College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number: MUS-14
2. Course Title: World Music
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new)
X 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 X
Yes
Inactivation date:
Title of course to be inactivated:
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.
Course last revised in 2004. The current revision refines course learning outcomes.
5. 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
A survey of the dominant non-Western
musical cultures of the world (the Far East,
Indonesia, India, the Middle East, Africa,
the Americas), with comparisons to
Western folk and art music traditions.
Beginning with an introduction to basic
musical terms and concepts, the course,
which includes lectures, films, and
recordings, examines the technical
characteristics of each of the world’s major
musical traditions, and explores how music
is used around the world for aesthetic,
spiritual, and social purposes.
A survey of the world’s dominant nonWestern musical cultures (the Far East,
Indonesia, India, the Middle East,
Africa, the Americas). The course
addresses basic musical terminology and
concepts, examines the style
characteristics of each of the world’s
major musical traditions, and explores
the social and religious uses of music.
Select
Select
Course Title
Catalog Description
(Please include complete
text of old and new catalog
descriptions.)
X
Grading Standard
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 1 of 6
May 29, 2016
College of the Redwoods
COURSE OUTLINE
1. DATE: December 14, 2008
2. DIVISION: ALSS
3. COURSE ID AND NUMBER: Music 14
4. COURSE TITLE (appears in catalog and schedule of classes): World Music
5. SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): World Music
6. LOCAL ID (TOPS): 1004.00 (Taxonomy of Program codes
http://www.cccco.edu/Portals/4/AA/CP%20&%20CA3/TopTax6_rev_07.doc)
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/CP%20&%20CA3/TopTax6_rev_07.doc)
8. Discipline(s) (Select from CCC System Office Minimum Qualification for Faculty [copy following web address and paste
into web browser http://www.cccco.edu/divisions/esed/aa_ir/psmq/min_qual/min_quals%20_revApr406.pdf] Course may fit more than one
discipline; identify all that apply): Music
9. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Fall 2009
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: 40
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No X
Yes
Fee: $
(If “yes,” attach a completed “Instructional Materials Fee Request Form”—form available in Public Folders>Curriculum>Forms)
GRADING STANDARD
Letter Grade Only X
Pass/No Pass Only
Is this course a repeatable lab course: No X
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 X
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.
A survey of the world’s dominant non-Western musical cultures (the Far East, Indonesia, India, the Middle East,
Africa, the Americas). The course addresses basic musical terminology and concepts, examines the style
characteristics of each of the world’s major musical traditions, and explores the social and religious uses of music.
Special notes or advisories (e.g. field trips required, prior admission to special program required, etc.):
PREREQUISITE COURSE(S)
No X
Yes
Course(s):
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed.
COREQUISITE COURSE(S)
No X
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 2 of 6
May 29, 2016
No
Yes X
Course(s): English 1A
Rationale for Recommended Preparation: College-level writing skills (in terms of both organization and citation of sources) are
necessary in order to successfully complete the term-paper assignment.
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. Define basic musical terminology and concepts.
2. Identify important characteristics of musical style from each major world culture; aurally identify
musical excerpts by musical culture.
3. Identify characteristic instruments of each major musical culture.
4. Describe the differences between oral, recorded, and notational transmission of musical traditions.
5. Analyze relationships between musical style and cultural practice within given world music traditions.
6. Analyze the impact of commercialization on the major world musical traditions.
7. Evaluate similarities and differences between Western and non-Western approaches to music-making.
COURSE CONTENT –This section describes what the course is “about”—i.e. what it covers and what knowledge students
will acquire Each item should be numbered.
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course outcomes?
1. The major regional world music traditions (including sub-Saharan Africa, the Middle East and North
Africa, Central Asia, India, China, Japan, Indonesia, Eastern Europe, Western Europe, Latin/Hispanic
America, and Native America).
2. Major genres of the various world music traditions, including takht (Middle East and North Africa), puja
(Tibet), raga (India), the yayue/suyue traditions (China), gaguku and the Noh theater tradition (Japan),
gamelan (Indonesia), mariachi (Mexico), Latin American dance music genres, verbunkos (Hungary).
