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Course Criteria
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1.00 Credits
Woodwinds I. Open to music majors only or permission of instructor.
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1.00 Credits
Percussion I. Open to music majors only or permission of instructor.
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1.00 - 2.00 Credits
Includes private study and participation in master classes. Music majors and minors only. Offered in fall, spring.
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1.00 - 2.00 Credits
Includes private study and participation in master classes. Music majors and minors only. Offered in fall, spring.
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1.00 Credits
Brass I. Open to music majors only or permission of instructor.
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3.00 Credits
Music Industry 1 is the introductory music business course for all music industry majors. Students learn basic terminology used in the field and are introduced to fundamentals of the music industry, copyright, royalties, contracts and networking as well as guest lecturers.
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3.00 Credits
This introductory course is designed to develop an understanding of MIDI, sequencing, and digital audio through the integration of in-class demonstrations, lectures, and hands-on projects and activities. This course covers topics such as creating, recording, and editing MIDI sequences and digital audio data. The course will also address topics such as programming, arranging, composing, and mixing in the MIDI environment.
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3.00 Credits
Examines the history, philosophy, music-theatre, and significance of the American Broadway musical. Will give students several opportunities to observe, discuss and report on American Broadway musical productions.
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3.00 Credits
The course begins with the elements of rhythm and pitch and progresses to the introduction of scales, intervals, and tonality; notation of rhythm and meter, rudiments of harmony; and the concept of musical structure and form. Sight singing and ear training are pursued concurrently with keyboard and written theory. (This is a more in-depth course then Music 103 and the focus will Include more complex repertoire and harmonic understanding). Musical materials will include selected multicultural folk music and art music examples. The use of a broad range of individualized musical materials, active exploration, and personal discovery will lead the student to grasp the nature of the interactions and relationships that bring meaning to music. Students will memorize and perform and body of folk songs representing the Anglo-American1 African-American, Israeli, Hungarian, Romanian, French, Czech, Scottish, Hispanic, African, and Russian cultures or traditions. Linguistically, these songs characterize and embody the basic rhythmic structure, syntax, and melodic features of the culture, country, and/or tradition from which they emulate. Another significant outcome is to develop a community of learners with a deeper understanding of and sensitivity to cultural diversity demonstrated through research, readings (Smithsonian Folkways Collection) class discussions and written presentations. Students gain knowledge of the fundamentals of music through the performance of the songs deriving rhythmic and melodic features associated with each country's culture and/or tradition. Classes are structured to integrate academic study, written work, performance, and songs to develop a deeper and richer understanding of our shared history and cultural diversity. In this class, performance is a necessary condition for understanding; collaborative learning is fostered through group singing and performance. The philosophic approach that I use emphasizes the importance of the voice as the primary instrument. The value of singing for all ages and the use of traditional songs serves to broaden the cultural-studies approach to music. Three features are critical to this approach: 1) Students develop music skills by immersion, imitation, and sequential music reading; 2) they weave historical, cultural, and performance constructs together into a whole in written assignments; and 3) the course will facilitate opportunities for creative expression, analysis, and reflection.
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3.00 Credits
Exploration of sex positive themes in vocal music. This course addresses diversity through a discussion of sex positivity and how this idea relates to feminism and topics within the Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) community; and with other related topics such as marriage, monogamy, courtship rituals, and the like. While this is a music course and thus provides specific information about how music achieves its expressive ends, it also provides a broad perspective on relevant human issues and how music not only reflects but also helps to transmit and to shape human values. The course will examine the historical and environmental factors that underlie differences in sexual mores; examine the potential global, regional, and/or local factors that underlie these differences; engage students in articulating their personal worldview through oral and written communication; foster information literacy as it relates to diversity; and provide an academic structure for students to engage with peoples of diverse sexual practices and beliefs. The culture of embracing (or at least accepting) alternative sexual mores is a worldview that reflects beliefs, customs, values, politics, and experiences as shaped by age, economics, education, gender, geography, language, nationality, occupation, physical ability, race and ethnicity, religious affiliation, and/or sexual orientation among other factors.
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