CUNY Common Core Course Submission Form

Transcription

1 CUNY Common Core Course Submission Form Instructions: All courses submitted for the Common Core must be liberal arts courses. Courses may be submitted for only one area of the Common Core. All courses must be 3 credits/3 hours unless the college is seeking a waiver for a 4-credit Math or Science course (after having secured approval for sufficient 3-credit/3-hour Math and Science courses). All standard governance procedures for course approval remain in place. College NYCTC Course Number MUS1210 Course Title Musical Styles Department(s) HU Discipline Music Subject Area Enter one Subject Area from the attached list. Creative Expression Credits 3 Contact Hours 3 Pre-requisites CUNY certification reading and writing Catalogue Description Basic elements of music pitch, tone color, rhythm, melody, harmony, form and others are studied first. The study of musical elements is followed by a chronological survey of music style periods from the Middle Ages to the present. Major composers and their musical contributions to Western civilization including symphonic, choral, chamber and operatic compositions in each period are covered. Syllabus Humanities Department MUS1210 Musical Styles Description: Basic elements of music pitch, tone color, rhythm, melody, harmony, form and others are studied first. The study of musical elements is followed by a chronological survey of music style periods from the Middle Ages to the present. Major composers and their musical contributions to Western civilization including symphonic, choral, chamber and operatic compositions in each period are covered. 3 hours, 3 credits Objectives: Students will: Achieve a thorough understanding of basic music terms and their application to music in general. Compare and contrast the music of different style periods studied. February 24, 2012 Draft 1

2 Gain an in-depth understanding of the cultural forces and traditions that influenced the works studied. Be able to differentiate between purely instrumental music, song, opera, musical, oratorio, ballet, and film music. Demonstrate knowledge of the skills of composers and performers involved in the creative process. Prerequisites: CUNY proficiency in reading and writing Text: Music an Appreciation by Roger Kamien, (McGraw- Hill). 7 th edition or most recent. This text comes with a CD of listening examples. Expected enrollment 35 Grading: Midterm exam 30% Final Exam 30% Concert Report 30% Quiz average 10% Assessment of Student Learning and Outcomes: 1. Students will learn and apply fundamental concepts, here called musical elements, in exploring, discussing, and analyzing selected music compositions. This will be accomplished through class music listening sessions and subsequent discussion. The mastery of these concepts will be demonstrated through their use in discussion and in a concert report. In addition they will be the subject of quizzes and an exam. 2. Students will analyze music from different countries and historical periods and learn the particular significance of each work in its own time and place. Students will demonstrate their knowledge of this through class discussion and exams. 3. Students will articulate how meaning is created in music and how a work of music is understood by them. This will be accomplished through class discussion and through a concert report in which each student will write of his or her own listening February 24, 2012 Draft 2

3 experience. 4. Students will demonstrate their knowledge of the skills of composers and performers involved in the creative process. This will be accomplished through class discussion, the concert report, and through exams. This course is a chronological survey of classical music from the Middle Ages to the present. Important works and their composers will be studied in the historical context of their style periods. Attendance: Regular and timely attendance is an important component of academic success. College policy dictates that students are permitted to miss no more then 10% of the total class time. For our class this works out to be no more than 2 meetings. (Late arrivals as well as absences can be counted towards this total). There are no excused absences. Weeks 1-3 Part I Elements: Read sections 1-10, pages 1-59 Week 4 The Middle Ages and Renaissance: Read pages Week 5 The Baroque Period: Read pages Weeks 6-9 Midterm and the Classical Period: Read pages Weeks The Romantic Period: Read pages Weeks 14 The Twentieth Century: Read Pages Weeks 15 Review and Final Exam Academic Integrity at City Tech Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and February 24, 2012 Draft 3

4 professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. Syllabus must be included with submission, 5 pages max D Waivers for 4-credit Math and Science Courses All Common Core courses must be 3 credits and 3 hours. Waivers for 4-credit courses will only be accepted in the required areas of Mathematical and Quantitative Reasoning and Life and Physical Sciences. Such waivers will only be approved after a sufficient number of 3-credit/3-hour math and science courses are approved for these areas. If you would like to request a waiver please check here: If waiver requested: Please provide a brief explanation for why the course will be 4 credits. If waiver requested: Please indicate whether this course will satisfy a major requirement, and if so, which major requirement(s) the course will fulfill. Waiver requested February 24, 2012 Draft 4

