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					                                    University of Utah
                                      School of Music
                              Course Proposal for Spring 2009

Music 3015 – Creative Connections in Music
Prerequisite: None
Credit Hours: 3
Meeting Time: Time to be scheduled: Tuesday & Thursday
Location of Course: DGH 324
Course website: Web CT

Professor: Rachel Nardo, DMA
Office: DGH 308
Office Hours: Th. 9-10:00 a.m., or by appointment
Office Phone Number: 801-585-0102
E-mail Address: rachel.nardo@utah.edu


Course Description: Intermediate to advanced music fundamentals applied to the creative
process of writing and performing music on electronic keyboard, percussion, voice, and
computer. Emphasis is on applying concepts of music theory, such as learning to spell extended
chords, to play chord progressions and orchestrate accompaniments, to understand musical form,
and to use songwriting and singing as methods for creative expression.

Required software, readings, materials, and instrument:
   1. Surmani, A. (2001) Essentials of Music Theory Complete CD ROM Software. Van Nuys:
       Alfred Publishing ( on reserve in the library).
   2. Perricone, J. (2000). Melody in Songwriting. Boston, MA.: Berklee Press.
   3. Konowitz, B. (2002). Adult Piano Series-Jazz & Popular Chord Method. Van Nuys:
       Alfred Publishing.
   4. Utah Department of Education: Big Yellow Songbook-free download at www.schools
       utah.gov/curr/fineart/Core_Curriculum/General/songbook.htm
   5. Finale Notepad – free download at www.finale.com
   6. Selected readings from the world wide web.
   7. Music paper-single stave.
   8. 3-ring binder for music portfolio, or it can be web-based.
   9. Blank video tape for recording skills tests and final performance.
   10. Portable electronic keyboard in good working condition.

Course Objectives: Upon successful completion of this course, the student will be able to:
    Read and perform musical notation in the treble and bass clef on piano or electronic
      keyboard.
    Read, perform, and notate rhythmic patterns of varying difficulties in duple, triple,
      simple, and compound meters.
    Play and sing simple melodies on the piano/electronic keyboard with correct rhythm and
      pitches.



Music 3015 – Exploring Musical Expression COURSE PROPOSAL
9/15/08 RACHEL NARDO
      Perform basic accompanying patterns on the piano, electronic keyboard and/or
       percussion, including exploration into the use of electronic keyboard accompaniment
       features.
      Demonstrate knowledge of music theory fundamentals, such as scales, key identification,
       chord functions, and forms.
      Demonstrate basic aural skills through written dictation and sight-singing.
      Analyze and discuss musical performances and compositions of others.
      Compose and perform basic song forms, with or without lyrics, on the electronic
       keyboard.
      Discuss and perform an original composition for piano or electronic keyboard with
       percussion accompaniment.


Content Overview: Development of musical skills and creative processes using piano,
electronic keyboard, and percussion. Beginning with the idea stage to production, there is
substantive exploration into how music elements combine into the final work, and how
applicable skills and techniques bring the work to fruition. Students will observe, reflect,
analyze, and make written and oral critical evaluations of their creative efforts.

Teaching and Learning Methods: Teaching methods will include lecture-demonstrations and
computer-aided instruction. Learning will be active: playing the guitar in group or solo,
analyzing compositions, reviewing performance through concert attendance, composing original
songs, and working with interactive music software.

Evaluation Methods: Class discussion, participation and performance; computer-based tests and
individual portfolio assessment.

Grade Scale and Weighting of Assignments:

Scale: Letter grades are based on a 4-point scale. Each assignment carries a specific weight
or percentage of the overall grade.

