Music

Student Learning Outcomes

Course Number Course Outcome
MUS 24Advanced Guitar^ Analyze the background of the pieces performed. ^ Demonstrate skill in performing a variety of musical compositions. ^ Demonstrate skill in performing solo or in ensembles ^ Demonstrate skill in playing technical exercises such as scales, arpeggios, slurs, and other playing techniques. ^ Demonstrate skill in sight reading new music in several positions on the guitar. ^ Students who complete MUS 24 will demonstrate their ability to play assigned technical exercises using appropriate technique. ^ Students who have completed MUS 24 will demonstrate their ability to play two assigned pieces of music from the textbook used in the course. ^ Utilize appropriate interpretation in performing compositions from a variety of historical style periods.
MUS 18Advanced Piano^ Students who complete MUS 18 will demonstrate ability to play assigned technical exercises using appropriate technique. ^ Students who complete MUS18 will be able to play two assigned pieces of music from the textbook used in the course.
MUS 21Advanced Voice^ Demonstrate good vocal practice habits. ^ Demonstrate principles of good vocal technique. ^ Demonstrate skill in singing Italian, German, and French. ^ Develop a repertoire. ^ Interpret songs from operas and musicals. ^ Perform songs by memory. ^ Sing using correct diction and pronunciation. ^ Students who complete MUS 21 will be able to demonstrate ability to perform three (3) songs of varying styles from memory as assigned from the class curriculum. ^ Students who complete MUS 21 will be able to demonstrate appropriate phrasing, dynamics, diction, and expression within song presentations.
MUS 14BAmerican Folk Music^ Aurally identify the musical characteristics of these various folk music styles. ^ Describe and identify, using appropriate terminology, some of the many folk music styles of the United States. ^ Describe the role of religion in the development of American song forms ^ Examine these folk music styles in the broader context of American political, social, and cultural history. ^ Review and analyze the social context of American folk music. ^ Students will be able to recognize the genre and subgenres of the various American folk musical styles discussed in class.
MUS 27Chamber Winds^ Develop growth in musical and technical skills as instrumentalists ^ Play wind repertory in various styles. ^ Students will gain experience in recognizing common classical rhythmic patterns through music preparation. ^ Students will gain experience recognizing common musical stylistic elements, including pitch identification, dynamics, and varied articulation, through music preparation.
MUS 45Chambers Singers^ Blend with each voice in groups. ^ Develop vocalizing skills. ^ Differentiate tone colors needed for effective interpretation of the music. ^ Harmonize with each voice in groups. ^ Memorize music and present public performances as a member of an ensemble. ^ Sight read musical pieces. ^ Students will be able to identify all major key signatures and names of notes in the treble and bass clefs. ^ Students will be able to identify the correct solfege syllable for example notes in any major key. ^ The Mt SAC Chamber Singers will travel to New York City to peform at Carnegie Hall. The students will have the opportunity to perform their own concert as well as joining with a large festival choir of over 150 voices to perform the "Gloria" by Vivaldi and "Regina Coeli" by Mozart with a full orchestra. The students will be asked to come up with differences and similarities between performing music in a small ensemble as opposed to a large ensemble. Also, to compare performing a cappella as opposed to singing with a full orchestra. The students will also have the opportunity to hear and work with other collegiate choirs and to evaluate each groups' performance.
MUS 29Choral Workshop^ Blend with other voices in section. ^ Define musical terms. ^ Develop and practice skills in basic elements of vocalizing, i.e. proper breath support and exhalation. ^ Differentiate tone colors to express correct meaning of words in text. ^ Exercise skill in watching and following the conductor. ^ Harmonize with other voices in section. ^ Memorize selected works to be performed by the choir. ^ Prepare selections for in class or public performance. ^ Students will be able to identify the correct solfege syllable for example notes in any major key. ^ Students will be able to identify the names of the notes on both treble and bass clefs, and identify all of the major key signatures.
