I. Course Information
Course Number: MUSI 1306
Course Title: Music Appreciation
Semester Hours: 3
II. Foundational Component Area
A. The course “focus[es] on the appreciation and analysis of creative artifacts and works of the human
imagination.”
Music Appreciation as a course general serves two purposes: 1) to introduce students to important
people, events, styles, and compositions in the history of music from the Middle Ages to today, and 2) to
give students the ability to recognize various aspects of music when listening, while also giving students
the vocabulary to describe what they hear. Students do not learn how to read music or about music theory,
but basic terms necessary for describing music are covered.
Music Appreciation courses cover the following topics:
Basics of Music (general terminology)
The Middle Ages (450-1450 AD)
The Renaissance (1450-1600)
The Baroque Era (1600-1750)
The Classical Era (1750-1825)
The Romantic Era (1825-1900)
The Twentieth Century & Beyond (1900-present)
Music of Film and Stage
Jazz
Rock and Popular Music
Non-Western or World Music
B. The course “involve[s] the synthesis and interpretation of artistic expression and enable[s] critical,
creative, and innovative communication about works of art.”
Students are taught to recognize general musical aspects while listening such as form, texture,
harmony, tempo, rhythm, etc. Students gain the ability to describe and critique music through discussions
and/or writing assignments. Major pieces and composers from each musical era are listened to by the
student and analyses and important information are offered in class and in the textbook.
III. Core Objectives
A. Critical Thinking, Aspect 1: “Students will demonstrate creative thinking and innovation.”
Students are taught the terms and ideas necessary for writing and speaking about music in a
formal manner. Students learn to recognize musical elements upon listening to performances live or on
recordings. The progression of musical instruments, performance practice, theory and compositional
styles is taught. Students will use this knowledge in the class when listening to and evaluating
performances, and applying critical techniques and inquiry to the performance in discussions and/or
written assignments (See Appendices A & B).
B. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
Students will demonstrate effective inquiry strategies when choosing topics for the group project
and review assignments. Students will also learn about research methods and effective search strategies to
find scholarly sources to use in their assignments (See Appendices A & B).
C. Communication, Aspect 1: “Students will demonstrate effective development, interpretation,
and expressions of ideas through written communication.”
Students will demonstrate effective written communication through various assignments,
especially the album or concert review assignment. Students will critique a performance (recorded or live)
and write a paper to communicate their ideas to the instructor. The paper will be in MLA format and
follow general academic writing rules (See Appendix B).
D. Communication, Aspect 2: “Students will demonstrate effective development, interpretation, and
expressions of ideas through oral communication.”
Students will participate in a group project that requires a presentation in front of the class about
one of the time periods covered during the semester (See Appendix A). Oral communication will also be
measured during daily discussions in class.
E. Communication, Aspect 3: “Students will demonstrate effective development, interpretation, and
expressions of ideas through visual communication.”
Students will participate in a group project that requires a power point presentation that will
include visual aids such as videos or pictures (See Appendix A).
F. Teamwork: “Students will demonstrate the ability to consider different points of view and to work
effectively with others to support a shared purpose or goal.
Students will be divided into groups of 4-6 in order to work together and prepare a group
presentation on one of the time periods covered in the class (See Appendix A). Each student will be
responsible for contributing to the overall product and presentation.
G. Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.”
Students will learn about many cultural styles of music in Western Europe, the United States, and
non-Western countries, including the Nationalism movement in Europe. On the Romantic Era exam, an
essay question asks the students to describe the Nationalism movement with specific examples of
composers and their works, and how they are related to the culture (See Appendix C).
Appendix A:
Group Presentation
In-Depth, 20-35 slide Multimedia PowerPoint Presentation
Each group of 4-6 students will choose or be assigned one of the time periods covered in this class. The
group will prepare a multimedia PowerPoint presentation and present in front of the class. Each student in
the group will be graded on their overall contribution to the project, as well as their individual
presentation and submitted slides. Therefore, each student must speak during the presentation.
