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Graduate Course Proposal Form Submission Detail - MUH6020

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Current Status: SCNS Liaison Notified of Graduate Council Approval - 2016-04-21
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Required for MA in Music Ed. GC Approved


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5217 2015-04-09
     
    Department College Budget Account Number
    Music FA 240200
     
    Contact Person Phone Email
    Victor Fung 42311 fung@usf.edu

  2. Course Information

    Prefix Number Full Title
    MUH 6020 The History of Blues and Rock

    Is the course title variable? N
    Is a permit required for registration? Y
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    The History of Blues and Rock
     
    Course Online? Percentage Online
    O - Online (100% online) 100

    Prerequisites

    Corequisites

    Course Description

    A study of the history of rock music: the essence of its musical language, its roots, evolution, styles, influences, social/cultural context, etc.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for program/concentration/certificate change

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    All MA in music education students will take this course

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    PhD or DMA in music or music education, or significant experience in the field of blues and rock history.


  4. Other Course Information

    A. Objectives

    * To learn about the musical roots of Blues and Rock music well enough to hear and

    identify echoes of antiquity in modern-day rock, pop, country and hip-hop music

    * To become familiar with the music of this history through listening examples of

    world music and American music

    * To understand the historical situations which allowed for this music to be born in the

    United States

    * To understand Blues and Rock in a global/historical context, connecting certain

    aspects of the music to traditions that are tens of thousands of years old.

    * To develop an understanding of how many of today's musical genres are born of

    ethnic and regional influences. The reason that music sounded different in New

    Orleans than it did in Atlanta or the Mississippi Delta 50-100 years ago has much to do

    with which traditions and ethnicities were predominant. These demographics have

    always been in a state of flux.

    * To understand that the musical language of Blues and Rock was essentially fully

    developed by the year 1900, and that what follows is both the development of the

    musical language and the social changes that allow for "Africanized" music to make its

    way into mainstream American consciousness, and later world consciousness.

    * To understand that the same dynamics that created racial and ethnic diversity in this

    country have created hybrid musical styles that ultimately transcend ethnicity and

    regionalism.

    * To develop abilities in critical, inductive and deductive thinking and analysis, and to

    create sound arguments to demonstrate such reasoning.

    * To develop a healthy appetite for inquiry, not just for music which is new or new to

    the student, but especially where it involves investigation and deconstruction of

    familiar material.

    * To develop performing abilities including basic blues, and elements of American

    music traditions that lead to it, on keyboard and voice.

    B. Learning Outcomes

    After successful completion of this course students will be able:

    * The ability to place a never-before-heard example of blues or rock into a social and

    historical context

    * To have a working knowledge of 100 years of American folk music (blues and rock)

    * To understand the practice of blues and rock as a tradition that combines European

    and African traits

    * To be familiar with the names, music and lives of the great pop/rock/blues artists of

    this country, as well as other musicians and practices elsewhere in the world that

    relate to them

    * To have an understanding of the musical and social forces that helped create blues

    and rock

    * To understand the history and function of the musical instruments used in the

    performing of blues and rock music

    * To develop inquiry and analytical skills while at the same time developing the ability

    to research, organize and write a paper to present analysis

    * To begin a life-long career as a blues and rock enthusiast and researcher

    * The ability to perform major/minor pentatonic scales, from a given starting note,

    on keyboard and voice

    * The ability to identify songs of a 12-bar blues form

    * The ability to perform an accompaniment to a 12-bar blues using three chords on a

    keyboard instrument

    * The ability to solo over a 12-bar blues song on a keyboard instrument

    C. Major Topics

    Blues and Rock music, blues musicians, musical instruments, music enthusiast, pentatonic scales, 12-bar blues form.

    D. Textbooks

    None Required.

    E. Course Readings, Online Resources, and Other Purchases

    Module 1 (53 points)

    Introductions, goals and methods. Evolution and extinction of languages. Tracing

    human migrations using genetics. Using the concept of genetic “markers” to trace the

    dispersion of musical traits.

    Videos: Spencer Wells, “The Journey of Man” (excerpts), YouTUbe, “Where Does Music

    Come From?”

    Reading: Orson Scott Card, “The Unaccompanied Sonata” (short story); Spencer Wells,

    “The Journey of Man, “ pp. 170-173.

    Module 2 (55 points)

    Early Music, pt. 1: Africa, Europe and the New World

    Module 3 (128 points)

    Early Music, pt. 2: Musical ingredients arriving in the Colonies; Melodic traits of

    African and European melodies. Arabic Assans (call to prayer) and their relation to the

    Afro-Arabic style. Rhythms (interlocking, syncopation, hemiola), the function of music

    in African societies, the first Africans in America. Early African American music (fiddle

    music, banjo,etc.).

    Module 4 (55 points)

    Early American Musical forms; 19th century American popular music (Minstrelsy, Parlor

    music), and various forms of Early American spiritual music (shape-note singing, lining

    hymns, spirituals)

    Module 5 (84 points)

    Song Families and Proto-Blues

    Module 6 (93 points)

    1920s: jazz, blues, country blues, folk and hokum

    Module 7 (40 points)

    1930s: Country Blues, Chicago, swing

    Module 8 (95 points)

    1940s: proto-rock and roll, electrification, Jump and R&B

    Module 9 (97 points)

    1950’s: Brown vs. the Board of Education, Elvis, Rock and Roll proper

    Module 10 (50 points)

    1960s: Folk rock, Surf Music and Acid Rock

    Module 11 (63 points)

    1970s, Dance Rock and the Diversification of Rock

    Module 12 (187 points)

    1980, 90s and 00s: New trends and the effects on digital technology on Rock

    You will have to search, research and download new (current) music. You may have to

    spend upwards of $10 to do this, if you are paying $1 per song. Students who own a

    lot of current music may not have to purchase any. Having access to songs by way of

    YouTUbe, Spotify or some other service will not be of any help. Students need to

    upload mp3s of the songs they are discussing in their writing assignments.

