UCC/UGC/ECCC
Proposal for Course Change
FAST TRACK
(Select if this will be a fast track item. Refer to UCC or UGC Fast Track Policy
for eligibility)
If the changes included in this proposal are significant, attach copies of original and proposed
syllabi in approved university format.
1. Course subject and number: MUS 350
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Arts and Letters
5. Current Student Learning Outcomes of the
course.
4. Academic Unit:
2
School of Music
Show the proposed changes in this column (if
applicable). Bold the proposed changes in this
column to differentiate from what is not
changing, and Bold with strikethrough what is
being deleted. (Resources & Examples for
Developing Course Learning Outcomes)
UNCHANGED
Upon successful completion of MUS 421,
Upon successful completion of MUS 350,
students will:
students will:
 Acquire a thorough understanding of the
 Acquire a thorough understanding of the
function of singing voice
function of singing voice
 Develop a basis for evaluation of singing
 Develop a basis for evaluation of singing
and vocal teaching methods, allowing
and vocal teaching methods, allowing
them to enter the teaching work force at
them to enter the teaching work force at
the professional level.
the professional level.
 develop a basis for evaluation of singing
 develop a basis for evaluation of singing
and vocal teaching methods, allowing
and vocal teaching methods, allowing
them to enter the teaching work force at
them to enter the teaching work force at
the professional level
the professional level
 have acquired practical experience in
have acquired practical experience in
teaching voice in the standard format:
teaching voice in the standard format:
one-on-one studio work.
one-on-one studio work.
6. Current title, description and units. Cut and
paste, in its entirety, from the current on-line
academic catalog* http://catalog.nau.edu/Catalog/.
Show the proposed changes in this column Bold
the proposed changes in this column to differentiate
from what is not changing, and Bold with
strikethrough what is being deleted.
MUS 350 VOCAL PEDAGOGY (2)
MUS 350 421 VOCAL PEDAGOGY (2)
Description: Studies the techniques of teaching
singing and the physiology of the voice with
emphasis on the most recent medical and
scientific findings. Letter grade only. Course fee
required.
Description: Studies the techniques of teaching
singing and the physiology of the voice with
emphasis on the most recent medical and
scientific findings. Co convene with MUS
521. Letter grade only. Course fee required.
Units: 2
Units: 2
Prerequisite: successful completion of an
upper-divison vocal proficiency.
*if there has been a previously approved UCC/UGC/ECCC change since the last catalog year, please copy the approved
text from the proposal form into this field.
7. Justification for course change.
We are co-convening this course with MUS 521 – Vocal Pedagogy. This is part of a School of
Music 6 course co-convene project pairing undergraduate and graduate classes in vocal
literature and pedagogy, major instrumental literature and pedagogy, and piano literature and
pedagogy. In order for these co-convenes to be successful, this course will have to change
from a 300-level course to a 400-level course.
Co-convening these courses and the number changes more accurately reflects the current
function of these courses. Most undergraduate students are taking this course at the end of
their degrees (juniors and seniors – 400-level work) and graduate students would likely take
this in the first year of their Master's degree (500-level work). Undergraduate students are
utilizing the skills in this course in a timely manner (near the end of their degree) as they
prepare for capstone experiences (recitals and student teaching). Master's candidates would
be using these skills well ahead of advanced performance training in preparation of their
capstone projects (graduate recitals).
Faculty worked with Associate Director of Graduate Studies to update Learning Outcomes.
Essentially, they did not change, but are using updated language that is in alignment with
example language supplied by the Office of Academic Assessment.
8. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2013
IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING
CURRENT
Current course subject and number:
MUS 350
Current number of units:
PROPOSED
Proposed course subject and number:
MUS 421
Proposed number of units:
Current short course title:
Proposed short course title (max 30 characters):
Current long course title:
Proposed long course title (max 100 characters):
Current grading option:
letter grade
pass/fail
or both
Current repeat for additional units:
Proposed grading option:
letter grade
pass/fail
or both
Proposed repeat for additional units:
Current max number of units:
Proposed max number of units:
Current prerequisite:
Proposed prerequisite (include rationale in the
justification):
NONE
Successful completion of an upper-divison
vocal proficiency.
Current co-requisite:
Proposed co-requisite (include rationale in the
justification):
Current co-convene with:
NONE
Current cross list with:
Proposed co-convene with:
MUS 521
Proposed cross list with:
9. Is this course in any plan (major, minor, or certificate) or sub plan (emphasis)?
Yes
No
If yes, describe the impact and include a letter of response from each impacted academic unit.
