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Exploring the World of Music Online Course Design & Development

©Center for Distance Learning, 2005

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Online Course Design & Development Faculty GuideMusic 121

Exploring the World of Music Center for Distance Learning



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Course Description……………………………………………………………………………………

Course Objectives………………………………………………………………………………………

Module A (The Meaning, Roles, and Functions of Music)………………………………………

Sound, Music, and the Environment………………………………………………………………

The Transformative Power of Music………………………………………………………………

Music and Memory……………………………………………………………………………………

Module B (Basic Elements of Music I)……………………………………………………………….

Transmission: Learning Music………………………………………………………………………

Rhythm…………………………………………………………………………………………………

Melody……………………………………………………………………………………………………

Module C (Basic Elements of Music II)………………………………………………………………………

Timbre: The Color of Music………………………………………………………………………

Texture………………………………………………………………………………………………

Harmony…………………………………………………………………………………………………

Module D (Shaping Music)

Form: The Shape of Music…………………………………………………………………………

Composers and Improvisers…………………………………………………………………………

Music and Technology…………………………………………………………………………………

References…………………………………………………………………………………………

Appendixes……………………………………………………………………………………………



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Exploring The World Of Music

Course Mapping Outline This is an outline that can be used for this course. This course is composed of 12 units which are broken down into 4 Modules (Module A – The Meaning, Roles, and Functions of Music, Module B – Basic Elements of Music I, Module C – Basic Elements of Music II, and Module D – Shaping Music). Each Module is composed of 3 Units (Chapters). Every week one chapter should be presented. Each chapter consists of three lessons (chunks) and each lesson has three activities (instructional methods) which facilitates the students meeting the objective(s) of that unit. Unit 1/Week 1: Watch Program 1 - Sound, Music, and the Environment Read Chapter 1 – Sound, Music, and the Environment Listen to Audio Selections

1. Sjajna Zvezdo 2. Imitation of Dog Sound 3. Throat Singing

Choose Instructional Method (Discussion Assignment, Drill & Practice (Quiz), or Test). Unit 2/Week 2: Watch Program 2 – The Transformative Power of Music Read Chapter 2 – The Transformative Power of Music Listen to Audio Selections

1. The Tramp 2. We Shall Overcome

Choose Instructional Method (Discussion Assignment, Drill & Practice (Quiz), or Test). Unit 3/Week 3: Watch Program 3 – Music and Memory Read Chapter 3 – Music and Memory Listen to Audio Selections

1. The Flower of Magheralee 2. Walibiri Fire Ceremony 3. The Rocks of Bawn 4. The Green Fields of Canada

Choose Instructional Method (Discussion Assignment, Drill & Practice (Quiz), or Test). Unit 4/Week 4: Watch Program 4 – Transmission: Learning Music Read Chapter 4 – Transmission: Learning Music Listen to Audio Selection

1. Tabla Demonstration in Teental Choose Instructional Method (Discussion Assignment, Drill & Practice (Quiz), or Test).



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Students are prepared to take Exam 1 Unit 5/Week 5: Watch Program 5 – Rhythm Read Chapter 5 – Rhythm Listen to Audio Selections

1. Scotland the Brave 2. Wedding Waltz 3. John Howat 4. The Tar Road to Sligo 5. Symphony No. 5 6. Jor in Rag Kamod 7. Hifumi Hachi Gaeshi 8. The Comet 9. Tabla Demonstration in Teental: bols 10. Tabla Demonstration in Teental: khali 11. Tabla kaida in Teental 12. Gat in Rad Kamod 13. Soft Black Jersey Cow 14. Rumba Guaguuanco 15. Rotos e Urubus

Choose Instructional Method (Discussion Assignment, Drill & Practice (Quiz), or Test). Unit 6/Week 6: Watch Program 6 – Melody Read Chapter 6 – Melody Listen to Audio Selections

1. Gat in Rag Kamod, Teental 2. Sonata in A Major by Mozart, 1st movement 3. Dilrayati 4. Crossing the Shannon 5. The Rocks of Bawn: Joe Heaney in 1963 6. The Rocks of Bawn: Joe Heaney in 1973 7. Were You at the Rock 8. Audio Appendix (1)

Choose Instructional Method (Discussion Assignment, Drill & Practice (Quiz), or Test). Unit 7/Week 7: Watch Program 7 – Timbre: The Color of Music Read Chapter 7 – Timbre: The Color of Music Listen to Audio Selections

1. Symphong No. 5 Beethoven 2. Buddhadev Das Gupta 3. North Indian Tampura 4. Tabla Solo 5. Hifumi Hachi Gaeshi



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6. Tadao Sawai 7. Dikarayati 8. Ud Taqusim in Maqam Nahawond 9. Modulatory Taqasim 1 Bosnian Ganga 10. Rock of Bawn (1st verse) 11. Flower of Magheralee 12. Pretty Folly 13. Tuvan Throat Singing in Cave

Choose Instructional Method (Discussion Assignment, Drill & Practice (Quiz), or Test). Students are prepared to take Exam 2 Unit 8/Week 8: Watch Program 8 – Texture Read Chapter 8 – Texture Listen to Audio Selections

1. Plainchant:Benedicamus Domino 2. Hifumi Hachi Gaeshi 3. Chidori no Kyoku 4. Highlander Men’s Ganga 5. The Train to Bre 6. Ahora Vengo Yo 7. Kasatriyan 8. Beleganjur Padma Mudra 9. Fugue in G Minor: Bach 10. Four Seasons: Vavaldi (1st movement)

Choose Instructional Method (Discussion Assignment, Drill & Practice (Quiz), or Test). Unit 9/Week 9: Watch Program 9 – Harmony Read Chapter 9 – Harmony Listen to Audio Selections

1. The Green Fields of Canada 2. Benedictus Domino (parallel organum) 3. Benedictus Domino (melismatic organum, c.1125) 4. Benedictus Domino (melismatic organum, c.1175) 5. Dominator Domine 6. Super Flumine Babilonis 7. The Green Fields of Canada 8. Chemutemgure 9. Audio Appendix (part 2)

Unit 10/Week 10: Watch Program 10 – Form Read Chapter 10 – Form Listen to Audio Selections



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1. The Plains of Boylo 2. He Mandu 3. Lay Down Body 4. The Comet 5. Symphony No. 5 Beethoven (1st movement) 6. Pure Religion 7. Penitentiary Blues 8. Women Blues 9. Rag Kamud

Choose Instructional Method (Discussion Assignment, Drill & Practice (Quiz), or Test). Unit 11/Week 11 Watch Program 11 – Composers and Improvisers Listen to Audio Selections

1. Great Southern Spirits: Kondalila (3rd movement) 2. Amelia 3. San Juan Pueblo Cloud Dance Song 4. Ud Taasim in Maqam Nahawand

Choose Instructional Method (Discussion Assignment, Drill & Practice (Quiz), or Test). Unit 12/Week 12 Watch Program 12 – Music and Technology Listen to Audio Selection

1. Little Cabbage Students are prepared to take Exam 3 Units 13-16/Weeks 13-16 Review glossary terms in preparation for the final examination that will be given at the test site. Take Final Exam at test site

Fine Arts 104 Online Course Design & Development


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Music 121

Course Description:

Exploring the World of Music is an introduction to music from a world music

perspective. Based on the concept that all music is created equal, this course explores

how people define, create, value, and use music in cultures around the world. This course

addresses the basic elements of rhythm, melody, timbre, texture, harmony, and form.

Larger themes are also examined, including music and the environment, how we transmit

music as cultural memory, how technology changes music, and how music changes us.

Using a multi-exploration approach, Exploring the World of Music utilizes a twelve-part

television series, companion audio selections, and textbook allowing students to explore

music through the prisms of various cultural and historical perspectives.



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Music 121

Course Objectives:

1. To identify the different elements of music: rhythm, melody, harmony, and tone

color.

2. To differentiate and describe the percussion, string, woodwind, and brass

instruments: and to recognize the unique sounds produced by these and other

instruments.

3. To describe the unique musical contributions made by people of certain nations

and ethnic groups from around the world.

4. To develop necessary listening skills for enjoying and appreciating music around

the world.