    F. Student Expectations/Requirements and Grading Policy

    Grading:

    Module 1 (Closes 1/18/15)

    Quiz 1……………………………………………………………………………13 points

    Assignment: Paper: “My favorite band/musical artist”…………..………..40 points

    Module 2 (Closes 2/8/15)

    Quiz 2……………………………………………………………………………50 points

    Assignment: Uploading an mp3 to Canvas…………………………………5 points

    Module 3 (Closes 2/15/15)

    Quiz 3……………………………………………………………………………58 points

    Assignment: Group Discussion: Early minstrelsy………………………….25 points

    Exam 1…………………………………………………………………………..45 points

    Performance Assessment #1………………………………………………100 points

    Module 4 (Closes 2/22/15)

    Quiz 4……………………………………………………………………………45 points

    Assignment: Choosing and uploading as song for formal analysis…….10 points

    Module 5 (Closes 3/1/15)

    Quiz 5……………………………………………………………………………34 points

    Assignment: Formal analysis of a modern rock or pop song…………….50 points

    Module 6 (Closes 3/8/15)

    Quiz 6……………………………………………………………………………36 points

    Assignment: Group Discussion 2: Pop of 100 years ago…………………25 points

    Exam 2…………………………………………………………………………..32 points

    Performance Assessment #2………………………………………………100 points

    Module 7 (Closes 3/15/15)

    Quiz 7……………………………………………………………………………25 points

    Assignment: Choose and upload a song for the “Drone” paper…………15 points

    Module 8 (Closes 3/22/15)

    Quiz 8……………………………………………………………………………35 points

    Assignment: Paper: “The Modern use of Drone Harmony”………………60 points

    Module 9 (Closes 3/29/15)

    Quiz 9……………………………………………………………………………38 points

    Exam 3…………………………………………………………………………..34 points

    Assignment: Group Discussion 3……………………………………………25 points

    Performance Assessment #3………………………………………………100 points

    Module 10 (Closes 4/5/15)

    Quiz 10…………………………………………………………………………..35 points

    Assignment: Choose and upload a song for final paper………………….15 points

    Module 11 (Closes 4/12/15)

    Quiz 11…………………………………………………………………………..28 points

    Assignment: Paper outline…………………………………………………...35 points

    Module 12 (Closes 4/24/15)

    Quiz 12…………………………………………………………………………..25 points

    Exam #4…………………………………………………………………………32 points

    Performance Assessment #4………………………………………………100 points

    Assignment: Final Paper: the Living Traditions of Rock………………..130 points

    Total points possible:……………………………………………………..…1000 points

    G. Assignments, Exams and Tests

    Grading:

    Module 1 (Closes 1/18/15)

    Quiz 1……………………………………………………………………………13 points

    Assignment: Paper: “My favorite band/musical artist”…………..………..40 points

    Module 2 (Closes 2/8/15)

    Quiz 2……………………………………………………………………………50 points

    Assignment: Uploading an mp3 to Canvas…………………………………5 points

    Module 3 (Closes 2/15/15)

    Quiz 3……………………………………………………………………………58 points

    Assignment: Group Discussion: Early minstrelsy………………………….25 points

    Exam 1…………………………………………………………………………..45 points

    Performance Assessment #1………………………………………………100 points

    Module 4 (Closes 2/22/15)

    Quiz 4……………………………………………………………………………45 points

    Assignment: Choosing and uploading as song for formal analysis…….10 points

    Module 5 (Closes 3/1/15)

    Quiz 5……………………………………………………………………………34 points

    Assignment: Formal analysis of a modern rock or pop song…………….50 points

    Module 6 (Closes 3/8/15)

    Quiz 6……………………………………………………………………………36 points

    Assignment: Group Discussion 2: Pop of 100 years ago…………………25 points

    Exam 2…………………………………………………………………………..32 points

    Performance Assessment #2………………………………………………100 points

    Module 7 (Closes 3/15/15)

    Quiz 7……………………………………………………………………………25 points

    Assignment: Choose and upload a song for the “Drone” paper…………15 points

    Module 8 (Closes 3/22/15)

    Quiz 8……………………………………………………………………………35 points

    Assignment: Paper: “The Modern use of Drone Harmony”………………60 points

    Module 9 (Closes 3/29/15)

    Quiz 9……………………………………………………………………………38 points

    Exam 3…………………………………………………………………………..34 points

    Assignment: Group Discussion 3……………………………………………25 points

    Performance Assessment #3………………………………………………100 points

    Module 10 (Closes 4/5/15)

    Quiz 10…………………………………………………………………………..35 points

    Assignment: Choose and upload a song for final paper………………….15 points

    Module 11 (Closes 4/12/15)

    Quiz 11…………………………………………………………………………..28 points

    Assignment: Paper outline…………………………………………………...35 points

    Module 12 (Closes 4/24/15)

    Quiz 12…………………………………………………………………………..25 points

    Exam #4…………………………………………………………………………32 points

    Performance Assessment #4………………………………………………100 points

    Assignment: Final Paper: the Living Traditions of Rock………………..130 points

    Total points possible:……………………………………………………..…1000 points

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    No late work will be accepted.

    J. Program This Course Supports

    MA in Music Education


  5. Course Concurrence Information

    None.



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.