This course will be offered to all vocal students in the School of Music. By co-convening this
course with MUS 521, it will result in a higher enrollment for the course as well as enhance the
education of our most talented undergraduate and graduate performance majors.
Additionally, this may ensure sustainability for the courses in our MM vocal performance
program.
10. Is there a related plan or sub plan change proposal being submitted?
If no, explain.
Yes
11. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
No
No
Answer 12-15 for UCC/ECCC only:
12. Is this course an approved Liberal Studies or Diversity course?
If yes, select all that apply:
Liberal Studies
Diversity
Yes
No
Yes
No
Both
13. Do you want to remove the Liberal Studies or Diversity designation?
If yes, select all that apply.
Liberal Studies
Diversity
Both
14. Is this course listed in the Course Equivalency Guide?
Yes
No
15. Is this course a Shared Unique Numbering (SUN) course?
Yes
No
Scott Galland
02/07/2013
Reviewed by Curriculum Process Associate
Date
Approvals:
Department Chair/ Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC/ECCC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
PROPOSED SYLLABUS
MUS 421
Vocal Pedagogy
Spring 2014
Credit Hours: 2
Room 217
Instructors:
Dr. Robert Allen Saunders – robert.saunders@nau.edu
Dr. Judith Cloud – Judith.Cloud@nau.edu
Course Prerequisites:
Passing of a vocal upper division proficiency, or permission of instructor.
Course Description
A study of vocal anatomy, vocal function and teaching methods, with an emphasis on application for
both performers and teachers.
Student Learning Outcomes
Upon successful completion of MUS 420, students will:
 acquire a thorough understanding of the function of the singing voice including a working
knowledge of the laryngeal anatomy and how it relates to phonation.
 acquire a thorough knowledge of the respiratory anatomy and how it relates to singing.
 develop a basis for evaluation of singing and vocal teaching methods, allowing them to enter
the teaching work force at the professional level
 have acquired practical experience in teaching voice in the standard format: one-on-one
studio work.
Course Structure and Approach
Each student will observe three lessons taught by three NAU voice teachers and turn in reports in
week five, week ten and week fifteen. Each student will be assigned one singer to teach during the
semester. Lessons will take place outside of class each week and the student teacher will keep a
journal of progress including exercises used and literature studied. A report documenting this
progress will be turned in at the end of the semester.
Each student teacher will present two short sessions with their student for me at the end of the
semester demonstrating teaching techniques. A sign up sheet with times will be on my studio door
around mid-October.
One article report shall be written during the semester on a vocal pedagogy article. The report is due
on Wednesday, November 30. The journal is due on Wednesday, December 7. Teacher observations
are due on Monday, September 26, Monday, October 31 and Monday, December 5. A one-week
grace period will be allowed. No observations will be accepted after the grace period.
Course Schedule – Outline:
 Respiration (Week 1-4)
 Phonation (Week 5-7)
 Resonance and Registration (Week 8-11)
 Related Topics (Week 12-15)
Graduate Student teaching days
 Wednesday, October 31
 Wednesday, November 14
 Wednesday, November 28
Exams
 Wednesday, September 19
 Wednesday, October 10
 Wednesday, November 7
Article Report
 Wednesday, November 28
Teaching Journal
 December 3
Final Exam
 WEDNESDAY, December 12, 12:30-2:30 PM
Course Schedule – Detailed:
Week 1
Monday, August 27
Information Session
Discussion
 "Why should I study Vocal Pedagogy?"
 Dispelling myths
 Important skills (basic piano proficiency)
Assignment: Arrange to observe lessons with a member of the NAU voice faculty, fill out a report on
each lesson and turn in the first report by Monday, September 26.
Reading assignment:
 Doscher, preface and Introduction.
Wednesday, August 29
 Discuss reading
 Powerpoint: "Why should I study Vocal Pedagogy?"
Week 2
Monday, September 3
No class
Wednesday, September 5
Assignment of students to student teachers
Discussion: What to do at the first lesson
Lecture:
 Onset and Release
Reading assignment:
 Doscher, pp. 1-29.
