Music 133 Syllabus: Fall 2025 (07:700:133) Department of Music Mason Gross School of the Arts, Arts Online Division © 2025, Stephen Wilcox & Robinson McClellan (all rights reserved) Instructors Section(s) 90, 91, 92, & 93 94, 95, 96, & 97 98 & 99 Instructor Prof. Stephen Wilcox Prof. Robinson McClellan Prof. Jay Dubin Email spwilcox@mgsa.rutgers.edu robinmcc@mgsa.rutgers.edu jay.dubin@rutgers.edu Course Description Music, in all its many forms and styles, is an integral part of human nature, culture, and society, playing a significant role in the expressive and creative development of the individual. In this course, students will develop an appreciation of music as a means of personal communication through an intensive introductory study of music theory. Students will be able to understand and apply the fundamental principles and concepts of music: pitch, rhythm and meter, notation, keyboard layout, scales and keys, intervals, chords and chord progressions, and basic musical form. Knowledge of these principles will equip students with the practical and cognitive skills to engage directly in the reading and composing of music. Detailed online lessons with extensive audio and visual components are supplemented with regular practice via assignments and examinations. The unit and lesson structure mirrors Joseph Straus’s theory textbook, Elements of Music. All course materials, coursework, and interaction with the professor take place online. School of Arts & Sciences Core Curriculum Learning Goal 1. Areas of Inquiry c. Arts and the Humanities Ø Students will be able to engage critically in the process of creative expression. Course Learning Objectives • To demonstrate theoretical and practical knowledge of standard pitch and rhythm notation, keyboard layout, meter and time signatures, scales and keys, intervals, consonance and dissonance, chords and chord progressions, and basic musical phrase structure. 1 • To develop the ability to perceive, analyze, describe, and transcribe simple musical passages. • To identify and define the elements of musical composition. • To articulate musical terminology and concepts effectively. • To analyze a short musical composition, thus demonstrating a critical understanding of the principles and concepts of music theory. Technology/Materials Music 133 is designed to be best viewed on a desktop display. Students should use either Firefox or Chrome browsers on a desktop machine. Viewing the course on a mobile device may result in missing important information. All course materials and activities are on Rutgers' Canvas site: https://rutgers.instructure.com/. The Music 133 course site contains a set of online lessons with embedded audio and video, which together serve as an "online textbook." All homework assignments (HW) and exams also occur on the course site. Live interaction with professors occurs via email and video chat. Staff paper (for writing music) is recommended for taking notes as you read the online lessons and practicing and working out your online assignments. Here is a good source of free printable staff paper: https://www.musicca.com/files/documents/staff-paper/no-clef-8letter.pdf. Time and Workload Students should expect to spend at least 3-7 hours per week reading the online lessons, watching and listening to online videos and music examples (embedded in the lessons), and completing weekly homework assignments and exams. Reading/Listening: Lessons with embedded audio/video: 1-2 hours/week Homework Assignments (HW): Multiple-choice and fill-in-the-blank format: 1-4 hours/week Creative Projects: Compose and Perform Simple Melodies. variable To be successful in this course, you should: • Thoroughly complete all the reading and listening contained in the online lessons. • Complete all homework assignments (HW). • Complete the Core Concept Exams. • Strictly observe all deadlines. • Complete all Creative Projects • Read all instructions carefully! 2 Teaching Strategies To enable student achievement of the learning goals, your instructor will: • Respond to your questions and requests for extra help promptly and fully. • Initiate regular email contact (reminders, news, updates) with all course students. Grade Weights Tasks Homework assignments (HW) Core Concepts Exam 2 Creative Projects (10% each) Chord Identification Project TOTAL: Grade Weights 62% 10% 20% 8% 100% Homework Assignments (62%) There are 31 required homework assignments, all worth between 1% and 2%. - Assignments (12, 14 & 30) must be handwritten and submitted as a pdf. Unless noted, assignments can be submitted multiple times prior to their due date. Core Concepts Exam (10%) CC Exam is the only exam in Music 133. It covers the most critical skills you will learn in units 1-3, skills that will allow you to continue to study music theory if you so choose. There are very few timed assessments in Music 133; please inform your instructor if you are entitled to accommodations. The exam can only be taken once. You will have 60 minutes to complete this exam. Creative Projects (20% = 2x10%) There are two creative projects, one following each of Units 3 and 5. Required Completion This SAS Core Competency Course requires critical engagement through creative expression. > To pass Music 133, you must complete both creative projects. Late Submissions CPs are graded individually in the order received. It