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Viewing: MUS 211 : Introduction to Popular Music: 1980s-Present

Last approved: Fri, 31 Mar 2017 08:01:29 GMT

Last edit: Fri, 31 Mar 2017 08:01:29 GMT

Catalog Pages referencing this course
Change Type
Major
MUS (Music)
211
032323
Dual-Level Course
Cross-listed Course
No
Introduction to Popular Music: 1980s-Present
Popular Music 1980s-present
Division of Academic and Student Affairs
Music (24MUS)
Term Offering
Fall, Spring and Summer
Offered Upon Demand
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
Lecture3030NoOne section only
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Is the course required or an elective for a Curriculum?
No
The course examines the stylistic development and cultural impact of popular music in the United States from the 1980s to the present. Musical styles discussed include mainstream and alternative rock, metal, pop, country, contemporary R&B, rap, hip-hop, dance music, and electronica. No prior musical knowledge is necessary. Students may be required to provide their own transportation to and cover the cost of an on- or off-campus event. This course fulfills GEP requirements in Visual and Performing Arts.

An informal survey of students and faculty suggested that the original title (History of Rock) did not reflect the diversity of musical styles examined in the course and, as a result, might discourage enrollment by students who thought the course was limited to rock.  For maximum impact, the course description is also updated to identify the numerous styles covered in the course.  Finally, the syllabus and GEP statements now use the phrase "popular music" where the original had used "rock."  


Yes
Students may be required to provide their own transportation to and cover the cost of an on- or off-campus event. Fees for such events may vary, but should not exceed $30.
Is this a GEP Course?
Yes
GEP Categories
US Diversity
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 explain specific aesthetic, cultural and historical contexts of popular music, such as (1) political and economic circumstances that influenced and, in turn, were influenced by musical production, (2) distinctions among African American and European American musical traditions, (3) roles of sexual, gender, and generational identity in the commercialization of rock, and (4) the changing effects of technology and commercialism on the dissemination of popular music.
 
 
Students will take two tests. Sample question: How did female performers impact the American mainstream in the new millennium? What different perspectives did they show in their music, lyrics, and appearance? How dramatically were these roles different from previous eras in the history of popular music?
 
 
Through listening and discussion of selected works, students will articulate the variety of meanings a song may communicate based on an analysis of the musical elements, including melody, harmony, rhythm, timbre, texture, form, genre, and lyrics.
 
 
Students will write an essay that compares the music of their two favorite bands; part of the essay will involve examining songs with respect to musical style, subject matter, and contemporaneous historical, cultural, and political events in order to identify meanings, both explicit and implicit.
 
 
Students will develop critical listening skills that enable them to distinguish the ways composers and performers organize musical elements to create a work that is coherent and unified.
 
 
Students will engage in numerous listening activities (including listening to and discussing songs in class, listening tests, and a written evaluation of a live concert) that require them to articulate the coherence and unity of a song’s structure based on the use and organization of musical elements
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:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

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.
 
 
Students will articulate how issues of gender are treated in the songs written and performed by American women.
 
 
Test questions will ask students to identify ways in which issues of gender—including equality, empowerment, sexuality, and sexual-orientation—are treated in the lyrics and the personal and professional experiences of such female performers as Tori Amos, Indigo Girls, and Sheryl Crow.
 
 
Students will discuss the ways that rap and hip-hop music engage with the real-life conditions of urban black communities in the United States.
 
 
Test questions will ask students to identify specific social, cultural, and economic conditions of urban black communities referenced in rap and hip-hop songs and how these conditions are interpreted by the artists and their listeners.
 
 

 
 

 
 

 
 

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?
 
N/A
 
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.
 
Covach, John and Andrew Flory, What’s That Sound? An Introduction to Rock and Its History, 4th ed. (Norton, 2015). ISBN: 978-0393937251. $67.00 @ Amazon.
 
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.
 
As part of the grading component, students will be required to attend a live popular music concert or club event and interview someone involved in the band or production team.
No new instructional resources required

Please see attached syllabus


Student Learning Outcomes

Students will explain specific aesthetic, cultural and historical contexts of popular music, such as (1) political and economic circumstances that influenced and, in turn, were influenced by musical production, (2) distinctions among African American and European American musical traditions, (3) roles of sexual, gender, and generational identity in the commercialization of popular music, and (4) the changing effects of technology and commercialism on the dissemination of popular music.


Through listening and discussion of selected works, students will articulate the variety of meanings a song may communicate based on an analysis of the musical elements, including melody, harmony, rhythm, timbre, texture, form, genre, and lyrics 


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


Students will articulate how issues of gender are treated in the songs written and performed by American women.


Students will discuss the ways that rap and hip-hop music engage with the real-life conditions of urban black communities in the United States.


Evaluation MethodWeighting/Points for EachDetails
Project35%Concert Attendance and Interview

Test12.5% eachTwo listening tests totaling 25%
Short Paper20%Band or Artist Comparison Paper
Quiz3.33% eachSix online textbook quizzes totaling 20%
TopicTime Devoted to Each TopicActivity
VariousVariousPlease see attached syllabus
The following request is dated Fall 2016--The Music Dept is currently seeking a US Diversity co-requisite for our courses in rock music. Rock music has been among the primary forces in shaping US society (socially, culturally, economically, politically, and artistically). A survey of rock brings us to a deeper understanding of the many cultures that constitute American society, while at the same time teaching us how this music has contributed to a simplistic and reductive view of culture. Our study investigates how rock has transformed the social fabric of American culture by compelling us to reevaluate our perceptions of race and ethnicity, sexuality and gender, class distinction, and generational identity.
aeherget (Wed, 15 Feb 2017 19:42:39 GMT): AECHH: Fixing link to syllabus 2/15/2017.
Key: 9250