College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number: Music 29B
2. Course Title: Beginning Class Guitar II
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new)
Updated/revised course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated? No
Title of course to be inactivated:
Yes
Inactivation date:
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this
course. Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
Assessment of Music 29B during Spring semester 2012 suggested several changes to the existing SLOs
were warranted. Existing SLO #3 will be merged with both existing SLOs #2 and #4, implying two
separate assessments rather than three. A new SLO, playing major and minor arpeggios on all pitches of
the chromatic scale, is being added, as this is already being assessed for. Finally, existing SLOs 1 and 5
are too advanced for the majority of students enrolled in the course; these will be shifted into a new third
semester Class Guitar course.
5. List the faculty with which you consulted in the development and/or revision of this course outline:
Faculty Member Name(s) and Discipline(s): Ruben Diaz, Music
6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information
and proposed changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
OLD
NEW
Course Title
Catalog Description
(Please include complete
text of old and new catalog
descriptions.)
Continued development of guitar skills
in both group and individual formats.
Students continue to develop finger
independence and chord construction
abilities, and are introduced to reading
notes from the treble clef, improvising
over common chord changes, and
performance practices appropriate to
specific musical styles.
Continued development of guitar skills
in both group and individual formats.
Students continue to develop finger
independence, chord symbol
recognition, and chord construction
abilities, and are introduced to minor
scales, common modes, and
arpeggios, as well as improvisation
over common chord changes.
Grading Standard
Select
Select
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 1 of 6
College of the Redwoods
COURSE OUTLINE
1. DATE: March 4, 2011
2. DIVISION: Arts, Languages, and Social Sciences
3. COURSE ID AND NUMBER: Music 29B
4. COURSE TITLE (appears in catalog and schedule of classes): Beginning Class Guitar II
5. SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Beginning Class Guitar II
6. LOCAL ID (TOPS): 1004.00 (Taxonomy of Program codes http://www.cccco.edu/Portals/4/TopTax6_rev0909.pdf)
7. NATIONAL ID (CIP): 500901 (Classification of Instructional Program codes can be found in Appendix B of the TOPS code book
http://www.cccco.edu/Portals/4/AA/CrosswalkTOP6to2010CIP.pdf)
8. Discipline(s): Select from CCC System Office Minimum Qualifications for Faculty
http://www.cccco.edu/Portals/4/AA/Minimum%20Qualifications%20Handbook%20for%202010-2012.pdf
Course may fit more than one discipline; identify all that apply: Music
9. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Spring 2013
10. TOTAL UNITS: 1.0
[Lecture Units: 0.0
Lab Units: 1.0]
TOTAL HOURS: 54.0
[Lecture Hours: 0.0
Lab Hours: 54.0]
(1 unit lecture=18 hours; 1 unit lab=54 hours)
11. MAXIMUM CLASS SIZE: 30
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
Fee: $
(If “yes,” attach a completed “Instructional Materials Fee Request Form”—form available in Public Folders>Curriculum>Forms)
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
Is this course a repeatable lab course: No
Yes
Grade-Pass/No Pass Option
If yes, how many total enrollments?
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION -- The catalog description should clearly describe for students the scope of the course, its level, and what
kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
Continued development of guitar skills in both group and individual formats. Students continue
to develop finger independence, chord symbol recognition, and chord construction abilities, and
are introduced to minor scales, common modes, and arpeggios, as well as improvisation over
common chord changes.
Special notes or advisories (e.g. field trips required, prior admission to special program required, etc.):
PREREQUISITE COURSE(S)
No
Yes
Course(s):
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed .
COREQUISITE COURSE(S)
No
Yes
Course(s):
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 2 of 6
Rationale for Corequisite:
RECOMMENDED PREPARATION
No
Yes
Course(s): Music 29A
Rationale for Recommended Preparation: Success in this course depends on the ability to read rhythm
notation and chord symbols and the mastery of basic guitar techniques as taught in Music 29A.
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of
taking this course?” State some of the objectives in terms of specific, measurable student actions (e.g. discuss, identify,
describe, analyze, construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please
see Public Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1. Recognize chord symbols and improvise over common chord change patterns, demonstrating
sufficient right hand/left hand independence to achieve rhythmic accuracy and clarity of tone.
2. Accurately play the major scales, minor scales, and common modes beginning on all 12
pitches of the chromatic scale, using fingering that produces the optimal confluence of clarity and
fullness of tone and smooth fretboard movement.
3. Accurately play major and minor arpeggios beginning on all 12 pitches of the chromatic scale,
using fingering that produces the optimal confluence of clarity and fullness of tone and smooth
fretboard movement.
COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes? Each concept should be numbered.
1.
2.
3.
