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edu office hours: Tu 34, Th 24 Teaching assistants & discussion section times (office hours tba) Penny Brandt: M 2,W 3, Th 2; DramaMusic 154A, 4862663, firstname.lastname@example.org Ryan Weber: Tu2, Tu 3, W 11; DramaMusic 150, tel. 4865454, email@example.com Course Description MUSI 1003, a new course generously supported by a Provost’s General Education Course Development Grant, falls within both Content Area 1 (Arts and Humanities) and Content Area 4 (Diversity and Multiculturalism) of the General Education curriculum (more information on the goals of these content areas is provided below). It will encourage you to think critically and creatively about popular music and its social and historical meanings and contexts, particularly in relation to issues of diversity. The focus is on American popular music of the last one hundred years or so, and particularly the last fifty. We will study significant styles of American popular music in chronological order, and will explore several recurring themes throughout the course: the role of popular music as a symbol of identity (race, class, gender, generation) the interaction of European American, African American, and Latin American traditions the influence of mass media and technology (printing, recording, radio, video, internet) Goals and outcomes The course is intended to enhance your enjoyment and understanding of the music you already know, as well as introduce you to less familiar styles and genres – to enable you to become more informed consumers of popular music. More specifically, upon completion of the course, students should have: 1) acquired knowledge about the rich variety of popular musics in the United States from cultural, historical, and structural/stylistic perspectives 2) gained understanding of the ways in which these musics have expressed and
we will be asking you at various point to reflect upon your experience in the course. and Soul Reader: Histories and Debates. 2009 NB: Oxford University Press has provided these two books as a bundled pair for the UConn Coop. and to how this is reflected in music to which they choose to listen or to which they are exposed in advertising. In order to assess your progress toward these intended outcomes. David Brackett. 6) . 2nd edition. movies etc. 4) Blues and hillbilly music in the 1920s (Starr & Waterman Chap. identity. 2009 2. 13) 2 Popular song genres c.. and diversity The elements of music 19C and early 20C roots (Starr & Waterman Chaps. 19201945 (Starr & Waterman Chap. Larry Starr and Christopher Waterman. shopping malls. Schedule and reading assignments from StarrWaterman (for details of listenings assignments see below. including resistance to hegemonic interpretation and appropriation 3) become sensitive to a variety of ways in which music may encode and actualize social power relationships.2 continue to express the responses of diverse groups to their position and status in regional and national culture. Bring your textbook to every class. Oxford University Press. Learning Methods Classroom lectures and smaller discussion groups Critical reading of a textbook survey and primary sources representing diverse experiences Critical listening to audio and video recordings. Oxford University Press. American Popular Music: From Minstrelsy to MP3. and live performances Required textbook purchases 1. The Pop. 3rd edition. which offers you a substantial discount in relation to trying to buy them separately elsewhere. Brackett readings will be assigned through your TA ) Wk 1 Introduction: Music. Rock. ed. 5) 3 Racial politics and the rise of jazz (Starr & Waterman Chap.
Soul. 1011) 16 . 10) 7 8 9 10 ‘Outsider’ genres in the 1970s: outlaws. 78) Test 1: practice test. Tuesday March 1. Tuesday May 3. 12) Grrrl power: women and pop music from the mid1970s (Starr & Waterman Chap. punks and funk (Starr & Waterman Chap. and Folk in the 1960s. Thursday February 10 (all material up to this point in course) 5 6 American Pop & the ‘British Invasion’ (Starr & Waterman Chap.3 4 The postwar decade and rock ‘n roll (Starr & Waterman Chs. material Wks 16 Country. 14) Who are you/we now? Music and multiple identities from the local to the global (Starr & Waterman Chap. 14) Second paper due Friday April 15 14 15 The 1990s cont. 13) 13 The 1990s: Hiphop (Starr & Waterman Chap. 10. 15) [Exam week] Test 3: final exam.3012. 19671978 (Starr & Waterman Chaps. [no classes: Spring Break – Cancun!!!] Rock and Disco c. 9) Country. 12) First paper due Friday March 25 11 12 Salsa and the rise of Latin Music (Starr & Waterman Chap. cont.30 Test 2: midterm exam. Soul.: ‘Alternative’ musics (Starr & Waterman Chap. and Folk in the 1960s (Starr & Waterman Chap.
