MOREHEAD STATE UNIVERSITY-CAUDILL COLLEGE OF ARTS,
HUMANITIES AND SOCIAL SCIENCES, SCHOOL OF THE ARTS DEPARTMENT OF MUSIC, THEATER AND DANCE
MUSH261 (HUM 1) Global Musical Experience (3-0-3), Spring 2014,
WJHS M.A.C. Lab Rm. 142
THREE HOURS CREDIT, TIME M-F 10:05-11:25 pm
INSTRUCTOR: Prof. Jessica Greene
Phone: 859-887-2421
Email: Jessica.Greene@jessamine.kyschools.us
Office Hours: M-F 8:50-10:00 am, Rm. 145/142
CATALOG DESCRIPTION
Global Musical Experience. A general education elective; does not apply
toward fulfilling music degree requirements. This course satisfies the area
studies- humanities for general education. Designed to introduce students to
the humanities by exploring music in Western and non-western cultures. This
course will aid in developing and understanding of different musical styles
and listening skills. In addition, this course will foster an interest in a variety
of musical styles and in embracing different cultures in an endeavor to
create a more tolerant society.
Course Information
MUSH 261. Global Musical Experience. (3-0-3); Introduction to the
Humanities. Reading intensive course with interdisciplinary college level, creative,
and technical supplemental readings. These supplemental readings include
global events, historical events, and readings from the interdisciplinary arts. A
general education elective; does not apply toward fulfilling music degree
requirements. This course satisfies the area studies- humanities for
general education. Designed to introduce students to the humanities by
exploring music in Western and non-western cultures. This course will aid in
developing and understanding of different musical styles and listening
skills. Topical areas common among all genres studied include tone,
timbre, time, and the other basic elements of music. In order for the student
to survive in a constantly changing global environment, this course aims to
prepare the student to acquire an astute understanding of our world through the
arts. In addition, this course will foster an interest for complex diverse histories
and cultures in an endeavor to nurture the student to participate intelligently and
responsibly and create a more tolerant society. This course will prepare the
student to work in the international/global economy by giving them International
perspectives.
PREREQUISITE
Junior Status, Proper ACT score and GPA (See Counselor for more information)
REQUIRED TEXT
Rockin’ in Time: A Social History of Rock and Roll
By David P. Szatmary
Additional readings include supplemental interdisciplinary college
level, creative, and technical supplemental readings. These
supplemental readings include global events, historical events, and
readings from the interdisciplinary arts
WEB-ASSISTED COURSE: Syllabus available in electronic (Blackboard)
and paper format. A Blackboard site supplements this course. Any changes to
the assignment schedule will not only be announced in class but also listed on
the “assignments” area of the Blackboard site.
“Web sites related to specific topics, issues, or individuals are presented in the
text, and an annotated list of significant Web resources appears at the end of
each chapter.” (Cunningham/Reich)
Class Student Learning Outcomes
The purpose of this course is to:
1. Demonstrate knowledge of the diversity of world cultures, the role of Crosscultural artistic influence, and Cultural evolution.
2. Demonstrate fundamental knowledge about art, music, and literature
expressed in cultural values in order to determine how to:
a. Describe attributes of appropriate content, style, and forms in the arts
b. Make rational decisions about how the “artist” composed the work
c. Make rational decisions about the stylistic period
d. Develop an awareness of the medium or mode of expression the
“artist”employ
3. Interpret how different cultures develop values and beliefs.
4. Demonstrate logical reasoning and argumentative skills in regards to cultural
expression and creativity.
5. Create/Foster a working/living environment that promotes an appreciation
for the values and beliefs of different cultures in effort to improve the world and
make it a better place to live for humankind.
General Education Student Learning Outcomes
Upon completion of this course the student should be able to:
1. Read college-level critical, creative, and technical texts for comprehension (1b).
2. Investigate the worldview and /or history of cultures outside the United
States (4b).
3. Analyze the significance of diverse creative productions and explain how ideas
are communicated effectively through the expressive arts (6a).
4. Describe and analyze the aesthetic value of creative productions in cultural
and historical context (6b).