5 Indicate the status of this course being nominated: D D D XX current course revision of current course a new course being proposed CUNY COMMON CORE Location Please check below the area of the Common Core for which the course is being submitted. (Select only one.) Required Flexible English Composition World Cultures and Global Issues Individual and Society Mathematical and Quantitative Reasoning US Experience in its Diversity Scientific World D D D D D D D Life and Physical Sciences XX D Creative Expression Learning Outcomes In the left column explain the assignments and course attributes that will address the learning outcomes in the right column. I. Required Core (12 credits) A. English Composition: Six credits A course in this area must meet all the learning outcomes in the right column. A student will: B. Mathematical and Quantitative Reasoning: Three credits A course in this area must meet all the learning outcomes in the right column. A student will: Read and listen critically and analytically, including identifying an argument's major assumptions and assertions and evaluating its supporting evidence. Write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology to critique and improve one's own and others' texts. Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources. Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media. Formulate original ideas and relate them to the ideas of others by employing the conventions of ethical attribution and citation. Interpret and draw appropriate inferences from quantitative representations, such as formulas, graphs, or tables. Use algebraic, numerical, graphical, or statistical methods to draw accurate conclusions and solve mathematical problems. Represent quantitative problems expressed in natural language in a suitable mathematical format. Effectively communicate quantitative analysis or solutions to mathematical problems in written or oral form. Evaluate solutions to problems for reasonableness using a variety of means, including informed estimation. Apply mathematical methods to problems in other fields of study. February 24, 2012 Draft 5

6 C. Life and Physical Sciences: Three credits A course in this area must meet all the learning outcomes in the right column. A student will: Identify and apply the fundamental concepts and methods of a life or physical science. Apply the scientific method to explore natural phenomena, including hypothesis development, observation, experimentation, measurement, data analysis, and data presentation. Use the tools of a scientific discipline to carry out collaborative laboratory investigations. Gather, analyze, and interpret data and present it in an effective written laboratory or fieldwork report. Identify and apply research ethics and unbiased assessment in gathering and reporting scientific data. II. Flexible Core (18 credits) Six three-credit liberal arts and sciences courses, with at least one course from each of the following five areas and no more than two courses in any discipline or interdisciplinary field. A. World Cultures and Global Issues A Flexible Core course must meet the three learning outcomes in the right column. A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will: Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. Produce well-reasoned written or oral arguments using evidence to support conclusions. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring world cultures or global issues, including, but not limited to, anthropology, communications, cultural studies, economics, ethnic studies, foreign languages (building upon previous language acquisition), geography, history, political science, sociology, and world literature. Analyze culture, globalization, or global cultural diversity, and describe an event or process from more than one point of view. Analyze the historical development of one or more non-u.s. societies. Analyze the significance of one or more major movements that have shaped the world's societies. Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief, or other forms of social differentiation play in world cultures or societies. Speak, read, and write a language other than English, and use that language to respond to cultures other than one's own. February 24, 2012 Draft 6