MUS 30Collegiate Chorale^ Define key musical terms. ^ Demonstrate skill in harmonizing with other voices in the ensemble. ^ Demonstrate skills in basic elements of vocalizing, including blend, balance and solfeggio. ^ Demonstrate skills in effectively blending with other voices in section. ^ Differentiate tone colors to express correct meaning of words in text. ^ Exercise skill in watching and following the conductor. ^ Memorize selected works to be performed by the choir. ^ Prepare and perform a selected solo. ^ Student will be able to hold his/her own part in multi-part harmony, as selected from the ensemble's concert repertoire, when asked to perform in scheduled parts tests. A minimum of 80% accuracy of pitch and rhythm is expected when tested. ^ Student will be able to name the notes as indicated on the music staff in both the treble and bass clefs. ^ Students will be able to identify all major key signatures and names of notes in the treble and bass clefs. ^ Students will be able to identify the correct solfege syllable for example notes in any major key. ^ Students will gain experience in recognizing common jazz and commercial music rhythmic patterns through music preparation. ^ Students will gain experience recognizing common musical elements (pitch identification, dynamics, and articulation) through music preparation.
MUS 36Concert and Community Band^ Students will gain experience in recognizing common classical rhythmic patterns through music preparation. ^ Students will gain experience recognizing common musical elements, including pitch identification, dynamics, and varied articulation, through music preparation.
MUS 31Concert Choir^ Apply proper breath support to singing ^ Contrast tone colors to express correct meaning of text. ^ Demonstrate skill in effective group singing and following the conductor at all times. ^ Practice and apply elements of vocalizing. ^ Students will be able to identify all major key signatures and names of notes in the treble and bass clefs. ^ Students will be able to identify the correct solfege syllable for example notes in any major key. ^ Utilize vocalizing skills to blend effeictively with each voice in the section. ^ Utilize vocalizing skills to harmonize with other sections of the choir
MUS 22Conducting^ Apply effective interpretation skills. ^ Conduct singers and/or instrumentalists in a rehearsal. ^ Demonstrate effective leadership qualities and physical carriage. ^ Demonstrate effective rehearsal techniques. ^ Read music from a full score. ^ Show use of effective beat patterns. ^ Students will be able to conduct multiple patterns in varied styles. ^ Students will be able to conduct simple selections utilizing mixed meters. ^ Use music terminology commonly found in musical scores.
MUS 23AElementary Class Guitar^ Composition of sight reading ^ Ensemble and chords E, A, and D ^ Music fundamentals, practice notes on the first and second strings ^ New strumming patterns ^ Note reading chords G, G7, F, and C ^ Notes on the fifth string, key signatures ^ Notes on the fourth string ^ Notes on the sixth string ^ Notes on the third string, ensemble practice ^ Notes, rhythms, and clefs ^ Proper posture, hand positions, and strumming technique ^ Scales, chords, strumming patterns, songs in groups ^ Sight reading on all six strings ^ Sight reading on the first four strings, work on duets ^ Students who complete MUS 23A will be able to demonstrate their ability to tune the guitar with or without the help of a tuner. ^ Students who complete MUS 23A will demonstrate their ability to play two assigned pieces of music from their textbook used in the course using appropriate technique. ^ Ties, rests, eighth and dotted notes
MUS 17AElementary Class Piano^ Students who complete MUS17A will be able to demonstrate ability to play C, G, D, A, and E major scales with hands together. ^ Students who successfully complete MUS17A will be able to demonstrate ability to play two assigned pieces of music from the textbook used in the course.
MUS 20AElementary Class Voice^ Define musical terms and follow them in the music. ^ Describe the background of songs. ^ Perform songs from memory. ^ Student can describe the elements of breath support that are required for healthy singing. ^ Students who complete MUS 20A be able to demonstrate their ability to perform one (1) song from memory as assigned from the class curriculum. ^ Students who complete MUS 20A will be able to explain and demonstrate diaphragmatic breathing. ^ Use breathing (breath control), posture, resonance, flexibility, and enunciation. ^ Use effective practice habits.