This is a research project. Your principal sources will be recordings (audio or audio/visual), books,
published articles, and credible websites. You must use and cite at least 5 sources as a group, and must
have at least one of each from the above list. The textbook is not considered a valid source. Please see the
instructor if you have any questions on how to do the research. Recordings can be made available if
necessary.
The rough draft must include an outline (explaining which student is covering each section) with a
working bibliography, and at least two slides per student of content. The Final Draft will need a Works
Cited List using proper MLA style and in-text citations on the slides.
Final presentations must include a title slide and a works cited slide, and 5-6 slides of content per student,
including one audio or video example per student in the slideshow. Parenthetical citations should be
included in the same manner as a paper.
Sample Topics within in the time period (Topics will vary between groups)
Composer or Performer Biography – choose a composer or performer from one of the time periods
covered and write a about their life and music. There should be some specific musical examples, and you
need to listen to a recording or performance of the person’s work and discuss that in your paper.
Historical Topic – choose any topic: a time period, style, instrument, etc., and do a detailed research
project on the topic.
Genres – discuss the various genres of music composed in the time period, and new or interesting
compositional techniques.
Appendix B:
Performance Review Assignment
Subject to your instructor’s approval, you will choose either a live performance; complete recorded
performance; or complete album (CD, record, tape, download, stream, etc.), and write a comprehensive
review of the material presented.
The purposes of these papers are to: 1) increase your writing and communication skills and 2)
demonstrate your knowledge of music to the instructor. The paper will be a critique of a performance or
recording, and will require you to list the performers or performing groups in the performance and cite at
least three examples from the performance – especially the instrumental work, as well as the vocal work
as pertinent – that support your point/argument that the performance was successful or unsuccessful in
communicating the composer’s/performer’s intentions for creating the composition(s)/song(s). Any
sources must be cited when used.
Each paper needs to be in MLA format, with your name, the date, and course information, as well as a
title. Papers must be typed, preferably in Microsoft Word. You should double space your papers, and type
in 12 point font. See Writing Rules on Angel for more information.
Page lengths refer to full pages. If your header takes up most of the first page, you will need to make up
for it on another page.
A few general rules:
1) Do not use contractions in your papers.
2) Formal language should be used at all times.
3) Wikipedia should never be used a source for a paper of any kind.
4) CD titles should be in italics. Song titles should be in “quotation” marks.
5) Cite your sources in your paper, and list them in a works cited list, in proper MLA format. This is very
important to avoid plagiarism.
There is a book on reserve in the Corinth campus library called Writing About Music that may be helpful.
Option 1) Album Review (guidelines also apply to the Concert Review Option)
Length –2 to 3 FULL pages
You will take one album from your own choosing (or a recorded performance) and, upon approval of the
instructor, write a critique of the performance over the entire album (some performances or parts of a
performance are likely to be stronger than others – if that is the case, please support your views!). Be
aware of whether or not the album represents a continuous stream of thought on the part of the
composer/performer, or is just a collection of songs, etc.
You should give a short background about the performer(s), and choose at least 3 songs from the album to
talk about in-depth using terms from the elements section of this class.
THIS IS NOT A PAPER ABOUT LYRICS. You should try to only mention the lyrics of a song when
relevant to the actual music in the piece.
Option 2) Live Performance Review
You must attend one of the following performances in the DFW area and turn in a 2-4 page report about
the concert. All of the instructions for the Album review apply to the concert option. You must attend the
whole performance. Many performances require the purchase of a ticket, but most groups have a student
rate that is between $3-15.
Note: Feel free to contact your instructor to ask about a performance not listed here, but please note
that Rock or Pop concerts do not count for this assignment.
The date of the concert must fall during the current semester.
– Any Dallas Symphony or Fort Worth Symphony Concert: see www.dallassymphony.org or
www.fwso.org for schedules. Or any Dallas Opera performance: see http://www.dallasopera.org for
schedule. Or any Dallas Wind Symphony or Lone Star Wind Orchestra concerts: see http://www.dws.org/
or www.lonestarwindorchestra.com for schedules. There are several other orchestras in the metroplex as
well. Please contact your instructor if you would like to attend a concert of a different group.
