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
MUS 114 will provide the student with a survey of the literature of choral music from
the Middle Ages through contemporary styles. Choral music is unique in its reflection
of the culture and historical circumstance in which it is composed. By definition, a
choral piece is a musical setting of text. These texts represent the languages, poetry,
religious movements, and historical highs and lows of the periods being studied.
Students will develop listening skills and learn the terminology they will need to
discuss what they are hearing. They will come away with an understand of the history
of musical styles and genres. The goal of this class is to provide the student with with
the skills to listen and analyse what they are hearing, and give the student an
understanding of choral music in a cultural as well as a musical context.
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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
The student will: develop listening skills necessary for the analysis and understanding
of choral literature; communicate clearly using accurate terminology; be able to
identify, compare, and contrast specific genres and musical styles; develop ability to
make and explain subjective judgements about the quality and value of choral
selections.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Students will use an e-textbook that has been developed by the instructor that
provides links to music resources. In class, sound recordings and video productions of
choral performances will also be used. Reading and listening assignments will
supplement lecture, demonstration, aural analysis, and discussion in the classroom.
Students will also be expected to attend live performances.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Written listening reports will be evaluated, 4 tests will be administered, which will
include listening-based, short answer, and essay questions. Classroom participation is
expected and will be evaluated on a regular basis.
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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
The student will recognize eras of music history as they pertain to choral literature. For
works studied, students will be able to explain the occasion or purpose for which a
work was composed and understand what impact that has on the significance of the
music. The student will understand the significance of the choral art in the society and
the significance of choral music as a means of cultural expression.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Students will learn from reading and listening assignments, from lectures and
discussions in class, and from attendance at choral music events in the community. An
example of a source of classroom discussion would be the viewing of the movie
Paradise Road (a fact-based account of a group of women imprisoned by the
Japanese during World War II who used choral singing as a relief to their misery
despite the initial opposition of their guards).
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Written listening reports will be evaluated, 4 tests will be administered, which will
include listening-based, short answer, and essay questions. Classroom participation is
expected and will be evaluated on a regular basis.
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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
The student will be able to express and justify aesthetic values and be able to apply
them to specific situations. For example, the performance in public schools of major
choral works that originated in a sacred setting is a point of discussion and some
contention as is public support for the arts in general. The student will develop the
skills and perspective to provide leadership that is needed to keep the arts as a vital
part of our culture.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
The e-textbook developed by the instructor provides links to such resources as policy
statements from arts education organizations on the place of the arts in education and
news articles relevant to the study of arts in society. The student will read these
articles, reflect on their content, participate in classroom discussions, and write essays
or responses to questions.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Written reports on reading assignments will be evaluated and the 4 tests will include
short answer and essay questions on issues related to aesthetic values and policy
statements. Classroom discussions on these topics will be evaluated by the instructor.
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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