|
MASTER SYLLABUS |
|||||||||
|
MUS 1010 |
|||||||||
| Class Hours: 3.0 | Credit Hours: 3.0 | ||||||||
| Laboratory Hours: 0.0 | Date Revised: Fall 1998 | ||||||||
| Catalog Course Description: | |||||||||
| Developing listening skills and an understanding of Western music from the ancient world through the 20th century. | |||||||||
| Entry Level Standards: | |||||||||
| The student is expected to be able to read on a college level, write using correct spelling and coherent paragraphs free of major grammatical errors, and employ primary research techniques to gather information. While it is assumed that the student has an interest in music on at least a minimal level, no knowledge of reading or understanding written music is required. | |||||||||
| Prerequisites/Corequisites: None | |||||||||
| Textbook(s) and Other Reference Materials Basic to the Course: | |||||||||
| Kamien, Roger - Music: An Appreciation - most recent edition | |||||||||
| I. Week/Unit/Topic Basis: | |||||||||
| Week | Topic | ||||||||
| 1 | Introduction to course; discuss syllabus; elements of music | ||||||||
| 2 | Continue elements of music | ||||||||
| 3 | Instruments of the orchestra; Test 1 - Elements of music | ||||||||
| 4 | Medieval music: sacred, secular, and early polyphony; Renaissance music: mass and motet | ||||||||
| 5 | Continue Renaissance unit: madrigal and instrumental music; Test 2 - Medieval and Renaissance music | ||||||||
| 6 | Baroque music: fugue, concerto grosso, and trio sonata; Early opera and Monteverdi | ||||||||
| 7 | Baroque forms: Cantata, oratorio; Music of Johann Sebastian Bach and George Frideric Handel | ||||||||
| 8 | Test 3 - Music of the Baroque; Classical form and style in music | ||||||||
| 9 | Classical symphony, concerto, and chamber music; Music of Haydn, Mozart, and Beethoven | ||||||||
| 10 | Test 4 - Classical Period in Music; Romanticism and the art song | ||||||||
| 11 | Romantic piano music and program music | ||||||||
| 12 | Nationalism and survey of romantic opera | ||||||||
| 13 | Test 5 - Romanticism; Begin musical styles of 20th century, including Impressionism | ||||||||
| 14 | Neoclassicism, expressionism, and nationalism | ||||||||
| 15 | Avant-garde trends in late 20th century; Jazz, rock, and musical theater; Test 6 - Twentieth Century | ||||||||
| 16 | Final Exam | ||||||||
| II. Course Objectives*: | |||||||||
| A. | Demonstrate a basic knowledge of the broad historical framework from medieval music through the twentieth century and the attendant influences on the major musical developments. I | ||||||||
| B. | Evidence an understanding of the basic elements of music and associated terminology. III, IV | ||||||||
| C. | Acquire and utilize knowledge concerning the major composers and their primary contributions within each major school or historical period. I, II, III, IV | ||||||||
| D. | Develop a working knowledge of the instruments which make up a symphony orchestra. I, III | ||||||||
| E | Apply course concepts in analyzing and understanding musical works and their relationship to one's culture, environment, and time. I, II, III, IV | ||||||||
| *Roman numerals after course objectives reference goals of the Fine and Applied Arts department. | |||||||||
| III. Instructional Processes*: | |||||||||
| Students will: | |||||||||
| 1. | Participate in structured class discussions that emphasize the cultural implications of selected music. Communication Outcome, Cultural Diversity and Social Adaptation Outcome, Active Learning Strategy | ||||||||
| 2. | Develop written reports of recitals they attend, emphasizing the correlation between information covered in class and the observation of principles in actual practice. Communication Outcome, Cultural Diversity and Social Adaptation Outcome, Active Learning Strategy, Transitional Strategy | ||||||||
| 3. | Participate in listening activities in which they interpret, evaluate, and analyze assigned music. Communication Outcome, Problem Solving and Decision Making Outcome, Active Learning Strategy | ||||||||
| *Strategies and outcomes listed after instructional processes reference Pellissippi State’s goals for strengthening general education knowledge and skills, connecting coursework to experiences beyond the classroom, and encouraging students to take active and responsible roles in the educational process. | |||||||||
| IV. Expectations for Student Performance*: | |||||||||
| Upon successful completion of this course, the student should be able to: | |||||||||
| 1. | Define basic terminology related to music and explain specific works in those terms. B | ||||||||
| 2. | Apply knowledge of terms and concepts to an artistic experience. B, E | ||||||||
| 3. | Analyze works from the major style periods of music by comparing and contrasting forms, styles, and genres. A, B, E | ||||||||
| 4. | Recognize the timbres of instruments singly and in combination. C, D | ||||||||
| 5. | Relate major works and movements to their composers, culture, and to the historical context in which they lived. A, C, E | ||||||||
| 6. | Infer correlations between historical context in which music is created and the subsequent type of music produced. A, E | ||||||||
| 7. | Apply criteria of judgment to selected musical works of various composers from each of the historical periods. B, C, E | ||||||||
| 8. | Compare the styles of various composers working within the same time frame. A, B, C, D | ||||||||
| 9. | Discuss the impact which instrument selection has upon the musical effect achieved. C, D | ||||||||
| 10. | Determine how each composer manipulates the raw materials to make his style unique. A, B, C, D | ||||||||
| 11. | Recognize the ways in which music is a reflection of society, culture, and time. A, E | ||||||||
| *Letters after performance expectations reference the course objectives listed above. | |||||||||
| V. Evaluation: | |||||||||
| A. Testing Procedures: 85% of grade | |||||||||
| 1.
Students will be given six broad-based, non-cumulative examinations (10
% each) during the semester. These exams will consist
of some or all of the following elements:
*Aural Identification: composer, movement, section, time, country and/or
special attributes
*Short answer definitions/ questions *Essay questions (1 minimum) on broad-based information 2. Students will be given a comprehensive final exam at the end of the semester. This will constitute 15% of the final grade. This exam will consist of some or all of the following elements: *Aural Identification: composer, movement, section, time, country and/or special attributes *Short answer definitions/ questions *Essay questions (1 minimum) on broad-based information 3. Students will be given numerous quizzes throughout the semester. They will be short answer format and will be drawn from previous class lectures. The average of all quizzes will constitute 10 % of the final grade. |
|||||||||
| B. Laboratory Expectations: None | |||||||||
| C. Field Work: 15% of grade | |||||||||
| During the semester students are required to attend three live performances in the area, each activity contributing 5% of the final grade. To receive credit for this activity, the student must submit a concert program and a brief report in which the student applies a concept(s) studied in class to something actually observed in the performance. | |||||||||
| D. Other Evaluation Methods: None | |||||||||
| VI. Policies: | |||||||||
| Attendance Policy: | |||||||||
| REQUIRED! Roll will be taken. Excused absences will be at the discretion of the instructor. Students are responsible for work missed due to absence. College policy states that if a student misses more than 25% of regular class meetings, he will automatically receive a failing grade for the course. This applies to BOTH excused and unexcused absences. | |||||||||