CUNY Common Core Course Submission Form

CUNY Common Core Course Submission Form Instructions: All courses submitted for the Common Core must be liberal arts courses. Courses may be submitted for only one area of the Common Core. All courses must be 3 credits/3 hours unless the college is seeking a waiver for a 4-credit Math or Science course (after having secured approval for sufficient 3-credit/3-hour Math and Science courses). All standard governance procedures for course approval remain in place. College NYCTC Course Number MUS 2207 Course Title 20 th Century Music Department(s) HU Discipline Music Subject Area Enter one Subject Area from the attached list. Creative Expression Credits 3 Contact Hours 3 Pre-requisites EG101 Catalogue Description Innovations in Western music since 1900 are studied. The contributions of Debussy, Bartok, Stravinsky, Schoenberg, Webern, Varese and other more recent composers are presented through important examples of their compositions. Traditional musical landmarks of the past are referenced in terms of more recent aesthetic considerations. The structural foundations that served the 17th, 18th and 19th centuries are considered in terms of how contemporary composers Syllabus Humanities Department MUS2207 20 th Century Music Description: Innovations in Western music since 1900 are studied. The contributions of Debussy, Bartok, Stravinsky, Schoenberg, Webern, Varese and other more recent composers are presented through important examples of their compositions. Traditional musical landmarks of the past are referenced in terms of more recent aesthetic considerations. The structural foundations that served the 17th, 18th and 19th centuries are considered in terms of how contemporary composers have altered and reshaped them. 3 hours, 3 credits February 24, 2012 Draft 1

Objectives: Students will: Achieve a thorough understanding of basic music terms and their application to music in general. Compare and contrast the music of different composers studied. Gain an in-depth understanding of the cultural forces and traditions that influenced the works studied. Be able to differentiate between purely instrumental music, song, opera, musical, oratorio, ballet, and film music. Demonstrate knowledge of the skills of composers and performers involved in the creative process. Prerequisites: ENG 1101 Text: 20/20 by William Duckworth (Schirmer Books, 1999). A CD of listening examples comes with the text. Expected enrollment 35 Grading: Song Report 30% Final Exam 30% Concert Report 30% Quiz average 10% Assessment of Student Learning and Outcomes: 1. Students will learn and apply fundamental concepts, here called musical elements, in exploring, discussing, and analyzing selected music compositions. This will be accomplished through listening sessions and subsequent discussion. The mastery of these concepts will be demonstrated through their use in discussion and in a concert February 24, 2012 Draft 2

report. In addition they will be the subject of quizzes and an exam. 2. Students will analyze music from different style periods and learn the particular significance of each work in its own time and place. Cultural norms, historical events, politics, and the Civil Rights struggle will all be addressed. Students will demonstrate their knowledge of these through class discussion and exams. 3. Students will articulate how meaning is created in music and how a work of music is understood by them. This will be accomplished through class discussion and through a concert report in which each student will write of his or her own listening experience. 4. Students will demonstrate their knowledge of the skills of composers and performers involved in the creative process. This will be accomplished through class discussion, the concert report, and through exams. The study of 20 th Century Music encompasses a vast array of musical types and styles. While this course will concentrate on Western music, you will hear Eastern influences in certain works. Both so called classical contemporary music (music that follows from the European tradition) and popular music (jazz and related styles) will be studied. In addition, there will be works that combine aspects of the classical tradition and of jazz. The goal of this course is both to give an acquaintance with trends and composers of this century, and also a close familiarity with several of the most important compositions. Certain works not covered in your text will also be studied. These include a study and comparison of Alban Berg s opera Wozzeck and George Gershwin s opera Porgy and Bess. Attendance: Regular and prompt attendance is an important component of academic success. College policy dictates that students are permitted to miss no more then 10% of the total class time. For our class this works out to be no more than 3 meetings, or 3 hours and 45 minutes. (Late arrivals as well as absences can be counted towards February 24, 2012 Draft 3