MUS 38Ensemble^ Students participating in MUS 38 will develop the skills necessary to perform in an ensemble, follow a conductor, and perform on stage. ^ The ensemble course, MUS 38, is comprised of variously sized ensembles on any given semesters. However, students should be able to start, finish, and perform musical excerpts and selections on their own, without the assistance of a conductor.
MUS 7Fundamentals of Music^ Analyze triadic harmonies for their root, quality and inversion, and construct triads using musical notation. ^ Calculate the size and quality of intervals and construct intervals of an indicated size using musical notation. ^ Designate and identify pitches and octave registers on the grand staff and piano keyboard. ^ Interpret rhythm notation. ^ MUS 7 students will be able to identify the size and quality of non-compound harmonic intervals when notated on the treble staff. ^ Music 7 students will be able to identify any key on the piano keyboard using all enharmonic possibilities, including, where possible, single and double accidentals. ^ Recognize and construct all major and minor scales and key signatures. ^ Students will develop the ability to correctly interpret musical notation, or what is called "basic music literacy."
MUS 3AHarmony A^ Analyze a diatonic figured bass for harmony using Roman numerals and bass position figures. ^ Analyze, using Roman numerals and bass position figures, diatonic passages from Bach-style chorales employing passing tones, neighbor tones and suspensions. ^ Compose music in four-part keyboard and SATB style from Roman numerals, outer voices with Roman numerals, basses with Roman numerals, sopranos with Roman numerals and unfigured outer voices. ^ Embellish four-part writing with passing tones, neighbor tones and single suspensions. ^ Harmonize in four-part keyboard and SATB style a diatonic melody using diatonic triads in any acceptable inversion and the dominant seventh in root position. ^ Locate and classify passing tones, neighbor tones and suspensions in diatonic music employing a chorale texture. ^ Locate and identify contrapuntal errors, voicing errors and line errors in part writing. ^ Locate deviations from normative chord syntax in major and minor chord progressions. ^ MUS 3A students will be able to analyze a diatonic chorale phrase for harmony and non-chord tones. ^ MUS 3A students will be able to realize a diatonic figured bass and analyze its figures for harmony (using Roman numerals). This figured bass may include figures for diatonic triads in any inversion and figures for the dominant seventh chord in any inversion. ^ Realize, in four-part keyboard and SATB style, diatonic figured basses employing the figures 5/3, 6/3, 6/4, 7 and their common variants.
MUS 3BHarmony B^ Analyze a chromatic figured bass for harmony using Roman numerals and bass position symbols. ^ Analyze, using Roman numerals and bass position figures, keyboard music employing secondary function chords, common chord modulations, phrase modulations, sequential modulations and non-chord tones ^ Compose a rounded binary in unembellished SAB or SATB format. ^ Compose music in three and four parts from Roman numerals, outer voices with Roman numerals, basses with Roman numerals, sopranos with Roman numerals and unfigured outer voices using chords with a secondary function and modulation. ^ Compose parallel modulating, parallel non-modulating, contrasting modulating and contrasting non-modulating periods in unembellished SAB or SATB format. ^ Construct secondary function chords in music notation from Roman numerals and figures. ^ Embellish SAB or SATB reductions in a classical style. ^ Harmonize in three or four parts a chorale tune using chromatic chords with a secondary function in modulating and non-modulating progressions. ^ Identify by ear themes and variations chosen at random from an assigned listening list. ^ MUS 3B students will be able to analyze a short passage of Classical or Romantic era piano repertoire for harmony and non-chord tones. This passage will incorporate secondary chromaticism and a common chord modulation to the dominant or mediant. ^ MUS 3B students will be able to realize a chromatic figured bass and analyze its figures for harmony (using Roman numerals). This figured bass may include triadic, seventh chord and single suspension figures in any inversion; it may use diatonic and secondary function chords. ^ Realize in three or four parts a figured bass that employs chromatic chords with a secondary function, with or without sevenths and in any bass position; and 2-3, 4-3, 7-6 and 9-8 suspensions, single or double. ^ Recognize, identify and diagram period, binary and ternary forms. ^ Students will be able to spell secondary function chords.
