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MASTER SYLLABUS |
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MUS 2300 |
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| Class Hours: 2.0 | Credit Hours: 1.0 | ||||||||
| Laboratory Hours: 1.0 | Revised: Spring 04 | ||||||||
| Catalog Course Description: | |||||||||
| Development of skill in identifying and notating complex melodic, harmonic and rhythmic models. A computer laboratory component is included. | |||||||||
| Entry Level Standards: | |||||||||
| It is recommended that students have a skill level sufficient to have completed the requirements of MUS 1400 with a grade of C or better. | |||||||||
| Prerequisite: | |||||||||
| MUS 1400 | |||||||||
| Corequisite: | |||||||||
| MUS 2110 | |||||||||
| Textbook(s) and Other Course Materials: | |||||||||
| Starer, Robert. Rhythmic
Training. Most recent edition.
Other classroom materials will be supplied. The Curriculum for Aural Training computer program is available in the piano lab in Alexander Building and open computer lab in the Educational Resources Center. |
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| I. Week/Unit/Topic Basis: | |||||||||
| Week | Topic | ||||||||
| 1 | Review of rhythmic models and scales | ||||||||
| 2 | Review pitch relationships; continue using scale degree numbers in major and minor keys. | ||||||||
| 3 | Review melodic patterns of simple meters | ||||||||
| 4 | Compound meter with regular division of the beat | ||||||||
| 5 | Modal scale review | ||||||||
| 6 | Group performance of multi-level models containing division of the beat in compound meter | ||||||||
| 7 | Seventh chord identification | ||||||||
| 8 | Introduction of melodies with accidentals, using simple rhythms | ||||||||
| 9 | Continue as in week 8. | ||||||||
| 10 | Continue work on skills presented above. | ||||||||
| 11 | Dictation of rhythmic melodies with accidentals in simple and compound meters. | ||||||||
| 12 | Continue work on melodic and rhythmic dictation. | ||||||||
| 13 | Continue work on skills presented above. | ||||||||
| 14 | Dictation of models in compound meters (pitch and rhythm). | ||||||||
| 15 | Review and test. | ||||||||
| 16 | Final Exam | ||||||||
| II. Course Objectives*: | |||||||||
| A. | Demonstrate an understanding
of music notation on bass, treble and alto clefs.
III.1, III.2 |
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| B. | Demonstrate an understanding of the organization of rhythmic notation in simple and compound meters. III.1, III.2 | ||||||||
| C. | Demonstrate the ability to recognize intervals aurally and visually. I.1, III.1 | ||||||||
| D. | Demonstrate an understanding of scale patterns and notation. I.1, III.1 | ||||||||
| E. | Acquire and utilize skills necessary to sing scale and interval patterns correctly. I.1, III.1 | ||||||||
| F. | Demonstrate an understanding of chord structure. III.1, III.2 | ||||||||
| *Roman numerals after course objectives reference goals of the University Parallel Program. | |||||||||
| III. Instructional Processes*: | |||||||||
| Students will: | |||||||||
| 1. | Strengthen their ability to recognize rhythmic and melodic elements of music. Communication Outcome, Personal Development Outcome, Transitional Strategy | ||||||||
| 2. | Participate in structured class activities requiring performance of rhythmic, harmonic and melodic elements of music. Communication Outcome, Active Learning Strategy, Problem Solving and Decision Making Outcome | ||||||||
| 3. | Participate in listening activities in which they interpret and notate the rhythmic, harmonic and melodic elements of music. Communication Outcome, Active Learning Strategy, Problem Solving and Decision Making Outcome | ||||||||
| *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. | Read notes of specific pitch in bass, treble and alto clefs. A | ||||||||
| 2. | Write notes of specific pitch in bass, treble and alto clefs. A | ||||||||
| 3. | Sing major and minor scale patterns using scale degree numbers. D | ||||||||
| 4. | Count compound rhythmic patterns out loud. B | ||||||||
| 5. | Write compound rhythmic patterns from dictation. B | ||||||||
| 6. | Write melodic patterns containing accidentals from dictation. A,C | ||||||||
| 7. | Write melodic patterns containing accidentals including the compound rhythms. C, D, F | ||||||||
| 8. | Sing a melody that contains accidentals, in simple and compound rhythms. C,E | ||||||||
| 9. | Write a melodic/rhythmic line from dictation. A,B,C | ||||||||
| *Letters after performance expectations reference the course objectives listed above. | |||||||||
| V. Evaluation: | |||||||||
| A. Testing Procedures: 50% of grade | |||||||||
| 1. Students
will be given 4 objective cumulative tests during the semester, each of
which will count 10% of their grade. These tests may be repeated
until a passing grade is achieved.
2. Students will be given an objective cumulative final exam which will constitute 10% of their grade |
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| B. Laboratory Expectations: 50% of grade | |||||||||
| Each student is required to spend a minimum of one hour per week in the computer lab working on the ear training computer program (until a passing grade is achieved on all lessons.) The computer component of the course constitutes 50% of the grade. | |||||||||
| C. Field Work: | |||||||||
| N/A | |||||||||
| D. Other Evaluation Methods: | |||||||||
| N/A | |||||||||
| 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. Pellissippi State Technical Community College expects students to attend all scheduled instructional activities. As a minimum, students in all courses must be present for at least 75 percent of their scheduled class and laboratory meetings in order to receive credit for the course. Individual departments/programs/disciplines, with the approval of the vice president of Academic and Student Affairs, may have requirements that are more stringent. | |||||||||