5. To identify examples of how music and culture interact.

6. To learn some basic components of music and how to identify these in different

types of music.

7. To develop an appreciation for the diversity of human expression through the

music of different cultures.

8. To develop an appreciation for the importance of music in enhancing one’s life

and other functions that music serves in society.



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Faculty Development Guide to Music Modules:

A. The Meaning, Roles, and Function of Music B. Basic Elements of Music I C. Basic Elements of Music II D. Shaping Music

Module A: The Meaning, Roles, and Function of Music Goals:

1. To provide a comprehensive introduction to the different meanings, roles, and function of music based on culture.

2. To explore music as a social expression. 3. To explore the impact music and memory has on individual and collective

identity.

Unit Titles: 1. Sound, Music, and the Environment 2. The Transformative Power of Music 3. Music and Memory



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Unit One: Sound, Music and the Environment

Goals:

1. To define the meaning, roles, and functions of music based on culture. 2. To define music. 3. To identify the three components needed to produce sound. 4. To identify the four parameters of wave patterns. 5. To explain how an individuals’ culture and the physical environment in which

they live determines many aspects of their music. 6. To describe how Cities are complex and diverse sites for music-making.

Lesson One: Meaning, Roles, and Functions of Music Lesson One Objectives

1. While every society has some form of musical tradition, the meaning, role, and functions of music differ markedly from culture to culture.

2. At the basis of all music is vibration. Chunk A: Meaning, Roles, and Functions of Music (Lesson Objective 1)

1. Based on the assigned readings, videos, and musical selections, the learner will be able to discuss some of the ways that meaning, roles, and functions of music differ markedly from culture to culture.

Instructional Methods

1. Presentation Sequences (Allow learners to read, listen to, and watch carefully crafted explanations in a Web browser).

a. Book (Chapter 1) b. Audio Selection

2. Group Online Activity/Discussion Forums (Foster teamwork by allowing learners to participate in an open discussion relating to a particular topic).

Chunk B: Meaning, Roles, and Functions of Music, cont. (Lesson Objective 1)

1. Based on the assigned readings, videos, and musical selections, the learner will be able to discuss some of the ways that meaning, roles, and functions of music differ markedly from culture to culture.



a. Video



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Chunk C: Defining Music (Lesson Objective 2)

1. Given a choice of several key terms, the learner will be able to match a basic definition of music with 100% accuracy.

Instructional Method

1. Drill and Practice Activities (Learning activities will be on a simple and small area of knowledge)

Lesson One Chunk Planning Table

Figure 1 * L. O. (Learning Objective)

Time Reading Materials

Audio/Video Components

Interaction Component

Additional Components

Chunk A *(L. O. 1)

15-20 minutes

Presentation Sequence

(book – chapter 1)


(audio selection)

Group Online Activity/Discussion

Forums

Chunk B (L. O. 1)

15-20 minutes


(video selection)


Forums

Chunk C (L. O. 2)

20 minutes

Drill & Practice Sequence



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Lesson Two: Music’s Impact on the Physical Environment Lesson Two Objectives

1. The physical environment has an enormous impact on all aspects of musical practice.

2. In traditional agrarian and pastoral economies, music is often linked to perceptions of the physical environment and the natural world.

Chunk A: Physical Environment (Lesson Objective 1)

1. Given a discussion question and no references, the learner will be able to describe some of the ways that the physical environment can impact musical practice.


1. Independent Online Activity/Discussion Forums (Allow learners to engage and participate in an online environment activity).

Chunk B: Physical Environment cont. (Lesson Objective 1)

1. Given a discussion question and no references, the learner will be able to describe some of the ways that the physical environment can impact musical practice.


1. Group Online Activity/Discussion Forum (Foster teamwork by allowing learners to participate in an open discussion relating to a particular topic).

Chunk C: Traditional & Pastoral Economies (Lesson Objective 2)

1. Given a discussion question and no references, the learner will be able to discuss the link of music to the physical environment and the natural world based on traditional agrarian and pastoral economies.


1. Case Study (Observe-and-Comment Activities) (Allow learners to observe a video and comment on what they have seen by answering questions).



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Lesson Two Chunk Planning Table Time Reading

Materials Audio/Video Components



Chunk A (L. O. 1)

15-20 minutes

Independent Online Activity/Discussion

Forums

Chunk B (L. O. 1)

20 minutes


Forums

Chunk C (L. O. 2)

15-20 minutes

Case Study (Observe & Comment Activities)

Figure 2

Lesson Three: Individual Culture & Environment Lesson Three Objectives

1. The urban environment with its diversity of people and culture affects musical practice in many ways. Urban mixing of local and external musical practices has resulted in many new genres.

Chunk A: Diverse Sites for Music-Making (Lesson Objective1)

1. The learner will be able to list and describe new genres of music that has derived from the urban environment.



Chunk B: Diverse Sites for Music-Making, cont. (Lesson Objective 1)

1. The learner will be able to list and describe new genres of music that has derived from the urban environment.





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Chunk C: Diverse Sites for Music-Making, cont (Lesson Objective 1) 1. The learner will be able to list and describe new genres of music that has derived

from the urban environment. Instructional Method

1. Group Discussion Free/Open (Allow learners to discuss a topic selected by the instructor, who acts only as chairman; learning occurs only through the interchange among group members).

Lesson Three Chunk Planning Table Time Reading


Interaction Component Additional Components

Chunk A (L. O. 1)

15-20 minutes


Chunk B (L. O. 1)

15-20 minutes

Group Online Activity

Chunk C (L. O. 1)

15-20 minutes

Group Discussion Free/Open

Figure 3

Unit One: Possible Online Group or Individual Discussion Topics

1. Identify and discuss some of the ways that meaning, roles, and functions of

music differ markedly from culture to culture.

2. Define music? Why must music be understood in reference to the society in

which it arises?

3. List the different parameters of sound waves. How do these parameters relate

to music?

4. Describe some of the ways that the physical environment can impact musical

practice?



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Unit Two: The Transformative Power of Music

Goals: 1. To define Music as an important means of social expression. 2. To describe how musical power derives from the dynamic enactment of valuable

human relationships within a community. 3. To examine how some communities are formed directly around the performance

of music and dance. 4. To describe music as an important component of religious rituals. 5. To explain how music has provided a powerful medium for the presentation of

political messages.

Lesson One: Music as a Social Expression Lesson One Objectives

1. The power of music lies in its connections to all aspects of culture. 2. Music is an important means of social expression that gives rise to emotions,

memories, and to pleasure. 3. Ethnomusicologists are scholars who study music in relation to culture.

Chunk A: The Power of Music (Lesson Objective 1)

1. Based on assigned readings, videos, and musical selections, the learner will be able to describe the power of music and its connections to all aspects of culture.


1. Presentation Sequences (Allow learners to read, listen to, and watch carefully crafted explanation in a web browser).


2. Independent Online Activity (Allow learners to engage and participate in an online environment activity).

Chunk B: Music as a Social Expression (Lesson Objective 2)

1. Given a discussion question and no references, the learner will be able to explain how music gives rise to emotions, memories, and to pleasure.



a. Video 2. Independent Online Activity (Allow learners to engage and participate in an

online environment activity).



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Chunk C: Ethnomusicologists (Lesson Objective 3)

1. Given several definitions, the learner will be able to match the basic definition of Ethnomusicologist with 100% accuracy.

Instructional Method 1. Drill and Practice Activities (Learning activities that repeatedly exercise a simple

or small area of knowledge).


Figure 1

Lesson Two: Understanding the Performance of Music Lesson Two Objectives

1. Music can be performed by individuals or through collective interaction. 2. Music and dance can be catalysts to form community.

Chunk A: Performance of Music (Lesson Objective 1) 1. The learner will be able to compare and contrast the performance of music by

individuals to collective interaction. Instructional Method






Chunk A (L. O. 1)

15-20 minutes


(book- chapter 2)


(audio selection)

Independent Online

Activity

Chunk B (L. O. 2)

15-20 minutes


(video selection)

Independent Online

Activity

Chunk C (L. O. 3)

20 minutes

Drill & Practice

Activities



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Chunk B: Performance of Music (Lesson Objective 2) 1. Given a discussion question and no references, the learner will be able to describe

some examples of communities that are formed directly around the performance of music and dance.