this total). There are no excused absences. Week 1 Debussy and Joplin Read Introduction, Twenty Questions about New Music, 1. Prelude to the Afternoon of a Faune, and 2. Maple Leaf Rag.(xi-19). Week 2 Stravinsky and Schoenberg Read 3. The Rite of Spring (20-27) and 4. Pierrot Lunaire (28-35) Week 3 Ives Read 5. The Concord Sonata(36-45), Three Places in New England, various songs. Week 4 Gershwin Read 6. Rhapsody in Blue (45-53) Week 5 Ravel and Messiaen Read 7.Bolero and 8. Quartet for the End of Time (54-70) Week 6 Copland Read 9. Appalachian Spring (71-80) Week 7 Bartok Week 8 Cage and Hovhaness Read 10. Sonatas and Interludes and 11. Mysterious Mountain (81-99) February 24, 2012 Draft 4

Week 9 Riley, Reich, and Lucier Read 12. In C, 13. Drumming, and 14. I Am Sitting in a Room. (100-124) Week 10 Johnston, Glass, and Ashley Read 15. 4 th String Quartet, 16. Einstein on the Beach, and 17. Perfect Lives. (125-150) Week 11 Anderson, Part, and Monk Read 18. O Superman, 19. Miserre, and Atlas. (151-177) Weed 12 Recent trend and works Week 13 Alban Berg s opera, Wozzeck Week 14 George Gershwin s opera, Porgy and Bess Week 15 Review and Final Exam Academic Integrity at City Tech Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. February 24, 2012 Draft 5

D Waivers for 4-credit Math and Science Courses All Common Core courses must be 3 credits and 3 hours. Waivers for 4-credit courses will only be accepted in the required areas of Mathematical and Quantitative Reasoning and Life and Physical Sciences. Such waivers will only be approved after a sufficient number of 3-credit/3-hour math and science courses are approved for these areas. If you would like to request a waiver please check here: If waiver requested: Please provide a brief explanation for why the course will be 4 credits. If waiver requested: Please indicate whether this course will satisfy a major requirement, and if so, which major requirement(s) the course will fulfill. Waiver requested February 24, 2012 Draft 6

Indicate the status of this course being nominated: D D D XX current course revision of current course a new course being proposed CUNY COMMON CORE Location Please check below the area of the Common Core for which the course is being submitted. (Select only one.) Required Flexible English Composition World Cultures and Global Issues Individual and Society Mathematical and Quantitative Reasoning US Experience in its Diversity Scientific World D D D D D D D Life and Physical Sciences XX D Creative Expression Learning Outcomes In the left column explain the assignments and course attributes that will address the learning outcomes in the right column. I. Required Core (12 credits) A. English Composition: Six credits A course in this area must meet all the learning outcomes in the right column. A student will: B. Mathematical and Quantitative Reasoning: Three credits A course in this area must meet all the learning outcomes in the right column. A student will: Read and listen critically and analytically, including identifying an argument's major assumptions and assertions and evaluating its supporting evidence. Write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology to critique and improve one's own and others' texts. Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources. Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media. Formulate original ideas and relate them to the ideas of others by employing the conventions of ethical attribution and citation. Interpret and draw appropriate inferences from quantitative representations, such as formulas, graphs, or tables. Use algebraic, numerical, graphical, or statistical methods to draw accurate conclusions and solve mathematical problems. Represent quantitative problems expressed in natural language in a suitable mathematical format. Effectively communicate quantitative analysis or solutions to mathematical problems in written or oral form. Evaluate solutions to problems for reasonableness using a variety of means, including informed estimation. Apply mathematical methods to problems in other fields of study. February 24, 2012 Draft 7