-Or any of the following types of performances at UNT in Denton: Faculty Recitals, Guest Artist Recitals,
or any ensemble performance: Symphony Orchestra, Opera Theatre, Wind Symphony, Symphonic Band,
Concert Band, Brass Band, Jazz Repertory Ensemble, One O’Clock through Nine O’Clock Lab Bands,
Jazz Singers, A Cappella Choir, Canticum Novum, Concert Choir, Grand Chorus, Baroque Orchestra,
Chamber concerts, or any other ensemble performances
Go to http://music.unt.edu/performances to find the schedule of performances. Student recitals (listed as
Junior, Senior, Masters) will not count. Doctoral performances or lectures are OK.
The Recital Hall, Voertman Hall, Kenton Hall, and Merrill Ellis Theater are all located in the UNT Music
Building on Avenue C, between Highland and Chestnut.
The Performing Arts Center is located on North Texas Blvd. off of I-35 E N.
For Ticket prices, visit www.music.unt.edu
-Any NCTC performance. Go to http://www.nctc.edu/calendar/events/ for a list of performances.
-Any Music Theatre of Denton or Denton Community Theater musical performance. Visit
http://www.campustheatre.com/ for a schedule. Dallas Summer Musicals would also count http://www.dallassummermusicals.org/ or another respectable musical theater (Lyric Stage in Irving, for
example)
For the paper itself, you should use the following questions to help you write the text.
What type of music was performed?
Who was performing? Where? (venue type, location, etc.) When? (date, time)
How large was the audience?
What type of audience? (age, gender, etc.)
What was the atmosphere? (dress, loud or quiet audience, etc.)
Where were you in relation to the performers?
What was the performer’s appearance? (dress, etc.)
What instrument(s) were used?
Was there a printed program?
Was there anything for sale? (food, clothing, etc.)
How long was the performance?
What pieces were performed?
Did you enjoy the performance?
Why did you choose this concert to attend?
These questions should be answered in your paper, not in question/answer form. You should also add
general comments about the performance and what made it enjoyable or not enjoyable.
Appendix C:
Exam Question on Nationalism – Romantic Era
Short Essay (ten points):
In 4-7 well developed sentences, discuss the role of Nationalism in the Romantic Era and its role in the
preservation of a nation’s cultural identity. Give one specific example of a composer and a work that
demonstrates your point.
The essay will be evaluated on cohesiveness of idea; relevance to the topic; use of specific examples; and
spelling and grammar.
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas
Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major
course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general
description of the subject matter of each lecture or discussion; and (4) any required or recommended
readings. Contact information for the instructor is also provided. The Course Syllabus also provides
institutional information to indicate how this course supports NCTC’s purpose and mission. Information
specific to a particular section of the course will be included in the Class Syllabus and distributed to
enrolled students.
Course Title: Music Appreciation
Course Prefix & Number: 1306
Section Number: 340/350
Term Code: 13/1T
Semester Credit Hours: 3
Lecture Hours: 48
Lab Hours: 0
Course Description (NCTC Catalog):
An introductory course for non-music majors covering elements of music, a brief study of musical
forms, historical periods and composers. An effort is made to develop the listening repertoire. This is
not a performance course, and the ability to read music is not required.
Course Prerequisite(s):
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
 - Academic NCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
Dax Stokes
Campus/Office Location:
Corinth Campus Library, Room 133
Telephone Number:
(940) 498-6265
E-mail Address:
dstokes@nctc.edu
Name of Chair/Coordinator:
Thom Talbott
Office Location:
Gainesville/Room 151
Telephone Number:
(940) 668-3324
E-mail Address:
ttalbott@nctc.edu
REQUIRED OR RECOMMENDED COURSE MATERIALS
1. Kamien, Roger.Music: an Appreciation,10thed. McGraw-Hill, 2010. ISBN978-0-07-802508-2.
2. Standard computer requirements for online courses.
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
# of Graded
Course
Elements
Graded Course Elements
Percentage or
Points Values
approx. 12
Online Discussions/Participation
125 total points
1
Small Paper
50 points
1
Research Paper
125 points
7
Quizzes
250 total points
INSTITUTIONAL LEARNING GOALS

A quality general education curriculum in all associate degree programs.

