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
As an art form, music intrinsically calls for aesthetic and interpretive reaction. The
course encourages that via discussion in class and written assignments. The material
also challenges existing perspectives by offering students extensive exposure to
music that, for many, is not their normal listening matter. It engages students in the
lives of musicians who lived and worked in places and times very different from the
American present. As such, differing aesthetic ideas about music are an essential part
of the course.
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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
• Demonstrate the ability to critically analyze, appreciate, and make cogent subjective
judgments about musical works, using the terms and language of music.
• Develop a familiarity with the basics of musical history through assigned readings
and lectures.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
For each class there are assigned readings and assigned listening. The lectures
discuss the material of the readings and feature guided listening of the musical
segments. Additional material in the form of web displays is often part of the lectures.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
For each test, students are required to write a listening essay with specific objective
observations using musical terms. In addition, each student writes a term paper
incorporating research on a musical topic, and discussion, with musical terms, of a
specific piece of music. Subjective reactions can be part of both the test essays and
the paper. Multiple choice questions and short essays assess knowledge of
biographical and historical information.
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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 understand the larger socio-historical contexts of the musical works and
the lives of their composers through assigned readings and lectures.
• Students will develop their critical and analytical thinking skills through analysis and
evaluation of music considered high art, in distinction to the popular music that
generally forms their primary listening material - which originates from a very different
social context.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Lectures systematically include socio-historical background information on the music
and the composers. Such material is presented in the readings as well, and through
supplemental web information viewed in class.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Tests address the class and book material dealing with the larger background of the
works and the composers. This is typically part of the paper content as well.
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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 through discussion of works that in many cases
contain substantially innovative content.
• Students will demonstrate knowledge of the role of the composer and performer of
music in society, and often as one challenging the conventions of society.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
The changing role of church, rulers, and the middle class in the situation of musicians
is integrated into the story of the music via the readings and lectures. Class
discussion shows areas of students' historical knowledge that require reinforcement.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Multiple choice questions, short answers, and essays address these topics on tests.
This is especially the case with essay questions which require comparison of two
musical works.
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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