4.
5.
6.
7.
8.
Layout of the guitar fretboard.
Rhythm notation.
Chord symbols and chord chart notation.
Basic strumming and fingering techniques.
The importance of maintaining a steady tempo.
Minor scales.
Major and minor arpeggios.
Modal transposition.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each issue
should be numbered.
1. Visualizing chord construction on the guitar fretboard; understanding the relationships
between a chord and the scale and arpeggio based on that chord.
2. Hand-to-hand independence, and maintaining proper finger technique during note-stopping,
strumming, and picking.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. Mastery of the fretboard.
2. Hand-to-hand and finger independence.
3. Music notation and reading.
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.
1. Maintain the degree of left hand/right hand independence necessary to properly stop, strum,
and pick strings.
2. Recognize and perform rhythms accurately.
3. Recognize chord symbols and fluently realize chord progressions from chord chart notation.
4. Visualize chord placement on the guitar fretboard and visualize the relationship between a
chord and the scales and arpeggios based on that chord.
5. Superimpose appropriate melodic shapes over given chord during the improvisation process.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 3 of 6
course content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These
activities should relate directly to the Course Learning Outcomes. Each activity should be numbered.
1.
2.
3.
4.
Playing a given assignment or working on a given technique in small groups of three or four.
Playing individually for the instructor.
Working as a large group with the instructor on new musical concepts.
Engaging in group discussions with the instructor on performance practice issues.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.
Representative assessment tasks (These are examples of assessments instructors could use):
1. Perform assigned pieces on a regular basis. Students are expected to practice assigned music
outside of class. When student plays assigned music for instructor during class, instructor
will give student feedback as to which skills he/she is demonstrating mastery of, and which
skills he/she needs more work on. Instructor will keep track of areas that students are
struggling with, and monitor progress from one individual session to the next.
2. Complete a short written quiz at the beginning of each class meeting that covers concept(s)
introduced during the previous class session. Students are expected to demonstrate
comprehension of all concepts covered in the textbook, and to work through concepts not
completely grasped during lecture outside of class until they can demonstrate complete
mastery of these concepts.
Required assessments for all sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative assessments
above.):
1.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Bruce
Buckingham, Eric Pascal
Author N.A. Title
Title
Rhythm Guitar: The Complete Guide
Mel Bay’s Full Page Fingerboard Pad
Author
Title
Date
Author
Title
Date
Date
Date
1997
1998
Other Appropriate Readings: Steve Trovato, Essential Rhythm Guitar (2000)
David Oakes, Music Reading for Guitar (1998)
COURSE TYPES
1. Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Required course for degree(s)
Restricted elective for degree (s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students
may choose to complete a specific number of units required for an approved degree.
2.
Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. ( Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Required course for certificate(s)
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students may
choose to complete a specific number of units required for an approved certificate.
3.
Is the course Stand Alone?
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
No
Yes
(If “No” is checked for BOTH #1 & #2 above, the course is stand alone)
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4.
Basic Skills: NBS Not Basic Skills
5.
Work Experience: NWE Not Coop Work Experience
6.
Course eligible Career Technical Education funding (applies to vocational and tech-prep courses only): yes
7.
Purpose: A Liberal Arts Sciences
8.
Accounting Method: W Weekly Census
9.
Disability Status: N Not a Special Class
no
CURRENT TRANSFERABILITY STATUS
This course is currently transferable to
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
PROPOSED CSU TRANSFERABILITY (If course is currently CSU transferable, go to the next section):
None
General Elective Credit
Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
PROPOSED UC TRANSFERABILITY (If course is currently UC transferable, go to the next section):
None
General Elective Credit OR Specific Course Equivalent (see below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one
or more currently-active, equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
CURRENTLY APPROVED GENERAL EDUCATION
CR
CSU
IGETC
CR GE Category:
CSU GE Category:
IGETC Category:
PROPOSED CR GENERAL EDUCATION
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 5 of 6
Rationale for CR General Education approval (including category designation):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE)
A. Communications and Critical Thinking
B. Science and Math
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C. Arts, Literature, Philosophy, and Foreign Language
D. Social, Political, and Economic Institutions
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Language)
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
E. Lifelong Understanding and Self-Development
E1 – Lifelong Understanding
E2 – Self-Development
Rationale for inclusion in this General Education category: Same as above
Proposed Intersegmental General Education Transfer Curriculum (IGETC)
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Submitted by:
Ed Macan
Tel. Ext.
Same as above
4321
Date: September 4, 2012
Division Chair/Director: Rachel Anderson
Review Date: 9/11/12
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Academic Senate Approval Date: 10.05.12
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Yes
Date: 09.28.12
Board of Trustees Approval Date: 11.07.12
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