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 186 involves the focused study, rehearsal, and performance of choral music
literature. It involves study of singing technique, the development musicianship,
language skills, and dramatic expression as well as the development of leadership in
the dynamic relationship among the members, between the members and the
conductor, and between the performers and the audience. The goal is to empower the
individual to be creative and expressive as an ensemble singer, and the overwhelming
evidence is that students from the UNCW choirs are eagerly welcomed into other
groups because of their leadership skills as well as their singing. The rehearsal
laboratory is a model of learning theory applied to developing these skills and the
students learn to think critically about the task-–to anticipate the needs of the music
and interact with the conductor while singing specifically to the audience.
1
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 study music from a wide range of styles and will learn to sing in
various languages, providing a base of information from which to draw conclusions
about musical value and about how to make music more beautiful. The student will
learn to interpret musical notation in the context of the style of that music. The student
will learn to evaluate the musical product and propose practical solutions for musical
problems as they arise. The student will learn to communicate those solutions to
others and share leadership to improve the product of the group. The student will learn
to transfer the skills learned in one piece to the preparation of another one and, in the
process, enhance the efficiency of the learning process.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Through rehearsals and performances, the student will develop skills and fluency in
music reading, group singing technique, dramatic expression, and a methodical
approach to music learning that will form the basis for application and analysis of
techniques with new projects. During rehearsal, students will listen to each other,
participate in analysis of musical problems and receive feedback from the conductor.
The group will be recorded (video and audio) and the students will be able to observe
the entire group and analyse progress. The student will have access to materials on
Blackboard Vista to prepare for rehearsals.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Because MUS 186 meets for 150 minutes per week for 1 academic credit, much of the
learning is expected to occur in class, though outside assignments are sometimes
appropriate. Therefore, attendance and active participation are evaluated by the
instructor through embedded assessment (listening or observing individuals in the
context of rehearsal and performance activities), collecting sheet music to see whether
the individual is writing down translations or annotations, and periodic written
reflections by students to on what they have learned in rehearsals or performances.
2
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 that all music reflects the societies that produce it. The
student will be able to relate a composition to its historical period and the purpose for
which it was composed. The student will be able to identify the performance practice of
the period and place of a composition, and apply this to its preparation and
performance. Students will know the English translation of non-English texts, and will
be able to explain the relationship of all text to the musical setting.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Students are provided with program notes by the instructor at the beginning of
preparation of each project, so that they have a background to understand the
expression of the music. Students will listen to model recordings, view art or
architectural images from the period, and use questions and discussion to make
connections with the music.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
As active engagement in rehearsal is a vital component in all aspects of an ensemble
experience, the instructor will keep a record of class participation. The final
assessment is the public performance, when the student will combine the musical,
stylistic and linguistic skills learned with his/her creative talent to produce a beautiful
performance.
3
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 learn techniques of choral dramatic expression as a means of
communicating specific ideas to the audience. The student will learn to understand
and appreciate the values of the musical work as artistic expression and will be asked
to understand the performer as the vehicle for that artistic expression. The student will
use their musical and leadership skills as they become leaders in the arts in their
communities.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
The student will sing a variety of choral works in rehearsals and concerts. The student
will know and be able to communicate in performance the cultural importance of the
composition. The student will assume leadership and responsibility in the ensemble as
his/her skills develop.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
The primary means of evaluating students and assessing the outcomes of the course
will be embedded evaluation (in rehearsals), observation and reflection on
performances, and informal written reflections. Students will also be surveyed after
completion of the course on their continuing involvement in the arts.
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.
Save
4