St. Cloud State University
General Education Goal Area 6
Humanities & Fine Arts
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
2.
Prepared by: Hugh Givens
Phone: 8-3275
Proposal Number:
Email: hgivens
Requesting Unit: Music
3.
Department, Course Number, Title: MUSP
155/157/158/159/161/162/163/164/166/167/168/258/355/357/362/364/367.Ensembles.
4.
New Course
Existing Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
MUSP 159. World Drumming will also satisfy goal 8.
7.
Course bulletin description, including credits and semesters to be offered:
Ensembles. 1Cr. F,S.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
Music majors and minors are required to take ensembles, all students may take for general education
No
Diversity Proposal Accompanying This Form
No
Yes
credit.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
none
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
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11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
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12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 6: Humanities & Fine Arts
Expand appreciation and critical understanding of changing modes of human expression and systems of
thought in the arts and humanities, and develop abilities in the creation and performance of meaning.
Ensembles perform a vast range of repertoire from different historical periods and multifarious cultural
influences. Students learn cultural and historical contexts and environs in which the music was created.
Interdisciplinary confluences are made when particular works are inspired by other art forms such as literature,
visual art, dance, and other cultural traditions.
13. In order for a course to be designated as fulfilling Goal Area 6, it must address at least 5 of the 7 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Demonstrate awareness of the scope and variety of works in the arts and humanities.
2. Describe and appreciate works in the arts and humanities as expressions of individual and collective values
within an intellectual, cultural, historical and social context.
3. Interpret and respond critically to works from various cultures in the arts and humanities.
4. Explore intellectually the ideas expressed in works in the arts and humanities.
5. Engage in creative processes or interpretive performance.
6. Articulate an informed personal response to works in the arts and humanities.
7. Analyze the diverse means of communication in the arts and humanities.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
2. Students develop an appreciation and understanding for a wide range of music spanning centuries from
earliest known practices to today’s music. Moreover, they explore a broad spectrum of nationalistic styles.
Students develop deep sensibilities of holistic qualities that define expressions of musical art though group handson experiences with masterworks and middling works.
Studying interdisciplinary confluences and inter-connections are key to understanding musical performance.
Students learn historical, cultural, social, and creative environs in which musical works were composed or
performed, as well as appropriate performance practices. Furthermore, ensemble musicians learn the values and
powers of community building and citizenship in music making.
3. Critical and analytical thinking are needed to interpret a musical work and perform it well. Ensemble students
discover the architectonic structure of works and analyze how those structures impact the feelings or program the
music portrays. Students develop critical listening skills to understand musical meaning, making judgments about
appropriate musical interpretations. Students develop high-level critical listening skills when comparing their own
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performance with an ideal concept, developed through interpretive knowledge presented to them by the
conductor. Students constantly assess whether their performance matches the standards set by the conductor and
the sounds produced by others within the ensemble.
4. Through the rehearsal process, ensemble musicians develop an ability to analyze and understand composers’
creative processes. They gain an appreciation for the the uniqueness of each composer’s musical language. The
development of mature performance skills requires an ongoing critical assessment of music, including the
discovery of the composer’s phraseology, harmonic language, micro- and macro- forms, dynamic and stylistic
contrasts, and other nuances. Once students realize a thorough comprehension of the composer’s intent, they
communicate their their sensitivities and emotions gained to people in public performance, thereby heightening
their expressive, cathartic experiences for themselves, each other, and their audiences.
5. The preparation and performance of a musical work involves seeking to understand the composer’s intent and
attempting to be faithful to that intent. Nevertheless, much is still left to the performer’s creativity in sounding and
shaping the music, especially in ensembles utilizing improvisation. No two performances are or should be exactly
the same.
6. Ensemble students are required to observe other ensemble performances from the department and other
university and high school performances. In addition, they attend convocations, peer recitals, and faculty
performances. Students are engaged in a variety of performance settings, including guest artist, civic, ceremonial,
public concert; in which they publicly speak upon, respond to, discuss, and critique their performances and those
of others in knowledgeable ways. In these discussions and presentations they are expected to place the music in
context to its creative environs.
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
10% Research and discover historical and creative contexts of works by major composers. (goals 2,4)
20% Analyze and practice compositions in macro- and micro- architectures prior to and during rehearsal. (4,5)
20% Sensitize ensemble and individuals to musical nuance and expression of style. (3,5,6)
10% Develop individual and ensemble beauty of tone and intonation. (3,5)
10% Teach consistent, accurate rhythmic articulations appropriate to music style. (3,5)
10% Develop ensemble and individual technical facility. (5)
20% Present final public performances of compositions and techniques studied. (5,6)
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St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department:
Course or Course(s):
Department or Unit Chair Signature
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
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Remarks:
Date