3. Characteristic musical structures and elements of given musical traditions, including the maqam scale
(Middle East and North Africa), the melekarta scale family, arohana/ararohana scale patterns, and tala
rhythmic cycles (India), the balungan concept and patet (Indonesia), the horo patterns (Bulgaria), Latin
American dance rhtyms and forms (samba, rumba, tango, etc.).
4. Musical style as a specific combination of rhythmic, melodic, harmonic, timbral, and structural practices.
5. Major musical instruments and their importance to a given culture.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage?
1. Class/caste, gender and power relations as they affect the creation of music.
2. The role of the musician in a given society at a given time.
3. National, regional, class, and religious identities as conveyed through musical style.
4. Social implications of genre distinctions.
5. The use of music in a society’s dominant religious tradition(s).
Themes: What motifs, if any, are threaded throughout the course?
1. Correspondence between historical conditions, social structures, and the development of musical style.
2. Dependence of musical production on existing socio-economic structures.
3. Role of religion and changes to its liturgy/rites and politics in shaping musical history.
4. Interdependence between technological advances and developments in music.
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.)
1.
2.
3.
4.
5.
Read and comprehend college level texts at a post-English 150 level.
Write at an English 1A level.
Memorize and retain basic music terminology.
Follow cause-and-effect processes.
Engage in cross-cultural comparisons and contrasts of musical styles and ideologies, analyze similarities
and differences.
6. Recognize and evaluate competing aesthetic/philosophical positions.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 3 of 6
May 29, 2016
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..
1.
2.
3.
4.
5.
6.
Listening to lectures.
Listening to and discussing music in class.
Watching and discussing videotapes of musical performances (or excerpts of performances) during class.
Reading text and listening to assigned music outside of class.
Writing reviews of musical performances and/or recordings.
Writing a term paper on a specific world music tradition, instrument, performer, or undertaking another
substantial project as directed by instructor.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide evidence of
achieving the Course Learning Outcomes.
Representative assessment tasks (These are examples of assessments instructors could use):
1. Exams.
2. Reviews.
3. Term paper/final project.
4. Participation in class discussion.
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.):
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Nettl,
Bruno, with Charles Capwell, Philip V. Bohlman, Isabel K. F. Wong, and Thomas Turino.
Excursions in World Music, fifth edition. Date 2007
Author Alves,
William.
Author Bakan,
Title
Michael.
Music of the Peoples of the World, second edition.
Title
World Music: Traditions and Transformations.
Author Jeff
Titon, General Editor
3 . ed. Date 2009
Title
Date
Date
Title
2009
2007
Worlds of Music: An Introduction to the Music of the World’s Peoples,
rd
Other Appropriate Readings:
COURSE TYPES
1.
Is the course part of a Chancellor’s Office approved CR Associate Degree?
No X 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)
X Restricted elective for degree (s) FIN.ARTS.LA.A.AA., FIN.ARTS.LA.B.AA, FIN.ARTS.LA.C.AA.,
FIN.ARTS.LA.D.AA
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? X 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?
4.
Basic Skills: NBS
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
X No
Yes
(If “No” is checked for BOTH #1 & #2 above, the course is stand alone)
Page 4 of 6
May 29, 2016
5.
Work Experience: NWE
6.
VATEA Funded Course (applies to vocational and tech-prep courses only):
7.
Purpose: A Liberal Arts and Sciences
8.
Accounting Method: Weekly Census
9.
Disability Status: N Not a Special Class
yes
no X
CURRENT TRANSFERABILITY STATUS
This course is currently transferable to
Neither CSU nor UC
X 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
X 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
X
CSU
X
IGETC X
CR GE Category: Area C
CSU GE Category: Area C-1
IGETC Category: Area 3-A
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 5 of 6
May 29, 2016
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
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
E. Lifelong Understanding and Self-Development
D7 – Interdisciplinary Social or Behavioral Science
E1 – Lifelong Understanding
D8 – Political Science, Government and Legal Institutions
E2 – Self-Development
D9 – Psychology
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:
Same as above
Submitted by: Ed Macan
Division Chair/Director: Justine Shaw
Tel. Ext.
4321
Review Date:
Date: December 17, 2008
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Academic Senate Approval Date: 3.6.9
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Yes
Date: 2.27.9
Board of Trustees Approval Date: 4.6.9
Page 6 of 6
May 29, 2016