7 B. U.S. Experience in its Diversity A Flexible Core course must meet the three learning outcomes in the right column. A course in this area (II.B) must meet at least three of the additional learning outcomes in the right column. A student will: Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. Produce well-reasoned written or oral arguments using evidence to support conclusions. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the U.S. experience in its diversity, including, but not limited to, anthropology, communications, cultural studies, economics, history, political science, psychology, public affairs, sociology, and U.S. literature. Analyze and explain one or more major themes of U.S. history from more than one informed perspective. Evaluate how indigenous populations, slavery, or immigration have shaped the development of the United States. Explain and evaluate the role of the United States in international relations. Identify and differentiate among the legislative, judicial, and executive branches of government and analyze their influence on the development of U.S. democracy. Analyze and discuss common institutions or patterns of life in contemporary U.S. society and how they influence, or are influenced by, race, ethnicity, class, gender, sexual orientation, belief, or other forms of social differentiation. C. Creative Expression A Flexible Core course must meet the three learning outcomes in the right column. The course requires students to read, analyze, and assess information from their textbook, class lectures, film presentations, from on-line sources, and from the experience of a live concert event. Music of the Middle Ages, the Renaissance, the Baroque period, the Classical period, the Romantic period, and the Modern period, including more recent styles, is studied for performance traits and historical context. Students develop an appreciation of music from multiple perspectives through the lenses of times periods, nationalities, styles characteristics, and artistic values. The assignment of attending live music events and writing papers reporting on the events compels the student to exercise their own faculties of evaluation. Students must determine what kind of music they are listening to and enumerate and explain the style characteristics (rhythmic, melodic, harmonic, ensemble, etc.) to support their determination and elucidate the performance. They must discuss how what they hear live compares with the in-class material studied. They must read reviews and compare these to their own experiences. The concert reports also provide a venue for reasoned arguments based on live musical experiences. Students must evaluate and analyze the music heard for styles and influences. They also evaluate the skills of the performers and explain what they base their opinions Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. Produce well-reasoned written or oral arguments using evidence to support conclusions. February 24, 2012 Draft 7

8 on. A course in this area (II.C) must meet at least three of the additional learning outcomes in the right column. A student will: The course encourages students to identify and apply various concepts studied to the music they hear. The first unit of the class is Musical Elements. Through this unit such basics as melody, harmony, dynamics, performance media, texture, form, and others are treated. These concepts are applied to music studied in class and are to be applied by the students on quizzes, exams, class discussion and in the concert report. This is a survey course studying the history of Western music. It therefore covers more than 1000 years of history and many different traditions. The purpose of the surviving music in each period is discussed. In early periods the surviving music is predominantly sacred, in later periods secular music takes center stage. Sacred music is discussed for the messages and purpose it serves, and even from the standpoint of the worship spaces it fills. Secular examples such as Schoenberg s Survivor for Warsaw about the Warsaw ghetto in WWII, convey very different emotions and information. Students must be aware of these aspects and demonstrate their knowledge in class discussion, on quizzes, on exams, and especially in their concert report. In addition to the skills of the composer, the skills and roles of performers (conductors, singers, instrumentalists, ballet dancers, choreographers, and others) are discussed. Knowledge of these skills can be demonstrated by the student in the concert report, on quizzes and on the final exam. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring creative expression, including, but not limited to, arts, communications, creative writing, media arts, music, and theater. Analyze how arts from diverse cultures of the past serve as a foundation for those of the present, and describe the significance of works of art in the societies that created them. Articulate how meaning is created in the arts or communications and how experience is interpreted and conveyed. Demonstrate knowledge of the skills involved in the creative process. Use appropriate technologies to conduct research and to communicate. February 24, 2012 Draft 8

9 D. Individual and Society A Flexible Core course must meet the three learning outcomes in the right column. Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. Produce well-reasoned written or oral arguments using evidence to support conclusions. A course in this area (II.D) must meet at least three of the additional learning outcomes in the right column. A student will: E. Scientific World A Flexible Core course must meet the three learning outcomes in the right column. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the relationship between the individual and society, including, but not limited to, anthropology, communications, cultural studies, history, journalism, philosophy, political science, psychology, public affairs, religion, and sociology. Examine how an individual's place in society affects experiences, values, or choices. Articulate and assess ethical views and their underlying premises. Articulate ethical uses of data and other information resources to respond to problems and questions. Identify and engage with local, national, or global trends or ideologies, and analyze their impact on individual or collective decision-making. A course in this area (II.E) must meet at least three of the additional learning outcomes in the right column. A student will: Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. Produce well-reasoned written or oral arguments using evidence to support conclusions. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the scientific world, including, but not limited to: computer science, history of science, life and physical sciences, linguistics, logic, mathematics, psychology, statistics, and technology-related studies. Demonstrate how tools of science, mathematics, technology, or formal analysis can be used to analyze problems and develop solutions. Articulate and evaluate the empirical evidence supporting a scientific or formal theory. Articulate and evaluate the impact of technologies and scientific discoveries on the contemporary world, such as issues of personal privacy, security, or ethical responsibilities. Understand the scientific principles underlying matters of policy or public concern in which science plays a role. New York City College of Technology Humanities Department February 24, 2012 Draft 9