C. Life and Physical Sciences: Three credits A course in this area must meet all the learning outcomes in the right column. A student will: Identify and apply the fundamental concepts and methods of a life or physical science. Apply the scientific method to explore natural phenomena, including hypothesis development, observation, experimentation, measurement, data analysis, and data presentation. Use the tools of a scientific discipline to carry out collaborative laboratory investigations. Gather, analyze, and interpret data and present it in an effective written laboratory or fieldwork report. Identify and apply research ethics and unbiased assessment in gathering and reporting scientific data. II. Flexible Core (18 credits) Six three-credit liberal arts and sciences courses, with at least one course from each of the following five areas and no more than two courses in any discipline or interdisciplinary field. A. World Cultures and Global Issues A Flexible Core course must meet the three learning outcomes in the right column. A course in this area (II.A) must meet at least three of the additional learning outcomes in the right column. A student will: Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. Produce well-reasoned written or oral arguments using evidence to support conclusions. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring world cultures or global issues, including, but not limited to, anthropology, communications, cultural studies, economics, ethnic studies, foreign languages (building upon previous language acquisition), geography, history, political science, sociology, and world literature. Analyze culture, globalization, or global cultural diversity, and describe an event or process from more than one point of view. Analyze the historical development of one or more non-u.s. societies. Analyze the significance of one or more major movements that have shaped the world's societies. Analyze and discuss the role that race, ethnicity, class, gender, language, sexual orientation, belief, or other forms of social differentiation play in world cultures or societies. Speak, read, and write a language other than English, and use that language to respond to cultures other than one's own. February 24, 2012 Draft 8

B. U.S. Experience in its Diversity A Flexible Core course must meet the three learning outcomes in the right column. A course in this area (II.B) must meet at least three of the additional learning outcomes in the right column. A student will: Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. Produce well-reasoned written or oral arguments using evidence to support conclusions. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the U.S. experience in its diversity, including, but not limited to, anthropology, communications, cultural studies, economics, history, political science, psychology, public affairs, sociology, and U.S. literature. Analyze and explain one or more major themes of U.S. history from more than one informed perspective. Evaluate how indigenous populations, slavery, or immigration have shaped the development of the United States. Explain and evaluate the role of the United States in international relations. Identify and differentiate among the legislative, judicial, and executive branches of government and analyze their influence on the development of U.S. democracy. Analyze and discuss common institutions or patterns of life in contemporary U.S. society and how they influence, or are influenced by, race, ethnicity, class, gender, sexual orientation, belief, or other forms of social differentiation. C. Creative Expression A Flexible Core course must meet the three learning outcomes in the right column. The course requires students to read, analyze, and assess information from their textbook, class lectures, film presentations, from on-line sources, and from the experience of a live concert event. Diverse music developments such as impressionism, atonality, twelve-tone composition, music for the common man, and others are studied for their performance traits and their historical context. Different notions of what music is and indeed what art in general is are discussed. Different attitudes towards new music at various times are examined. As a result students develop an appreciation of 20 th century music from multiple perspectives. The assignment of attending live concert events and writing papers reporting on the events compels the student to exercise their own faculties of evaluation. Students must determine what kind of music they are listening to and enumerate and explain the style characteristics (rhythmic, melodic, harmonic, ensemble, etc.) to support their determination. They must discuss how what they hear live compares with the in-class material studied. They must read reviews and compare these to their own experiences. The concert report and song report (where students analyze several art songs by Charles Ives) require the student to listen and then evaluate what is heard. The student must present evidence (song text analysis or style characteristics for, for example) to support the assertions made. They also evaluate the skills of the performers and Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. Produce well-reasoned written or oral arguments using evidence to support conclusions. February 24, 2012 Draft 9