1. Independent Online Activity/Discussion Forum (Foster teamwork by allowing learners to participate in an open discussion relating to a particular topic).





Chunk A (L. O. 1)

15-20 minutes


Chunk B (L. O. 2)

15-20 minutes


Forum

Chunk C 20 minutes

Figure 2

Lesson Three: Musical Influence on Religion and Politics Lesson Three Objectives

1. Music is often an important component of religious ritual. 2. Music is often used to convey political messages.

Chunk A: Music as a Religious Ritual (Lesson Objective 1)

1. Given a discussion question and no references, the learner will be able to discuss music as an important component of religious ritual.



Chunk B: Music as a Religious Ritual (Lesson Objective 1)

1. Given a choice of several key terms, the learner will be able to identify different types or religious rituals with 100% accuracy.



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1. Drill and Practice Activities (Learning activities will be simple and focus on small area of knowledge).

Chunk C: Political Messages of Music (Lesson Objective 2)

1. Given a discussion question and no references, the learner will be able to describe and list examples on how music provides a powerful medium for the presentation of political messages.







Chunk A (L. O. 1)

20 minutes


Forums

Chunk B (L. O. 2)

15-20 minutes

Drill & Practice Activities

Chunk C (L. O. 3)

15-20 minutes


Forums

Figure 3 Unit Two: Possible Online Group or Individual Discussion Topics

1. Discuss how the activities and beliefs surrounding the performance of music give

an individual a window into the workings of an entire culture. 2. Describe some ways that music helps to create and maintain community. 3. Identify and discuss some examples of communities that are formed directly

around the performance of music and dance.

4. Explain why music is often an important component of religious ritual.

5. List and explain how music provides a powerful medium for the presentation of

political messages.



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Unit Three: Music and Memory Goals:

1. To describe how music and memory are closely linked to individual and collective identity.

2. To explain the effectiveness of music in aiding memory and stirring emotions. 3. To describe how political events are often marked by performances of culturally

charged affective musicals. 4. To describe how music seems to be linked to certain receptors in the brain. 5. To explain how music is an instrument of the brain and an object of memory.

Lesson One: Understanding the Relationship between Music and Memory Lesson One Objectives

1. Memory is central to the creation and maintenance of both individual and collective identity.

2. Music is a powerful aid in the creation and recall of memory. Chunk A: Memory (Lesson Objective 1)

1. Based on the assigned readings, videos, and musical selections, the student will be able to describe how memory is central to the creation and maintenance of both individual and collective identify.





Chunk B: Memory as a Creation and Recall of Memory (Lesson Objective 2)

1. Based on the assigned readings, videos, and musical selections, the student will be able to describe how music aids in the remembrance of important information and emotions.



a. Video



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Chunk C: Music as a Creation and Recall of Memory (Lesson Objective 2)

1. Given a discussion question and no references, the learner will be able to discuss how music helps individuals to remember important information and emotions.




Figure 1




Additional Componen

ts Chunk A (L. O. 1)

15-20 minutes


(book- chapter 3)


(audio selection)

Independent Online

Activity/Discussion Forums

Chunk B (L. O. 2)

15-20 minutes

Presentation Sequence (video)

Independent Online Activity

Chunk C (L. O. 3)

20 minutes




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Lesson Two: Types of Memory Lesson Two Objectives

1. There are two kinds of memory, functional and affective. 2. In many cultures, music is a powerful tool in rituals which create or transform

social identity. Chunk A: Types of Memory (Lesson Objective 1)

1. Based on the assigned readings, videos, and musical selections, the learner will be able to identify the two types of memory with 100% accuracy.


1. Drill and Practice Activities (Learning activities will be on a simple and small area of knowledge).

Chunk B: Types of Memory (Lesson Objective 2)

1. Given a discussion question and no references, the learner will be able to describe the role music plays in different cultures.







15-20 minutes (L. O. 1)

Drill & Practice

Activities

15-20 minutes (L. O. 2)

Independent Online

Activity

15-20 minutes

Figure 2



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Lesson Three: Music as an Instrument of Memory Lesson Three Objectives

1. Narrative songs, often called ballads, preserve cultural memories of both history and mythology. In some cultures, narrative singing is the official “collective memory” of aristocratic dynasties. Many of the journalistic functions which are fulfilled by print and electronic media today were formerly performed by ballad singers in widespread oral traditions.

2. Music is both an agent and an object of memory. Even in recreating broken traditions, musicians must ultimately make personal aesthetic choices about how they want music to sound today.

Chunk A: Narrative Songs (Lesson Objective 1)

1. Based on the assigned readings, videos, and musical selections, the learner will be able to identify and define narrative songs.


1. Independent Online Activity/Discussion Forum (Allow learners to engage and participate in an online environment activity).

Chunk B: Narrative Songs (Lesson Objective 1)

1. Given a discussion question and no references, the learner will be able to describe music as an object of memory.



Lesson Three Chunk Planning Table





Chunk A (L. O. 1)

20 minutes


Forum

Chunk B (L. O. 2)

15-20 minutes


Forum

Chunk C

15-20 minutes

Figure 3



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Unit Three: Possible Online Group or Individual Discussion Topics

1. Describe how music and memory are closely linked to individual and collective

identity. Describe the importance of music in rituals that define special, sacred, or

memorable junctions in a person's life. Give examples.

2. Discuss how songs are an important vehicle through which history is recorded and

recounted.

3. Explain how music helps an individual to remember important information and

emotions.

4. Describe how music can be an object of memory. List some of the processes that

musicologist performers use to reconstruct "broken" musical traditions.



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Module A Sample Chart of Course Schedule

Date TV Lesson Audio Selection Chapter/Assignments Week 1 Sound, Music,

and the Environment

1 Sjajna Zvjezdo 2 Imitation of Dog Sound 3 Throat Singing

Chapter 1 Sound, Music and the Environment Assignment 1 (Introduction- Ice Breaker) Assignments ( Choose Instructional Methods – Lesson 1-3) Assessments (Case Study/Drill & Practice)

Week 2 The Transformative Power of Music

4 The Tramp 5 We Shall Overcome

Chapter 2 The Transformative Power of Music Assignments (Choose Instructional Methods – Lesson 1-3) Assessments (Drill & Practice/Discussion Forums)

Week 3 Music and Memory

7 The Flower of Magheralee 8 Walbiri Fire Ceremony 28 The Rocks of Bawn 50 The Green Fields of Canada

Chapter 3 Music and Memory Assignments (Choose Instructional Methods – Lesson 1-3) Assessments (Multiple Choice/True & False Test)



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E. The Meaning, Roles, and Function of Music F. Basic Elements of Music I G. Basic Elements of Music II H. Shaping Music

Module B: Basic Elements of Music I Goals:

4. To explore musical transmission as it occurs in ones cultural 5. To provide an introduction to the subject of rhythm in relation to other musical

sounds. 6. To examine the nature of melody as a vibrating frequency of tone

Unit Titles: 4. Transmission: Learning Music 5. Rhythm 6. Melody



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Unit One: Transmission: Learning Music

Goals:

7. To define transmission in the music context 8. To define enculturation 9. To explain how musical traditions are formally learned in the context of

apprenticeships, lessons, classes and schools 10. To explain the three kinds of media used in learning music in the contemporary

world 11. To explain why almost every human being is considered a musician 12. To describe how the spread of recording technology has contributed to the

learning of music across culture.

Lesson One: Music Transmission Lesson One Objectives

3. Recordings have dramatically altered the ways in which music is listened to and store, and provide a new medium for learning. Nevertheless, musical transmission is still intrinsically connected to people – to the listening, teaching, creating, and collaborating that occurs between musicians, and with families, between teachers and students, and between performers and audiences

Chunk A: Music Transmission (Lesson Objective 1 )

3. Based on the assigned readings, videos, and musical selections, the learner will be able to discuss how recordings have significantly altered the way we listen to, and store and provide new medium for learning.



c. Book (Chapter 4) d. Audio Selection


Chunk B: Music Transmission (Lesson Objective 1)

2. Based on the assigned readings, videos, and musical selections, the learner will be able to discuss how recordings have significantly altered the way we listen to, store and provide new medium for learning.



