Course Prefix:
ARS

Component Type	Contact Hours
Lecture	3.0

Enrollment Component	Per Semester	Per Section	Multiple Sections?	Comments
Lecture	30	30	No	One section only

Catalog Description

Survey of the theory and history of computer music, compositional algorithms, digital synthesis techniques, composition of at least one computer music work -- a computer-assisted composition for traditional instruments, a piece for computer music on tape, a real-time piece, or a piece that combines tape and instrument(s).

Justification for each revision:

Adjustment for completion of information.

Does this course have a fee?

Yes

List amount and justification for fee:

Students are required to attend and cover the cost of an on-campus musical event.

Is this a GEP Course?

Yes

GEP Categories

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:

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1:
Obj. 1) Engage the human experience through the interpretation of culture.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2:
Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3:
Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities.

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 1:
Obj. 1) Improve and refine mathematical problem-solving abilities.

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 2:
Obj. 2) Develop logical reasoning skills.

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 1:
Obj.O 1) Use the methods and processes of science in testing hypotheses, solving problems and making decisions

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 2:
Obj. 2) Make inferences from and articulate, scientific concepts, principles, laws, and theories, and apply this knowledge to problem solving.

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 1:
Obj. 1) Examine at least one of the following: human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 2:
Obj. 2) Demonstrate how social scientific methods may be applied to the study of human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 3:
Obj. 3) Use theories or concepts of the social sciences to analyze and explain theoretical and or real-world problems, including the underlying origins of such problems.

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 1:
Obj. 1) Distinguish between the distinct approaches of two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 2:
Obj. 2) Identify and apply authentic connections between two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 3:
Obj. 3) Explore and synthesize the approaches or views of two or more disciplines.

To assist CUE in evaluating this course for inclusion on the Interdisciplinary Perspecitves list, please answer these additional questions.
1. Which disciplines will be synthesized, connected, and/or considered in this course?

2. How will the instructor present the material so that these disciplines are addressed in a way that allows the students "to integrate the multiple points of view into a cohesive understanding"?

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 1:
Obj. 1) Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions.

Students in the course recognize and recall important aspects of the history of computer music (from 1946 (prior to the beginning of computer music) through the creation of the first computer music pieces in the late 1950s to the present day, including significant works that illustrate crucial aspects of the tradition.

The midterm exam includes a listening section in which students must identify a work upon hearing it, name the composer, the year of composition, and describe the musically significant aspects of the work not obvious to a casual listener. For example, it is insufficient to say that a piece is scored for piano and tape, the student must identify and describe salient aesthetic and technical information, such as the mapping techniques or Markov processes used to produce a particular type of sound or sound structure. Students also write an essay summarizing the history of computer music as part of the midterm.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 2:
Obj. 2) Strengthen their ability to interpret and make critical judgements about the arts through the analysis of structure, form, and style of specific works.

Students analyze various works in terms of compositional techniques, structure, and style.

Homework assignments include listening assignments. Students report their analyses to the class and then are tested on their knowledge in the quizzes and midterm. The final piece also demonstrates their ability to employ or vary techniques or structures analyzed in class.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 3:
Obj. 3) Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.

Students in the course create at least one 4-5 minute computer music composition based on synthesis and/or algorithmic techniques together with aesthetic principles learned in the course.

The success of the student com position(s) is measured by the aesthetic effectiveness of the work as a whole, plus the ability to effectively use digital synthesis techniques, such as frequency modulation, subtractive synthesis, additive synthesis, waveshaping, granular synthesis, etc., and/or compositional algorithms, such as various stochastic procedures, Markov processes, 1/f-noise, sorting, and mapping, as well as other non-computer-dependent compositional techniques.

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 1:
Obj. 1) Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 2:
Obj. 2) Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 3:
Obj. 3) Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 4:
Obj. 4) Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport.

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1:
Obj. 1) 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.

Please complete at least 1 of the following student objectives.
List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2:
Obj. 2) Compare these distinguishing characteristics between the non-U.S. society and at least one other society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3:
Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-U.S. society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4:
Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-U.S. society.

Attach Additional GEP Information if applicable

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.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 1:
Obj. 1) Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 2:
Obj. 2) Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 3:
Obj. 3) Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 4:
Obj. 4) Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S.

Attach Additional GEP Information if applicable

Requisites and Scheduling

What percentage of the seats offered will be open to all students?

100

a. If seats are restricted, describe the restrictions being applied.

None

b. Is this restriction listed in the course catalog description for the course?

None

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

Prerequisite: Some knowledge of music or computer science (e.g. CSC 200)

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)

Some knowledge of music or computer science

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.

None

Major topics to be covered and required readings including laboratory and studio topics.

Please see syllabus

List any required field trips, out of class activities, and/or guest speakers.

Please see syllabus

Consultation

Instructional Resources Statement

GEP review

Course Objectives/Goals

Please see syllabus

Student Learning Outcomes

The successful student will

Know and understand the history of computer music

Understand a variety of synthesis and algorithmic techniques

Compose a 4-5 minute work of computer music.

These learning outcomes are related to the GEP objectives, such that the course will help students to:

1. deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions; and

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

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

Student Evaluation Methods

Evaluation Method	Weighting/Points for Each	Details
Other	30%	Final Composition
Midterm	40%	Midterm
Written Assignment	30%	Assignments/quizzes/participation

Topical Outline/Course Schedule

Topic	Time Devoted to Each Topic	Activity
Please see syllabus	Varies	Please see syllabus

Syllabus

SYLLABUS for ARS 306 Fall 2015.pdf

Additional Documentation

Additional Comments

Justification for this request

History

Viewing: MUS 306 / ARS 306 : Music Composition with Computers

Last approved: Sat, 04 Nov 2017 08:02:57 GMT

Last edit: Fri, 27 Oct 2017 15:00:15 GMT

ARS 306:

MUS 306: