MUSI 1306 180: Music Appreciation

Core-Curriculum Learning Outcomes (CCLOs):

1. Critical Thinking Skills: includes creative thinking, innovation, analysis, evaluation, and synthesis of information. (SLOs #1, 2, 3, 4)
2. Communication Skills: includes effective written, oral, and visual communication. (SLOs #1, 2, 3)
3. Teamwork: includes the ability to consider different points of view and to work effectively with others to support a shared purpose of goal (SLO #1, 3)
4. Social/Civic Responsibility: includes intercultural competency and civic knowledge for effectively engaging local, regional, national, and global communities (SLO#1, 3)

Student Learning Outcomes (SLO):

Students completing this course will be able to:

1. Identify the changes in classical music aesthetic from Medieval to Modern periods.
2. Recognize representative individuals and groups associated with classical music from Medieval to Modern Period.
3. Recognize the evolution of music by using technology to listen and view artists/groups.
4. Evaluate social changes in government, history, and culture as they relate to changes in music.

Other Resources

Please note: As this course is integrated within Blackboard site, to register the access code the students simply need to access the link to the course text within the Blackboard course shell. The first-time students access the text, they will be prompted to enter their access code to 'unlock' the course content. This process 'registers' they for the course. Once that process is complete, they should be able to view the course and begin your work.

After they register, if they are seeing a login screen, this may indicate a problem with their browser settings. Below are some suggestions to help resolve this problem:

IMPORTANT! Please be sure that you have enabled cookies on your browser. This will ensure that the connection to the course works properly. I have provided a link that provides instructions on enabling cookies on various browsers below:

https://connect4education.com/online-technical-support-org-cookies/?hilite=%22cookies%22

Once cookies are enabled, you may need to clear your browser cache. In most computer-based web browsers, to open menus used to clear your cache, cookies, and history, press Ctrl-Shift-Delete (Windows) or Command-Y (Mac). If this doesn't work, follow the appropriate instructions on the page below:

https://connect4education.com/online-technical-support-org-cache

Note: We typically suggest the Mozilla Firefox or Google Chrome web browsers (Safari often proves to be much more problematic). Firefox and Chrome tend to be the most reliable when it comes to our courses. If you do not have Firefox or Chrome installed on your machine, you can download these browsers from the following sites:

Firefox: https://www.mozilla.org/en-US/firefox/new/. Chrome: https://www.google.com/chrome/

Student accommodations will be made on a ‘as needed’ basis, please contact your instructor as soon as possible for assistance.

VPAT/ACR - OnMusic Appreciation Fourth Edition (LTI-Integrated Course)

Midterm and Final Exam

Midterm and Final Exam already scheduled (please see the content). You can take it in the assigned date with your convenient time. Only one submission will be accepted. System will be open at 12am and locked automatically at 11:59pm at the exam day. Please do not wait until last minute to participate, accident sometimes happened unexpectedly. Please at least prepare 2 hours for each exam (no later to start than 9pm). Exam will not reopen for any  reasons due to the long open period.

General Weekly Expectations

In order to be successful in an online learning environment such as ours, you will need to stay focused on disciplined so that you meet all assigned deadlines. Early submissions are permitted and encouraged! You will also need to give your best efforts in your contributions to our online discussion topics (voice stream), be sure to include relevant information from course content in both your answer to the question as well as in your replies to your classmates. In discussion forums, you will reply to two peers’ posts after you post your initial answer to my discussion question. We want an active engaging and interesting conversation to take place in our discussion forums, facilitating the learning process and fostering a sense of community.

Therefore, thoughtful, effective, and timely posting will be essential to the learning experience of the entire class-make an extra effort to post your initial answer earlier in the week so that you allow for enough time to then engage in a substantive discussion with your peers.

Assignment feedback can be expected between 24 – 48 hours after deadline.

Late Work Policy

No late work will be accepted during this course. Stay focused and disciplined to meet all assigned deadlines. Follow along with the course schedule to help keep yourself on track. Contact your instructor for more information.

Discussion board

Discussion boards will be graded on a completed (100)/incomplete (0) basis. Students are expected to respond to the prompt and peers according to assignment specific instructions.

#1. Introduction and communication (day #1,1 post and 2 replies)

Record a short video to introduce yourself to class. Materials include your name, major, family, habits, and any music performance experienced or award before you come to TAMIU. Then, say hi to any 2 colleagues by response their videos.