A = 4.0 (94 –          B+ = 3.3 (87 –          C+ = 2.3 (77-           D+ = 1.3 (67-
100%)                  89.9%)                  79.9%)                  69.9%)
A- = 3.7 (90-          B = 3 (84-86.9)         C = 2 (74-76.9%)        D = 1 (64-66.9%)
93.9%)
                       B- = 2.7 (80-83.9%) C- = 1.7 (70-               D- = 0.7 (60-63.9%
                                           73.9%)
                                                                       E = 0 (0-59.9%

Weighting:

   Performance = 30%
    Skill test 1 = 10%
    Skill test 2 = 10%
    Final Performance = 10%

   Tests and Listening Quizzes = 30%

Music 3015 – Exploring Musical Expression COURSE PROPOSAL
9/15/08 RACHEL NARDO
      EMT Software Volume I – 6 unit quiz= 10%
      EMT Software Volume II – 6 unit quiz = 10%
      EMT Software Volume III – 6 unit quiz = 10%

   Written and Outside Assignments, including concert attendance = 40%
    Portfolio Project: (1) = 15%
    Music analyses discussions and written assignments (3) = 15%
    Final composition = 10%


ADA Statement
The University of Utah seeks to provide equal access to its programs, services and activities
for people with disabilities. If you will need accommodations in the class, reasonable prior
notice needs to be given to the Center for Disability Services, 162 Union Building, 581-5020
(V/TDD). CDS will work with you and the instructor to make arrangements for
accommodations.

All written information in the course can be made available in alternative format with
prior notification to the Center for Disability Services.

Faculty and Student Right and Responsibilities
All students are expected to maintain professional behavior in the classroom setting,
according to the Student Code, spelled out in the Student Handbook. Students have
specific rights in the classroom as detailed in Article III of the Code. The Code also
specifies proscribed conduct (Article XI) that involves cheating on tests, plagiarism,
and/or collusion, as well as fraud, theft, etc. Students should read the Code carefully
and know they are responsible for the content. According to Faculty Rules and
Regulations, it is the faculty responsibility to enforce responsible classroom behaviors,
and I will do so, beginning with verbal warnings and progressing to dismissal from
class and a failing grade. Students have the right to appeal such action to the Student
Behavior Committee.

Accommodations Policy
Some of the writings, lectures, films, or presentations in this course may include
material that conflicts with the core beliefs of some students. Please review the syllabus
carefully to see if the course is one that you are committed to taking. If you have a
concern, please discuss it with me at your earliest convenience.

Attendance
Prompt, regular attendance and maintenance of professional and personal values
conducive to collegiality are important to your success in this class. According to policy,
absences in excess of 10% of the total time the class meets will result in lowering of your
grade by increments. In other words, if you are absent more than two class sessions, your
final course grade will be lowered by one increment for each additional absence. Four
tardies count as one absence. If you must be absent, quickly contact a classmate to obtain


Music 3015 – Exploring Musical Expression COURSE PROPOSAL
9/15/08 RACHEL NARDO
missed notes and materials given out in class, or ask a classmate to collect materials for
you.

Phone numbers of classmates:




Additional notes:

Practicing your instrument: When treated as a serious instrument, as it will be in the class, the
keyboard demands consistent, conscientious study. To make adequate progress, you must
practice a minimum of four hours per week. More may be necessary depending on your
background and aptitude. Practice slowly. Increase the tempo only when you have achieved a
high degree of technical security.

Final composition project: Each student will complete a simple songwriting project that will
be performed for the class as a final ―performance‖ expression. In addition to the performance
of the project, the student will prepare a written analysis of their work. The student will select
from one of the following options:

Option 1: Compose a 16 bar song with your original lyrics and melody. Working collaboratively
with percussion back-up, accompany yourself on piano or electronic keyboard while singing.
The song must meet the following criteria and be notated with Finale Notepad:

            1.   Title, composer (you) and date.
            2.   Meter and key signature.
            3.   Written out melody and lyrics.
            4.   Proper placement of bar lines in reference to the lyrics
            5.   Properly positioned chord symbols, aligned with lyrics.
            6.   Rhythmic indication of accompaniment and percussion patterns used.

