UCC/UGC/ECCC
Proposal for Course Change
Fall 2016
FAST TRACK (Select if this will be a fast track item. Refer to 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.
MUS 294
1. Course subject and number:
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:
3
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)
1. Students will identify, differentiate and compare subgenres of Rock Music and its predecessors, along with the
most prominent and/or influential artists and their music.
2. Students will be able to identify, discuss and associate
historical and sociological influences on, and effects of,
the development of Rock Music.
3. Students will identify, compare and analyze lyric
content, compositional structure, and performance styles
of rock music and its predecessors, tracing methods of
expression in music of the 21st century to its roots in the
past.
1. Students will identify, differentiate and compare
sub-genres of Rock Music and its predecessors,
along with the most prominent and/or influential
artists and their music.
2. Students will be able to identify, discuss and
associate historical and sociological influences on,
and effects of, the development of Rock Music.
3. Students will identify, compare and analyze lyric
content, compositional structure, and performance
styles of rock music and its predecessors, tracing
methods of expression in music of the 21st century
to its roots in the past.
At the successful completion of this course you
should be able to:
 Identify important people, organizations, events,
songs, and concepts in the history of rock.
 Compare rock songs according to certain
musical properties including instrumentation,
melody, rhythm, form, vocal style, and lyrical
content.
 Situate these musical comparisons within their
historical contexts, which consist of the political,


6. Current catalog display in this column.
MUS 294 HISTORY OF ROCK MUSIC (3)
Description: The development of Rock music
from the American Delta Blues and early
Country music of the late-1900s through the
expansion of Rock styles in the 1970s, 1980s,
and 1990s. Letter grade only. May be repeated
for up to 12 units of credit with different topics.
Course fee required.
Units: 3
Requirement Designation: Aesthetic and
Humanistic Inquiry
social, and technological developments of the
20th century.
Engage in critical discussions of rock music as a
musical genre.
Demonstrate the ability to think critically within
the context of small group discussions, group
projects, and short writing assignments.
Show the proposed changes in this column
MUS 294 HISTORY BIRTH AND
DEVELOPMENT OF ROCK MUSIC: 1940’S
TO 1970’S (3)
Description: Students explore the birth and
development of rock music in the United
States from the 1940’s to 1970’s, with an
emphasis on Rock music as a cultural,
aesthetic, and historical phenomenon. The
development of Rock music from the
American Delta Blues and early Country
music of the late-1900s through the
expansion of Rock styles in the 1970s,
1980s, and 1990s. Letter grade only. May be
repeated for up to 12 units of credit with
different topics. Course fee required.
Units: 3
Requirement Designation: Aesthetic and
Humanistic Inquiry
*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.
The focus of the course has been narrowed to the 1940’s to the 1970’s. This more accurately
reflects what can be accomplished in a single semester.
IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING
CURRENT
Current combined lecture & lab components:
Lecture:
Lab:
Current grading option:
letter grade
pass/fail
or both
Current repeat for additional units:
Yes
No
Current repeat for additional units in same term:
Yes
No
Current repeat max number of units:
PROPOSED
Proposed combined lecture & lab components:
Lecture:
Lab:
Proposed grading option:
letter grade
pass/fail
or both
Proposed repeat for additional units:
Yes
No
Proposed repeat for additional units same term:
Yes
No
Proposed repeat max number of units:
Current Instruction Mode:
In person
Online
Blended
Proposed Instruction Mode:
In person
Online
Blended
8. Is this course in any plan (major, minor, or certificate) or sub plan (emphasis)? Yes
No
If yes, list and include evidence of notification to and/or response from each impacted academic unit
as necessary.
9. Is there a related plan or sub plan change proposal being submitted?
If no, explain.
Yes
No
Yes
No
11. Do you want to remove the Liberal Studies or Diversity designation?
If yes, select all that apply.
Liberal Studies
Diversity
Both
Yes
No
12. Is this course listed in the Course Equivalency Guide?
Yes
No
Answer 10-13 for UCC/ECCC only:
10. Is this course an approved Liberal Studies or Diversity course?
If yes, select all that apply.
Liberal Studies
Diversity
Both
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
12/10/2015
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 Approval
Date
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
UGC Approval (Graduate-Level Courses Only)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
CURRENT HISTORY OF ROCK MUSIC SYLLABUS
http://www4.nau.edu/avpaa/UCC-E15-16/5_12616/MUS294_F15Syllabus.pdf
http://www4.nau.edu/avpaa/UCC-E15-16/5_12616/MUS294_F15Syllabus2.pdf
PROPOSED SYLLABUS
MUS 294: Birth and Development of Rock Music ­ 1940’s to 1970’s
Northern Arizona University
College of Arts and Letters, School of Music Fall
Semester 2015
12:45-2:00pm, Liberal Studies Building/Room 136, Tuesday Meeting, 3 credit hours
Course Syllabus
Instructor Information
Instructor: Dr. Rebecca M. Rinsema Office:
Building 37, Room 227 Office hours: Tuesday
2:15-3:45pm
Email: rebecca.rinsema@nau.edu (feel free to contact me at any time via email)
Course Summary
Course Description
This course provides an introduction to the birth and development of rock within the United States
during the middle of the 20th century. Throughout the course, we will examine such musical genres
as rhythm and blues, country western, and mainstream popular music as they existed prior to the
birth of rock ‘n’ roll, the golden age of rock ‘n’ roll in the 1950’s, the British Invasion in the 1960’s, and
the diversification of rock in the decade that followed.
The course is taught from an interdisciplinary perspective, exploring the following inter-related
themes: 1) image and identity, 2) the sacred and the profane, 3) race, 4) class, 5) gender, 6)
economics, 7) politics, and 8) technology. We will discuss these themes in terms of their relationship
to the sounds of the music and the contexts within which the sounds were created. Thus, the
materials used throughout the course are drawn from such disciplines as musicology,
ethnomusicology, sociology, cultural studies, and, of course, history.
A specific goal of this course is to develop your ability to analyze rock music (and popular music,
more generally) as an aesthetic phenomenon and as a cultural phenomenon. As such, the course
activities are designed so that, by the end, you will be able to engage in informed discussions about
the coherence and legitimacy of identifying rock music as a distinct musical genre.
Learning Outcomes/Course Objectives
At the successful completion of this course you should be able to:
○ Identify important people, organizations, events, songs, and concepts in the
history of rock.
○ Compare rock songs according to certain musical properties including
instrumentation, melody, rhythm, form, vocal style, and lyrical content.
○ Situate these musical comparisons within their historical contexts, which consist of
the political, social, and technological developments of the 20th century.
○ Engage in critical discussions of rock music as a musical genre.
○ Demonstrate the ability to think critically within the context of small group
discussions, group projects, and short writing assignments.
Course Design
The course is divided into five units that follow the history of rock music in a loosely chronological
fashion: Rock Roots, The Birth of Rock ‘n’ Roll, Rock in the Mainstream, Rock and Psychedelia,
and The Diversification of Rock and Pop. Within each unit we will focus on eight recurring themes
(image and identity, the sacred and the profane, race, class, gender, economics, politics, and
technology). Throughout the course we will ask ourselves this primary question: How are the eight
themes reflected in the sounds of the music?
Sensitive Materials
Within this course we will deal with various issues (gender and sexuality, drugs etc.) surrounding the
history and development rock that some students might find sensitive. You are encouraged to discuss
these issues with the course instructor as you see fit.
Liberal Studies Course Information
Distribution Block: Aesthetic and Humanistic Inquiry
This course is a Liberal Studies course in the Aesthetic and Humanistic Inquiry distribution block.
Courses in this block involve students in the study of the human condition through philosophical
inquiry and analysis of the various forms of creative expression. The study of the history of rock
music, as outlined in this syllabus, will help students to understand the dynamic relationship between
creative expression (in the form of music) and its cultural contexts. Specific attention will be paid to
how a specific creative expression, in this case rock music, is situated within and influenced by
overarching social schemas that define, divide, include, and exclude various groups of people.