#2. After concert discussion (please submit in a week after concert finished) -due at the weekend with assigned concert day

Leave your opinions about the concert which assigned to participate and give some feedback on any 2 colleagues you like to response.

**Concert report and discussion (1 post and 2 replies)

There is one assigned concert reports required in this class. Concert will be hosted in TAMIU Recital Hall with the schedule time which list on the Fine and Performance website. You will need to 1.) submit your concert report to Assignment #4 and 2.) write your opinion on discussion board plus replay at least two comments to your colleagues. Extra credit will be given when you attend in-person. The live stream on Facebook also available for the students who could not be make it in-person. Due to COVID-19 pandemic, concerts may reschedule or canceled. Please always check your blackboard massage for more update information.

Required Concert:

Faculty opening concert –Date and Time will be announced later on your announcement area.  Location: TAMIU Fine and Performing Arts Recital Hall

#3. Personal music talent show (week 13,1 post and 2 replies) 

Record a short video for instrument performance or singing with any selected

repertoire about 3 munities, include introduction of yourself and some information about your piece. Then, give the feedback on any other 2 colleagues in the class.

Connect 4 Education Assignments:

Late Work Policy

No late work will be accepted during this course. Stay focused and disciplined to meet all assigned deadlines. Follow along with the course schedule to help keep yourself on track. Contact your instructor for more information.

Grading Rubric

             Exemplary (10 points):  Students completed all questions listed, shared combined knowledge learned within section, and expressed opinions/observations in professional manner.

          Accomplished (9 points): Students completed all questions listed, shared combined knowledge learned within section, and provided opinion and observations.

Complement (8 points): Student completed all questions listed within individual assignment but provided short answer responses without utilizing details learned in course section.

Beginning (>7 points): Student did not answer all question listed within individual assignment. More information required to display mastery of topic.

Assignment 1: Identify Musical Ideas

As we have learned, all music compositions are made up of musical ideas. Your task in this assignment is to identify the two music ideas that make up the piece you will hear and see performed in the video.

First listen to the entire work from beginning to end – it only lasts one minute and a half. There is no substitute for repeated, attentive listening to become fully familiar with a piece of music.

Once you have listened to the full piece, listen to the two ideas that the composer used to build it. Before the ideas come into play, however, there is a very short two-second introduction. This is not a full musical idea yet. Here are the two ideas that the composer uses throughout the piece:

• Idea A
• Idea B

Listen to both ideas until you are thoroughly familiar with them. That will help you identify them as the piece progresses.

Assignment 2: Listening Perspectives

Now that you are familiar with different listening approaches, listen attentively and comment on a musical selection from the point of view of different types of listeners – causal, referential, critical, and perceptive.

Your task in this assignment is to:

• Listen attentively and identify each occurrence of the theme.
• Chose the point of view of a different type of listener – casual, referential, critical, or perceptive – to comment on each of those entries. For example, pretend to be a casual listener in one case, and a perceptive listener in another.

Play the audio and use the Comment Box to enter a description (comment) that corresponds to

each occurrence of the theme. That means you will use the comment box several times. Be sure to read the submission instructions on how to use the comment box.

Address the following questions in your descriptions:

1. How does Grieg use dynamics, timbre, pitch, and tempo to achieve unity and variety in the piece?
   • Dynamics: Are dynamic (volume) changes gradual or abrupt in this piece? Are there any specific place where abrupt changes happen? What effect do you thin Grieg is trying to achieve?
   • Timbre: Identify the points where on instrument takes over form another. At what point do these changes happen?
   • Pitch: At what points is the theme played at a different register, i.e., higher, or lower than the previous time it happened? At what points does it stay at the same pitch level?
   • Tempo: At what points does the tempo start getting faster (accelerando)? Does the piece get slower again?
2. List the specific connotation(s) that this piece might have for a perceptive listener.

Below are two sample answers (comments) to serve as a general guideline for the completion of this assignment.

• A referential listener could describe the first entry of the theme in the following way: “The low pitch and slower temp of this reminds me of the “Inspector Gadget” cartoon I used to watch. It has a mysterious aspect to it.”
• A critical listener may describe another entry of the theme in the following way: “The lack of variety in this piece makes it boring and predictable. The compose is trying to add variety through tempo changes, pitch, and timbre of the instruments but the lack of the musical ideas in this piece make it impossible to keep me interested.”