explain what they base their opinions on. They also compare their perceptions to those of music reviews. A course in this area (II.C) must meet at least three of the additional learning outcomes in the right column. A student will: The course encourages students to identify and apply various concepts studied to the 20 th century music they hear. For example mixed meters, as found in Igor Stravinsky s Rite of Spring, the atonal style of non traditional harmony of Arnold Schoenberg, and the minimalist style of Philip Glass are all developments that influence subsequent music. Song, Chamber Music, Symphony, Ballet, Opera, Film music and Electronic music are all studied in one context or another. Such knowledge can be demonstrated on quizzes and on the final exam. The music studied is the fruit of cultural developments in numerous countries. Examples include Russia (Stravinsky), France (Debussy, Varese), Austria (Schoenberg), United States (Ives and Copland), etc.. Each piece studied is discussed for its cultural role, sacred or secular, and the particular circumstances that led to its creation. Such knowledge can be demonstrated on exams. The immediate impact of the works studied and their subsequent influences on future developments are an important aspects of the course. For example, there was a riot at the 1913 premiere of Igor Stravinsky s ballet, The Rite of Spring. The possible causes of this unusual event and the subsequent influence of the work are discussed in detail. Such knowledge can be displayed on the quizzes and on the final exam. Through the analysis of Charles Ives art songs in the song report students display there knowledge of the skill Ives had in constructing each song. The techniques of twelve-tone composition are discussed in some detail in class with students constructing rows and listening to prime, inversion, retrograde, and retrograde inversion permutations. This fosters a direct knowledge of the challenges of composing in this way. The skills of performers (conductors, singers, instrumentalists, ballet dancers, choreographers, and others) are also discussed. Knowledge of these skills can be demonstrated by the student in the concert report, on quizzes and on the final exam. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring creative expression, including, but not limited to, arts, communications, creative writing, media arts, music, and theater. Analyze how arts from diverse cultures of the past serve as a foundation for those of the present, and describe the significance of works of art in the societies that created them. Articulate how meaning is created in the arts or communications and how experience is interpreted and conveyed. Demonstrate knowledge of the skills involved in the creative process. Demonstrate knowledge of the skills involved in the creative process. Use appropriate technologies to conduct research and to communicate. February 24, 2012 Draft 10

D. Individual and Society A Flexible Core course must meet the three learning outcomes in the right column. Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. Produce well-reasoned written or oral arguments using evidence to support conclusions. A course in this area (II.D) must meet at least three of the additional learning outcomes in the right column. A student will: E. Scientific World A Flexible Core course must meet the three learning outcomes in the right column. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the relationship between the individual and society, including, but not limited to, anthropology, communications, cultural studies, history, journalism, philosophy, political science, psychology, public affairs, religion, and sociology. Examine how an individual's place in society affects experiences, values, or choices. Articulate and assess ethical views and their underlying premises. Articulate ethical uses of data and other information resources to respond to problems and questions. Identify and engage with local, national, or global trends or ideologies, and analyze their impact on individual or collective decision-making. A course in this area (II.E) must meet at least three of the additional learning outcomes in the right column. A student will: Gather, interpret, and assess information from a variety of sources and points of view. Evaluate evidence and arguments critically or analytically. Produce well-reasoned written or oral arguments using evidence to support conclusions. Identify and apply the fundamental concepts and methods of a discipline or interdisciplinary field exploring the scientific world, including, but not limited to: computer science, history of science, life and physical sciences, linguistics, logic, mathematics, psychology, statistics, and technology-related studies. Demonstrate how tools of science, mathematics, technology, or formal analysis can be used to analyze problems and develop solutions. Articulate and evaluate the empirical evidence supporting a scientific or formal theory. Articulate and evaluate the impact of technologies and scientific discoveries on the contemporary world, such as issues of personal privacy, security, or ethical responsibilities. Understand the scientific principles underlying matters of policy or public concern in which science plays a role. New York City College of Technology Humanities Department February 24, 2012 Draft 11

COURSE CODE: MUS2207 TITLE: 20 th Century Music Number of class hours, lab hours if applicable, credits: 3 hours, 3 credits COURSE DESCRIPTION: Description: Innovations in Western music since 1900 are studied. The contributions of Debussy, Bartok, Stravinsky, Schoenberg, Webern, Varese and other more recent composers are presented through important examples of their compositions. Traditional musical landmarks of the past are referenced in terms of more recent aesthetic considerations. The structural foundations that served the 17th, 18th and 19th centuries are considered in terms of how contemporary composers have altered and reshaped them. COURSE CO/PREREQUISITE (S): Prerequisites: ENG 1101 RECOMMENDED/TYPICAL/REQUIRED TEXTBOOK (S) and/or MATERIALS* Title: Text: 20/20 Edition: 1st February 24, 2012 Draft 12

Author: William Duckworth Publisher: Schirmer Books, 1999 Materials: A CD of listening examples comes with the text. SAMPLE SEQUENCE OF TOPICS AND TIME ALLOCATIONS* COURSE INTENDED LEARNING OUTCOMES/ASSESSMENT METHODS February 24, 2012 Draft 13