Overview
MSU Gen
Ed
Hum 1
Student
Learner
Outcomes
1b
4b
6b
1b
6a
6b
Class Student Learning
Outcomes
By the end of the
course, students will:
Assessment
measurement
Specific
Teaching/Learning
Activities
1. Demonstrate
knowledge of the diversity
of world cultures, the role
of Cross-cultural artistic
influence, and Cultural
evolution.
1. Essays –
Rubric A *see
rubrics under
grading
Individual Reflection
Class discussions
Lecture
Exams
2. On-Demand
Writing
Assignments –
pass/fail
Readings-supplemental
interdisciplinary college
level, creative, and
technical supplemental
readings
2. Demonstrate
fundamental knowledge
about art, music, and
literature expressed in
cultural values in order to
determine how to:
Exams grading
scale
1. Written
Assignments –
Rubric A
Individual Reflection
2. Oral
Presentations –
Rubric B
Attend Art, Music,
Theatre, or Dance Events
on campus
a. Describe attributes of
appropriate content, style, Exams grading
and forms in the arts
scale
b. Make rational decisions
about how the “artist”
composed the work
c. Make rational decisions
about the stylistic period
d. Develop an awareness
of the medium or mode of
expression the
“artist”employ
Exams
Create presentations
Lecture
Readings-supplemental
interdisciplinary college
level, creative, and
technical supplemental
readings
MSU Gen
Ed
Hum 1
Student
Learner
Outcomes
1b
4b
6b
Class Student Learning
Outcomes
By the end of the
course, students will:
Assessment
measurement
Specific
Teaching/Learning
Activities
3. Interpret how different
cultures develop values
and beliefs.
1. EssaysRubric A
Pre-test/post-test
2. On-demand
writing
assignment
pass/fail
Exams grading
scale
Exams
Individual Reflections
Class Discussions
Lecture
Readings-supplemental
interdisciplinary college
level, creative, and
technical supplemental
readings
1b
6a
6c
4. Demonstrate logical
reasoning and
argumentative skills in
regards to cultural
expression and creativity.
1. EssaysRubric A
2. Oral
Presentations –
Rubric B
Exams grading
scale
Pre-test/post-test
Individual Reflections
Exams
Class Discussions
Lecture
Create oral group
presentation
Readings-supplemental
interdisciplinary college
level, creative, and
technical supplemental
readings
4b
6a
5. Create/Foster a
working/living
environment that
promotes an appreciation
for the values and beliefs
of different cultures in
effort to improve the
world and make it a better
place to live for
humankind.
1. On-demand
writing
assignment
pass/fail
Pre-test/post-test
Exams
Class Discussions
2. Oral
Presentations –
Rubric B
Exams grading
scale
Individual reflections
Create oral group
presentation
Readings-supplemental
interdisciplinary college
level, creative, and
technical supplemental
readings
Course Assessment Matrix
SLO
Writing
Exams
Group oral
Presentation
1b. Read college-level critical,
creative, and technical texts for
comprehension
x
x
x
Class
Discussions/
On demand
writing
x
4b. Investigate the worldview
and/or history of cultures
outside the United States
6a. Analyze the significance of
diverse creative productions
and explain how
ideas are communicated
effectively through the
expressive arts (literature,
theatre,
dance, music, and visual arts)
x
x
x
x
x
x
x
x
6b. Describe and analyze the
aesthetic value of creative
productions in cultural
and historical context
X
x
x
x
Specific Activity Information
Class Discussion
Questions for Specific
Learning Activities
“What makes life worth
living?”*
“What causes cultural
conflict?”*
“How do cultures
influence one another?”*
““How do cultures
change over time?”*
“How do different
cultures develop values
and beliefs?”*
“How do literature, art
and music express
cultural values?”*
Facebook and YouTubeHow does it influence our
society?
Specific Learning
Activity
Assessments
Measurement
Class discussion
Individual reflections
Class Discussion graded
by on-demand written
response
Measurement-Pass/fail
Essay Exam
Specific Learning
Activity
“Provide an example of Writing-Students will
how a specific work of write a paper in which
they demonstrate logical
art has the power to
reasoning and
both reflect and/or
argumentative skills in
influence societal
regards to cultural
values and belief.” expression and creativity.
Assessment
Measurement
Written Essay
Measurement- Rubric A
Written Assignment
Assessment
Measurable Question
across all sections
Attend Art, Music,
Theatre, or Dance
Event on campus and
create
Podcast/Written
Assignment for the
following:
Assignment
Assignment
Assignment
Assignment
Assignment
I
II
III
IV
V
Specific Learning
Activity
Attend arts event
Create
Written Assignment
Be able form opinions
of the following
concepts:
1. Develop an awareness
of the medium or mode of
expression the
“artist”employed
2. List and Describe
attributes of appropriate
content, style, and forms
in the arts
3. Make rational
decisions about how the
“artist” composed the
work
4. Make rational
decisions about the
stylistic period
Written AssignmentRubric A
Oral Presentation Rubric B
Oral PresentationsGroup
Assignment I
Recognize how cultural
values are communicated
through and influenced
by the world-wide web
and write about these
ideas.
Specific Learning
Activity
2 Oral Presentations
Assessment
Presentation –Rubric B
Assignment II
“Describe and analyze
the aesthetic value of
creative productions
within a cultural and
historical context” by
answering the following
questions:
1. Discuss how
literature, art and music
express cultural values
2. Reflect on the role of
Cross-cultural artistic
influence and Cultural
evolution.
3. Discuss what you
know about the
development of cultural
value and belief systems
ASSESSMENT
Assessments to demonstrate all competencies: Writing assignments, project
podcast/video presentations, midterm, and a final exam through the semester
will address each competency listed above.
Rubric A- Writing Assessment
(* Sample taken from first year seminar)
Failure
I. Used conventions associated
with standard English
(SLO 1b)
A. Appropriate
grammar
A. Appropriate punctuation
B. Appropriate spelling
C. Appropriate wording
D. Frequent and varied
sentence structure
II. Organized writing
A. Effective opening
B. Logical organization of
information
C. Effective conclusion
D. Effective transitions
E. Writing is purposeful
and focused
III. Applied critical elements
of writing (SLO 6a)
A. Cited sources
appropriately
B. Judicious use of
quoted work
C. Writing engages the
target audience
D. Appropriate writing
style/voice chosen
E. Used examples and/or
details to enrich writing
Mark score for each category
Below
Average
Above
Average
Average
Total
Excellent
0
1
2
3
4
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
0
0
1
1
2
2
3
3
4
4
0
0
0
1
1
1
2
2
2
3
3
3
4
4
4
0
1
2
3
4
0
1
2
3
4
0
1
2
3
4
0
1
2
3
4
0
1
2
3
4
SLO
1bscore
___/ 60=
_____
IV. Content 4b and 6b
A 4b. Investigate the worldview
and/or history of cultures outside the
United States.
0
5
10
15
20
B. Describe and analyze the
aesthetic value of creative
productions in cultural and historical
context.
0
5
10
15
20
Total Score (100 possible)
Excellent=90-100, Good=80-89, Average=70-79, Below Average=60-69, Failure=Below 59
SLO 2
4bscore
___/ 20=
_____
SLO 2e
6bscore
___/ 20=
_____
Rubric B- Oral Group Presentation Assessment
(*Sample taken from first year seminar)
Failure
II. Speaking
A. Used clear enunciation
B. Used appropriate grammar
C. Effectively communicated goals
of presentation
D. Addressed target audience
effectively
E. Listened effectively to audience
questions
III. Organization & medium of
delivery
A. Evidence of planning
B. Organization effectively executed
C. Optimized use of time
D. Appropriate delivery medium
(media) chosen
E. Judicious use of delivery medium
(media)
Mark score for each category
Below
Average
Good
Excellent
Average
Total
0
0
0
1
1
1
2
2
2
3
3
3
4
4
4
0
1
2
3
4
0
1
2
3
4
0
0
0
0
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
0
1
2
3
4
0
5
10
15
20
SLO 6a
2score
___ / 20=
____
0
5
10
15
20
SLO 4b
score
___ / 20=
_____
0
5
10
15
20
SLO 6b
score
___/ 20=
_____
IV. Content
A. 6a. Analyze the significance of
diverse creative productions and
explain how ideas are communicated
effectively through the expressive arts
(literature, theatre, dance, music, and
visual arts)
B. Investigation of worldview
evident OR Investigation of
history of non-US culture is
evident (SLO 4b)
C. 6b. Describe and analyze the
aesthetic value of creative productions
in cultural and historical context.
