy of aesthetics.
The category’s fundamental purpose is to provide students with intellectual and experiential engagement
with literature and the arts, thereby fostering an understanding and appreciation of the cultural significance of
imaginative thinking, creative composition and performance. Courses in the Aesthetic, Interpretive, and
Literary Perspectives component will foster creativity, self-expression, analytical thinking, communication
skills and an intimate, humanistic view of the linkages between art and social culture throughout history. In
addition, such knowledge cultivates the imaginative empathy required to appreciate and value diverse
cultural traditions.
Brief Statement of Rationale for Course's Inclusion in Aesthetic, Interpretive, and Literary Perspectives
Music Theory I provides students with intellectual and experiential engagement with
music through development of compositional and analytical skills through written and
listening assignments, and increased knowledge of conventions and musical
terminology through readings, lectures and discussions. This course fosters creativity
and self-expression through the assigned written exercises and helps to develop an
awareness of the linkage between music and social culture throughout history through
lectures and discussions. Obviously such knowledge cultivates imaginative empathy
required to appreciate diverse cultural traditions.
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II. Common Student Learning Outcomes (SLOs)
Each course must address all of the Common Student Learning Outcomes for the component, and list these
Common SLOs along with course-specific SLOs in the model course syllabus (to be attached). For each
Common SLO, list the course SLOs that address the common SLO, describe the opportunities which will be
provided for students to learn the outcome (readings, class discussion and/or activities, applied projects), and
list the means of assessment (exams, papers, projects, quizzes, etc.) that will be used to determine the level of
student understanding.
AIL 1. Demonstrate the ability to critically analyze, appreciate, and make cogent subjective
judgments regarding artistic and literary works, using the appropriate conventions and language of
the discipline.
Course SLO(s) to Address AIL1
Students will demonstrate the ability to critically analyze, appreciate, and make cogent
subjective judgments regarding musical works, using the appropriate conventions and
musical language.
Students will develop a familiarity with music history and musical terminology through
assigned readings, listening assignments, and lectures.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Assigned readings, listening assignments, scores to analyze, lectures, and musical
written assignments projected on the screen for analysis will aid student learning. The
text comes with a workbook full of analysis and written projects and 2 CDs of musical
examples to go with the projects.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
The skills developed in this course are cumulative. There are three large exams which
show the student's ability to analyze and compose. These add up to 50% of the
grade. Individual analysis and compositional assignments are made frequently; these
are either collected for a grade or the students have a quiz in which they demonstrate
their understanding of the material. Assignments and quizzes make up the remaining
50% of the grade.
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AIL 2. Demonstrate an understanding and appreciation of the significance of major literary and
artistic work and movements within their larger socio/historical contexts.
Course SLO(s) to Address AIL2
Students will develop their creative, critical, and analytical thinking skills through
analysis, writing, and evaluation of music and consideration of the similarities and
distinction between classical and jazz styles.
Students will understand the larger socio-historical contexts of the musical examples
through listening, readings, and lectures.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Again, assigned readings, listening assignments, scores to analyze, lectures, and
written assignments projected on the screen for analysis will aid student learning. The
text comes with a workbook full of analysis and compositional projects and 2 CDs of
musical examples to go with the projects. Without an understanding of the historical
context, the students would be unable to correctly complete the assignments.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
As stated before, the skills developed in this course are cumulative. There are three
large exams which show the student's ability to analyze and compose. These add up
to 50% of the grade. Individual analysis and compositional assignments are made
frequently; these are either collected for a grade or the students have a quiz in which
they demonstrate their understanding of the material. Assignments and quizzes make
up the remaining 50% of the grade.
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AIL 3. Demonstrate basic knowledge of the importance of artistic expression to free and open-minded
inquiry in human society.
Course SLO(s) to Address AIL3
Students will express themselves creatively through numerous written musical
assignments.
Students will demonstrate basic knowledge of the importance of artistic expression to
free and open-minded inquiry in human society through listening, lectures,
compositional exercises and discussions.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
The text comes with a workbook full of analysis and written projects and 2 CDs of
musical examples to go with the projects. There are occasional other assignments
(counterpoint, etc.) The students create their own melodies and harmonies within the
conventions of the time being studied.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
While the freer creative aspects are more evident in certain written assignments, the
students still write their own melodies and harmonies (to some extent) on the three
cumulative exams and some of the quizzes. As stated before, the three exams are
50% of the grade while the quizzes and assignments make up the other 50%.
Submission instructions:
Please submit cover form, all component forms, a model syllabus, and College/School’s course
action form (if needed) to your department chair. Department chairs should then submit these
forms, syllabus, and course action form (if needed) in one email message to
universitystudies@uncw.edu from their UNCW email address.
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