MUS 3CHarmony C^ Analyze for harmony, using Roman numerals and bass position figures, any chromatic figured bass. ^ Analyze for harmony, using Roman numerals and bass position figures, any music or musical excerpt from the common practice period, including solo music, keyboard music and ensemble music. ^ Compose music in three or four parts from Roman numerals, outer voices with Roman numerals, basses with Roman numerals, sopranos with Roman numerals and unfigured outer voices using advanced chromatic techniques, including mode mixture, the Neapolitan, augmented sixth chords, the common tone diminished seventh chord, altered dominants, extended dominants and advanced techniques of modulation. ^ Compose phrases in unembellished SAB or SATB format that modulate to foreign keys using chromatic chords and advanced techniques of modulation. ^ Construct church modes and modes of limited transposition in music notation. ^ Construct mode mixture chords, the Neapolitan, augmented sixth chords and altered dominants in music notation from Roman numerals and bass position figures. ^ Describe the location and function of each section and subsection of Darcy-Hepokoski Type 3 sonata form. ^ Harmonize in three or four parts a chorale tune using advanced chromatic techniques, including mode mixture, the Neapolitan, augmented sixth chords, the common tone diminished seventh chord, altered dominants, extended dominants and advanced techniques of modulation. ^ Identify by ear sonata form sections and subsections for pieces from an assigned listening list. ^ Locate and identify on a printed musical score the sections and subsections of sonata form. ^ MUS 3C students will be able to analyze a short passage of Classical or Romantic era piano repertoire for harmony and non-chord tones. This passage may incorporate secondary chromaticism, common chord modulation, enharmonic modulation, mode mixture and chromatic "voice leading" chords such as the Neapolitan, augmented sixth and common tone diminished chord. ^ MUS 3C students will, upon hearing 10 one-minute excerpts of pre-assigned sonata form repertoire, be able to identify the composer, composition and formal section or sections (slow introduction, exposition, development, recapitulation or coda) spanned by each excerpt. ^ Realize in three or four parts a figured bass that employs mode mixture, the Neapolitan, augmented sixth chords, common tone diminished chords and advanced techniques of modulation.
MUS 15HHistory and Appreciation of Rock and Popular Music - Honors^ Compare and contrast historical, cultural, and socio-political contexts of different musical genres. ^ Critically analyze live concerts or a live video recording of a performance ^ Define the musical characteristics such as form and instrumentation of various different rock styles. ^ Evaluate the sociological trends as reflected in musical styles and song lyrics. ^ Identify important writers and producers of rock music. ^ Identify various people important in the creation of rock music and the musical instruments they play(ed). ^ Synthesize the different musical genres that came together to create rock music, including blues and country, and discuss the continuing influences of those styles on current music.
MUS 12History of Jazz^ Compare and contrast soloists associated within the same historical style period. ^ Differentiate between musical styles and performers ^ Discuss the origins of jazz and the cultural and sociological significance of the music. ^ Evaluate and assess the artistic and musical skills of various live performers. ^ Explain general musical concepts including pitch, rhythm, melody, harmony, form and syncopation. ^ Explain musical characteristics and identify musical instruments common to various styles of jazz. ^ Students who complete MUS 12 will be able to identify the jazz style of a piece of music when one minute from each piece is played in class during the final exam. ^ Students who complete MUS 12 will be able to identify the solo or featured musical instrument when one minute of each of two recordings including featured instruments are played in class during the final exam.
