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MUSI 104
Music Appreciation
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
MUSI 104
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Music Appreciation
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
student version
contents links
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
submission of work
netiquette
_________________________
IDEA objectives & IDEA description
course overview
required textbooks
grading scale
learning outcomes
course schedule
external links
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
financial aid
library resources
Academic Honesty Policy
APA formatting and style
APA resources for students
Student Success Center (SSC)
services for students with disabilities
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
_________________________
Benedictine Current Students
Moser Center Student Information
Student Login to D2L
Student E-Mail Login
Academic Calendars
BenUConnect  MyBenU
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
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about
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Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
resources
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outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
http://www1.ben.edu/programs/a
dult_cohorts/mission_vision.asp
2
Content Links
Music Appreciation | MUSI 104
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* http://www.ben.edu/academic_programs/moser/about/index.cfm
About Blended Learning
Blended learning is the integration of different learning environments: mainly
the online format with the face-to-face format, but may also include mobile
learning. Blended learning, also referred to as hybrid learning, relies on both
the advantages of digital/technology innovation and the methods of face-toface instruction. At Moser College, we use blended learning by combining
asynchronous online classroom sessions with a face-to-face classroom
environment. We alternate between the online session and the face-to-face
session in 5-week courses, with the A session being face-to-face and the B
session being online.
hallmarks of a Benedictine Education:
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
Music Appreciation | MUSI 104
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
home
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
Music Appreciation | MUSI 104
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
home
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course
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learning
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Music Appreciation | MUSI 104
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
home
about
expectations
resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Netiquette
Music Appreciation | MUSI 104
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
home
about
expectations
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course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
IDEA
Music Appreciation | MUSI 104
Student Weekend Course Overview
Course Description
This course explores the history of Western Classical Music by focusing on each of its eras. It also offers
access to various ways to listen to music and how to take full advantage of concert attendance. Provides
detailed explanations and sound demonstrations of the basic musical elements and performing media.
Course Materials
Required Textbook and Materials
Wright, Craig. (2014). Listening to Music (7th edition). Boston, Schirmer. Cengage Learning. ISBN :
9781133954729
Wright, Craig. (2014). 5-CD Set for Wright’s Listening to Music. Boston, Schirmer. Cengage
Learning. ISBN : 9781285097237
Wright, Craig. (2014). Popular and Global Music CD for Wright’s Listening to Music. Boston,
Schirmer. Cengage Learning. ISBN : 978128509724
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
home
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To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Course Overview
Music Appreciation | MUSI 104
Student Weekend Course Outcomes
Wk
Learning Objective
Assignment
Pts
Discover how music is prevalent in every day life.
Individual Written Assignment
10 pts
Describe and compare music to create a
meaningful answer to what music means.
PBL Team Assignment. What is Music? Creation of a
collective diagram.
10 pts
Research, Analyze, and Reflect on a familiar piece
of music.
Team Presentation
15 pts
Distinguish between all elements of music through
listening.
Listening Quiz
10 pts
Listen to, Identify, Describe, Analyze, and
Evaluate Baroque Opera.
Monteverdi Discussion Post and two Response Posts on
D2L
10 pts
Listen to, Identify, Describe, Analyze, and
Evaluate Baroque Concertos.
Individual Written Assignment : Concertos
10 pts
Research, Analyze, and Discuss Music and how it
relates to the social culture during the Classical
period.
Social Shift Discussion Post and two Response Posts on
D2L
10 pts
Research, Organize and Evaluate current and past
concert series data.
PBL : Concert Research Table, Creation, Assessment, &
Reflection
10 pts
Create a list of Classical Art Music as it relates to
today’s concert series.
Individual Written Assignment
10 pts
3A
Create an Action Plan by selecting and ranking
subjects/talking points for PBL
presentation/paper.
PBL : Action Plan Project
10 pts
3B
Distinguish between all elements of music through
listening.
Listening Quiz
10 pts
Create and Perform Postmodernist Music
John Cage Composition
5 pts
Create an action plan to solve a real world
musical problem.
PBL : Team Presentation / Proposal
25 pts
Listen to, Analyze, Compare and Contrast Western
and non-Western music.
Non-Western Discussion Post and two Response Posts on
D2L
10 pts
Develop a greater appreciation for, and
knowledge of, music from a non-Western culture.
Individual Written Assignment
10 pts
Describe, Reflect, and Discuss the meaning of
music.
What is Music? Discussion Post and two Response Posts on
D2L
10 pts
Create and Reflect on an action plan to solve a
real world musical problem.
PBL : Individual Written Final Proposal
25 pts
1A
1B
2A
2B
4A
4B
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Learning Outcomes
Music Appreciation | MUSI 104
Student Weekend Course Outcomes
Total Points for the Course
Discussion Questions
10 pts ea x 4
= 40 pts
20% of the total points
Written Assignments
10 pts ea x 4
= 40 pts
20% of the total points
Team Assignments
10 pts ea x 3; 5 pts ea x 1 ;
15 pts ea x 1
= 50 pts
25% of the total points
Assessments
10 pts ea x 2
= 20 pts
10% of the total points
PBL project/presentation
25 pts x 2
= 50 pts
25% of the total points
Total Points for the Course
= 200 pts
home
about
expectations
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course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
Learning Outcomes
Music Appreciation | MUSI 104
Student Weekend Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Music Basics &
Instruments
•
•
•
•
•
•
•
no pre-assignment for session 1A
Reading in Text : Part I
Listening in Text : Part I
PowerPoints : Parts I & II Outline & Listening Help
Individual Written Assignment : Music and Your Life
PBL : Introduce PBL and the PBL Project
PBL : Team Assignment
01 B
F2F
Music Basics &
Instruments / Middle
Ages & Renaissance
•
•
•
•
•
•
Reading in Text : Parts I & II
Listening in Text : Parts I & II
PowerPoints : Parts I & II Outline & Listening Help
Team Presentation
Listening Quiz
PBL : Discover prior knowledge and use it to develop the
problem statement
02 A
online
Baroque Period
•
•
•
•
•
Reading in Text : Part III (Review Part I)
Listening in Text : Part III
PowerPoints : Parts I & III Outline & Listening Help
Individual Written Assignment : Concertos
Group Discussion / Peer Response : Orfeo
02 B
online
Classical Period
•
•
•
•
•
•
Reading in Text : Part IV (Review Part I)
Listening in Text : Part IV
PowerPoints : Parts I & IV Outline & Listening Help
PBL : Individual Written Assignment : Classical Art Music
Pieces
PBL : Fact Finding Activity
Group Discussion / Peer Response : Social Shift
03 A
F2F
Romantic Period
•
•
•
•
Reading in Text : Part V (Review Part I)
Listening in Text : Part V
PowerPoints : Parts I & V Outline & Listening Help
PBL : Action Plan
03 B
F2F
Modern, Postmodern, and
American Music
•
•
•
•
•
•
Reading in Text : Parts VI & VII (Review Part I)
Listening in Text : Parts VI & VII
PowerPoints : Parts I, VI & VII Outline & Listening Help
Listening Quiz
Team John Cage Activity
PBL : Presentation
04 A
online
Global Music
•
•
•
•
•
Reading in Text : Part VIII (Review Part I)
Listening in Text : Part VIII
PowerPoints : Parts I & VIII Outline & Listening Help
Individual Written Assignment : non-Western Country
Group Discussion / Peer Response : Global Music
04 B
online
Class Summary &
Reflection
•
•
Group Discussion / Peer Response : What is Music?
PBL : Individual Written Final Paper
home
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course
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Schedule