can take time, so have patience. > -10% penalty for the first late day > -5% penalty for each subsequent day 3 Chord Identification Project = 8% Students will identify triads in a real-world chorale. The chord project can be taken multiple times. Extra Credit = 8% possible Entry survey, 6 optional discussions, 1 optional HW, & 3 gated assignments. Gated Assignments At the ends of Units 1, 2 & 3, there are "gated" assignments. To begin the next unit, you must identify a set number of pitches in the indicated 1min, 45 sec.. Unit 1 Gate = 12 in 1 min, 45 sec Unit 2 Gate = 15 in 1 min, 45 sec Unit 3 Gate = 18 in 1 min, 45 sec Grade Scale Final grades are assessed using the following scale. Grade A B+ B C+ C D F Range 90 – 100 86 – 89.9 80 – 85.9 76 – 79.9 70 – 75.9 60 – 69.9 less than 60 4 Assignment List Unit 1 2 3 4 5 6 Assignment Assignment 1: Melodic Motion Assignment 2: Musical Alphabet Assignment 3: Enharmonics & Piano Identification Assignment 4: Notation Conventions 1 Assignment 5: Treble Clef Assignment 6: Bass Clef Unit 1: Optional Discussion Unit 1: Pitch Identification Gate Assignment 7: Beat & Tempo Assignment 8: Meter Assignment 9: Rhythmic Durations Assignment 10: Beat Divisions, Subdivisions & Meter Assignment 11: Time Signatures Assignment 12: Rhythm Notation (Barlines & Rests) Assignment 13: Notation Conventions 2 Assignment 14: Practical Notation 2 (Beaming) Unit 2: Optional Discussion Unit 2: Pitch Identification Gate Assignment 15: Semitones & Whole Tones Assignment 16: Major Scales Assignment 17: Natural Minor Scales Assignment 18: Key Signatures Assignment 19: Harmonic & Melodic Minor Scales Assignment 20: Relative & Parallel Scales Assignment 21: Harmonic Function Creative Project 1 Unit 3: Optional Discussion Unit 3: Pitch Identification Gate Assignment 22: Generic Intervals Assignment 23: Fourths & Fifths Assignment 24: Thirds & Sixths Assignment 25: Seconds & Sevenths Assignment 26 Diatonic Intervals Core Concept Exam Unit 4: Optional Discussion Assignment 27: Triads Assignment 28: Diatonic Triads Assignment 29: Seventh Chords Assignment 30: Chord Inversions Creative Project 2 Unit 5: Discussion Assignment 31: Phrase & Cadence Optional Assignment: Dominant to Tonic Resolution Chord Identification Project Unit 6: Optional Discussion Due Date Sept. 16th, 2025 @ 11:59pm Oct. 7th, 2025 @ 11:59pm Oct. 28th, 2025 @ 11:59pm Nov. 11th, 2025 @ 11:59pm Dec. 2nd, 2025 @ 11:59pm Dec. 12th, 2025 @ 11:59pm 5 The Classroom Environment Classroom citizenship All members of the Rutgers University community are expected to conduct themselves in a manner that reflects our shared commitment to the university as a site of learning, open inquiry, and respect for intellectual, cultural, and personal differences. All voices in this classroom are important, and it is incumbent upon all of us to acknowledge and honor the variety of perspectives, experiences, and backgrounds that we bring to our work together. I will do my best to set a positive tone in the classroom, but if you have any concerns or become aware of problems, please don’t hesitate to reach out to me. You must also familiarize yourself with—and abide by—the university’s Policy on Student Conduct. Inclusion and Anti-Discrimination As a teacher, I strive to foster a safe, secure, and supportive learning environment for all students. To this end, I recognize that the space of inclusion and trust is predicated on a community that is anti-racist, anti-sexist, anti-transphobic, non-ableist, non-ageist, and is reverent to different religious beliefs and practices. I strive to establish expectations for care, respect, and compassion in all our activities as a class community. As a school with students, faculty, and staff from different states, countries, racial and ethnic backgrounds, religions, and gender identities, as well as first-generation college students, veterans, and those with diverse learning styles, we at Mason Gross are in a unique and privileged position to be inspired, challenged, and transformed by and through our differences. Your voice, your safety, and your experience both in and out of this classroom matter and are deeply valued. We all have different experiences and literacies that inform who we are and that contribute to our artistic work. We all have room to grow to deepen our commitment to equity and care. Our attitude towards navigating these differences should be one of engagement, curiosity, openness, honesty, and the ability to listen. Names and pronouns If you use a name and/or gender pronoun that is not indicated on the class roster, or if it changes over the course of the semester, please let me know. If I make an error in addressing you, please correct me. Land acknowledgment We acknowledge that the land on which we stand is the ancestral territory of the Lenape People. We pay respect to Indigenous people throughout the Lenape diaspora—past, present, and future—and honor those who have been historically and systemically disenfranchised. We also acknowledge that Rutgers University, like New Jersey and the United States as a nation, was founded upon the exclusions and erasures of Indigenous peoples. 