Essential Skill: Critical Thinking
This course develops students’ critical thinking skills by engaging them in critical analyses of
music and its meanings as they relate to historical and cultural contexts. As such, students are
encouraged to interrogate the subtexts of rock music in addition to identifying the meanings of
rock music that are more readily observed. It is hoped that the skills students develop by
analyzing rock music in this way might generalize to subsequent explorations of the overt and
covert meanings of music and culture that students encounter in their everyday lives.
Mission of Liberal Studies
The mission of the Liberal Studies Program at Northern Arizona University is to prepare students to
live responsible, productive, and creative lives as citizens of a dramatically changing world.
To accomplish the mission of Liberal Studies, Northern Arizona University provides a program that
challenges students to gain a deeper understanding of the natural environment and the world’s
peoples, to explore the traditions and legacies that have created the dynamics and tensions that
shape the world, to examine their potential contributions to society, and thus to better determine their
own places in that world. Through the program students acquire a broad range of knowledge and
develop essential skills for professional success and life beyond graduation.
Hybrid Traditional Learning
This is a hybrid traditional course, meaning that this class meets face-to-face (F2F), like a traditional
course, but many of the course activities will be conducted online. The combination of the online
components and the F2F components makes this course a hybrid course. Completing both the
online and the F2F components of the course will be essential to your success. The advantage of a
hybrid traditional course is that the F2F class time can be used for group oriented activities like
collaborations and synchronous discussions, and not for individually oriented activities, like taking
quizzes and explaining assignments. In focusing our F2F time on group related activities, the class
will build a strong learning community that will support you throughout this course.
My Commitment to You
As your instructor, I am dedicated to making the logistics and technological components of this
course user-friendly. The main reason for this is that I would like the majority of your efforts to go
toward learning the content of the course rather than learning how to take the course! In order to
accomplish this I will provide clear, step-by-step instructions for how to carry out the required
coursework for each week. Likewise, I am dedicated to being available to you via email in the event
that you have any technological problems or questions regarding course contents. Except in
unusual circumstances, I will respond to your emails within 24 hours. Most often, I respond to emails
within one or two hours.
Weekly Assignments
The weekly assignments can be found on Blackboard in the “assignments” tab. This tab is your
home­base for the course; nearly all of the materials and directions you will need for the online
portion of this course will be linked and/or described here.
The assignments have been designed so that you can devote similar amounts of time to the course
each week and be able to fulfill all of the course requirements. In designing the course this way, I
have essentially built in a framework for time-management. If you follow the directions, there will be
no need to cram a lot of information into your head at the end of the course or stay up all night
slaving over a long paper. This will not only make the completion of the course more enjoyable, but
will also enable you to retain the information that you have learned in this course for a much longer
period of time.
Overview of Course Activities
Video Lectures (and other media files): Each week I will post links to lectures, music files and/or
video files that you can access through the assignments tab. It is very important that you listen
to/view these files prior to coming to class on Tuesday so that you can contribute in an informed
manner to the class discussion.
Readings: Each week there will be a reading assignment posted in the assignments tab. You are
required to read the text that is posted at least two times prior to coming to class on Tuesday so
that you can provide a summary of what you read for the class and participate in the class
discussion.
Quizzes: Each week I will post a quiz to test your comprehension of the assigned readings and
media files. These quizzes will be linked within the assignments tab. You can earn up to 20 points
for each quiz.
F2F Discussions and Group Activities: When the class meets altogether for the F2F session, we
will spend our time working on the weekly collaborative project and engaging in discussions of the
material. During the F2F session, you will also have the opportunity to ask any logistical questions
you might have about the course and the course material. You can earn up to 20 points for each
group activity.
Journal: Each week you will further explore issues from the readings in a journal entry on
Blackboard. I will provide you a question and/or a musical prompt for you to respond to within your
journal entry. Your journal entries should be thoughtful, well-written, and a minimum of 200 words.
You can earn up to 20 points for each journal entry.
Comprehensive Written Exam: During the final week of class, I will post a series of essay
questions covering the major themes and concepts covered in the course. You may discuss the
exam with your classmates during the weeks prior to the exam; however, you must write the
exam independently and in person during the scheduled final exam for this course. You can earn up
to 220 course for this final exam.