While it is impractical in a class of this size to take attendance in lectures. You might well miss the lecture that turns out to be crucial for the exam . But I should stress that developing the ability to listen carefully and critically. don't use this as a handy guide to skipping the classes you think might be boring! (not that I believe for one moment that you would do this. 2. 3. To allow for the fact that most of you will never have taken a music exam. For both midterm and final. Lecture attendance and discussion participation (20%) You are expected to be present for all lectures. Papers (20%): You will be required to write two 2page papers. Makeup exams will be allowed only in the case of a medical emergency. we will be using computerscanned exam forms. As we are running the course in this particular format for the first time. verified by a doctor’s note. and your UConn ID. and will not count towards your grade. and although I shall follow the broad outline as closely as possible. There are no exceptions to this policy. The tests will include the aural identification of pieces discussed in class and/or assigned for homework listening. in other words. you are required to bring two No. The first will be due on Friday March 25. each will count for 10% of your grade. You should bring the StarrWaterman book to every class. More detail will be provided as the first test approaches. . and they will provide you with more details as the semester progresses.4 Requirements and Grading 1. Exams (60%): There will be three tests as shown. . the other on gender. 3. as well as to understand the social and cultural issues discussed in the course. but the Midterm will include material covered in the practiceonly Test 1. this is a provisional schedule. Avoid cramming for these exams at all costs! They will only be easy if you prepare regularly and well. and each covers approximately half of the course material (see details on schedule above). The Midterm and the Final will each count for 30% of your semester grade. These will be submitted to your discussion section TAs. and multiplechoice questions on these pieces and all other aspects of the course. Homework Assignments (not graded): Prepare for every class by doing the reading and listening to be discussed ahead of time (see below for details of required text). 2 pencils. I reserve the right to make changes. of course). the second on Friday April 15. the Final is therefore not cumulative. is an extremely important part of this course. one on issues of race and music. Test 1 will be purely a practice test. If you have a . a clipboard or other hard writing surface (NOT your music textbook or notebook!). PLEASE NOTE THAT YOU WILL NOT DO YOUR BEST IN THIS COURSE IF YOU MISS LECTURES FREQUENTLY: YOU CANNOT GET EVERYTHING YOU NEED FROM THE TEXTBOOK.
plagiarism. copying or sharing answers on tests or assignments. an F for the course.5 genuine need to miss a class.websites/9780195396300/?view=usa (You can also find here other resources. however. I will certainly not be discussing every track in the book. you will receive more information on this later. Some of the songs discussed in the text are not on the CDs but can be downloaded from a special iMix selection prepared for the book. Participation in discussion sections will be assessed according to two elements. You will be given ample notice by your TA if you do not appear to be making adequate attempts to contribute. Your contribution will be assessed in terms of your willingness to make regular attempts to answer questions or otherwise participate in class discussion. Academic Misconduct Statement Academic misconduct in any form is in violation of the University of Connecticut Student Conduct Code and will not be tolerated. but is not limited to. such as chapter summaries and review questions.oup. In any case. or you have attendance problems. AF 1/18/11 .com/us/companion. I will specify certain iMix tracks that I expect you to know for the exam and that you will therefore need to download for your own use. and having someone else do your academic work. I shall certainly do my best to tell you in advance what will be covered that day. The tracks are typically 99c each. a student could receive an F grade on the test/assignment. or could be suspended or expelled. Students with Disabilities Students with disabilities should contact the disability office for information on test procedures before discussing this with me and in any case well before any exams or assignments. Attendance will be taken every week in discussion sections. which is accessible at the book’s website http://www. more than two unexcused absences will lower your grade. Depending on the act. and Powerpoint slides that I will sometimes be using in class: click on ‘Instructor Resources’ and the chapter you want to find a list). attendance (obviously you cannot participate if you are not present) and contribution. Reading and Listening Assignments In addition to the chapters in American Popular Music specified on the schedule. you are also expected to listen to the songs discussed in detail in the text and which are found on the 2CD set that accompanies the textbook. The assumption is that every student should be able to receive an A for this portion of the course. This includes.
values.uconn. . acquire moral sensitivity. Regardless of the approach. individuals of any profession need to be able to understand. beliefs. and/or values of the culture under study. Diversity and multiculturalism in the university curriculum contribute to this essential aspect of education by bringing to the fore the historical truths about different cultural perspectives. Group 4 courses (Diversity and Multiculturalism). 2. and aesthetic. ethnicity. sexual identities. geoc. gender. cultural and historical processes of humanity. history.6 Goals for General Education courses as articulated by the General Education Oversight Committee (extracted from GEOC website. These groups might be characterized by such features as race. students gain appreciation for differences as well as commonalities among people. and function in cultures other than their own. critical. Group 1 courses (Arts and Humanities) should provide a broad vision of artistic and humanist themes. may participate more fully in the rich diversity of human languages and cultures. courses should view the studied group(s) as authors and agents in the making of history. 5. The primary modes of exploration and inquiry within the Arts and Humanities are historical. become articulate. political systems. In this interconnected global community. especially those of groups that traditionally have been underrepresented. 3. acquire awareness of their era and society. and creative expressions of diverse groups. They should encourage students to explore their own traditions and their places within the larger world so that they. and 7. ideas. The inquiry needs to be structured by the concepts. acquire critical judgment. 4. Subject matter alone cannot define multicultural education. or religious traditions. acquire intellectual breadth and versatility. acquire consciousness of the diversity of human culture and experience. appreciate. acquire a working understanding of the processes by which they can continue to acquire and use knowledge.edu) The purpose of general education is to ensure that all University of Connecticut undergraduate students: 1. These courses should enable students themselves to study and understand the artistic. 6. A key element is to examine the subject from the perspective of the group that generates the culture. as informed citizens. or by persons with disabilities. By studying the ideas.
g.)? If yes. explain 3.7 MUSI 1003: Musical background and tastes 1. favourite bands. a particularly memorable musical experience in your life . List some favourite types of music. explain (b) read music? (c) have any background in music theory (harmony etc. Name: Major: Discussion Section time: 2. Any other comments. singers etc. 4. observations. e. Do you: (a) play an instrument/sing (other than in shower)? If yes.
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