10 COURSE CODE: MUS1210 TITLE: Musical Styles Number of class hours, lab hours if applicable, credits: 3 hours, 3 credits COURSE DESCRIPTION: Basic elements of music pitch, tone color, rhythm, melody, harmony, form and others are studied first. The study of musical elements is followed by a chronological survey of music style periods from the Middle Ages to the present. Major composers and their musical contributions to Western civilization including symphonic, choral, chamber and operatic compositions in each period are covered. COURSE CO/PREREQUISITE (S): Prerequisites: CUNY proficiency in reading and writing RECOMMENDED/TYPICAL/REQUIRED TEXTBOOK (S) and/or MATERIALS* Title: Music an Appreciation Edition: Brief Edition, 7 th or most recent edition February 24, 2012 Draft 10

11 Author: Roger Kamien Publisher: McGraw- Hill Materials: This text comes with a CD of listening examples. SAMPLE SEQUENCE OF TOPICS AND TIME ALLOCATIONS* COURSE INTENDED LEARNING OUTCOMES/ASSESSMENT METHODS February 24, 2012 Draft 11

12 LEARNING OUTCOMES ASSESSMENT METHODS 1. Students will learn and apply fundamental 1. This will be accomplished through class music concepts, here called musical elements, in listening sessions and subsequent discussion. The exploring, discussing, and analyzing selected music mastery of these concepts will be demonstrated compositions. This will be accomplished through through their use in discussion and in a concert class music listening sessions and subsequent report. In addition they will be the subject of discussion quizzes and an exam. 2. Students will analyze music from different 2. This will be accomplished through class countries and historical periods and learn the discussion and through a concert report in which particular significance of each work in its own time each student will write of his or her own listening and place. experience. 3. Students will articulate how meaning is created 3. This will be accomplished through class in music and how a work of music is understood by discussion and through a concert report in which them. each student will write of his or her own listening experience. 4. Students will demonstrate their knowledge of the skills of composers and performers involved in the 4. This will be accomplished through class discussion, the concert report, and through exams February 24, 2012 Draft 12

13 creative process GENERAL EDUCATION INTENDED LEARNING OUTCOMES/ASSESSMENT METHODS ASSESSMENT METHODS LEARNING OUTCOMES 1. Knowledge: Students will develop a musical vocabulary and be able to communicate in a coherent manner to both professional and non-professional audience as good musical critics 1. Concert reports Skills: Students should be able to develop good writing skills 3. Values: Have an appreciation of aesthetic values Concert reports 3. Concert reports, class discussion and exams February 24, 2012 Draft 13

14 SCOPE OF ASSIGNMENTS and other course requirements* Weeks 1-3: Part I Elements: Read sections 1-10, pages 1-59 Week 4: The Middle Ages and Renaissance: Read pages Week 5: The Baroque Period: Read pages Weeks 6-9: Midterm and the Classical Period: Read pages Weeks 10-13: The Romantic Period: Read pages Week 14: The Twentieth Century: Read Pages Week 15: Review and Final Exam February 24, 2012 Draft 14

15 METHOD OF GRADING elements and weight of factors determining the students grade* Grading: Midterm exam 30% Final Exam 30% Concert Report 30% Quiz average 10% ACADEMIC INTEGRITY POLICY STATEMENT Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. The complete text of the College policy on Academic Integrity may be found in the catalog. COLLEGE POLICY ON ABSENCE/LATENESS A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester as follows: Class Meets Allowable Absence 1 time/week 2 classes 2 times/week 3 classes 3 times/week 4 classes February 24, 2012 Draft 15

16 **Each department and program may specify in writing a different attendance policy for courses with laboratory, clinical or field work. If the department does not have a written attendance policy concerning courses with laboratory, clinical or field work, the College policy shall govern. *depending on department policy these may be uniform and required of all instructors of the course or there may be guidelines or samples from which instructors may select or adapt): Attached course outline written by: Charles Porter Date: October 2012 Reviewed/Revised by: Date: February 24, 2012 Draft 16