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
This course examines indigenous music and dance of various cultures around the
world. Authentic audio and video recordings, and dance and music activities
contribute to experiencing and gaining an understanding of the diversity of aesthetic
perspectives, artistic and religious expression, and communal activities in such places
as India, Ghana, Australia and Indonesia.
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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 and dance practices of other cultures.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Small group research project and presentation of a music type and/or dance(s) from
another culture. (A group is typically three members; maximum length of presentation
is 20 minutes.)
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Project is evaluated on how well the students:
1. Comprehend, synthesize and communicate clearly and accurately key ideas and
concepts from what was read, seen and heard in research on the topic.
2. Work cooperatively to prepare and present an informative and cohesive
presentation.
3. Use a minimum of five references .
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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
Demonstrate knowledge of religious & social influences on music & dance practices of
various cultures around the world.
Demonstrate knowledge of diverse music systems around the world.
Demonstrate knowledge of musical instruments and their uses around the world.
Demonstrate an understanding and acceptance of differences in values and life styles
of cultures around the world, evident in their music and dance practices.
Demonstrate knowledge of historical events that influenced cultural artistic practices
around the world.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Readings in course packet on music and dance of cultures presented by the instructor.
Viewing and listening of videos and recordings in class.
Individual research papers at the end of chapters which augment the knowledge of
each culture studied and develop skills needed for the final group project.
End-of-chapter questions for individual response which require a review of the
materials covered.
Questions posed for small group discussions in class.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Six objective-type tests.
End-of-chapter questions for individual response require a 250 word minimum paper
which is evaluated on accuracy of content.
End-of-chapter research papers require a 250 word minimum paper which is evaluated
on accuracy and appropriate content (music &/or dance topic from the same culture
just covered; not popular culture), and the use of two references.
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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
Demonstrate an understanding of why various cultures develop and maintain certain
musical and dance practices.
Opportunities for Student Learning
(reading, researching, discussing, listening, viewing, etc.)
Readings in course packet on music and dance of cultures presented by the instructor.
Viewing and listening of videos and recordings in class.
Individual research papers at the end of chapters which augment the knowledge of
each culture studied and develop skills needed for the final group project.
End-of-chapter questions for individual response which require a review of the
materials covered.
Questions posed for small group discussions in class.
Means of Assessing Course SLO(s)
(exams, papers, projects, quizzes, etc.)
Six objective-type tests.
End-of-chapter questions for individual response require a 250 word minimum paper
which is evaluated on accuracy of content.
End-of-chapter research papers require a 250 word minimum paper which is evaluated
on accuracy and appropriate content (music &/or dance topic from the same culture
just covered, not popular culture), and the use of two references.
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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