College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number: MUS 3
2. Course Title: Advanced Harmony and Musicianship
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.
For years there has been a demand among C.R.'s music majors for a fourth semester music theory
course. This demand has grown more insistent during recent years. What finally prompted the
creation of this course was articulation concerns. In creating articulation agreements with regional
universities, it became apparent that our Music 2B course covers half a semester more material than
many universities' first semester harmony course, but half a semester less than the second semester
harmony courses of these universities: therefore, articulation between our second semester
harmony course and theirs is not possible. This course will allow our majors to skip the first year of
harmony at any of the universities that we have articulation agreements with--and at many that we do
not, since they will be able to test out of the first year of harmony at nearly any institution after
having taken this 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):
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.)
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
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College of the Redwoods
COURSE OUTLINE
1. DATE: February 8, 2011
2. DIVISION: Arts, Languages, and Social Sciences
3. COURSE ID AND NUMBER: MUS 3
4. COURSE TITLE (appears in catalog and schedule of classes): Advanced Harmony and Musicianship
5. SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Advanced Harmony
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: Fall 2011
10. TOTAL UNITS: 3.0
[Lecture Units: 3.0
Lab Units: 0.0]
TOTAL HOURS: 54.0
[Lecture Hours: 54.0
Lab Hours: 0.0]
(1 unit lecture=18 hours; 1 unit lab=54 hours)
11. MAXIMUM CLASS SIZE: 25
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.
An advanced study in harmony and musical form. Topics addressed include secondary
dominants, augmented sixth, neapolitan, and borrowed chords, pedal points, and modulation.
The course also includes the composition and harmonization of melodies, part-writing exercises,
roman numeral analysis of short compositions, sight-singing, and training in the aural recognition
of intervals.
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)
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 2 of 7
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s): Music 2B
Rationale for Recommended Preparation: Students who have not taken Music 2B at C.R., an equivalent
course elsewhere, or studied extensively with a private instructor are unlikely to have the
foundational skills necessary to succeed in Music 3.
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. Complete part-writing exercises using secondary dominants, chromatic subdominant
substitutions (augmented sixths, neapolitans), borrowed chords, and pedal points, demonstrating
mastery of figured bass symbols and part-writing procedures.
2. Compose melodies using AABA or ABCA phrase structure that include chromatic passing
tones and that modulate from, and back to, the tonic key.
3. Harmonize melodies using triads, seventh chords, secondary dominants, chromatic
subdominant substitutions, borrowed chords, and non-harmonic tones (including pedal points)
demonstrating correct part-writing procedures. Demonstrate the ability to effect modulations
using both common chords and enharmonic equivalents. Demonstrate a clear grasp of tonic,
subdominant, and dominant functions in the use of substitute chords in the harmonization
process.
4. Analyze musical examples containing triads, seventh chords, secondary dominants, chromatic
subdominant substitutions, borrowed chords, and non-harmonic tones (including pedal points)
using the roman numeral system; identify where, to what key, and by what approach, modulations
are effected.
5. Identify the scalar content of a given melody; sing, on sight, melodies in a variety of keys and
rhythms.
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.
Correct part-writing procedures, including standard doublings of all chords studied.
Inversions, including which of the chords studied may only be used in a specific inversion.
Roman numeral analysis symbols.
Figured bass symbols.
Harmonic functionality (tonic, subdominant, and dominant functions), especially as it relates
to chromatic subdominant substitutions and secondary dominants.
6. Harmonic rhythm.
7. Pan-modality (chords proper to the minor can be "borrowed" for use in the major, and viceversa).
8. Modulatory approaches, both via common chord and by enharmonic transformation.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each issue
should be numbered.
1. The reconciliation of horizontal considerations (effective melodic lines in each of the four
voices) and vertical considerations (effective chord progressions) in part-writing and
harmonization exercises.
2. Memorization (of scale degree nomenclature, roman numeral analysis symbols, figured bass
symbols, and part-writing procedures).
3. Connection of cognitive skills (recognition of musical intervals and chord types on paper) with
aural skills (ability to recognize the same intervals and chord types aurally, and, when
appropriate, vocally reproduce them).
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 3 of 7
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. The three triadic functions (tonic, subdominant, dominant).
2. Question-answer structures in melodic periods, the harmonic implications of melodic phrase
structure, and the structural implications of modulations away from and back to the tonic.
3. Harmonic rhythm, and its application to the harmonization of melodies.
4. Give-and-take between vertical and horizontal requirements in the part-writing process.
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. Visualization (of any interval from a given pitch, either ascending or descending; of any triad
or seventh chord type built on a given bass note).
2. Vocal reproduction (sing the note a given intervallic distance below or above a pitch).
3. Match pitch with other class members in interval training and sight-singing exercises.
4. Aural recognition (aurally identify the intervallic distance between two consecutive pitches).
5. Memorization and application of part-writing (voice-leading) principles, scalar nomenclature,
roman numeral analysis symbols, and figured bass symbols in the completion of part-writing
exercises and melodic harmonization.
6. Memorization and application of principles of harmonic functionality to the harmonization
process.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the
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.
5.
6.
Listening to lectures.
Identifying the notes in a given melody according to scalar content.
Singing a given melody on sight.
Completing part of a part-writing exercise at the board by supplying a given chord.
Adding roman numeral analysis symbols to part-writing exercises on the board.
Collectively harmonizing a melody in class by suggesting chord progressions and part-writing
options.
7. Composing and harmonizing melodies outside of class.
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. Ear-training/sight-singing exams.
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. Roman numeral analysis exercises.
2. Melody composition and harmonization assignments.
3. Quizzes.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Peter
Spencer
Author Robert
Title
The Practice of Harmony, 5th edition
Ottman/Nancy Rogers
Author
Title
Date
Author
Title
Date
Title
Date
2004
Music for Sight Singing, 8th edition
Date
2010
Other Appropriate Readings: Robert Ottman, Advanced Harmony: Theory and Practice, 5 th ed. (2000)
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 4 of 7
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?
No
Yes
(If “No” is checked for BOTH #1 & #2 above, the course is stand alone)
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.
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 5 of 7
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 Music 60, Campus UC/Berkeley
2. Course Music 7B, Campus UC/Davis
CURRENTLY APPROVED GENERAL EDUCATION
CR
CSU
IGETC
CR GE Category:
CSU GE Category:
IGETC Category:
PROPOSED CR GENERAL EDUCATION
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
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Language)
E. Lifelong Understanding and Self-Development
E1 – Lifelong Understanding
E2 – Self-Development
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
D. Social, Political, and Economic Institutions
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
Rationale for inclusion in this General Education category: Same as above
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 6 of 7
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:
Same as above
Submitted by:
Ed Macan
Tel. Ext.
Division Chair/Director: Rachel Anderson
4321
Date: Feb. 9, 2011
Review Date: 2.11.11
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Academic Senate Approval Date: 3.7.11
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Yes
Date: 2.25.11
Board of Trustees Approval Date: 4.4.11
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