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Instructional Methods 1. Presentation Sequences (Allow learners to read, listen to, and watch carefully

crafted explanations in a Web browser). b. Video

2. Group Online Activity/Discussion Forums (Foster teamwork by allowing learners

to participate in an open discussion relating to a particular topic). Chunk C Music Transmission (Lesson Objective 1)

2. Given a choice of several key terms, the learner will be able to match a basic definition of transmission with 100% accuracy.


1. Drill and Practice Activities (Learning activities that repeatedly exercise a simple or small area of knowledge).







Chunk A *(L. O. 1)

15-20 minutes




(audio selection)


Forums

Chunk B (L. O. 1)

15-20 minutes


(video selection)


Forums

Chunk C (L. O. 2)

20 minutes




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Lesson Two: Music enculturation and traditions

Lesson Two Objectives

3. Musical enculturation is based in families and local communities, and provides the foundation for more formal instruction.

4. Master-apprentice traditions, which were common in many music cultures into the twentieth century, persist in a modified form in the contexts of private music lessons and institutional learning

Chunk A: Musical Enculturation (Lesson Objective 1)

2. Based on the assigned readings and musical selections, the learner will be able to explain musical enculturation.



Chunk B: Master- Apprentice Traditions (Lesson Objective 2)

2. Given a discussion question and no references, the learner will be able to describe how master apprentice traditions modified the contexts of private music lessons.


2. Group Online Activity/Discussion Forum (Foster teamwork by allowing learners to participate in an open discussion relating to a particular topic).

Chunk C: : Master- Apprentice Traditions (Lesson Objective 2)

2. Based on the assigned readings, the learner will be able to explain the impacts of master apprentice traditions on educational institutions in regard to music learning.





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Lesson Two Chunk Planning Table





Chunk A (L. O. 1)

15-20 minutes


Forums

Chunk B (L. O. 1)

20 minutes


Forums

Chunk C (L. O. 2)

15-20 minutes


Figure 2

Lesson Three: Musical Mimicry Lesson Three Objectives

2. In many cultures, musical mimicry is one step for music students, in a learning process that ultimately leads to the creation of a mature, individual style

Chunk A: Creation of Mature and Individual Style (Lesson Objective1)

2. The learner will be able to explain the importance of musical mimicry as a learning process that leads to the creation of a mature and individual style


2. Case Study (Observe-and-Comment Activities) (Allow learners to view a video and comment on what they have seen by answering questions).

Chunk B: Creation of Mature and Individual Style (Lesson Objective 1)

2. The learner will be able to explain the importance of musical mimicry as a learning process that leads to the creation of a mature and individual style.


2. Group Discussion Free/Open (Allow learners to discuss a topic selected by the instructor, who acts only as chairman; learning occurs only through the interchange among group members).



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Interaction Component Additional Components

Chunk A (L. O. 1)

15-20 minutes


Chunk B (L. O. 1)

15-20 minutes


Chunk C (L. O. 1)

15-20 minutes

Figure 3


5. What is enculturation? What is musical transmission?

6. How are musical traditions learned?

7. Although not all people consider themselves to be musicians, does everyone

learn music?

8. What are some of the ways that musical learning has been transformed

internationally by the spread of electronic media?



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Unit Two: Rhythm

Goals: 6. To define Rhythm as a musical term. 7. To explain the differences between the following rhythmic sounds: pulse, beat

and polyrhythm. 8. To define and explain tempo as used in music 9. To define free rhythm

Lesson One: Rhythm and its cultural context

Lesson One Objectives

4. Rhythm usually involves a consistent grouping of steady beats or pulses. In the West, these groupings comprise the linear concept of meter. In some other cultures, these groupings are seen as cycles. In all such groupings, at least one beat is consistently emphasized or accented.

Chunk A: Rhythm groups (Lesson Objective 1)

2. Based on assigned readings, videos, and musical selections, the learner will be able to describe the various rhythmic groupings irrespective of its demographic origin and or culture.



c. Book (Chapter 5) d. Audio Selection

2. Group Online Activity (Allow learners to engage and participate in an online environment activity).

Chunk B: Rhythm groups, cont.(Lesson Objective 1)

2. Based on assigned readings, and musical selections, the learner will be able to describe the various rhythmic groupings irrespective of its demographic origin or cultural background.



b. Video 2. Independent Online Activity (Allow learners to engage and participate in an

online environment activity).



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Chunk C: Rhythm groups, cont. (Lesson Objective 1)

1. Given several grouping definitions, the learner will be able to differentiate between cycles and linear concepts with 100% accuracy.


2. Drill and Practice Activities (Learning activities will focus on a specific area of knowledge).


Figure 1

Lesson Two: Syncopation & Swing rhythms Lesson Two Objectives

1. Syncopation and swing are, respectively, variations on the accentuation and subdivision of beat groupings. Free rhythm and unmetered pulse do not involve consistent groupings of beat or pulses.

Chunk A: Rhythm Variations (Lesson Objective 1)

1. Based on the assigned readings, the learner will be able to define and explain what syncopation and swing rhythms are.


2. Independent Online Activity (Allow learners to engage and participate in an online environment activity)





Chunk A (L. O. 1)

15-20 minutes


(Book- chapter 5)


(audio selection)


Chunk B (L. O. 2)

15-20 minutes


(video selection)

Independent Online

Activity

Chunk C (L. O. 3)

20 minutes

Drill & Practice

Activities



33

Chunk B: Rhythm Variations, cont. (Lesson Objective 1) 2. Based on the assigned readings, the learner will be able to define and explain

what syncopation and swing rhythms are. Instructional Method

2. Group activity (Select 2 or 3 songs from the audio materials which illustrate examples of syncopation and swing rhythms and have students discuss the tunes. (Foster teamwork by allowing learners to participate in an open discussion relating to the topic).





Chunk A (L. O. 1)

15-20 minutes

Independent Online

Activity

Chunk B (L. O. 2)

15-20 minutes

Group Activity/Discussion

Forum

Chunk C 20 minutes

Figure 2

Lesson Three: Polyrhythmic Music Lesson Three Objectives

3. In polyrhythmic music, two or more rhythmic cycles based on the same underlying pulse are sounded simultaneously. Much of the music of Africa and African America is polyrhythmic

Chunk A: Rhythmic Performance (Lesson Objective 1)

2. Given a discussion question and no references, the learner will be able to discuss polyrhythmic tunes as a component of African traditional music.





34

Chunk B: Rhythmic Performance , cont. (Lesson Objective 1) 2. Given a choice of several key examples, the learner will be able to identify

polyrhythmic tunes with 100% accuracy.

Instructional Method 2. Drill and Practice Activities (Learning activities that will focus on a particular

area of knowledge).





Chunk A (L. O. 1)

20 minutes


Forums

Chunk B (L. O. 2)

15-20 minutes


Chunk C (L. O. 3)

15-20 minutes

Figure 3 Unit Two: Possible Online Group or Individual Discussion Topics

6. Discuss the term “rhythm” as it is used in music. 7. What is the difference between beat and meter?

8. What are some examples of music that are said to be in free rhythm?

9. What is polyrhythmic music?

10. How does North Indian tala relates to the concept of meter in Western music?



35

Unit Three: Melody Goals:

6. To describe pitch as the vibrating frequency of a tone. 7. To explain the different cultural criteria needed for creating pleasing musical

melodies 8. To explain how the world’s music systems involve the octave as a frame for

placing other pitches. 9. To explain the terminology western musicians have developed for the structural

elements of melody. 10. To describe how melodic systems make use of variation, ornamentation, and

repetition.

Lesson One: Pitch as a Vibrating Frequency of a Tone Lesson One Objectives

3. Changes in pitch or vibrational frequency, which we usually perceive and describe as the “highness” or “lowness” of a sound, create rising and falling contours which we call melodies.

4. Most melodies consist of more than two pitches and draw their tonal materials from scales or modes.

Chunk A: Vibrational Frequency (Lesson Objective 1)

2. Based on the assigned readings, videos, and musical selections, the student will be able to explain the relationship between a pitch and a melody.