MUS 16Individual Instruction ^ Demonstrate interpretative skills. ^ Demonstrate regular practice habits. ^ Memorize music for performance ^ Music 16 students will be able to perform the 12 major scales on their instrument. We ran this test for two years, starting with the major scales and then added the minor scales in the second year, patterning the requirements of majors set by CSU, Fullerton. After analyzing the results from 2006-07 (see SLO 2006-07), we created a Music Major handbook and have attached some of the sections from that document to the documents page (handbook example). ^ Perform representative repertoire using good stage presence. ^ Students who complete MUS 16 will be able to demonstrate proficiency at playing technical exercises as assigned by the private teacher. ^ Students who complete MUS 16 will be able to preform from one to three pieces of music or songs learned during the semester, as requested by the faculty jury. ^ Use appropriate playing or singing techniques.
MUS 23BIntermediate Guitar^ Demonstrate skillful dominant hand techniques in playing polyphonic music using both rest and free strokes. ^ Demonstrate skillfull subordinate hand technique in playing polyphonic music. ^ Interpret pieces performed based on stylistic period. ^ Perform pieces from memory. ^ Play guitar duets. ^ Sight read musical pieces. ^ Students who complete MUS 23B will be able to identify any note on the treble clef, including those on ledger lines, within the guitar pitch range in two enharmonically equivalent ways. ^ Students who complete MUS 23B will demonstrate their ability to play two assigned pieces of music from the textboook used in the course using appropriate technique.
MUS 17BIntermediate Piano^ Students who complete MUS 17B will demonstrate their ability to play natural, harmonic, and melodic minor scales in at least one octave, right hand alone, in the keys of a minor, d minor, and e minor. ^ Students who complete MUS17B will demonstrate their ability to play two assigned pieces of music from the textbook used in the course.
MUS 20BIntermediate Voice^ Correctly identify musical terms utilized on songs. ^ Correctly pronounce foreign text while singing. ^ Demonstrate breathing (breath control), posture, resonance, flexibility, and enunciation. ^ Interpret songs from different style periods. ^ Perform selections at varying tempi, including adagio, moderato, and allegro. ^ Perform songs in a foreign language from memory. ^ Sight read musical compositions. ^ Students who complete MUS 20B will be able to demonstrate appropriate phrasing, dynamics, diction, and expression within their song presentation. ^ Students who complete MUS 20B Will be able to demonstrate their ability to perform two (2) songs of differing styles from memory as assigned from the class curriculum.
MUS 13Introduction to Music Appreciation^ Critically analyze live or recorded musical examples. ^ Identify musical compositions or performances. ^ Recognize and define musical elements relating to rhythm, melody, dynamics, tone color, and harmony and identify concepts in musical examples. ^ Recognize major composers of each style period, including the Classical and Baroque eras, and identify aspects of their lives that affected their music. ^ Students will be able to accurately relate the musical elements of a work to its structure and/or compositional techniques, including but not limited to programmatic content and form. ^ Students will be able to aurally identify the instruments of the symphony orchestra. ^ Students will understand the cultural and social trends of the major style periods in music history (Medieval, Renaissance, Baroque, Classical/Enlightenment, Romantic, Modernism, and Postmodernism), and relate these issues to the critical analysis of a musical work. ^ Students will understand the musical trends of the major style periods in music history (Medieval, Renaissance, Baroque, Classical/Enlightenment, Romantic, Modernism, and Postmodernism), and relate these issues to the critical analysis of a musical work.
