GREAT BASIN COLLEGE
COURSE SYLLABUS
SPRING – 2014
I.
II.
COURSE NUMBER: Music 121 interactive video, Sections 1001, 1002, 1003, 1005 & 1006
Meeting Time: Tuesday and Thursday sending from Ely – 8 - 9:15 a.m.
CREDITS: 3
III.
PREREQUISITES: None
IV.
CATALOG DESCRIPTION: The historical and cultural background of music and
origins to the twentieth century.
ADA STATEMENT: Any student with a disability requesting accommodations is requested to
contact the Student Services Office in Elko at 753-2279 as soon as possible.
V.
INSTRUCTOR INFORMATION: Minnis Alderman: 1280 Avenue F (E. Aultman), Ely, Nevada;
(775) 289-2116 or 289-5468; 9:30 A.M. to 5:00 P.M., Monday through Saturday. Fax: (775) 2895217. E-Mail minnis.alderman@gbcnv.edu
VI.
REQUIRED AND RECOMMENDED TEXTBOOKS: Kerman, Joseph and Tomlinson, Gary 2011.
Listen, (7 th Edition). St. Martins. (ISBN: 978-0-31260-267-3)
Recommended: references listed in the textbook
Course material may be purchased
online at http://www.efollett.com
GRADING POLICY/POINT SYSTEM: G.B.C. wants students to succeed. Grades describe the quality
of work completed. Class attendance is vital. Three points for each unexcused absence and two points for
each tardy will be deducted from points earned. Final grade is a compilation of all test scores, assigned
reports and projects, and class participation.
GRADE VALUES ARE AS FOLLOWS:
A+
A
AB+
B
BC+
C
CD+
D
DF
Superior
Above Average
Average
Below Average
I
W
Failure
Incomplete Withdrawal -
98 & above
94
90
87
84
80
77
74
70
67
64
60
Below
See guidelines in course catalog.
See guidelines in course catalog.
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11
10
9
8
7
6
5
4
3
2
1
Refer also
to
GBC catalog
MAKE-UP WORK may be accepted, possibly, upon reasonably explained request.
LATE WORK will be accepted on the basis of lowering by one letter grade for each day's delay.
MAKE-UP EXAMS will be permitted only if excused absence is pre-arranged or if the absence
is the result of emergency.
VIII.
COURSE GOALS/OBJECTIVES:
After successful completion of this course, the student will be able to
1.
identify structural form in music;
2.
identify musical examples from Medieval/ Renaissance, Baroque,
Classical, Romantic, and Modern eras.
IX.
ASSIGNMENTS/CONTENTS
Each student will have the opportunity to discuss a topic of particular interest in music and to
prepare a research paper. Subjects for research or discussion may be chosen from the
following.
1.
Acoustics of Instruments
2.
Violin Makers of Italy
3.
Music of Spain
4.
Music of Mexico (colonial period)
5.
Music in Medicine
6.
History of the Pianoforte
7.
Music of South America
8.
Lieder
9.
Oratorio
10. Baroque Suites
11. Gregorian Chant
12. Greek Influences on Music
13. History of the Orchestra
14. Hurdy-gurdy
15. Canons and Fugues
16. History of Opera
17. Music of Russia
18. Impressionism and Expressionism in Music
19. Jazz in the Concert Hall
20. Ballet in the Twentieth Century
21. Jazz
or a topic of the student's own choosing with instructor's approval.
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X.
STUDENT OUTCOMES:
Upon successful completion of the course, the student should be able to
1.
2.
3.
4.
5.
6.
XI.
identify the basic elements of music as rhythm, melody, harmony, and
tone color in a piece of music;
identify texture of a piece of music;
perceive the form/structure of a musical piece through an ABA
structural analysis;
identify common musical vocabulary terms;
identify at least one major composer of a particular period;
identify the genre of a piece of music.
MEASUREMENT METHODS:
Exams: Multiple choice, Matching, Essay, Completion
Class Participation
Daily Feedbacks: logs, questions from students, appraisal of learned material in chapters and
discussions.