Quality freshman and sophomore level courses in arts and sciences which parallel the lower
division offerings of four-year colleges and universities.

Quality technical programs leading directly to careers in semi-skilled and skilled occupations,
and quality technical education programs up to two years in length leading to certificates and
associate degrees.

Quality programs and services in support of adult literacy and basic skills development as a
mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate
degrees by offering a core of general education courses designed to help students achieve academic,
career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of
various disciplines exposed students to experiences that serve to advance their personal growth. The
chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational
Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The purpose of the Music Department is to nurture a student’s abilities toward all aspects of music,
either for personal enrichment or in preparation for a career in music. The Music Department is
committed to a broad based training program that provides each student with a thorough academic
preparation and performance experience. Students are expected to maintain an appropriate balance
between classroom and experiential learning.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help
students achieve academic, career and lifelong goals. The chief focus of the General Education Core
Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
CORE CURRICULUM COMPONENT AREA: HUMANITIES, VISUAL & PERFORMING ARTS
The overall objective of the Humanities, Visual & Performing Arts component area is to expand
students’ knowledge of the human condition and human cultures, especially in relation to
behaviors, ideas, and values expressed in works of human imagination and thought. Through
study in disciplines such as literature, philosophy, and the visual and performing arts, students
will engage in critical analysis, form aesthetic judgments, and develop an appreciation of the
arts and humanities as fundamental to the health and survival of any society. Students should
have experiences in both the arts and humanities.
HUMANITIES, VISUAL & PERFORMING ARTS: EXEMPLARY EDUCATIONAL OBJECTIVES (EEOs)
 (HPVA1)
To demonstrate awareness of the scope and variety of works in the arts and
humanities.
 (HPVA2)
To understand those works as expression of individual and human values within
an historical and social context.
 (HPVA3)
To respond critically to works in the arts and humanities.
 (HPVA4)
To engage in the creative process or interpretive performance and comprehend
the physical and intellectual demands required of the author or visual or
performing artists.
 (HPVA5)
To articulate and inform personal reaction to works in the arts and
humanities.
 (HPVA6)
To develop an appreciation for the aesthetic principles that guide or govern the
humanities and arts.
 (HPVA7)
To demonstrate knowledge of the influence of literature, philosophy, and/or the
arts on intercultural experiences.
 (HPVA8)
To develop the skills necessary to work on a team and then demonstrate those abilities
in a team project.
STUDENT LEARNING OUTCOMES
EEO
Student Learning Outcome
3
Demonstrate the ability to recognize and describe musical elements including rhythm, music
notation, melody, harmony, key, musical texture and musical form.
1, 2, 7
3, 5
Demonstrate an understanding of the historical musical period from 450 AD to the
present.
Demonstrate the ability to recognize styles, music, and composers from each period.
1, 2,
6, 7
Demonstrate the ability to identify and associate social, religious, and economic events
which correlate to musical trends.
4, 7
Describe in some detail and discuss perceptively the role of music in the well-being of
the human spirit.
CORE OBJECTIVES
1. Critical Thinking, Aspect 1: Students will demonstrate creative thinking and innovation
2. Critical Thinking, Aspect 2: Students will demonstrate effective inquiry strategies.
3. Communication, Aspect 1: Students will demonstrate effective development, interpretation, and
expressions of ideas through written communication.
4. Communication, Aspect 2: Students will demonstrate effective development, interpretation, and
expressions of ideas through oral communication.
5. Communication, Aspect 3: Students will demonstrate effective development, interpretation, and
expressions of ideas through visual communication.
6. Teamwork: Students will demonstrate the ability to consider different points of view and to work
effectively with others to support a shared purpose or goal.