Chunk B: Vibrational Frequency (Lesson Objective 1)

1. Based on the assigned readings, videos, and musical selections, the student will be able to describe how the changes in the “highness” and “lowness” of a sound create melodies.



36

Instructional Methods 3. Presentation Sequences (Allow learners to read, listen to, and watch carefully

crafted explanations in a Web browser). a. Video


Chunk C: Composition of Melodies (Lesson Objective 2)

2. Given a discussion question and no references, the learner will be able to explain how most melodies draw their tonal material from scales or modes.


2. Individual/Group activity (Allow learners to engage and participate in an online environment activity).


Figure 1




Additional Componen

ts Chunk A (L. O. 1)

15-20 minutes


(book- chapter 6)


(audio selection)

Independent Online


Chunk B (L. O. 2)

15-20 minutes



Chunk C (L. O. 3)

20 minutes

Individual/GroupOnline Activity



37

Lesson Two: Melody and Culture Lesson Two Objectives

3. A melody must have a coherent form, although different cultures have different criteria for creating a pleasing form.

4. Whole music systems, such as those of India and the Arab world, may be based on elaborate melodic prototypes which can be unfolded in various ways through composition and improvisation..

Chunk A: Roles of Culture and Melody Creation (Lesson Objective 1)

2. Based on the assigned readings, videos, and musical selections, the learner will be able to explain the roles different cultures play in creating melodies


1. Individual Online Activity/Discussion Forum (The discussion will focus on a particular area of knowledge).

Chunk B: Melodic Prototypes (Lesson Objective 2)

1. Given a discussion question, the learner will be able to describe how the music systems are unfolded through composition and improvisation

Instructional Methods 3. Group Online Activity/Discussion Forum (Foster teamwork by allowing learners

to participate in an open discussion relating to a particular topic).





15-20 minutes (L. O. 1)

Individual Online

Activity

15-20 minutes (L. O. 2)


15-20 minutes



38

Lesson Three: Techniques for Developing Melody Lesson Three Objectives

3. Repetition, ornamentation and variation are important techniques for developing and elaborating upon melodic form.

Chunk A: Music Techniques (Lesson Objective 1)

2. Based on the assigned readings, videos, and musical selections, the learner will be able explain the importance of repetition, ornamentation and variation techniques in developing and elaborating melodic form


2. Independent Online/Discussion Forum ( Learner will engage and participate in online activity)

Chunk B: Music Techniques (Lesson Objective 1)

2. Given a discussion question and no references, the learner will be able to describe music as an object of memory.


1. Given a set of key definitions on repetition, ornamentation and variations techniques, the learner will be able to match each technique with its definition with 100% accuracy.





Chunk A (L. O. 1)

20 minutes


Forum

Chunk B (L. O. 2)

15-20 minutes

Drill/Practice Activity

Chunk C

15-20 minutes



39


5. What do all melodies have in common?

6. Why does a melody need a coherent form? Are the criteria for a pleasing form

the same from culture to culture?

7. What do many of the world’s music systems use as a frame for organizing

pitches?

8. What are some characteristics of the North Indian raga system that are similar to

the Western system? What are some of the differences?.



40

Module B Sample Chart of Course Schedule

Date TV Lesson Audio Selection Chapter/Assignments Week 4 Transmission 18 Tabla demonstration in

Tental: bols. Ray Spiegel on tabla

Chapter 4 Transmission: Learning Music Assignment 1 (Introduction- Ice Breaker) Assignments (Choose Instructional Methods – Lesson 1-3) Assessments (Discussion Forums/Drill & Practice)

Week 5 Rhythm 10 Scotland the Brave 11 Wedding Waltz 12 John Howat 14 Symphony No 5 in C Minor (Beethoven)

Chapter 5 Rhythm Assignments (Choose Instructional Methods – Lesson 1-3) Assessments (Drill & Practice/Multiple Choice Questions)

Week 6 Melody 25 Sonata in A Major (Mozart) 26 Dikrayati 27 Crossing the Shannon 28 The Rocks of Bawn 30 were You at the Rock?

Chapter 6 Melody Assignments (Choose Instructional Methods – Lesson 1-3) Assessments (Discussion/ Multiple Choice/True & False)



41


I. The Meaning, Roles, and Function of Music J. Basic Elements of Music I K. Basic Elements of Music II L. Shaping Music

Module C: Basic Elements of Music I Goals:

7. To provide an introductory concept of timbre as one of the fundamental elements of music.

8. To introduce and elaborate on texture as a musical element that organizes different parts of sounds into one coherent form.

9. To provide the basic features of the Western harmonic system and its development from the European church music of the Middle Ages.

Unit Titles:

7. Timbre: The Color of Music 8. Texture 9. Harmony



42

Unit One: Timbre: The Color of Music

Goals:

13. To define timbre as one of the fundamental element of music. 14. To explain how every sound has a distinctive timbre because of its acoustical

overtone. 15. To explain how different cultures have distinct aesthetic preferences and its

relation to tradition, technique and structure. 16. To describe how a vibrating sound source can be produced in a finite number of

ways.

Lesson One: Timbre and its Acoustical Preferences Lesson One Objectives

4. Every sound has a distinctive timbre because of the acoustical phenomenon of the overtone series.

5. Different cultures have distinct aesthetic preferences for particular sound qualities.

Chunk A: Timbre as an acoustical sound (Lesson Objective 1)

5. Based on the assigned readings, videos, and musical selections, the learner will be able to discuss the acoustical phenomenon present in every musical sound.



e. Book (Chapter 7) f. Audio Selection

6. Individual Online Activity/Discussion Forums (Foster teamwork by allowing learners to participate in an open discussion relating to a particular topic).

Chunk B: Timbre as an acoustical sound (Lesson Objective 1)

3. Given a discussion question and the assigned readings, videos, and musical selections, the learner will be able to differentiate between timbre and pitch .



c. Video




43

Chunk C: Relationship between culture and sound (Lesson Objective 2) 3. Based on the assigned readings, videos and audio selections, the learner will be

able to discuss how musical aesthetic for sounds differ according to culture

Instructional Method 2. Drill and Practice Activities (Learning activities that repeatedly exercise a simple

or small area of knowledge).







Chunk A *(L. O. 1)

15-20 minutes




(audio selection)

Individual Online Activity/Discussion

Forums

Chunk B (L. O. 1)

15-20 minutes


(video selection)


Forums

Chunk C (L. O. 2)

20 minutes

Drill & Practice Activity



44

Lesson Two: Musical Instrument and Culture Lesson Two Objectives

5. Instruments are themselves an important aspect of musical culture – what ethnomusicologist term “material culture.”

6. There are a wealth of instrument classification systems that exist worldwide. Some of these schemes are subject to extensive written theory while others exist as part of an oral tradition.

Chunk A: Importance of Musical Instruments (Lesson Objective 1)

3. Given a discussion question and no references, the learner will be able to explain the importance of instruments as an important aspect of musical culture.



Chunk B: Material Culture. (Lesson Objective 1)

3. Based on assigned readings, video and audio selections, the learner will be able to discuss the impacts of musical instruments as an essential factor to cultural music.


3. Group Activity/Discussion Forum (Foster teamwork by allowing learners to participate in an open discussion relating to a particular topic).

Chunk C: Instrument Classification System (Lesson Objective 2)

3. Given a discussion question and no references, the learner will be able to discuss the theory and tradition behind the instrument classification systems.


3. Case Study (Observe-and-Comment Activities) (Allow learners to watch a video and comment on what they have seen by answering questions).






Chunk A (L. O. 1)

15-20 minutes


Forums

Chunk B (L. O. 1)

20 minutes


Forums

Chunk C (L. O. 2)

15-20 minutes


Figure 2



45

Lesson Three: Individual Culture & Environment

Lesson Three Objectives

3. The Sachs-Hornbostel system of instrument classification has been more widely used than any other during the twentieth century. The categories are divided according to the physical characteristics of sound production into chordophones, aerophones, idiophones, membranophones and electrophones.