FINAL GRADE WILL BE THE AVERAGE OF EACH OF THESE CATEGORIES:
1. Dailies – 20%
Class participation
Logs (pg. 6)
Synopsis and Questions (pg. 7)
2. Tests – 20%
3. Discussions and Presentations – 20%
4. Research paper (pgs. 8 & 9) – 20%
5. Final examination – 20%
PRESENTATION
Select a piece of music you enjoy.
What does the music express?
Why do you enjoy it?
Talk about the elements of music in this piece.
What do you like best about this piece?
The instructor reserves the right to adjust the course calendar to meet the needs of the students. Logs,
summaries, and questions are due each class session. Refer to pages 5 and 6. Pages 8, 9 and 10 are the
guidelines for Research Papers.
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The instructor reserves the right to adjust the course calendar to meet the needs of the students. Logs,
summaries, and questions are due each class session. Refer to pages 5 and 6. Pages 7, 8 and 9 are the
guidelines for Research Papers.
SCHEDULE: Tuesdays and Thursdays, 8:00 A.M. to 9:15 A.M. – NO CELL PHONES
CLASS
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DATE
Tuesday,
Thursday,
Tuesday,
Thursday,
Tuesday,
Thursday,
Tuesday,
Thursday,
Tuesday,
Thursday
Tuesday,
Thursday,
Tuesday,
Thursday,
Tuesday,
Thursday,
Tuesday,
Thursday,
Tuesday,
Thursday,
Tuesday,
Thursday
Tuesday
Thursday,
Tuesday,
Thursday,
Tuesday ,
Thursday,
Tuesday,
Thursday,
Tuesday,
Thursday,
January 21, 2014
23
28
30
February 4
6
11
13
18
20
25
27
March
4
6
11
13
18
20
April
1
3
8
10
15
17
May
May
22
24
29
1
6
8
13
15
ASSIGNMENT
Introduction, Unit I: Fundamentals
Chapters 1 and 2
Chapter 3 and Appendix B
Chapters 4, 5 and Review
TEST #1
PRESENTATION: Unit II: Early Music
Chapters 6
Chapters 7, 8
Chapter 8 and Review
TEST #2
Unit III, Chapter 9
Chapters 10
Chapters 11; Proposal:Research Paper DUE
Chapters 11, 12
Chapter 12
Chapter 12, 13
Chapter 14 and Review
TEST #3
Unit:IV:19th Century, Chapter 15
Chapters 15, 16
Chapter 16, 17
Chapter 18
Chapters 19
Chapter 19 and Review
TEST #4
Unit V: 20th Century
Chapters 20, 21
Chapters 22, 23
Chapter 24
PRESENTATION: RESEARCH PAPER
Review
FINAL EXAMINATION
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MUSIC 121 - MUSIC APPRECIATION
VIDEO/CHAPTER/ARTICLE ASSIGNMENT LOG
Name: ______________________________________
Date: _________________________
Title and number of article: ______________________________________________________
Briefly state the main idea of this article: ___________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
List three important facts that the author uses to support the main idea: ___________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What information or ideas discussed in this article are also discussed in your textbook or other
reading you have done? List the textbook chapters and page numbers: ___________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
List any examples of bias or faulty reasoning that you found in the article: ________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
List any new terms/concepts that were discussed in the article and write a short definition:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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MUSIC 121 - MUSIC APPRECIATION
Name: ______________________________________
Date: _________________________
What are the most important things you learned during class?
What important questions remain unanswered?
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Paper Proposal
Proposal: Select a topic that is of interest to you. Submit a proposal for your specific
topic. The proposal should include
a.
b.
c.
d
clear description of your selected topic
why you are interested in this area
a brief description of what your paper will cover
a list of references that you intend to use (the list will not necessarily be complete at this
point.
The purpose of this proposal is to help you select a topic early to facilitate your research. It will
be returned to you as quickly as possible with suggestions and comments about revisions,
additional references, format and presentation, and further questions. This feedback should then
be incorporated into your final paper.
The paper should be a thoughtful and critical commentary on your chosen topic.
The final paper should conform to the specifications pertaining generally to term papers (e.g.,
title page, references, headings, and content). The paper should be about ten (10) pages long,
double-spaced, typed or word processed, and should contain substantial references.
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RESEARCH WRITING EVALUATION FORM
Writer_______________________Assignment_______________________Date_________
Minimum Standard Requirements
An essay receiving an evaluation of “unacceptable” in
any of these first three areas is considered unfinished
and receives no grade.
Excellent
8 points
(1) The essay uses the conventions of standard edited
English (spelling, punctuation, grammar, paragraphing,
etc.).
(2) The essay’s format and presentation follow the
specifications of MLA or APA format (typed with
standard margins, fonts, correct parenthetical
references, etc).
(3) The essay’s sources (whether primary or secondary
sources) and the use of those sources are appropriate for
college writing. This includes the quality and quantity
of sources, as well as the analysis and integration of them
into the essay.
(4) The essay completes the assignment specified by the
instructor.
Additional Requirements
(5) The essay’s purpose is clear and persuasive.
(6) The essay is directed toward and meets the needs of
its audience.
(7) The essay is well-organized, focused, and unified,
with an effective beginning, middle and end. Transitions
between paragraphs and sections are clear.
(8) The essay provides effective supporting arguments,
evidence, examples, and details.
(9) The essay uses appropriate language and tone.
(10) The essay shows originality and creativity in
realizing (1) through (8).
Overall Evaluation
Total points __________
Grade
__________
Comments:
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Good
6 points
Adequate
4 points
Weak
2 points
Unacceptable
1 point
IMPROVING MEMORY
OR
THE SQ3R STUDY TECHNIQUE
1. SURVEY – Take a “bird’s-eye” view as you note the headings of the chapter, article, etc.
2. QUESTION – During the survey, form questions that come to mind.
3. READ – Then read, searching for answers to questions. Read only as much as you can
absorb without tiring.
4. REHEARSE – Recall in your own words what you have read, glancing back over that
that you can’t recall.
5. REVIEW – Quickly review the whole chapter, article, etc., to know what you have not
grasped.
REREAD – RE- HEARSE – RE-REVIEW AS MUCH AS NECESSARY TO REMEMBER THE MATERIAL!
STUDY REPEATEDLY TO BOOST LONG-TERM RECALL. Overlearn. Provide yourself
with many separate study sessions.
SPEND MORE TIME REHEARSING OR ACTIVELY THINKING ABOUT THE
MATERIAL. Speed-reading (skimming) complex material – with minimal rehearsal – yields
little retention. Rehearsal and critical reflection help more. It pays to study ACTIVELY.
MAKE THE MATERIAL PERSONALLY MEANINGFUL. Form images, understand and
organize information, relate the material to what you already know or have experienced, and
put it in your own words.
USE DEVISES TO HELP REMEMBER UNFAMILIAR ITEMS. Peg-words, chunk, stories,
etc.
REFRESH YOUR MEMORY BY ACTIVATING RETRIEVAL CUES.
MINIMIZE INTERFERENCE.
TEST YOUR OWN KNOWLEDGE, BOTH TO REHEARSE IT, AND TO HELP
DETERMINE WHAT YOU DO NOT KNOW YET. Do not be overconfident. Overlearn.
Test your recall. Take practice tests. Study guides will help.
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GREAT BASIN COLLEGE
MUSIC APPRECIATION
I.
DAILIES
Logs
______
Q&S
______
II. PRESENTATIONS
______
______
______
III. TESTS
#1
#2
#3
#4
______
_____
_____
_____
_____
______
IV. RESEARCH PAPER
______
V. FINAL TEST
______
VI. EXTRA CREDIT
______
DEDUCTIONS FOR TARDIES
_______
DEDUCTIONS FOR ABSENCES
_______
FINAL GRADE
DATE: ________________________
________
NAME: ________________________________
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GBC Assessment Documentation Collection Form
For Gen Ed Courses
1.