Total Score (100 possible)
Excellent=90-100, Good=80-89, Average=70-79, Below Average=60-69, Failure=Below 59
GRADING
*General Education Writing assignments (4)
On-demand writing assignments (class notes) &
Essay for measurement across all sections
2 Written Exams (10% each)
Quizzes
Mid-Term Exam
Final Exam
20%
10%
20%
10%
20%
20%
GRADING SCALE
Grading scale: A=90-100, B=80-89, C=70-79, D=60-69, E= Below 60

Required General Education Assessment Percentages
ATTENDANCE POLICY
Attendance is a significant portion of your grade. Do not expect to
pass this class without regular attendance. Instructor is not required to
accept late papers or to administer make-up tests, unless a University
excused absence is provided. Written assignments are to be individually
created, and are due at the beginning of each class. *Your attendance grade will
be determined on a percentage basis. The formula is: Number of days present
divided by the number of class meetings = %. (Ex.: 3 absences = 35 days
present/38 = 92%). Mid-Term attendance calculation will be based on the
number of class meetings up to the midterm exam.
Campus Safety Statement: Emergency response information will be
discussed in class. Students should familiarize themselves with the nearest exit
routes in the event evacuation becomes necessary. You should notify your
instructor at the beginning of the semester if you have special needs or will
require assistance during an emergency evacuation. Students should familiarize
themselves with emergency response protocols at
www.moreheadstate.edu/emergency.
Academic honesty: Cheating, fabrication, plagiarism or helping others to
commit these acts will not be tolerated. Academic dishonesty will result in severe
disciplinary action including, but not limited to, failure of the student assessment
item or course, and/or dismissal from MSU. If you are not sure what constitutes
academic dishonesty, read The Eagle: Student Handbook or ask your instructor.
The policy is located at http://www.moreheadst.edu./units/studentlife/handbook/academicdishonesty.html. For example:
Copying information from the Internet is plagiarism if appropriate credit is not
given.
Policy for Accommodating Students with Disabilities: Professional staff
from MSU Academic Services Center (ASC) coordinates efforts to address
accessibility needs and class accommodations with instructors of students who
have learning or physical disabilities. Faculty will cooperate with the ASC staff to
accommodate the needs of students taking departmental courses.
COURSE SCHEDULE AND ASSIGNMENTS
Important – All due dates are shown below. All Assessments (quizzes, tests, exams) are to
be taken on or before the date listed below. Written assignments are due on the date
listed below. You must be present on the date you are scheduled to present for both individual
and group presentations in order to receive credit. Professor Greene may change assignment
dates with prior notification and will make adjustments in regards to weather. Refer to the
attendance policy section concerning “make up” testing and acceptance or late assignment.