 Farinelli Exercise
Week 3
Monday, September 10
Lecture:
 Respiratory Anatomy
 posture and the technique of appoggio
Wednesday, September 12
Lecture:
 Vibrancy in singing
 Vocal faults related to breath management
 "Singer's Voice" film 1
Week 4
Monday, September 17
Lecture:
 Methods and exercises related to Breath
 How to teach “book and table”
Reading assignment:
 Review Kiesgen article on breathing available on Vista.
 respiratory anatomy
Wednesday, September 19
Exam on Respiration
Identify the vocal pedagogy article intended for review (the paper is due on Wednesday, November
28th.)
Week 5
Monday, September 24
First Observation Report Due
Lecture: Anatomy and Physiology of Phonation
 Powerpoint: Phonation
Reading assignment:
Doscher pp. 30-57.
Wednesday, September 26
Lecture: The Phonatory Process
"Singers' Voice"-Film #3, The Vocal Tract
Agility factors-The pulsated drill
Assignment: Arrange to observe lessons with a member of the NAU voice faculty, fill out a report on
each lesson and turn in the report by Monday, October 29th.
Week 6
Monday, October 1
Lecture: The physical factors of phonation
Reading assignment:
 Doscher, pp. 69-84
Wednesday, October 3
Exercises to assist in improvement of phonation (handout)
Reading assignment:
 Kiesgen article on phonation available on Vista.
Week 7
Monday, October 8
Review of laryngeal anatomy and physiology
Wednesday, October 10
Exam on Phonation
Week 8
Monday, October 15
Review Quiz on Phonation
Lecture: Diagnosis of Vocal faults related to resonation
The Resonant Voice: supraglottic considerations: vowel formants, singer’s formant, pharyngeal
resonance, placement,
View Singers Voice Film “ Resonance
Reading assignment:
 Doscher pp. 85-105
Wednesday, October 17
Lecture: The Resonant Voice: velopharyngeal closure, vowel differentiation in singing; the “acoustic
at rest” posture, vowel postures, mouth positions for singing, vowels, exercises for vowel
differentiation; resonance balancing through nasal consonants, resonance balancing through nonnasal consonants
 Powerpoint: Resonance and Registration
Reading assignment:
 Doscher pp. 106-132
Week 9
Monday, October 22
Lecture: Registration in the Male Voice, passaggio, registration events, exercises for achieving
evenly registered scale; how to determine a singer’s classification:
 Powerpoint on Male registration.
Reading assignment:
 Kiesgen article on Resonance
Wednesday, October 24
Lecture: Registration in the Female Voice, passaggio, registration events, exercises for achieving
evenly registered scale; how to determine a singer’s classification.
 Powerpoint on Female registration.
Reading assignment:
 Doscher pp. 171-210
 Kiesgen article on Registration
Week 10
Monday, October 29
SECOND OBSERVATION REPORT DUE
Lecture on Formants and Vowel Modification (Voce Vista)
Wednesday, October 31
Graduate Students teach their students in class
Week 11
Monday, November 5
Review for quiz on resonance and registration
Assignment: Arrange to observe lessons with a member of the NAU voice faculty, fill out a report
on each lesson and turn in the report by Monday, December 3rd.
Wednesday, November 7
Exam on Resonance and Registration
Week 12
Monday, November 12
Discuss: Exam on Resonation and Registration
Lecture: Choosing repertoire for the beginning vocal student
Wednesday, November 14
Graduate Students teach their students in class
Reading assignment:
 Edwin article on Teaching Children.
Week 13
Monday, November 19
Lecture Choosing repertoire for the more advanced vocal student; the solo singer in a choral
setting
Wednesday, November 21
Lecture: Vocal Health; Exercise and bodywork (Powerpoint)
Reading assignment:
 Edwin articles on belting
Week 14
Monday, November 26
Teaching Class Voice; belting and musical theater: in class discussion.
Teaching younger voices, ages 12-18
Wednesday, November 28
Graduate students teach their students in class.
Book Report Due Article review due
Reading assignment:
 Doscher pp. 211-258
Week 15
Monday, December 3
Third Observation Report Due
Review for Final Exam
Wednesday, December 5
Review for Final Exam
Journals Due
FINAL EXAM: WEDNESDAY, December 12, 12:30-2:30 PM
Text book, required reading, and other required resources:
Doscher, Barbara M. The Functional Unity of the Singing Voice. 2nd Edition, Lanham, Md, and
London, The Scarecrow Press, Inc., 1994.