Option 2: Compose a 16 bar piece for two electronic keyboards and percussion, (this is also a
collaborative performance project). (Each student must have their own composition--
collaboration only applies to the performance portion of the project. The piece must meet the
following notation criteria:

       1.   Title, composer (you) and date.
       2.   Meter and key signature.
       3.   Written out melodies for each guitar
       4.   Properly positioned chord symbols, if accompanied.
       5.   Rhythmic indication of strumming or finger-picking pattern used.

Examples of both of these approaches will be covered in class.


                                        Weekly Schedule

Music 3015 – Exploring Musical Expression COURSE PROPOSAL
9/15/08 RACHEL NARDO
Week 1

Overview of course. Demonstration of software; preview of resources and materials on reserve.
Explore prior knowledge of music and complete theory pre-test.


Week 2

Based on results of pre-test, exploration into the piano keyboard, constructing and playing scales,
chords, and basic rhythm patterns. Development of home practice schedules and in-class, small
work groups. Review content in Essentials of Music Theory Software Unit 1-3.


Week 3
Continue major scales and chords in keys of C, G, and F; block chords, rhythms, and five-note
melodies. Discussion: fully scored music vs. lead sheets. Guided practice and review general
practice schedule—more suggestions on how to practice. Review content in Essentials of Music
Theory Software Unit 3-6.


Week 4

More guided practice and performance test 1 on notes and chords (two hands) in keys of C, G,
and F; Essentials of Music Theory Software Quiz on Units 1-6.

Week 5

Begin song writing with 5 note, pentatonic scale; introduction to Finale software. Explore
variations of block chords. Review Essentials of Music Theory Software Units 7-9.

Week 6

Perform assigned melodies and chords, including exercises using both hands on keyboard. Basic
Blues form and chord accompaniment patterns; add small hand percussion. Continue Essentials
of Music Theory Software.


Week 7

Discuss/guided practice on assigned Blues song with singing and phrasing; Demonstration of
writing and playing simple vs. compound meter in accompaniment patterns . Demonstration of
how to notate these patterns using software. Review Essentials of Music Theory Software Units
10-12.

Week 8



Music 3015 – Exploring Musical Expression COURSE PROPOSAL
9/15/08 RACHEL NARDO
Second performance test and concert analysis report. Essentials of Music Theory Software Quiz
on units 7-12. Manditory, individual office appointments during this week-to review progress
and ask questions.



Week 9

Fall Break

Week 10

Analysis of John Lennon’s ―Imagine.‖ Elements of song writing—phrasing and form; how to
stylize left-hand accompaniments. Video clips.


Week 11

Song phrasing; relative minor scales. Perform prior exercises and ensemble pieces Perform
original 8 bar melody. Discussion of next steps in theory.


Week 12

Extended minor and major chords: Em, G, C, G7, D , A7, Dsus4, E, Am, Dm., E7, B7; and C
scale. New bass runs. Breaking up extended chords into two hands.


Week 13

Independent, guided practice on selected songs. Perform 16 bar melody. Individual office
appointments during this week-to review progress and portfolio.

Week 14

Last review of contemporary styles: Blues Progressions, Pentatonic Shapes, and Accompaniment
Strategies. Video clips of different styles. Continue practicing all previous material in small
groups.

Week 15

Introduction and/or review of recital and performance behaviors: How to use the performance
assessment rubric. Continue prior work. Perform prior exercises, solo, and ensemble pieces. Use
video camera for self-assessment (in-class).

Week 16



Music 3015 – Exploring Musical Expression COURSE PROPOSAL
9/15/08 RACHEL NARDO
Small group coaching for final performances. Portfolio due. Individual and group office
appointments/coaching available, as needed.

Final
In class concert of original compositions. Bring your own video tape and I will record your
performance.




Music 3015 – Exploring Musical Expression COURSE PROPOSAL
9/15/08 RACHEL NARDO

				
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