Required Materials
Books:
Important: Please order the following three books either before or during your first week of classes.
This will ensure that you will have the books when you need them during the course.
Friedlander, P., & Miller, P. (2006). Rock & roll: A social history. Boulder, CO: Westview Press,
2006.
HOW TO GET IT? Go to Allbookstores.com. An older version of this text will be on reserve at the
library just in case you need it.
Waksman, S. (1999). Instruments of desire: The electric guitar and the shaping of musical
experience. Cambridge, MA: Harvard University Press, 1999.
HOW TO GET IT? Go to Allbookstores.com.
Cateforis, T. (2012). The Rock History Reader. New York: Routledge. HOW
TO GET IT? Go to Allbookstores.com.
*All other required texts will be linked through Blackboard
Technologies: Online access to Blackboard, Youtube, Googledocs, and Spotify
Course Calendar
Unit 1
Rock Roots
WEEK 1
Topics:
Introduction to the Course
F2F:
Thursday, 1/13
Topics:
Predecessors of Rock
WEEK 2
Music Publishers and Recording Companies Economy
Theme:
Readings:
F2F:
Friedlander, Chapter 1 & 2, Appendix A Tuesday, 1/20
Topics:
The Sounds of Rock
WEEK 3
Theme:
Readings:
F2F:
The Electric Guitar (Les Paul), Radio and Television, Regional vs.
National Audiences
Technology and Gender
Waksman, “Instruments of Desire: Les Paul,” Tuesday, 1/27
Unit 2
Birth of Rock ‘n’ Roll
WEEK 4
Topics:
The Early 50’s: Little Richard, Fats Domino, Chuck Berry, “Crossovers” and
“Covers”
Race
Theme:
Readings:
F2F:
Friedlander, Chapter 3, Coyle “Hijacked Hits. Rock over the Edge” Tuesday, 2/3
Topics:
Elvis Presley, “Hound Dog,” “That’s Alright Mama”
WEEK 5
WEEK 6
Themes:
Readings:
F2F:
Gender
Friedlander, Chapter 4; Rock History Reader, Chapter 3 & 4 Tuesday, 2/10
Topics:
Youth Culture, Teen Idols, American Bandstand, Alan Freed
Theme:
Reading
s: F2F:
Image and Identity
Rock History Reader, Chapter 5 & 6
Tuesday, 2/17
Unit 3
Rock in the Mainstream
WEEK 7
Topics
:
Reading
s: F2F:
Them
WEEK 8
“The Day the Music Died,” Brill Building, Surfers, Folk Revival, Soul,
Doo-Wop
Economy
Friedlander, Chapter 5 & 6; Rock History Reader, Chapter 9,
Tuesday, 2/24
e:
Topics:
Theme:
Reading
s: F2F:
Beatles, Beach Boys, Dylan: Introduction
Politics
Friedlander, Chapter 7; Rock History Reader, Chapter 12
Tuesday, 3/3
Topics:
Theme:
Reading
s: F2F:
Beatles, Beach Boys, Dylan: “Rock as Art”
Technology
Friedlander, Chapter 10; Filene (Performing Folk)
Tuesday, 3/10
WEEK 9
Unit 4
Rock and Psychedelia
WEEK 10
Topics
San Francisco Psychedelic Rock
Transcendentalism and the Doors Politics
:
Reading
Them
s: F2F:
e:
Friedlander, Chapter 14, Rock History Reader, Chapter 21
Tuesday, 3/24
WEEK 11
Topics:
Theme:
Readings:
The London Blues
Eric Clapton, Jimi Hendrix, Led Zeppelin Image and Identity
Friedlander, Chapter 8 & 15, Waksman “Instruments of Desire: Jimi Hendrix”
Tuesday, 3/31
F2F:
Unit 5
Diversification of Rock and Pop
WEEK 12
Topics:
Soul and Funk: James Brown
The 1970’s: Diversification, Stadium Rock Gender
Theme:
Readings:
F2F:
Friedlander, Chapter 12 & 16, Potter “Soul into Hip Hop” Tuesday, 4/7
WEEK 13
Topics:
Theme:
Readings:
F2F:
Punk Rock, New Wave, Pop and the Music Video
Technology
Friedlander, Chapter 17 & 18 Tuesday, 4/14
WEEK 14
Topics:
Themes:
Readings:
F2F:
Rock as a Social Construction; The Legitimacy of Rock
Race, Gender, Class
Friedlander, Chapter 19; Keightley “Reconsidering Rock” Tuesday, 4/21
WEEK 15
Exam Part 1, Normal Class time week 15
WEEK 16
Exam Part 2: Tuesday, December 15, 12:30pm-1:20pm
Grading and Evaluation
Breakdown of points per assignment type
I.
