SRJC Course Outlines

6/12/2024 10:01:51 PMMUSC 9 Course Outline as of Fall 2009

Changed Course

Discipline and Nbr:  MUSC 9Title:  JAZZ APPRECIATION  
Full Title:  Jazz Appreciation
Last Reviewed:3/8/2021

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled05 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  MUS 9

Catalog Description:
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Lecture survey of jazz focusing on an understanding of its essential musical elements, its evolution, and the cultural contributions of African Americans. Special attention is given to the study of standard jazz forms, stylistic differences, and analysis of live and recorded performances.


Recommended Preparation:

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Lecture survey of jazz focusing on its essential musical elements, its evolution, and the cultural contributions of African Americans.
(Grade or P/NP)

Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Fall 1981
American Cultures/Ethnic Studies
CSU GE:Transfer Area Effective:Inactive:
 C1ArtsFall 1981
IGETC:Transfer Area Effective:Inactive:
 3AArtsFall 1981
CSU Transfer:TransferableEffective:Fall 1981Inactive:
UC Transfer:TransferableEffective:Fall 1987Inactive:

Certificate/Major Applicable: Major Applicable Course


Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Upon completion of this course, students will be able to:
1.  Demonstrate an understanding of jazz by citing elements that are
   common to all jazz styles and their usage within specific styles.
2.  Develop a process of critical listening which involves the perception
   of physical, expressive and technical aspects of music.
3.  Recognize the cultural contributions of African Americans to the
   development of jazz.

Topics and Scope
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1.  Essentials of musical perception.
2.  Elements of jazz.
3.  Jazz history: blues, early New Orleans dixeland, ragtime, Chicago
   style dixieland, stride and boogie-woogie, swing, bop, cool, hand
   bop, free form, jazz-rock, fusion.
4.  Recognition of classic jazz performance, to include, among others:
   recorded performances of Armstrong, Ellington, Hawkins, Basie, Young,
   Parker, Gillespie, Davis, Brown, Coltrane, Fitzgerald, and Coleman.
5.  Examination of relevant social issues and their effects on the art
   form, such as racial segregation, integration, black population
   movements, civil rights, black radicalism, and racial/cultural
6.  Other American cultural or ethnic groups will be discussed as
   comparative traditions whenever appropriate.

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1.  Reading assignments (textbook and supplemental materials): 5-12 pages/wk.
2.  Listening assignments: 2-3 hrs/wk.
3.  Two concert reports (average 2 pages).

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
15 - 25%
Concert papers
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
20 - 25%
Listening examinations
Exams: All forms of formal testing, other than skill performance exams.Exams
25 - 35%
Multiple choice, matching items, completion
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
15 - 25%
Attendance and participation

Representative Textbooks and Materials:
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Jazz, Tenth Edition, by Tanner, Megill, and Gerow, W.C. Brown, 2005.

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