Assignment 3: Analysis

The principles of unity and variety apply to all music, regardless of compositional style or historical period.

Now that you are familiar with the concepts in the first section of the course (Basic Musical Concepts), and you have seen how they work on different pieces of music, try your hand, mouse, and ears at how they operate in a music selection that you may not have heard yet.

Your analysis should include:

1. The number of different musical ideas you hear in the piece (can we say that there are two ideas A & B? Or is there only one?)
2. The timings (start and stop times) of the different sections of the piece. (Hint: Listen for changes in musical ideas and timbre, or for points when one instrument gives way to another.)
3. How the following elements contribute to unity and variety in the sections you identified (give timings):
   • Dynamics: Where does the music get louder or softer? Is there any apparent reason for those changes?
   • Timbre: Where do different instruments take over the melody?
   • Pitch: What is the general pitch level of the piece? Are there wide variations in pitch level?
4. Although there are sections that feature one instrument over others, do you think this is a piece for a solo performer or for an ensemble?
5. List the characteristics of the musical style closest to the one this piece exemplifies. (Hint: Revisit the class title Folk Music, Art Music, and All That Jazz).
6. Do you think this piece serves (or could serve) a specific purpose?
7. Does this piece have any specific connotation(s) for you?

Assignment 4: Concert Report

For this assignment, you will need to plan. You must attend a symphony orchestra concert, opera, or musical in order to complete it. As long as it is a symphony orchestra concert, opera, or a musical, any event is OK. If you go to a musical, try to find a “professional” rather than a “community” production. In any case, you must find a way to see the orchestra at some point in the performance (they are usually in the “pit” – and yes that’s what it’s called…the pit).

Write the equivalent of a 2–3-page report giving a review of the concert you attended. Your review must include the following:

• What kind of listener were you at the concert? Why?
• What pieces were performed?
• What was they style of each of the pieces performed?
• What was the instrumentation of the orchestra?
• Draw out the seating arrangement of the instruments in the orchestra.

Analyze 3-4 pieces played during the concert using the following criteria from the course:

• Unity & Variety
• Structure of the Music
• Purpose of the Music
• Tempo
• Volume
• Rhythm
• Melody
• Harmony
• Form
• Historical Period

Did you enjoy the concert? Why or why not?

Assignment 5: Renaissance Period

Listen perceptively to the “Kyrie” from “Missa O Magnum Mysterium” by the Renaissance

Spanish composer Tomas Luis de Victoria.

In 5 short paragraphs, describe the attributes of the musical selection, according to the following critical criteria:

1. Recognize and Describe:

At least one example of each musical element – rhythm, tempo, melody, harmony, timbre, texture, and form – that occur in this particular composition. Use precise musical terms learned in the course and descriptive adjectives. Examples of descriptive adjectives might include: a “menacing” melody, “triumphant” dynamics, or a “racing” tempo. Use your imagination!

1. Develop:

Your conclusions about what the composer was trying to represent. [Might a “racing” tempo represent an attempt to escape from danger or dancing at celebration?]

1. Interpret:

The composition’s emotional value, using language that describes emotional states. Does the music express joy, fear, pleasure, optimism, sadness?

1. Evaluate:

The composition’s creative quality: What makes this composition a valuable work of art?

1. Analyze: The effect that the composition has on you. How does it express aspects of the human condition? Does the music suggest a philosophy for living?

Course Assessment

The grade is assessed according to the following general guidelines, including the core curriculum learning outcomes and objectives. Further description of each follows later in this document under “Grading”. Connect 4 Education (include 35 Assessments, 5 writing Assignments and Midterm/Final Exam) will comprise 90% of the total course grade. Discussion Board will comprise 10% of the total Course Grade.