LEARNING OUTCOMES ASSESSMENT METHODS 1. Students will learn and apply fundamental 1. The mastery of these concepts will be concepts, here called musical elements, in demonstrated through their use in discussion and exploring, discussing, and analyzing selected music in a concert report. In addition they will be the compositions. This will be accomplished through subject of quizzes and an exam. listening sessions and subsequent discussion. 2. Students will analyze music from different style periods and learn the particular significance of each work in its own time and place. Cultural norms, historical events, politics, and the Civil Rights struggle will all be addressed. 2. Students will demonstrate their knowledge of these through class discussion and exams. 3. Students will articulate how meaning is created 3. This will be accomplished through class in music and how a work of music is understood by discussion and through a concert report in which them. each student will write of his or her own listening experience. February 24, 2012 Draft 14

4. Students will demonstrate their knowledge of the 4. This will be accomplished through class skills of composers and performers involved in the discussion, the concert report, and through exams. creative process. GENERAL EDUCATION INTENDED LEARNING OUTCOMES/ASSESSMENT METHODS ASSESSMENT METHODS LEARNING OUTCOMES 1. Knowledge: Students will develop a musical vocabulary and be able to communicate in a coherent manner to both professional and non-professional audience as good musical critics 1. Concert reports Skills: Students should be able to develop good writing skills 2. Concert reports 3. Values: Have an appreciation of aesthetic values 3. Concert reports, class discussion, and exams February 24, 2012 Draft 15

4. 4. SCOPE OF ASSIGNMENTS and other course requirements* Week 1 Debussy and Joplin Read Introduction, Twenty Questions about New Music, 1. Prelude to the Afternoon of a Faune, and 2. Maple Leaf Rag.(xi-19). Week 2 Stravinsky and Schoenberg Read 3. The Rite of Spring (20-27) and 4. Pierrot Lunaire (28-35) Week 3 Ives Read -5. -------------- The Concord Sonata(36-45), Three Places in New England, various songs. Week 4 Gershwin Read 6. Rhapsody in Blue (45-53) February 24, 2012 Draft 16

Week 5 Ravel and Messiaen Read 7.Bolero and 8. Quartet for the End of Time (54-70) Week 6 Copland Read 9. Appalachian Spring (71-80) Week 7 Bartok Week 8 Cage and Hovhaness Read 10. Sonatas and Interludes and 11. Mysterious Mountain (81-99) Week 9 Riley, Reich, and Lucier Read 12. In C, 13. Drumming, and 14. I Am Sitting in a Room. (100-124) Week 10 Johnston, Glass, and Ashley Read 15. 4 th String Quartet, 16. Einstein on the Beach, and 17. Perfect Lives. (125-150) Week 11 Anderson, Part, and Monk Read 18. O Superman, 19. Miserre, and Atlas. (151-177) Weed 12 Recent trend and works Week 13 Alban Berg s opera, Wozzeck Week 14 George Gershwin s opera, Porgy and Bess February 24, 2012 Draft 17

Week 15 Review and Final Exam METHOD OF GRADING elements and weight of factors determining the students grade* Grading: Song Report 30% Final Exam 30% Concert Report 30% Quiz average 10% ACADEMIC INTEGRITY POLICY STATEMENT Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. The complete text of the College policy on Academic Integrity may be found in the catalog. February 24, 2012 Draft 18

COLLEGE POLICY ON ABSENCE/LATENESS A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester as follows: Class Meets Allowable Absence 1 time/week 2 classes 2 times/week 3 classes 3 times/week 4 classes **Each department and program may specify in writing a different attendance policy for courses with laboratory, clinical or field work. If the department does not have a written attendance policy concerning courses with laboratory, clinical or field work, the College policy shall govern. *depending on department policy these may be uniform and required of all instructors of the course or there may be guidelines or samples from which instructors may select or adapt): Attached course outline written by: Charles Porter Date: October 2012 Reviewed/Revised by: Date: February 24, 2012 Draft 19