Program or Department Name: MUS 121/Music/Fine Arts/Humanities
2.
School Year of the Assessment: 2010/2011
3.
Person Responsible for Assessment: Minnis Alderman
4.
How is each Gen Ed Coursee Learning Outcome described on the syllabus for this particular course?
a. Communications Skills: This course requires that each student complete a 5 to 8 page essay by the end of the semester on
a creative topic relating to music studies; whether musicology, composers, ethnomusicology, or any range of other topics
approved by the instructor. The essay is assessed on grammar, originality of thought, style, and format (the standard format
learned in ENG 101/102 courses). In addition, students are required to participate in weekly written discussions through the
WebCT environment, posting their reactions to and analysis of various music traditions from centuries past to our present
day.
This course also requires that students develop a heightened ability to listen for small details in musical selections; for
example, to listen for instrumentation, meter, tempo, mood, whether a key is minor or major, and then to put in written form
their observations.
b. Critical Thinking: This course encourages students to think about music in a more technical and cognitive manner than
simply as uninterested hearers. Utilizing the mathematical principles upon which music composition is based, they are able to
think rationally about the tools and techniques composers utilize to create the sounds they listen to. Thus, students must
critically analyze music of all types for not only emotional effect but also for technical understanding. In addition, this course
helps students to reason on the various influences and uses for music of varying epochs and cultures. They gain the ability to
discern between various methods of music composition, its place in the society in which it was written, and the ultimate
influence of the piece throughout the ages.
c. Personal and Cultural Awareness: _ Studying music from around the world and throughout the ages imbues an appreciation
for and acceptance of such musical traditions and the roles they played, which might otherwise have been viewed as ‘unlistenable’ previously. This heightened understanding of music effects in students an extended global sense of the world and
its cultures. Students will understand the historical aspects surrounding the masterpieces, not simply viewing them in a
‘vacuum,’ or as an anomaly in human creativity, but as they truly are: signs of the development of human ability to express
musically what painters may brush, sculptures may hewn, writers may pen, or politicians may espouse - a reflection, not just
of the composers brilliance, but rather of the encompassing range of influences surrounding those composers. Each week
students are required to write discussions that demonstrate their understanding of and appreciate for the musical era being
studied.
d. Personal Wellness: Since the time of King Saul, who was soothed by David’s harp, people have recognized the mental
value of music. How much more so does music have this effect, when the listener engages it, understands it, and can fully
appreciate it. What is more, this class opens the range of music from which the individual can benefit by appreciating what
was previously foreign and lost to him.
e. Technological Understanding: Students use technology every time when they complete assignments and research paper.
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5.
Corresponding Methods of Assessment for Learning Outcomes:
Goals
1. Identify structural form in music.
2. Identify musical examples from Medieval,
Renaissance, Baroque, Classical, Romantic,
and Modern eras.
3. Identify the link between cultural and societal
values and systems and the music they produce.
4.
5.
Identify the basic elements of music as rhythm,
melody, harmony, and tone color in a piece of
music.
Comprehend common music vocabulary
terms.
6.
Brief Summary of Assessment Findings:
7.
Actions Taken as a Result of Assessment Findings:
Assessments
Quizzes, discussions, and end of term essay.
-Through study, use of listening guides, and written
discussions based on the various styles of music
throughout the ages.
-Complete end of semester essay based on this topic or
one similar approved by instructor.
-Reading of textbook and lecture and videos that cover
cultural background material.
-Also, this topic is discussed in class.
Students listen to musical samples provided, complete the
accompanying listening guides, and analyze compositions
in the discussion groups.
Students must study musical terms and incorporate them
into the end of term essay and weekly discussions. Also,
in order to pass quizzes, students must grasp this special
vocabulary.
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