II.
III.
IV.
Journals
Group Activities
Quizzes
Comprehensive Exam
260 points
260 points
260 points
220 points
Total
1000 points
Evaluation Scheme:
1. The individual journals will be evaluated primarily on completion and adherence to the
directions and secondarily on the quality of the completed work.
2. The group activities will be evaluated primarily on completion and adherence to the
directions and secondarily on the quality of the completed work.
3. Quizzes will be evaluated based on the number of correct answers.
4. The comprehensive written exam will be evaluated based on accuracy, overall effectiveness,
and the creativity of your analyses.
Grading Scale:
900-1000 points
800-899 points
700-799 points
660-699 points
659 points and below
A
B
C
D
F
Course Policies
Late Work Policy
Late work will not be accepted unless an agreement is made with your instructor prior to the due
date.
Communication
Email is the fastest and most reliable way to reach me. To ensure that I will respond to your
email, you should:
1) Put MUS 294 section in the subject line along with a word or two to describe the contents of
your message (i.e. “question,” “test,” etc.). If you do not identify the email with the course number
I will not respond.
2) Sign the email with your full name.
3) If I do not respond within 24 hours and the issue has not been resolved, it is your
responsibility to send me another email.
Effective Fall 2015
Reminder: I will use your official NAU email address to contact you. Please be sure to check this
email account regularly, or set it up to forward to your non-NAU account.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and
discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual
orientation, gender, gender identity, disability, or veteran status by anyone at this university. Retaliation
of any kind as a result of making a complaint under the policy or participating in an investigation is also
prohibited. The Director of the Equity and Access Office (EAO) serves as the university’s compliance
officer for affirmative action, civil rights, and Title IX, and is the ADA/504 Coordinator. EAO also assists
with religious accommodations. You may obtain a copy of this policy from the college dean’s office or
from NAU’s Equity and Access Office website nau.edu/diversity/. If you have questions or 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 Equity and Access Office (928) 523-3312 (voice), (928) 5239977 (fax), (928) 523-1006 (TTD) or equityandaccess@nau.edu.
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).
ACADEMIC CONTACT HOUR POLICY
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but in all University relationships and
interactions connected to the educational process, including the use of University resources. An NAU
student’s submission of work is an implicit declaration that the work is the student’s own. All outside
assistance should be acknowledged, and the student’s academic contribution truthfully reported at all
times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Individual students and faculty members are responsible for identifying potential violations of the
university’s academic integrity policy. Instances of potential violations are adjudicated using the
process found in the university Academic Integrity Policy.
Effective Fall 2015
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including NAU
students engaged in research are adequately trained in the basic principles of ethics in research.
Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the
National Science Foundation (NSF)-The America COMPETES Act (Creating Opportunities to
Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C 18620-1, Section
7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR (NOT-OD-10-019;
“Update on the Requirement for Instruction in the Responsible Conduct of Research”). For more
information on the policy and the training activities required for personnel and students conducting
research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
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.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the
behavior of any individual is not disruptive. Instructors have the authority and the responsibility to
manage their classes in accordance with University regulations. Instructors have the right and
obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior
necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are
responsible for establishing, communicating, and enforcing reasonable expectations and rules of
classroom behavior. These expectations are to be communicated to students in the syllabus and in
class discussions and activities at the outset of the course. Each student is responsible for behaving
in a manner that supports a positive learning environment and that does not interrupt nor disrupt the
delivery of education by instructors or receipt of education by students, within or outside a class. The
complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
August 25, 2015
Effective Fall 2015