Grading Scale

Core-Curriculum Learning Outcomes:

1. Critical Thinking Skills (CT) - creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
2. Communication Skills (COM) - effective development, interpretation and expression of ideas through written, oral and visual communication
3. Empirical and Quantitative Skills (EQS) - manipulation and analysis of numerical data or observable facts resulting in informed conclusions
4. Teamwork (TW) - ability to consider different points of view and to work effectively with others to support a shared purpose or goal
5. Social Responsibility (SR) - intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities
6. Personal Responsibility (PR) - ability to connect choices, actions and consequences to ethical decision-making

Regular and Substantive Interaction (Note to Instructors):
The U.S. Department of Education (ED) has issued Regular and Substantive Interaction: Background, Concerns, and Guiding Principles which went into effect on July 1, 2021. Under the new regulations, the U.S. Department of Education requires that all online courses and programs for which students may use Title IV funds (federal financial aid) include regular and substantive interaction between students and their instructors. This ruling applies to both synchronous and asynchronous courses, with the primary focus being asynchronous courses. The Department of Education has the authority to audit courses and programs at institutions, like Texas A&M International University, with online offerings.

Be sure that your course provides for regular and substantive interaction between faculty and students, students and students, and students and content. (C-RAC, OSCQR, QM, SACSCOC, SC)

1. Regular and substantive instructor-to-student expectations and predictable/scheduled interactions and feedback are present, appropriate for the course length and structure, and are easy to find. (OSCQR, SACSCOC, SC)
2. Expectations for all course interactions (instructor to student, student to student, student to instructor) are clearly stated and modeled in all course interactions/communication channels. (OSCQR, SACSCOC, SC)

Be sure to add clear statements on your syllabi about these instructor-to-student expectations.

Visit for additional guidance on including Regular and Substantive Interaction: https://www.tamiu.edu/distance/faculty/regular-and-substantive-interaction.shtml

Online Courses and On-Campus Meetings

Texas Administrative Code (TAC), Title 19, Part 1, Chapter 2, Subchapter J, Section 2.202, defines distance education as the formal educational process that occurs when students and instructors are not in the same physical setting for the majority (more than 50%) of instruction. Distance education includes hybrid and 100% online courses and programs as defined by the Texas Higher Education Coordinating Board (THECB):

• Hybrid Course - A distance education course in which more than 50 percent but less than 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations.
• 100-Percent Online Course - A distance education course in which 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations. Requirements for on-campus or in-person orientation, testing, academic support services, internships/fieldwork, or other non-instructional activities do not exclude a course from this category.

In this online course, be sure to confirm what in-person meetings may be required of you (if applicable).

Course Structure

[Description of how students should approach the course regularly. A description of course menu items and their contents may be found here. The description may also describe how students should approach the materials per lesson/module/week. It should include what type of materials students may encounter, the types of activities and assessments they may see, and other expectations from the students in each module. This section should help the student understand how to navigate the course.]

Student-Instructor Communication Policy and Response Time

Announcements/Course Messages/Emails
[The instructor must provide information on the type of communication that will be provided to students on a regular basis, including the frequency of this communication (such as “Announcements will be posted regularly on Mondays.”). Also, information on the turnaround time for communication from course messages or emails sent to the instructor.]
Assignments and Assessments
[The instructor must list the turnaround time for providing feedback to students on their submissions of an assignment or assessment. Expectations on how students will receive feedback should be listed for each type of assignment.]

Course Communication Guidelines (Netiquette)

There are course expectations concerning etiquette or how we should treat each other online. We must consider these values as we communicate with one another. Visit Instructional Technology and Distance Education Services’ web page on Netiquette for further instruction.

Accommodations/Accessibility Policy

Texas A&M International University seeks to provide reasonable accommodation for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student's responsibility to register with the Director of Student Counseling and to contact the faculty member in a timely fashion to arrange for suitable accommodation. For more information, contact the online at Office of Disability Services for Students (DSS), via phone at 956.326.3086 or by visiting the staff at the Student Center, room 118. A link to the Disabilities Services for Students site has also been included under the "Resources" tab inside the course.

Student Support Resources

The University wishes to have all students succeed in their courses. To provide support to our students, an array of services in the areas of technology support, academic support, student support, and accessibility support may be found at the University. For more information, visit the Instructional Technology and Distance Education Services page on University Resources and Support Services.

Computer/Technology Requirements

[Technology requirements must be listed for the course. Information on how to obtain software for purchase or download should be provided. See the following example. Customize technologies to include those that pertain to your course:]

When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Online students will need regular access to a personal computer that runs on a broadband Internet connection.

It is recommended that you meet the technical requirements listed on the Instructional Technology and Distance Education Services’ webpage when using the learning management system (LMS) of the University.