Jan 6-10 (Class Overview)
Mon – Snow Day
Tues – Class Overview/What is RnR
(snow day pending)
Wed – Personal Song Intro
Thurs – School of Rock Pt. 1
Fri – School of Rock Pt. 2
Jan 13-17 (Music Basics)
Mon – Elements of Music
Tues - Instruments of the Orchestra
Wed - Basic Music Theory
Thurs - Tech Theory
Fri - Online Research
Jan 20-24 (Chpt. 1)
Mon – MLK Jr. Day – no School
Tues – Text Book PreFace – Group up
Wed – Chpt. 1 Group Work
Thurs – Chpt. 1 Group Work
Fri – Chpt. 1 Group Presentation
Jan. 27-31 (Chpt. 2 – 3)
Mon –Finish Group/ Chpt. 2 Outline
Tues – Chpt. 2 Notes
Wed – Elvis #1 Hits
Thurs – Chpt. 3 Outline
Fri – Chpt. 3 Notes
Feb 3 - 7 (Chpt. 1-3 Quiz)
Mon – Chpt. 1-3 Review
Tues – Chpt. 1-3 Quiz
Wed – Hairspray Pt. 1
Thurs – Hairspray Pt. 2
Friday – Hairspray Written Response
Feb 10-14 (Chpt. 4)
Mon – Chpt. 4 Outline
Tues – Chpt. 4 Notes
Wed – Dream Girls Pt. 1
Thurs – Dream Girls Pt. 2
Fri – Dream Girls Written Response
Feb 17-21 (Chpt. 5 & 6)
Mon – No School
Tues - Chpt. 5 Outline
Wed - Chpt. 5 Notes
Thurs - Chpt. 6 Outline
Fri – Chpt. 6 Notes
Feb 24-28 (Chpt. 1-6 Test & Chpt. 7)
Mon – Chpt. 4-6 Review
Tues – Chpt. 1- 6 Test
Wed – Reverse Half Day – No Class
Thurs – Chpt. 7 Outline
Fri – Chpt. 7 Notes/Yellow Submarine
March 3-7 (Chpt. 8 & Mid Term Exam)
Mon – Chpt. 8 Outline
Tues – Chpt. 8 Notes (Blues Song)
Wed – Blues Song/Mid Term Review
Thurs – Mid Term Review
Fri – Mid Term Exam
March 10-14 (Research Paper)
Mon - British Invasion Research
Tues – British Invasion Research
Wed – British Invasion Research
Thurs – British Invasion Research
Fri – British Invasion Research
(Research Paper Due Monday March 17, 2014)
March 17-21 (Chpt. 9 & 10)
Mon – Chpt. 9 Notes
Tues – Chpt. 10 Group Projects
Wed – Chpt. 10 Group Projects
Thurs – Chpt. 10 Group Projects
Fri – KEA Day – No School
March 24-28 (Chpt. 10 Cont.)
Mon – Chpt. 10 Group Presentation/
Tues – Chpt. 10 Group Presentation/
MSU Black Board Discussion
Wed – Ray Pt. 1
Thurs – Ray Pt. 2
Fri – Ray Pt. 3/ Chpt. 11 Outline
Spring Break
April 7-11 (Chpts. 11-13)
Mon – Chpt. 11 Notes
Tues – Chpt. 12 Outline
Wed –( ½ day) Chpt. 12 Notes
Thur – Chpt. 13 Outline
Fri – chpt. 13 Notes
April 14-18 (Chpt. 14 & 15)
Mon – Black Board Assignment
Tues – Chpt. 14 Outline
Wed. – Chpt. 14 Notes
Thurs – chpt. 15 Outline
Fri – Chpt. 15 notes
April 21-25 (Chpt. 16)
Mon – Chpt. 16 Outline
Tues - Chpt. 16 Notes
Wed – Man in the Mirror Pt. 1
Thurs – Man in the Mirror pt. 2
Fri – This is It & Response
April 28 – May 2 (Chpt. 9-15 Test & Chpt. 17)
Mon – Test Review
Tues – Chpt. 9-15 Test
Wed– Chpt. 17 Outline
Thur – Chpt. 17 Notes
Fri – Chpt. 18 Outline
May 5-9 (Chpt. 18 & 19)
Mon – Chpt. 18 Notes
Tues – Chpt. 19 Outline
Wed – Chpt. 19 Notes
Thurs –The Rocker pt. 1
Fri – Finish The Rocker
May 12-16 (Chpt. 20 & 21)
Mon – Chpt. 20 Outline
Tues – Chpt. 20 Notes pt. 1
Wed – Chpt. 20 Notes pt. 2
Thurs – Chpt. 21 Outline
Fri – Chpt. 21 Notes
May 19-23 (Wrap Up & Review Week)
Mon – Internet Assignment
Tues – No school
Wed – Catch Up Day
Thurs – Final Review
Fri – Final Review Listening & Take
Home portion
May 26-30 (Final Exam)
Mon – No School
Tues – Final Review
Wed – Final pt. 1
Thurs – Final Pt. 2
(Tentative final day of school)
Fri – Wrap up day
*As students enrolled in a collegiate course, it is your responsibility to
be aware of the class schedule outlined above and make every effort to
submit all assignments on time and be in attendance for all
assessments and presentations in order to receive credit for this class.