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Viewing: MUS 320 : Music of the 20th Century

Last approved: Tue, 18 Apr 2017 08:02:36 GMT

Last edit: Tue, 18 Apr 2017 08:02:36 GMT

Catalog Pages referencing this course
Change Type
Major
MUS (Music)
320
016074
Dual-Level Course
Cross-listed Course
No
Music of the 20th Century
Music of the 20th Century
Division of Academic and Student Affairs
Music (24MUS)
Term Offering
Fall Only
Offered Every Year
Fall 2017
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
This course is a study of Western Art Music from 1900 to the present, emphasizing significant composers, repertoire, and compositional procedures and trends, including traditional, atonal, serial, aleatoric, electronic and computer music. The ability to read music is not required. Students may be required to attend and cover the cost of an on-campus event. This course fulfills GEP categories in Visual and Performing Arts and Global Knowledge.

In order to maximize enrollment in this course, the department has decided to drop the prerequisite of one 3-hour MUS class.  As the course has been taught over the past several years, students receive training in elementary musical concepts such that obviates the need for a prerequisite MUS course.  The course description has likewise been revised, although the course content remains unchanged.


Yes
As part of the course's learning objective that students experience a live musical event, students may be required to attend and purchase a ticket to an on-campus event. The fee should not exceed $10.
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 20th-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 essay question: Discuss how the major themes of Benjamin Britten's opera Peter Grimes-the individual against crowd and the individual banished by a hypocritical society-reflect the composer's own sense of alienation due to his pacifism and homosexuality.
 
 
Students will identify the variety of meanings a work of art may communicate based on an analysis of the musical elements, including melody, harmony, rhythm, timbre, texture, form, genre, and text
 
 
Sample essay question: Based on his use of collage, pastiche, and neo-Romanticism, in what ways does Rochberg’s String Quartet no. 3 reveal a Postmodernist aesthetic?
 
 
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 attend a live performance and submit a Concert Review that answers the question: in each work you hear, explain how the composer and (by extension) the performer(s) organize the musical elements to create a coherent and unified work of art?
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 consequences of music composed and performed in the United States and Western Europe between 1880 and the present.
 
 
Sample essay question: Compare Stalin's theory of Socialist Realism and Hitler's agenda against "Degenerate Art." How did the implementation of these doctrines impact the careers of composers like Shostakovich and Webern?
 
Please complete at least 1 of the following student objectives.
 
Students will articulate the social attitudes and artistic responses of representative European nations to the introduction of musical styles characteristic of other nations
 
 
Sample essay question: Compare the ambivalence toward jazz among American composers and audiences with the enthusiastic acceptance of jazz among European composers and audiences. Why was jazz taken more seriously in France and Germany than in the United States?
 
 

 
 

 
 

 
 

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.
 
Required readings and assignments are drawn from Richard Taruskin and Christopher Gibbs, The Oxford History of Western Music, College Edition. Oxford University Press, 2013, ISBN: 978-0-19-509762-7. Two copies of the textbook are on reserve at Hill Library. Purchase of the textbook is optional. Cost $48.44 at www.textbook.com
 
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 and cover the cost of an on-campus event.
No new resources required

  1. Deepen the understanding of aesthetic, cultural, and historical dimensions of artistic traditions

  2. Strengthen the ability to interpret and make critical judgments about the arts through the analysis of structure, form, and style of specific works

  3. Strengthen the ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.

  4. Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States

  5. Compare these distinguishing characteristics between the non-U.S. society and at least one other society.


Student Learning Outcomes

  1. Students will describe specific social, historical, and artistic contexts of 20th-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.

  2. Students will identify the variety of meanings a work of art may communicate based on an analysis of the musical elements, including melody, harmony, rhythm, timbre, texture, form, genre, and text.

  3. 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.

  4. Students will explain the historical and cultural consequences of music composed and performed in the United States and Western Europe between 1880 and the present.

  5. Students will articulate the social attitudes and artistic responses of representative European nations to the introduction of musical styles characteristic of other nations


Evaluation MethodWeighting/Points for EachDetails
Test3 tests totaling 55%55% Tests (average of 3 tests)
Written AssignmentChapter-end study questions totaling 40%40% Study questions (average of 3 installments)
ProjectConcert attendance and written review totaling 5%5% Concert attendance and written review (-2 percentage points if not attending the Oct 30 lecture)
TopicTime Devoted to Each TopicActivity
See attached syllabus

aeherget (Thu, 30 Mar 2017 12:51:31 GMT): AECHH: Uploading updated syllabus at instructor's request via email 3/29/2017.
aeherget (Mon, 10 Apr 2017 13:24:24 GMT): AEcHH: Uploading updated syllabus at instructor's request via email 4/9/2017.
Key: 4018