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|Discipline and Nbr:
INTRO TO MUS APPREC||
Introduction to Music Appreciation
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||3.00||Lecture Scheduled||3.00||17.5 max.||Lecture Scheduled||52.50
|Minimum||3.00||Lab Scheduled||0||17.5 min.||Lab Scheduled||0
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||3.00|| ||Contact Total||52.50
| ||Non-contact DHR||0|| ||Non-contact DHR Total||0
Title 5 Category:
AA Degree Applicable
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 105.00||Total Student Learning Hours: 157.50||
An introduction to the principle forms and styles in serious music with emphasis on works from the late Renaissance, Baroque, Viennese Classical period, and important examples from the Post-Romantic repertory.
Completion of ENGL 100 or ESL 100.
Limits on Enrollment:
Schedule of Classes Information
A survey of basic elements & musical styles of the late Renaissance, Baroque, Viennese Classical & Post-Romantic eras.
Recommended:Completion of ENGL 100 or ESL 100.
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Certificate Applicable Course
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
| ||C1||Arts||Fall 1981||Fall 2007
|IGETC:||Transfer Area|| ||Effective:||Inactive:
| ||3A||Arts||Fall 1981||Fall 2007
Students are expected to:
1. Listen frequently and carefully to recorded music, and to recognize
compositions, composers, musical techniques, and the simpler forms.
2. Expand their musical experience by reading, discussing, and listening
in order to realize that music is and has been an integral part of
western culture and civilization.
3. Develop their musical listening skills by (a) acquiring the
concentration for longer attention spans in listening, (b) hearing
more specific musical details, (c) detecting aurally more subtle
features in interpretation, performance techniques, and nuance.
4. Understand and try to explain that the language of music can not
always be translated into the language of words; that music's
ultimate meaning lies in the sounds themselves.
5. Name, relate, and identify important musical terminology as it has
a significance in both the biographical details and the compositions
of important composers.
Topics and Scope
1. The Materials of Music: An introduction to the listening experience,
the three planes of listening, areas of meaning in music; including
melody, harmony, rhythm (meter, syncopation), tempo, dynamics, timbre,
form, orchestration, instruments, style, and notation (with several
sub-headings in some areas).
2. The Baroque Era, which includes the Baroque, keys, scales, major-minor
system, beginnings of opera, the suite, the concerto, the fugue, re-
peated bass patterns, and such composers as Pachelbel, Monteverdi,
Gabrieli, Purcell, Vivaldi, Bach, Handel, & Gluck.
3. More materials of Music whose parts not covered in the above assign-
ment, and Viennese Classicism, which includes symphonies, concertos,
operas, chamber music, and solo sonatas by Haydn, Mozart, Beethoven,
Schubert, & Gluck.
4. Late 19th Century which covers a few compositions from about 1890
to 1925, including Post-Romanticism, Impressionism, Nationalism, Post-
Impressionism, and the French Six; this last portion of the class
is brief and covered in two or three lectures; with the listening
and written examinations, this material covers about a little over
a chapter a meeting. We anticipate being able to show Amadeus to
this class in the near future.
1. Four reading assignments of at least 12 or more chapters for a
total of 50 chapters for the semester, plus five other recommended
to aid the understanding of assigned materials.
2. A listening list of four programs containing a total of 30
compositions to be listened to for the purpose of listening tests.
3. Both numbers one and two will for the most part be elaborated upon
in class sessions to bring to the students attention the important
aspects of the reading material and to point out some of the things
that they should be listening for in the assigned compositions.
4. In addition to these three, additional music is used as it relates
to the topics under consideration and in order to enhance the
accuracy of the student's listening experiences.
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
0 - 0%
|This is a degree applicable course but assessment tools based on writing are not included because problem solving assessments and skill demonstrations are more appropriate for this course.
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
10 - 15%
|Homework problems, Exams, LISTENING QUIZZES||
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
10 - 20%
|Exams: All forms of formal testing, other than skill performance exams.||Exams
70 - 80%
|Multiple choice, Matching items, Completion||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
5 - 10%
THE ENJOYMENT OF MUSIC by Joseph Machlis and Kristine Forney, 7th
edition, W. W. Norton, New York, 1995.