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Viewing: MUS 310 : Music of the 17th and 18th Centuries

Last approved: Wed, 01 Jun 2016 08:19:37 GMT

Last edit: Wed, 30 Mar 2016 18:28:52 GMT

Catalog Pages referencing this course
Change Type
Major
MUS (Music)
310
016071
Dual-Level Course
Cross-listed Course
No
Music of the 17th and 18th Centuries
Mus 17-18th Cent
Division of Academic and Student Affairs
Music (24MUS)
Term Offering
Fall and Spring
Offered Upon Demand
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Tom Koch
Teaching Assistant Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture2525NoOnly one section
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
No
Evolution of European music from 1600 to 1820, with emphasis on characteristics of Baroque and Classical form and style. Examination of major composers and representative works in light of social, political and cultural influences. Students may be required to attend an on- or off-campus event at their own cost and to provide their own transportation.

A statement regarding the student's responsibility to cover transportation and event costs was needed.


Yes
The course requires students to attend live musical events, for which they are expected to pay.
Is this a GEP Course?
Yes
GEP Categories
Global Knowledge
Visual & Performing Arts
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 
Students will describe specific social, historical, and artistic contexts of 17-18th-century Western music, such as composition and performance opportunities, political and economic circumstances, contributions of contemporary literary and artistic movements, and the effects of the social and physical sciences
 
 
Sample test question: "Discuss George F. Handel's influence on the genesis and style of Joseph Haydn's oratorios, such as The Creation?"
 
 
Students will distinguish among various genres of 17-18th century art music through an analysis of musical style, formal structure, and performance contexts.
 
 
Sample essay question: "Bach composed many of his 300 church cantatas while working in Leipzig. What is a 'church cantata,' and how do its form, style, and function differ from the solo cantatas of Italian composers, such as Barbara Strozzi?"
 
 
Students will develop critical listening skills that enable them to distinguish the ways composers organize musical elements to create an art work that is coherent and unified.
 
 
Sample listening journal question: "As you listen to Handel's Overture to Giulio Cesare (1724), discuss the ways in which the composer's choices in instrumentation and his treatment of instrumental textures provide coherence and unity to the work."
Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 
Students will explain the historical and cultural influences on musical composition and performance in Western Europe between 1600 and 1820.
 
 
Sample essay question: "How did the principles of Renaissance Humanism influence the musical aspirations of the Florentine Camerata in its attempt to recreate ancient Greek drama?"
 
Please complete at least 1 of the following student objectives.
 
Students will compare and contrast representative styles of late Baroque vocal music that emerged in Germany, Italy, France, and England.
 
 
Sample essay question: “In contrast to Johann S. Bach, who spent his entire career in central Germany, George F. Handel traveled widely and more overtly integrated the musical styles of Germany, Italy, France, and England. Discuss characteristics of these national styles and cite examples in Handel’s operas and oratorios.”
 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
100
 
a. If seats are restricted, describe the restrictions being applied.
 
N/A
 
b. Is this restriction listed in the course catalog description for the course?
 
no
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
none
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
none
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
No textbook is required, but students must have access to the internet. Course content will be delivered and received by means of class lectures, outside assignments, and students' own observations.
 
Major topics to be covered and required readings including laboratory and studio topics.
 
Please see attached syllabus.
 
List any required field trips, out of class activities, and/or guest speakers.
 
Students may be required to attend an on- or off-campus musical event at their own cost and to provide their own means of transportation.
No new resources

See attached syllabus


Student Learning Outcomes

Students will describe specific social, historical, and artistic contexts of 17-18th-century Western music, such as composition and performance opportunities, political and economic circumstances, contributions of contemporary literary and artistic movements, and the effects of the social and physical sciences


Students will distinguish among various genres of 17-18th century art music through an analysis of musical style, formal structure, and performance contexts.  


Students will develop critical listening skills that enable them to distinguish the ways composers organize musical elements to create an art work that is coherent and unified.


Students will explain the historical and cultural influences on musical composition and performance in Western Europe between 1600 and 1820.


Students will compare and contrast representative styles of late Baroque vocal music that emerged in Germany, Italy, France, and England.


Evaluation MethodWeighting/Points for EachDetails
OtherVariousSee attached syllabus
TopicTime Devoted to Each TopicActivity
See attached syllabus
This course is being submitted for GEP review
kkharris (Tue, 09 Feb 2016 13:27:04 GMT): Course was approved at the 2/8/16 University College CCC meeting.
Key: 4016