MUS 13HIntroduction to Music Appreciation - Honors^ compare and contrast the reception of a musician (or a group of musicians) in different ethnic and nationalistic cultures within a historical period ^ identify trends (i.e. reception, repertoire) within a period ^ Students who complete MUS 13H will be able to identify the style period (medieval, Renaissance, baroque, classical, romantic, 20th century, or 21st century) during which each of three pieces of music was composed when one minute from each piece is played in class during the final exam. ^ Students who have completed MUS 13H will be able to identify the solo or featured musical instrument when one minute of each of two recordings including the instruments are played in class during the final exam. ^ to accurately relate the musical elements of a programmatic work to its narrative
MUS 9Introduction to Music Technology^ Apply knowledge of digital audio file formats, storage media and modes of digital transmission to transport and disseminate sound. ^ Apply knowledge of the physics of sound to generate a variety of musical timbres using software synthesizers ^ Explain the history of music technologies from the advent of sound recording to the present. ^ Recognize, use and explain basic audio terms and concepts. ^ Students who complete MUS 9 will be able to hook up a condenser microphone to a small road mixer (such as the Mackie 1202), trim the signal to an optimal level and route that signal to the main output. ^ Students who complete MUS 9 will be able to manipulate digital audio and MIDI using music production software. ^ Use a MIDI controller and sequencing software to create and modify MIDI song files. ^ Use a multitrack digital audio editor to modify and combine sound samples. ^ Use music notation software to generate printed music from MIDI data.
MUS 47Jazz Band^ Apply sight-reading skills. ^ Develop growth in musical and technical skills as instrumentalists. ^ Identify stylistic characteristics related to historical accuracy of arrangements ^ Improvise stylistically in the jazz medium. ^ Play jazz repertory in various styles. ^ Students will gain experience in recognizing common jazz and commercial rhythmic patterns through music preparation. ^ Students will gain experience recognizing common musical elements, including pitch identification, dynamics, and varied articulation, through music preparation. ^ To measure the benefits of travel with performing ensembles. The Mt SAC Jazz Ensemble will travel to compete at the Reno Jazz Festival. Competition is important in measuring student success as well as gaining recognition for the college as a whole. Students also gain exposure to other community college programs as well a 4 year university programs. This exposure shows the students the level that must be attained to perform with a high level university program. Students will also gain an educational benefit through the various master classes offered throughout the festival.
MUS 25AJazz Improvisation^ Apply jazz theory into performance and written exercises. ^ Classify major, dominant, and minor scales related to chord symbols. ^ Demonstrate aural development by imitating short melodic phrases. ^ Develop melodic ideas ^ Improvise stylistically correct solos over a blues chord progression. ^ Improvise using major, dominant and minor scales in all twelve keys. ^ Perform coherent improvised solos on a simple jazz song. ^ Students will be able to identify major, mixolydian, and dorian scales as related to jazz chord symbols. ^ Students will be asked to identify the chord changes to a standard 12-bar blues progression.
MUS 50Jazz Improvisation and Performance Choir^ Demonstrate appropriate vocal-jazz articulations (pure vowels, clipped consonants, etc.) while performing. ^ Determine keys and modes for various vocal jazz charts. ^ Discuss and define the qualities of good vocal jazz solo singing. ^ Perform scat solos and critique them in rehearsal. ^ Prepare small group song interpretations of vocal jazz charts ^ Students will be able to perform a bass line, melody line, and a scat solo to an assigned jazz chart. ^ Students will perform an assigned transcribed scat solo with appropriate scat syllables using correct rhythms and pitches. They will perfrom these solos with at least 80% accuracy. ^ The Mt SAC Jazz Improv and Performance Choir will travel to compete at the Next Generation Jazz Festival in Monterey. Competition is important in measuring student success as well as gaining recognition for the college as a whole. This SLO will be measured by the scores and comments acquired during competition. It is expected that the students should score a minimum of 80 out of 100 from each of the 4 judges. Students will also gain exposure to other community college programs as well a 4 year university programs. Students will also gain an educational benefit through the various master classes offered throughout the festival. ^ Write out transcriptions of vocal and instrumental improvisation solos.