Additional Hardware. For this class, you will need the following additional hardware: [list any additional required hardware here. Additionally, and if applicable, you may use the following statement:] Recently purchased laptops may have these built-in web cameras.  If you do not have this equipment, it is recommended to purchase a stand-alone webcam, microphone, or a webcam with a built-in microphone from your local electronic store or any online store.

NOTE: Instructional Technology and Distance Education Services may check out available webcams to students on a first-come, first-served basis. To check out a webcam, please stop by Killam Library, Room 259, and request an available webcam.

Additional Software. You will need the following additional software: [list any additional software required here. Additionally, and if applicable, you may use the following statement:] TAMIU Students may access online versions of this software through their Dusty Office 365 account at https://dusty.tamiu.edu/. This site also provides students access to download the Microsoft suite for educational use. See instructions for downloading the Microsoft Office suite.

Note: Students, if you do not own the required hardware or software or do not have access to the Internet, it will be highly challenging for you to make any progress in this class. However, my goal is to assist you in finding solutions and guide you appropriately most of the required materials can either be found free of charge at TAMIU’s library, classrooms, and available computer labs. Visit Media Services’ web page on the availability of on-campus computer labs. In addition, you may also purchase any of these items at any electronic store.

Learning Management System (Blackboard)

Students are provided with an orientation (*eLearning (Blackboard) Student Orientation*) and access to guides on how to use the Blackboard LMS. Guides may be available at Instructional Technology and Distance Education Services' Student eLearning Tutorial Videos page or by contacting the eLearning team at elearning@tamiu.edu.

Minimum Technical Skills Expected

[The description of the minimal technology skills is linked to OIT’s statement of minimal skills. Faculty are required to update statements for additional technological skills from students.]
When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Students in distance education should have knowledge of basic computer and Internet skills, as mentioned on the Instructional Technology and Distance Education Services’ webpage.

Technical Support Services

Because of the nature of distance education courses, the Office of Information Technology (OIT) computing and information services are vital to the success of online students. This webpage covers contact information for Distance Education Services (Blackboard Support), the OIT Help Desk, and E-mail support: Technical Support Services.

Web Conferences/Synchronous sessions

[Instructors that host synchronous virtual meeting sessions should list details on how students will meet with the instructor in this section and whether these meetings are optional or required. Include the frequency of these meetings and a general explanation of the purpose for these sessions.]

Grading Scale/Schema (after Grade Breakdown section)

In determining the final course grade, the following scale is used in percentage or point value.
•    xxx = A
•    xxx = B
•    xxx = C
•    xxx = D
•    xxx = F
[Faculty can augment this area as necessary to accommodate their grading criteria. Faculty should also use this area to convey when students can expect feedback on their assignments and assessments.]

Rubrics (may be included here and in the Syllabus and Overview in the course)

[The inclusion of rubrics in the syllabus is usually up to the instructor. If rubrics are not included in the syllabus, this area should convey to students that rubrics are included in the course and will provide an understanding of how they will be assessed on the course’s assignments.]

Late Work Policy

Instructors should include the policy stating what may or may not be acceptable for late assignments.

Course Evaluation

At the end of this course, students are encouraged to complete a course evaluation that will be distributed to them via email and through a course link.

Turnitin Policy Or Other Types of Assignments in Other Systems

[Instructor’s policy on assignments held within the Turnitin system.]

Proctoring

[Respondus LockDown Browser/Monitor OR Examity. Contact elearning@tamiu.edu for the syllabus statement and other information.]

Accessibility and Privacy Statements on Course Technologies

[Information on the accessibility and privacy policies of all course technologies must be provided to the students. At TAMIU, the eLearning team has compiled a list of accessibility and privacy statement links on their website. Link to these pages and contact eLearning if any new technologies should be listed on their pages. See the following example. Customize technologies to include those that pertain to your course:]

At Texas A&M International University, we believe that all students should have equal technology opportunities in the classroom. These technologies/sites may also require user data, such as the creation of a username and password. You may find the accessibility and privacy policies of the technologies used in this class on the following pages: Accessibility Statements and Privacy Statements.

In this class, we will utilize: [insert the technologies here].

Syllabus Subject to Change

While information and assurances are provided in this course syllabus, it should be understood that content may change in keeping with new research and literature and that events beyond the control of the instructor could occur. Students will be informed of any substantive occurrences that will produce syllabus changes.