College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number: MUS 25B
2. Course Title: Intermediate Class Piano 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:
Music 25L
Should another course be inactivated? No
Yes
Inactivation date: Fall 2011
Title of course to be inactivated: Music 25L, Intermediate Class Piano
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.
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): Ed Macan
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
Page 1 of 7
College of the Redwoods
COURSE OUTLINE
1. DATE: February 22, 2011
2. DIVISION: Arts, Languages, and Social Sciences
3. COURSE ID AND NUMBER: MUS 25B
4. COURSE TITLE (appears in catalog and schedule of classes): Intermediate Class Piano II
5. SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Intermediate Class Piano 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: Fall 2011
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: 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.
Continued development of piano skills in both group and individual formats. Minor scales,
shifting and extended hand positions in a variety of keys, and performance practices appropriate
to specific periods and styles are introduced. Further development of finger technique, hand-tohand independence, and subtlety of articulation through a repertoire encompassing all periods.
Special notes or advisories (e.g. field trips required, prior admission to special program required, etc.): Course includes
recitals.
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 25A
Rationale for Recommended Preparation: The skills learned in Music 25A—the ability to accurately read
and perform chord patterns that use both primary and secondary triads, to recognize and
accurately perform a variety of articulation patterns, to handle relatively simple shifting and
extended hand positions, and to apply appropriate performance practice conventions—are
assumed in Music 25B.
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. Accurately realize a variety of rhythms and maintain a steady tempo in performance.
2. Accurately realize a variety of legato and detached articulations; exhibit sensitivity to dynamics
indications; exhibit critical discrimination in the choice of articulation and dynamics shadings in
passages that contain no explicit articulation and/or dynamics markings.
3. Accurately realize damper and sostenuto pedal instructions, and exhibit critical discrimination
in the employment of the pedals in passages that contain no explicit pedal markings.
4. Exhibit progressive mastery of right hand/left hand independence, including the ability to
perform different articulations in the two hands simultaneously; and the ability to project melody,
counter-melody, and accompaniment figures at different dynamics levels.
5. Exhibit progressive development of finger technique, including the ability to perform melodic
minor scales, ascending and descending, and the ability to apply shifting and extended hand
positions to a variety of keys.
6. Perform simple pieces of the baroque, classic, and/or romantic period, as assigned; recognize
and exercise critical discrimination in applying performance conventions appropriate to each.
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.
1A-melodic minor scale fingering pattern, and its application to other minor scales.
Fingering patterns for major scales outside of the C-major fingering pattern.
Secondary triads, and the division of chord patterns between the two hands.
Shifting hand positions.
Extended hand positions covering an octave or more in which a given finger may play two or
more notes.
6. Articulation marks and pedaling directions.
7. Performance practices—that is, articulation, rhythmic, voicing and pedaling norms—
appropriate to literature of the baroque, classic, and romantic periods.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each issue
should be numbered.
1. Coordination, especially right hand-left hand coordination, but also hand-foot coordination.
Students learn that the most effective way to improve psycho-motor skills is through
sustained repetition, i.e., through regular practice outside the classroom. Effective practice
strategies are discussed.
2. Cognition of pitch and rhythm symbols and of tempo, dynamics, articulation, and fingering
directives. Again, students learn that fluent, instantaneous cognition of music notation comes
through sustained repetition, i.e., through regular practice outside the classroom. In addition,
throughout the semester students are given the opportunity to develop their sight-reading skill
(i.e. their ability to read a piece of music with some degree of accuracy the first time through)
during individual meetings with the instructor and/or in a classroom setting.
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 3 of 7
3. Performance practice: learning the performance norms of particular eras and styles of music
and applying those norms even when not explicitly indicated by the notation.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1. The necessity of careful counting.
2. The necessity of careful attention to all the interpretative nuances of the notation, especially as
pertains to staccato and accent symbols.
3. Continuous development of hand-to-hand (and hand-to-foot) independence.
4. Continuous development of finger and hand technique, especially as pertaining to shifting and
extended hand positions and major scale fingering patterns.
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.
2.
3.
4.
5.
Pitch recognition in the grand staff.
Recognition and accurate realization of rhythm notation symbols.
Maintenance of a steady tempo.
Recognition of dynamics markings and realization of dynamics distinctions.
Recognition of articulation symbols and realization of legato (connected) and different types of
detached articulations as appropriate.
6. Demonstration of independence of the two hands. This includes, but is not limited to, playing
different rhythms, articulations, and dynamics levels with the two hands, and also includes
fluently handling two-part imitation and/or contrary motion between the two hands.
7. Effective keyboard posture.
8. Effective finger technique.
9. Recognition and correct execution of fingering instructions.
10. Effective damper pedal technique with the right foot.
11. Demonstrate sufficient familiarity with the different musical periods and styles addressed in
the course to know when certain performance conventions should be applied, even if not
explicitly indicated in the notation.
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.
Listening to daily lectures that introduce new musical concepts.
Practicing newly-assigned, recently-assigned, and, in some cases, older repertoire.
Performing newly- and recently-assigned repertoire for the instructor on an individual basis.
Performing in front of the class in either a master class or a recital format.
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.
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. Regularly scheduled individual meetings between student and instructor.
2. Regularly scheduled performances in front of the class.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Willard
Palmer, Morton Manus, and Amanda Vick Lethco
Course, Level 1 Date 1983
Author Bela
Bartok
Title
Mikrokosmos, Volume 2
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Date
Title
Alfred's Basic Adult Piano
1940/1987
Page 4 of 7
Author
Title
Date
Author
Title
Date
Other Appropriate Readings: Anthology of Piano Music, volume I, The Baroque Period, ed. Denes Agay;
Anthology of Piano Music, volume II, The Classical Period, ed. Denes Agay; Anthology of Piano
Music, volume III, The Romantic Period, ed. Denes Agay; The Joy of Bach, ed. Denes Agay; Easy
Classics to Moderns, ed. Denes Agay
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):
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Page 5 of 7
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 Music 31D, Campus UC/Santa Barbara
2. Course Music 60, Campus UC/Santa Cruz
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: February 22, 2011
Review Date: 3/7/2011
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Academic Senate Approval Date: 4.15.11
Curriculum Proposal: 01/23/09 (rev.)
Academic Senate Approved: pending
Yes
Date: 4.8.11
Board of Trustees Approval Date: 5.3.11
Page 7 of 7