MUS 25BJazz Improvisation B^ Develop melodic ideas over extended phrase and song lengths. ^ Identify altered dominant, half diminished, and full diminished scales related to advanced chord symbols ^ Improvise melodic minor, diminished and Lydian dominant scales in all twelve keys. ^ Improvise stylistically correct solos over a rhythm change chord progression ^ Integrate jazz theory through exercises and performances. ^ Perform a coherent improvised solo in an extended song form, based on non-traditional harmonies, including Lydian dominant and altered chords. ^ Students will be able to identify scales as related to advanced chord symbols, including the most common (melodic minor, diminished and whole-tone scale). ^ Students will be able to improvise over a standard ii-V7-I progression in multiple keys.
MUS 10AKeyboard Skills^ Harmonize at sight diatonic melodies using do-fa-sol bass lines, block primary triads and the dominant seventh. ^ Perform at sight beginning to early intermediate solo piano repertoire. ^ Perform within an ensemble and demonstrate playing techniques (fingerings, pedaling, phrasing). ^ Play primary triads and the dominant seventh chord in the keys of C major, F major, G major, A minor and D minor. ^ Play scales up to two octaves, hands separately and together, as well as scale patterns for the keys of B, E, A, D, G, and C major. ^ Read grand staff notation, Roman numeral notation and lead sheet symbols ^ Students will be able to realize a figured bass-line at the piano. ^ Transpose at sight melodies and harmonic patterns between the major keys of C, F and G and the minor keys of A and D.
MUS 10BKeyboard Skills^ Harmonize with one and two hands at sight diatonic melodies using diatonic triads and the dominant seventh. ^ Perform at sight intermediate solo piano repertoire. ^ Perform at sight two simultaneous parts of vocal and C score instrumental music from open score format ^ Perform within an ensemble and demonstrate playing techniques (fingerings, pedaling, phrasing). ^ Play natural, harmonic and melodic scales up to two octaves, with hands separately and together, as well as scale patterns for the minor keys of A, E, B, D, G, C and F. ^ Play scales up to two octaves, hands separately and together, as well as scale patterns for the major keys of B, E, A, D, G, C, F and B-flat. ^ Read grand staff notation, Roman numeral notation, lead-sheet symbols and bass figures. ^ Students will be able to play any and all major and harmonic minor scales, ascending and descending, two octaves. ^ Transpose at sight melodies and their accompanying harmonies up or down a minor and major second.
MUS 39Laboratory Band^ Apply sight-reading skills ^ Develop growth in musical and technical skills as instrumentalists. ^ Identify stylistic characteristics related to historical accuracy of arrangements. ^ Improvise stylistically in the jazz medium. ^ Play jazz repertory in various styles. ^ Students will gain experience in recognizing common jazz and commercial music rhythmic patterns through music preparation. ^ Students will gain experience recognizing common musical elements (pitch identification, dynamics, and articulation) through music preparation.
MUS 48Men's Vocal Ensemble^ Blend voices and achieve a well balanced sound. ^ Demonstrate professional muscisianship skills ^ Demonstrate skill in sight reading music. ^ Perform for the college and community. ^ Sing music of different styles effectively. ^ Students will be able to identify all chromatic intervals within an octave or chromatic scale. ^ Students will be able to identify the correct solfege syllable for example notes in any major key.