7. Social Responsibility, Aspect 1: Students will demonstrate intercultural competence.
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
Topic
General Description of Subject Matter
Musical Elements
Sound, Acoustics, Technical Matters
Music in the Middle Ages
Social Context, Major Composers, Musical Styles
Baroque Music
Social Context, Major Composers, Musical Styles
Classical Music
Social Context, Major Composers, Musical Styles
Romantic Music
Social Context, Major Composers, Musical Styles
20th Century Music
Social Context, Major Composers, Musical Styles
Jazz
Social Context, Major Composers, Musical Styles
Rock
Social Context, Major Composers, Musical Styles
Non-Western Music
Social Context, Major Composers, Musical Styles
BASIC INTELLECTUAL COMPETENCIES FOR THIS COURSE
 READING – Reading at the college level means the ability to analyze and interpret a variety of
printed materials – books, articles and documents. A core curriculum should offer student the
opportunity to master both general methods of analyzing printed materials and specific methods for
analyzing the subject matter of individual disciplines.
 WRITING – Competency in writing is the ability to produce clear, correct, and coherent prose
adapted to purpose, occasion, and audience. Although correct grammar, spelling, and punctuation
are each a sine qua non in any composition, they do not automatically ensure that the composition
itself makes sense or that the writer has much of anything to say. Students need to be familiar with
the writing process including how to discover a topic and how to develop and organize it, how to
phrase it effectively for their audience. These abilities can be acquired only through practice and
reflection.
 SPEAKING – Competence in speaking is the ability to communicate orally in clear, coherent, and
persuasive language appropriate to purpose, occasion, and audience. Developing this competency
includes acquiring poise and developing control of the language through experience in making
presentations to small groups, to large groups, and through the media.
 LISTENING – Listening at the college level means the ability to analyze and interpret various forms of
spoken communication.
 CRITICAL THINKING – Critical thinking embraces methods for applying both qualitative and
quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to
construct alternative strategies. Problem solving is one of the applications of critical thinking, used
to address an identified task.
 COMPUTER LITERACY – Computer literacy at the college level means the ability to use computerbased technology in communicating, solving problems, and acquiring information. Core-educated
students should have an understanding of the limits, problems, and possibilities associated with the
use of technology, and should have the tools necessary to evaluate and learn new technologies as
they become available.
Last day to Withdraw
For the Fall 2013 semester, the last day to withdraw from a course with a “W”
is November 16, 2013.
Student Rights &
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that
each student shall be charged with notice and knowledge of the contents and
provisions of the rules and regulations concerning student conduct. These
rules and regulations are published in the Student Handbook published in
conjunction with the College Catalog. All students shall obey the law, show
respect for properly constituted authority, and observe correct standards of
conduct.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion.
STUDENT SUPPORT SERVICES
Disability
Accomendations
The Office for Students with Disabilities (OSD) provides accommodations for
students who have a documented disability. A disability is anything that can
interfere with learning, such as a learning disability, psychological challenge,
physical illness or injury. Accommodations may include extra time on tests,
tests in a distraction reduced environment, volunteer note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207. On the
Gainesville Campus, go to room 110 in the Administration (100) Building or call
940-668-4209. Students on the Bowie, Graham, Flower Mound, and online
campuses should call 940-668-4209 to arrange for an intake appointment with
OSD.
North Central Texas College is on record as being committed to both the spirit
and letter of federal equal opportunity legislation, including the Americans
with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section
504 of the Rehabilitation Act of 1973 (P.L. 93-112).
Student Success
The Student Success Center is designed to help all students at NCTC develop
tools to achieve their academic goals. The center links students to FREE
tutoring, including a Writing Center, a Math Lab, and free online tutoring in the
evening. The program helps students acclimate to college by providing
students free interactive workshops about Time Management, Study Skills,
Test Anxiety, and much more. For more information, please visit your nearest
Student Success Center.
Financial Aid,
Scholarships, and
Veterans Services
The Financial Aid Office is responsible for administering a variety of programs
for students who need assistance in financing their education. The first step
for financial aid is to complete a FAFSA. For more information, please visit
your nearest Financial Aid Office.