Recommended optional materials/references:
McCoy, Scott
Your Voice: An Inside View (with CD-ROM)
Princeton: Inside View Press, 2004.
McKinney, James C. Diagnosis and Correction of Vocal Faults. Nashville: Genevox, 1994.
Miller, Richard
The Structure of Singing
Solutions for Singers
Training Tenor Voices
Training Soprano Voices
The National Schools of Singing
Recommended web sources:
History of Voice Pedagogy
http://sitemaker.umich.edu/gregory.h.wakefield/files/icad03_wakefield.pdf
http://www.singingvoice.net/history.html
Articles by Shirley Emmons
http://www.sci.brooklyn.cuny.edu/~jones/Shirlee/vocaltechnique.html
VoceVista is a simple-to-use software application for the PC. It was developed primarily for singing
teachers to analyze the singing voice, thereby helping their students progress more rapidly.
http://www.vocevista.com/
National Center for Voice and Speech with Ingo Titze
http://www.ncvs.org
Anatomy and Physiology
Diaphragm
http://www.youtube.com/watch?v=hp-gCvW8PRY
http://www.youtube.com/watch?v=SWJHSTAWTCk&NR=1
Larynx
http://www.youtube.com/watch?v=2XIyRjLmRfI
http://www.youtube.com/watch?v=A0dV6hX5r5k&feature=related
http://www.youtube.com/watch?v=DfN5J0-WbzM&feature=related
http://www.youtube.com/watch?v=TiCgex4dBH4&feature=related
http://www.youtube.com/watch?v=3NLd8zrMdS4&feature=related
Pharynx
http://www.youtube.com/watch?v=-msOJE4Mi-k&feature=related
Video Stroboscopy of Vocal Cords
http://www.youtube.com/watch?v=ajbcJiYhFKY&feature=related
Appoggio
http://www.singwise.com/cgi-bin/main.pl?section=articles&doc=AnatomyOfVoice
Health
The Voice Academy website
www.voiceacademy.org
Recommended Reading Available in Cline Library:
Appelman, D. Ralph. The Science of Vocal Pedagogy (1967). Reprint Bloomington: Indiana
University Press, 1974.
Brown, William Earl. Lamperti’s Vocal Wisdom. Boston: Crescendo Publishing Co., 1973.
Callaghan, Jean. Singing and Voice Science. San Diego: Singular Publishing Group, 2000.
Coffin, Berton. Historical Vocal Pedagogy Classics. Metuchen, NJ: Scarecrow Press, 1989.
Doscher, Barbara. The Functional Unity of the Singing Voice, Second Edition. Metuchen, NJ: The
Scarecrow Press, Inc., 1994.
Hines, Jerome. Great Singers on Great Singing, Fifth Edition. New York: Limelight Editions, 1990.
Kagen, Sergius. Music for the Voice, Bloomington, IN: Indiana University Press, 1968.
Miller, Richard. English, French, German and Italian Schools of Singing, (Revised Edition) New York:
Scarecrow Press, 1997.
Miller, Richard. On the Art of Singing. New York: Oxford University Press, 1996.
Miller, Richard. Securing Baritone, Bass-Baritone, and Bass Voices. New York: Oxford University
Press, 2008.
Miller, Richard. Training Soprano Voices. New York: Oxford University Press, 2000.
Miller, Richard. Training Tenor Voices. New York: Schirmer Books/McMillan, 1993.
Rammage, Linda. Management of the voice and its disorders, Vancouver, Canada: Singular
Thomson Learning, c2001.
Rose, Arnold. The Singer and the Voice, London: Faber and Faber, Ltd., 1962.
Sataloff, Robert Thayer. Treatment of voice disorders, San Diego: Plural Publishing, 2005.
Smith, Brenda and Robert T Sataloff. Choral pedagogy. San Diego: Plural Publishing, 2006.
Sundberg, Johann. The Science of the Singing Voice. DeKalb: Northern Illinois University Press,
1987.
Vennard, William. Singing, the Mechanism and the Technique, Boston: Carl Fischer, Inc. 1967.
Wormhoudt, Pearl. Building the Voice as an Instrument, Oskaloosa, IA: William Penn College, 1981.
Assessment of Student Learning Outcomes:
Exams will be given during the semester and written reports submitted. Observation of singing and
teaching skills, including basic piano proficiency will also take place during class. There will be a final
examination.