6 Academic integrity Academic integrity is the foundation of all scholarly inquiry; this means producing our own work independently, honestly, and fairly, and giving credit to others upon whose work we draw. As participants in this learning community, we must all agree to abide by this core principle. All students are responsible for understanding Rutgers University’s policy on academic integrity (http://academicintegrity.rutgers.edu), including the range of consequences and disciplinary actions that result from violation of the policy. It is essential that we cite all sources; resources to learn this skill are available through the Purdue OWL website, among many others. If you have questions about when to cite, please ask! And please know that it is always better to provide too many citations rather than too few. I have a zero-tolerance policy for violations of academic integrity and refer all violations to the Office of Student Conduct (https://studentconduct.rutgers.edu). Policy on Artificial Intelligence Technology Cultivating ethical leaders is the foundation of our work. Our coursework is rooted in the development of integrity, critical thinking, and personal growth. Intellectual honesty is vital in our courses and in our assessment of our students' work. While AI has revolutionized many fields, it is important to acknowledge that it is limited in contributing to students' academic and personal growth. As such, our expectation is that all work submitted through our courses is original work, completed in accordance with the Rutgers University Academic Integrity Policy. It is expected that students do not engage in unauthorized collaboration or make use of AI composition software such as ChatGPT for any of the assigned coursework. Please Ask for Help If You Need It Contact me As your instructor, I am committed to helping you succeed in this course and in your studies at the university. I encourage you to contact me or drop by office hours if you are encountering obstacles to your academic success or personal welfare. In accordance with university policy, please contact me through your Rutgers email account. I am providing these links in case they are helpful to you: • Rutgers Learning Centers: Services include tutoring, assistance with writing, strategizing for schoolwork and stress management, and workshops to prepare for exams, among others. https://rlc.rutgers.edu • Rutgers Writing Program: Services, tutoring, and courses to assist with writing. http://wp.rutgers.edu. Assistance for English Language Learners is at https://wp.rutgers.edu/special-programs/reli. • Counseling, ADAP & Psychiatric Services (CAPS): http://health.rutgers.edu/medicalcounseling-services/counseling/ or (848) 932-7884. CAPS provides counseling, alcohol 7 • • • • • • • • • and other drug assistance, and psychiatric services staffed by a team of professionals within Rutgers Health Services. CAPS services include individual and group therapy, workshops, crisis intervention, referral to specialists, and consultation and collaboration with campus partners. Violence Prevention and Victim Assistance: https://vpva.rutgers.edu or (848) 9321181. This office provides confidential crisis intervention, counseling, and advocacy for victims of sexual and relationship violence and stalking to students, faculty, and staff. Disability Services: https://ods.rutgers.edu/ or (848) 202-3111. (See the suggested disability statement above.) Report a Concern: http://health.rutgers.edu/do-something-to-help/ Speak Up Bias Prevention Campaign: https://diversity.rutgers.edu/speakup Report a bias incident: http://inclusion.rutgers.edu/report-bias-incident/ Basic Needs Security: Any student who has difficulty affording groceries or accessing sufficient food, or who lacks a safe and stable place to live, and believes this may affect their performance in this course, is urged to contact the Dean of Students (http://deanofstudents.rutgers.edu; deanofstudents@echo.rutgers.edu) for support. You can also find information for resources at basicneeds.rutgers.edu. Also, if you are comfortable doing so, please inform me so I can help to connect you with campus resources. Office of the Dean of Students: http://deanofstudents.rutgers.edu; deanofstudents@echo.rutgers.edu. This office provides resources to assist all students at Rutgers in navigating the university. MGSA Office of Advising and Student Success: Contact Assistant Dean of Advising and Student Success Lisa Sanon-Jules. Dean Sanon-Jules is dedicated to supporting all students at Mason Gross through advising, mentorship, and connections to resources throughout the university. The following are the Advisors and Student Success Counselors for each Mason Gross department: o Art & Design: Sabrina Gattuso sig36@mgsa.rutgers.edu o Dance: Christine Whalen (cwhalen@mgsa.rutgers.edu) o Filmmaking: Sabrina Gattuso sig36@mgsa.rutgers.edu o Music undergraduate: Ellen Leibowitz (ellenlei@mgsa.rutgers.edu) o Music graduate: Dr. Robert Grohman (rgrohman@mgsa.rutgers.edu) o Theater: Christine Whalen (cwhalen@mgsa.rutgers.edu) Rutgers Student Food Pantry: Mason Gross has arranged with the Rutgers Mobile Food Pantry to visit various locations for easy access for our students on Wednesdays from 1:00 – 4:15 pm. You will need to register using PantrySoft and request a pickup location for food in advance at basicneeds.rutgers.edu. Please register prior to 5pm on Tuesdays, bring a Student ID and bag. http://ruoffcampus.rutgers.edu/food/; ruoffcampus@echo.rutgers.edu. 8
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