Chunk A: The Sachs-Hornbostel System Classification (Lesson Objective1)

3. Based on the assigned readings and audio selections, the learner will be able to list and explain the 4 components of the Sachs-Hornbostel System of instrument classification.


3. Group Online Activity (Foster group discussions and Allow learners to research the particular topic and comment on their findings by answering questions)

Chunk B: The Sachs-hornbostel System Classification (Lesson Objective 1)

2. Given a set of definitions, the learner will be able to match each sound production with the corresponding instrument with 100% accuracy.


2. Group Online Activity/Discussion Forums (Foster teamwork by allowing learners to participate in an open discussion relating to a particular topic)





Chunk A (L. O. 1)

15-20 minutes

Chapter 7

Audio Selection

Group Online Activity Research

Chunk B (L. O. 1)

15-20 minutes

Drill/Practice Activity

Chunk C (L. O. 1)

15-20 minutes

Figure 3



46


9. Why does every sound have a distinctive timbre?

10. What factors besides the overtone series affect the timbre of an instrument?

11. How is timbre related to tradition, technique and structure, as well as to

individual expertise and sensitivity?

12. What are the ways in which a musical sound can be produced? Give

examples.

13. How are instruments classified in the Sachs-Hornbostel system? Give

examples for each category.

Unit Two: Texture

Goals:

1. To define texture as an essential element of music that varies significantly from culture to culture.

4. To explain the two broad categories of musical texture: organization and relationship between the sounds.

5. To describe the European-American classical tradition in relationship to the number of parts contained within it.

6. To explain the four main categories of texture as described by Western music scholars.

Lesson One: Musical Texture


5. The subject of musical texture can be divided into two board areas: 1) the organization of music into one of more simultaneously sounding parts, including sung or played melodies, chords, and percussion’ and 2) the ways in which these different parts relate to each other. Musical texture can also be categorized as thick or thin.



47

Chunk A: Classification of Musical Texture (Lesson Objective 1)

3. Based on assigned readings, videos, and musical selections, the learner will be able to define the two broad areas of musical texture.



e. Book (Chapter 8) f. Audio Selection


Chunk B: Classification of Musical Texture (Lesson Objective 1)

3. Given a discussion question and no references, the learner will be able to explain the ways different parts of sounding parts in musical texture relate to each other.



c. Video 2. Independent Online Activity (Allow learners to engage and participate in an

online environment activity). Chunk C: Classification of Musical Texture (Lesson Objective 1)

1. Given several definitions, the learner will be able to match the basic definition of musical texture with 100% accuracy.


3. Drill and Practice Activities (Learning activities will focus on a specific area of knowledge).


Figure 1





Chunk A (L. O. 1)

15-20 minutes


(book- chapter 8)


(audio selection)

Independent Online

Activity

Chunk B (L. O. 2)

15-20 minutes


(video selection)

Independent Online

Activity

Chunk C (L. O. 3)

20 minutes

Drill & Practice

Activities



48

Lesson Two: Varieties of Musical Texture


1. There are many varieties of musical texture found in and around the world. The kinds of musical textures that composers and performers create reflect cultural tastes to each other. Musical texture is an important component of a culture’s aesthetics.

Chunk A: Musical Texture and its Reflection on Cultural Tastes (Lesson Objective 1)

1. Given the assigned readings and audio selections, the learner will be able to discuss the impact culture has on the kind of musical texture composers create.


3. Group discussion/Online discussion (Allow learners to read the materials and listen to the selections before answering questions).

Chunk B: Musical Texture and its Reflection on Cultural Tastes (Lesson Objective 1)

2. Given a discussion question and no references, the learner will be able to explain why musical texture is an important component of a culture’s aesthetics.







Chunk A (L. O. 1)

15-20 minutes

Book Chapter 8

Audio Selection Group discussion/Online

discussion

Chunk B (L. O. 2)

15-20 minutes


Forum

Chunk C 20 minutes

Figure 2



49

Lesson Three: Western Classification of Musical Texture Lesson Three Objectives

4. Western music scholars have classified texture into four main categories: monophony, heterophony, polyphony, and homophony. While musicians and composers in other cultures may not use these terms to categorize their music, they can be used to discuss texture in all musics. Not all music falls neatly into any one of these categories; the model is meant to be flexible.

Chunk A: Western Classification (Lesson Objective 1)

3. Given a discussion question and no references, the learner will be able to list and explain the four main categories of musical texture as classified by Western music scholars.



Chunk B: Western Classification (Lesson Objective 1)

3. Given a choice of several key terms, the learner will be able to identify the different categories of musical texture as classified by the western music scholars with 100% accuracy.








Chunk A (L. O. 1)

20 minutes


Forums

Chunk B (L. O. 2)

15-20 minutes


Chunk C (L. O. 3)

15-20 minutes

Figure 3



50

Unit Two: Possible Online Group or Individual Discussion Topics

11. How would you define the of musical texture? 12. Describe how texture refers to density? Give examples 13. What are the four main categories in which Western music scholars have

classified texture? Give examples for each. 14. Describe the texture of the steel band 15. Why is texture often difficult to classify into one category?

Unit Three: Harmony Goals:

11. To define harmony. 12. To describe the world of harmonic systems and its impact on traditions 13. To explain how western harmonic practices have developed into a highly

influential system worldwide. 14. To explain harmonic practices from Bosnia and Zimbabwe traditions.

Lesson One: The concepts of Harmony Lesson One Objectives

5. Harmony involves the concepts of consonance-tone combinations, which sound pleasing or restful, and dissonance-tone combinations which sound edgy or restless. Most people hear intervals in which the tones have simples vibrational relationships as being consonant

Chunk A: Definition and Concepts of Harmony (Lesson Objective 1)

3. Based on the assigned readings, videos, and musical selections, the student will be able to define harmony as a musical element.




51




Chunk B: Definition and Concepts of Harmony (Lesson Objective 1)

2. Based on the assigned readings, videos, and musical selections, the student will be able to describe the consonant and dissonant harmonic concepts.



a. Video 6. Independent Online Activity/Discussion Forums (Allow learners to engage and

participate in an online environment activity). Chunk C: Definition and Concepts of Harmony Lesson Objective1)

3. Given a discussion question and no references, the learner will be able to explain why a simple vibrational ratio is seen as a consonant sound




Figure 1





Chunk A (L. O. 1)

15-20 minutes


(Book-Chapter 9)


(audio selection)

Independent Online


Chunk B (L. O. 2)

15-20 minutes



Chunk C (L. O. 3)

20 minutes




52

Lesson Two: Harmony System Lesson Two Objectives

5. In the West, explicit harmonic practices developed from medieval organum through the increasingly triadic harmonies of the renaissance, to the tonal system of baroque Era. The tonal system remains the most commonly used harmonic system, and it has spread throughout the world.

Chunk A: Development of the Harmony System (Lesson Objective 1)

3. Based on the assigned readings, videos, and musical selections, the learner will be able to explain the evolution of the Western harmony system as a practice, which started as far back as the tenth century in Europe.


1. Group Online Activity. (Foster teamwork and allow the learning activities to focus on a specific area of knowledge relating to the particular topic)

Chunk B: Development of the Harmony System (Lesson Objective 1)

2. Given a set of chronologies based on the evolution of the western harmonic practices, the learner will be able to match each practice with its harmonic era with 100% accuracy


4. Drill and Practice Activities. (Learning activities will be on a simple and small area of knowledge)





15-20 minutes (L. O. 1)


15-20 minutes (L. O. 2)

Drill and Practice

Activities

15-20 minutes



53

Lesson Three: Harmony Systems and other Traditions

Lesson Three Objectives 4. Harmonic systems which are not influenced by Western practices still tend to

favor intervals with simple vibrational relationships. However, in some traditions people savor the sound of harmonies which sound dissonant to most outsiders.

Chunk A: Influence of Tradition on the Harmonic Systems (Lesson Objective 1)

3. Based on the assigned readings, videos, and musical selections, the learner will be able to explain the influence other people’s traditions have on the western harmonic practices



Chunk B: Influence of Tradition on the Harmonic Systems (Lesson Objective 1)

3. Given a discussion question and no references, the learner will be able to explain why the western harmonic practices are not accepted in every tradition.







Chunk A (L. O. 1)

20 minutes


Forum

Chunk B (L. O. 2)

15-20 minutes


Forum

Chunk C

15-20 minutes



54


9. What is a basic definition of harmony?

10. Discuss the concepts of consonance and dissonance n terms of harmonic practice.

11. Discuss the development of harmonic practices in Western classical music

12. What are some characteristics of the Western tonal system that become codified

by the Baroque period?

13. Why is harmony a worldwide phenomenon?



55

Module C Sample Chart of Course Schedule

Date TV Lesson Audio Selection Chapter/Assignments

Week 7 Timbre: The Color of Music

3 Tuvan Throat 1 north Indian tanpura 20 Table solo 29 Rocks of Baw 33 Modulatory taqasim

Chapter 7 Timbre: The Color of Music Assignment 1 (Introduction- Ice Breaker) Assignments ( Choose Instructional Methods – Lesson 1-3) Assessments (Case Study/Drill & Practice)

Week 8 Texture 34 Kasatriyan 36 Plainchant 38 Highlander Men’s Ganga 39 The Train to Bre

Chapter 8 Texture Assignments (Choose Instructional Methods – Lesson 1-3) Assessments (Drill & Practice/Discussion Forums)

Week 9 Harmony

44 The Green Fields of Canada 45 Benedicamus Domino 49 Super Flumine Babilonis 51Chemutemgure

Chapter 9 Harmony Assignments (Choose Instructional Methods – Lesson 1-3) Assessments (Multiple Choice/True & False Test)



56


M. The Meaning, Roles, and Function of Music N. Basic Elements of Music I O. Basic Elements of Music II P. Shaping Music

Module D: Shaping Music Goals:

10. To explore musical form as one of the most important component of music which determines the parameters and shape music takes in performance

11. To examine the methods, training and resources composers and improvisers from different cultures use to create music

12. To explore the connections between music and technology

Unit Titles: 10. The Shape of Music 11. Composers and Improvisors 12. Music and Technology



57

Unit One: Form: The Shape of Music Goals:

17. To define form as an important element of music. 18. To examine form as a larger structure used in composition or performance 19. To describe how standardized rules from every culture affect the composition of a

musical piece 20. To explain binary form as the most common musical structures found in many

cultures 21. To describe musical genres and some of the rules upon which musicians

improvise on in performance 22. To explain other musical forms.

Lesson One: Form: The Composition Structures


6. Form in music refers to its structure and organization 7. Every culture has standardized shapes and forms that occur in performance.

Chunk A: Meaning of Form (Lesson Objective 1 )

7. Based on the assigned readings, the learner will be able to define form as a musical element.


1. Presentation Sequences (Allows learners to read, listen to, and watch carefully crafted explanations in a Web browser).

g. Book (Chapter 10)

8. Independent Online Activity/Discussion Forums (Allows learners to engage and participate in an online environment activity).

Chunk B: Meaning of Form (Lesson Objective 1)

4. Based on the assigned readings, videos, and musical selections, the learner will be able to discuss how standardized rules and shapes culturally affects the performance of music.



58

Instructional Methods 1. Presentation Sequences (Allows learners to read, listen to, and watch carefully

crafted explanations in a Web browser). d. Chapter 10 e. Audio selection f. Video

4. Group Online Activity/Discussion Forums (Fosters teamwork by allowing

learners to participate in an open discussion relating to a particular topic). Chunk C: Form and Culture (Lesson Objective 2)

4. Given a choice of several key terms, the learner will be able to match a basic definition of form with 100% accuracy.









Chunk A *(L. O. 1)

15-20 minutes


(Book – chapter 10)


Forums

Chunk B (L. O. 1)

15-20 minutes


(Book – chapter 10)


(audio and video selection)


Forums

Chunk C (L. O. 2)

20 minutes




59

Lesson Two: Binary Form


7. Binary or two-part form is found in many diverse cultures around the world 8. Call-and-response is structured as a musical conversation; call-and-response

forms are found in work songs and religious music Chunk A: Binary Form (Lesson Objective 1)

4. Based on the assigned readings and musical selections, the learner will be able to define and explain binary form.



Chunk B: Call-and Response Form (Lesson Objective 2)

4. Given a discussion question and no references, the learner will be able to explain the meaning of call-and-response as a musical structure.


4. Independent Online Activity/Discussion Forum (Fosters teamwork by allowing learners to participate in an open discussion relating to a particular topic).

Chunk C: Call-and Response Form (Lesson Objective 2)

7. Given a discussion question with no reference, the learner will be able to explain the meaning of work songs and religious music and their relationships to the call and response form of music.


4. Case Study (Observe-and-Comment Activities) (Allows learners to observe a video or listen to audio selection and comment on what they have seen or heard by answering questions).



60





Chunk A (L. O. 1)

15-20 minutes


Forums

Chunk B (L. O. 1)

20 minutes

Independent Online


Chunk C (L. O. 2)

15-20 minutes


Figure 2

Lesson Three: Different Types of Musical Forms Lesson Three Objectives

4. There are many different forms used in Western classical music. Sonata form was one important method of composition developed in the nineteenth century.

5. In North Indian classical music, a performance falls into distinct predetermined sections that, while individually shaped by the musician, are subject to traditional rules of form.

6. Some forms involve even less overall delimitation; rather than presenting a fixed order of section or event, however general, they furnish a pool of possibilities

Chunk A: Sonata Form (Lesson Objective 1)

4. Given a discussion question and no references, the learner will be able to explain Sonata musical form as one important western classical composition form used in the nineteenth century by composers.


4. Case Study (Observe-and-Comment Activities) (Allows learners to observe a video and comment on what they have seen by answering questions).

Chunk B: North Indian Classical Music (Lesson Objective 2)

3. The learner will be able to explain how the traditional rules of form shape the North Indian classical music


3. Group Online Activity/Discussion Forums (Fosters teamwork by allowing learners to participate in an open discussion relating to a particular topic).



61

Chunk C: Less Structured Forms (Lesson Objective 3) The learner will be able to explain what a less structured form is and provide an example to illustrate it. Instructional Method

3. Group Discussion Free/Open (Allows learners to discuss a topic selected by the instructor; learning occurs only through the interchange among group members).





Chunk A (L. O. 1)

15-20 minutes


Chunk B (L. O. 1)

15-20 minutes


Chunk C (L. O. 1)

15-20 minutes


Figure 3


14. What is musical form?

15. What is characteristic about musical form in culture? How is the creativity of

composers and performers expressed in terms of form?

16. What are some of the different levels that can used to talk out form in a

composition or performance?

17. What is one f the most common musical structures or forms that is found in

many diverse cultures all over the world? Give examples.

18. How does a blues musician use form in performance?



62

Unit Two: Composers and Improvisors

Goals: 10. To define the musical terms: composition and improvisation 11. To explain how composers and improvisers use molds, styles and forms to create

their unique music. 12. To explain how the work of creative musicians are grounded from the past and are

part of a musical system. 13. To describe how composition in some cultures is a process of collaboration or an

inspiration through spirits, visions and dreams. 14. To explain how certain musics are created within the convention and stylistic

limits of the composers’ traditions.

Lesson One: Meaning of Composition and Improvisation Lesson One Objectives

6. While composition and improvisation are often treated as opposites, they are both processes involving the creation of music. Many musics involves at least some element of both composition and improvisation in their conception or performance

7. Composers and improvisers are typically involved with characteristic forms, molds and styles in a musical system.

Chunk A: Process of Music Creation (Lesson Objective 1)

4. Based on assigned readings, videos, and musical selections, the learner will be able to define composition and improvisation.


1. Presentation Sequences (Allows learners to read, listen to, and watch carefully crafted explanation in a web browser).

g. Book (Chapter 11) h. Audio Selection

2. Independent Online Activity (Allow learner to engage and participate in an online environment activity).

Chunk B: Process of Music Creation (Lesson Objective 1)

4. Based on assigned readings, and musical selections, the learner will be able to compare and contrast composition and improvisation



63


crafted explanation in a web browser). d. Book (Chapter 11) e. Audio selection

2. Group Online Activity (Allows learners to engage and participate in an online environment activity).

Chunk C: Composers and Improvisers Involvement in Musical System (Lesson Objective 2)

1. Based on the assignment readings, the learner will be able to explain the involvement of composers and improvisers in a musical system.


4. Drill and Practice Activities (Learning activities and exercises that focus on a small area of knowledge).


Figure 1





Chunk A (L. O. 1)

15-20 minutes


(book- chapter 11)


(audio selection)

Independent Online

Activity

Chunk B (L. O. 2)

15-20 minutes


(Audio and video selection)


Chunk C (L. O. 3)

20 minutes


(book- chapter 11)

Drill & Practice

Activities



64

Lesson Two: Present and Past Work of Musicians


1. Although creative musicians work in the present, they are grounded in the past; formally or informally they are part of a musical system

5. While music in the Western classical tradition is recognized, for the most part by composer, other musics are often anonymous.

Chunk A: Past Musical System (Lesson Objective 1)

1. Given a discussion question, the learner will be able to explain the link between the present and the past work of musicians in the musical system context.


4. Independent Online Activity (Allows learners to engage and participate in an online environment activity)

Chunk B: Recognition of the Western Classical Music. (Lesson Objective 2)

1. Based on the assigned reading, the learner will be able to explain why western classical musics are recognized but others remain anonymous.


4. Group Online Activity/Discussion Forum (Foster group activity and allow learners to discuss questions related to a particular area of knowledge)






Chunk A (L. O. 1)

15-20 minutes

Independent Online

Activity

Chunk B (L. O. 2)

15-20 minutes

Group Activity/Discussion

Forum

Chunk C 20 minutes

Figure 2



65

Lesson Three: The Two processes of Composition Lesson Three Objectives

5. Composing can be an individual or collaborative process Chunk A: Composition as an Individual and collaborative Process (Lesson Objective 1)

4. Given a discussion question and no references, the learner will be able to explain why composition is defined as an individual or collaborative process.


4. Independent Online Activity/Discussion Forum (Fosters teamwork by allowing learners to participate in an open discussion relating to a particular topic).

Chunk B: Rhythmic Performance , cont. (Lesson Objective 1)

4. Given a choice of several key examples, the learner will be able to identify polyrhythmic tunes with 100% accuracy.







Chunk A (L. O. 1)

20 minutes


Forums

Chunk B (L. O. 2)

15-20 minutes


Chunk C (L. O. 3)

15-20 minutes

Figure 3 .



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Unit Two: Possible Online Group or Individual Discussion Topics

16. What is the difference between composition and improvisation? Discuss the

continuum between the tow processes, giving examples 17. What recourses do composers and improvisers draw on to fashion their own

unique creations? 18. Describe the folk process. 19. How does composition relate to the supernatural world in some Native American

cultures? 20. What is an Arabic taqasim?

Unit Three: Music and Technology Goals:

15. To describe the connection between music and technology 16. To explain how musical instrument augments our musical capabilities and the

cultural effects on building it. 17. To define and explain sound amplification and its cultural meaning. 18. To describe how sound recording has enhanced our ability to store and transmit

musics. 19. To explain how electronic instruction and studio techniques have opened the

possibilities for creating a wide range of musics.

Lesson One: Musical Technology

Lesson One Objectives 6. Technology extends human capabilities. Musical technologies include instrument

making sound amplification, sound reproduction and electronic manipulation of sound.

Chunk A: Musical Capabilities (Lesson Objective 1)

4. Based on the assigned readings, videos, and musical selections, the student will be able to explain the impacts of technology on music.



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crafted explanations in a Web browser). a. Book (Chapter 12) b. Audio Selection


Chunk B: Musical Capabilities (Lesson Objective 1)

1. Based on the assigned readings, videos, and musical selections, the student will be able to describe some of the ways music and technology has been intertwined.


7. Presentation Sequences (Allows learners to read, listen to, and watch carefully crafted explanations in a Web browser).

a. Video 8. Group Online Activity/Discussion Forums (Allows learners to engage and

participate in an online environment activity). Chunk C: Musical Capabilities (Lesson Objective 2)

4. Given a discussion question and no references, the learner will be able to explain some of the ways technology extends human capabilities.


4. Individual/Group activity (Allows learners to engage and participate in an online environment activity).


Figure 1





Chunk A (L. O. 1)

15-20 minutes


(Book- chapter 12)


(audio selection)


Forums

Chunk B (L. O. 2)

15-20 minutes



Chunk C (L. O. 3)

20 minutes

Individual/Group Online Activity



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Lesson Two: Technology and its Influence on Culture Lesson Two Objectives

6. Technological applications in music have important cultural significance. These may include the spiritual importance of instruments, the affective power of amplification, the cultural ramification of recording distribution, and the creative and expressive opportunities afforded by various media.

Chunk A: Technological Applications (Lesson Objective 1)

4. Based on the assigned readings, videos, and musical selections, the learner will be able to explain the roles of technological applications on culture.


1. Individual Online Activity/Discussion Forum (The discussion will focus on a particular area of knowledge).

Chunk B: Technological Applications (Lesson Objective 1)

1. Given a discussion question, the learner will be able to describe the cultural ramification of recording and distribution of music due to the introduction of technological applications.


5. Group Online Activity/Discussion Forum (Fosters teamwork by allowing learners to participate in an open discussion relating to a particular topic).





15-20 minutes (L. O. 1)

Individual Online

Activity

15-20 minutes (L. O. 2)


15-20 minutes



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Lesson Three: Technological Progress in Music Lesson Three Objectives

5. Technological progress is not to be equated with cultural progress. Music does not necessarily get “better,” it just changes to suit changing cultural situations.

Chunk A: Music Techniques (Lesson Objective 1)

4. Based on the assigned readings, and musical selections, the learner will be able to explain the progress that technology brought to the creation of music.


4. Independent Online/Discussion Forum ( Learner will engage and participate in online activity)

Chunk B: Music Techniques (Lesson Objective 1)

4. Given a discussion question with no references, the learner will be able to discuss how technological progress has affected cultural progress in terms of music.


1. Group Online discussion/Discussion forum (Foster group discussion. Learning activities will focus on a small area of knowledge)





Chunk A (L. O. 1)

20 minutes

Book (Chapter 12)

Musical Selection Drill/Practice Activity

Chunk B (L. O. 2)

15-20 minutes


Forum

Chunk C

15-20 minutes



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14. What are some of the ways that music and technology have always been

intertwined?

15. How does musical instrument technology augment our physical musical

capabilities? How is instrument building imbued with cultural significance?

16. What roles have independent recording companies – know as “indies” – played

among local music cultures all over the world?

17. Why is technological progress not always to be equated with cultural progress in

terms of music?

18. How do electronic instruments and studio techniques open a wide range of

possibilities for creative musicians?



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Module D Sample Chart of Course Schedule

Date TV Lesson Audio Selection Chapter/Assignments

Week 10

Form: The Shape of Music

52 The Plains of Boyle 53 Hé Mandu 54 Lay Down Body 55 Pure Religion 56 Penitentiary Blues 57 Woman Blues

Chapter 10 Form: The Shape of Music Assignment 1 (Introduction- Ice Breaker) Assignments (Choose Instructional Methods – Lesson 1-3) Assessments (Discussion Forums/Drill & Practice)

Week 11

Composers and Improvisers

58 Rag Kamod 59 Kondalilla 60 Amelia 61 San Juan Pueblo Cloud Dance Song 62 Ud Taqasim in Maqam Nahawand

Chapter 11 Composers and Improvisers Assignments (Choose Instructional Methods – Lesson 1-3) Assessments (Drill & Practice/Multiple Choice Questions)

Week 12

Music and Technology

64 Little Cabbage

Chapter 12 Music and Technology Assignments (Choose Instructional Methods – Lesson 1-3) Assessments (Discussion/ Multiple Choice/True & False)

Documents

Music 121 CDL - sassignon.comsassignon.com/pdf_documents/music121_instructor manual.pdf · Watch Program 1 - Sound, ... The Flower of Magheralee 2. Walibiri Fire Ceremony 3. ... Sonata