Grading for this course is based on a 1000 point system:
A 1000-900
B 899-800
C 799-700
D 699-600
F 599 or lower
Teacher Observations
200 points
Article Report
200 points
Teaching Progress Report (Journal)
50 points
Class Participation
50 points
Exams
300 points
Final Exam
200 points
Total
1,000 points
Course policies:
Retests/makeup tests
Makeup tests will be given to students who miss the class period due to illness or other emergency.
The test must be completed within seven days.
Attendance
Attendance is required at all class sessions. It is understood that there may be a limited number of
absences for reason of illness or conflicts with university-sponsored activities. Absence will be
excused if conflicts or illness are documented. (Acceptable documentation is a note from a doctor or
health clinic.) More than two unexcused absences will cause the grade to be lowered by one letter.
The policy as stated in the NAU Undergraduate Catalog: “You are responsible for regularly attending
all classes for which you are registered. Should an absence from class be unavoidable, you are
responsible for reporting the reason to your instructors. (Be aware that Fronske Health Center does
not provide documentation of your health problems.) In addition, you are responsible for making up
any work you miss. Your instructors are under no obligation to make special arrangements for you if
you are absent. You should also know that we ask instructors to inform the Office of Student Life if
you are continually absent so that office can assist you with any nonacademic problems you may be
having.”
UNIVERSITY POLICY STATEMENTS:
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote
the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of
discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation,
disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone
at this university.
You may obtain a copy of this policy from the college dean’s office or from the NAU’s Affirmative
Action website http://home.nau.edu/diversity/. If you have concerns about this policy, it is important
that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), or
NAU’s Office of Affirmative Action (928-523-3312).
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice)or 523-6906 (TTY), dr@nau.edu (e-mail)or 928-523-8747
(fax).Students needing academic accommodations are required to register with DR and provide
required disability related documentation. Although you may request an accommodation at any time,
in order for DR to best meet your individual needs, you are urged to register and submit necessary
documentation (www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR
is strongly committed to the needs of student with disabilities and the promotion of Universal Design.
Concerns or questions related to the accessibility of programs and facilities at NAU may be brought to
the attention of DR or the Office of Affirmative Action and Equal Opportunity (523-3312).
INSTITUTIONAL REVIEW BOARD
Any study involving observation of or interaction with human subjects that originates at NAU—
including a course project, report, or research paper—must be reviewed and approved by the
Institutional Review Board (IRB) for the protection of human subjects in research and researchrelated activities.
The IRB meets monthly. Proposals must be submitted for review at least fifteen working days before
the monthly meeting. You should consult with your course instructor early in the course to ascertain if
your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and
procedures for the IRB review. Your instructor and department chair or college dean must sign the
application for approval by the IRB. The IRB categorizes projects into three levels depending on the
nature of the project: exempt from further review, expedited review, or full board review. If the IRB
certifies that a project is exempt from further review, you need not resubmit the project for continuing
IRB review as long as there are no modifications in the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s administrative
office and each college dean’s office or on their website:
http://www.research.nau.edu/compliance/irb/index.aspx. If you have questions, contact the IRB
Coordinator in the Office of the Vice President for Research at 928-523-8288 or 523-4340.
ACADEMIC INTEGRITY
The university takes an extremely serious view of violations of academic integrity. As members of the
academic community, NAU’s administration, faculty, staff and students are dedicated to promoting an
atmosphere of honesty and are committed to maintaining the academic integrity essential to the
education process. Inherent in this commitment is the belief that academic dishonesty in all forms
violates the basic principles of integrity and impedes learning. Students are therefore responsible for
conducting themselves in an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic
dishonesty. Faculty members then recommend penalties to the department chair or college dean in
keeping with the severity of the violation. The complete policy on academic integrity is in Appendix G
of NAU’s Student Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm.
ACADEMIC CONTACT HOUR POLICY
The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic
Credit) states: “an hour of work is the equivalent of 50 minutes of class time…at least 15 contact
hours of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a
minimum of 30 hours of student homework is required for each unit of credit.”
The reasonable interpretation of this policy is that for every credit hour, a student should expect, on
average, to do a minimum of two additional hours of work per week; e.g., preparation, homework,
studying.
SENSITIVE COURSE MATERIALS
If an instructor believes it is appropriate, the syllabus should communicate to students that some
course content may be considered sensitive by some students.
“University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In the
course of college studies, students can expect to encounter—and critically appraise—materials that
may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.”