MUS 11BMusic Lit Survey^ Analyze and evaluate the structure and form of the music being studied. ^ Analyze basic elements of musical sound such as rhythms, melody, tonality, and harmony as those elements apply to Western music in the 19th and 20th centuries as well as non-western music that influenced that music. ^ Define technical musical terms and make use of those terms in written reports. ^ describe the use of text painting in a song by relating specific musical elements to textual ones. ^ Distinguish different instrumental timbres. ^ MUS 11B students will be able to identify the solo or featured musical instrument when one minute of each of two recordings including those instruments are played in class. ^ MUS 11B students will be able to identify the style period (classical, romantic, and 20th/21st centuries) during which each of three pieces of music was composed when one minute from each piece is played in class. ^ Synthesize the contributions of important composers and assess ways in which their context affected their music. ^ to accurately describe developments in music history by relating them to cultural, social, scientific, and/or economic circumstances of the period
MUS 11AMusic Literature Survey^ Analyze and evaluate the development of structure and form in the music of the time periods being studied. ^ Analyze basic elements of musical sound such as rhythms, melody, tonality, harmony, and counterpoint as those elements apply to a variety of examples both western and non- western ^ Define technical musical terms and make use of those terms in written reports. ^ Distinguish different instrumental timbres. ^ MUS 11A students will, upon hearing a one-minute excerpt of pre-assigned music repertoire along with the excerpted score between the Medieval and late Classical periods, be able to describe the stylistic characteristics unique to the genre and period. ^ MUS 11A students will, upon hearing a one-minute excerpt of pre-assigned music repertoire along with the excerpted score between the Medieval and late Classical periods, be able to identify the compositional techniques and stylistic characteristics unique to the period. ^ Synthesize the contributions of important composers, their works, and formal structures. ^ test
MUS 2Music Theory^ Analyze diatonic music for harmony using Roman numerals and bass position figures when the non-chord tones have been omitted or identified for the student ^ Calculate interval inversions. ^ Calculate the beat value, beat division, beat type and meter for any regular time signature. ^ Calculate the duration of notes and rests. ^ Classify cadences by type ^ Distinguish between consonant and dissonant intervals in music notation. ^ Evaluate minor melodies for tonal problems and employ accidentals to correct these problems. ^ Evaluate two-voice first species tonal counterpoint on the basis of its adherence to style rules and aesthetic guidelines ^ Identify and construct triads and seventh chords ^ Identify pitches and pitch registers when notated on the staff using G, F or C clefs, or when designated on the piano keyboard. ^ Memorize and recall all diatonic triad and seventh chord qualities in major and minor. ^ Memorize, recall and interpret the circle of fifths ^ MUS 2 students will be able to name the chord quality of all diatonic triads and seventh chords in both the major and minor modes. ^ Recognize and construct major scales, minor scales and their respective key signatures. ^ Recognize and distinguish the four types of contrapuntal motion. ^ Recognize, calculate and construct intervals between pitches. ^ Students will know, by the number and type of accidentals, all 15 major keys and 15 minor keys.
MUS 6AMusicianship - Advanced^ Aurally recognize the bass position of major-minor seventh chords. ^ Aurally recognize the quality and bass position of major, minor and diminished triads. ^ Dictate, in correct music notation and Roman numerals, the chords, soprano and bass for phrase-length four-part progressions that make use of secondary function chords. ^ Dictate, in correct music notation, melodies and melodic patterns that make use of non-essential chromaticism, secondary function chromaticism and diatonic descending fifths sequences ^ Dictate, in correct music notation, rhythm pieces and patterns that employ a compound beat and create syncopation. ^ MUS 6A students will be able to sing melodies at sight that incorporate skips through diatonic triads and raised chromatic tones used in a passing or neighboring capacity. ^ MUS 6A students will be able to transcribe the soprano voice, bass voice and harmony (using Roman numerals and figures) of a six-chord four-part progression played four times at the piano. This progression may use diatonic triads and sevenths in any inversion. It may also use secondary dominants, with or without sevenths, in any inversion. ^ Perform at sight rhythm pieces and patterns in compound meters that create syncopation. ^ Perform at sight rhythm pieces and patterns in compound meters that use a dotted half note or dotted eighth note beat. ^ Perform at sight rhythm pieces and patterns in simple meters that create syncopation at the beat and divisional level. ^ Perform at sight rhythm pieces and patterns in simple meters that use a half note or an eighth note beat. ^ Sing at sight melodies, melodic patterns and duets outlining diatonic descending fifths sequences using moveable-do solfege. ^ Sing at sight melodies, melodic patterns and duets with non-essential chromaticism, secondary function chromaticism and modulations to the dominant or, in minor keys, the relative major. ^ Sing memorized melodies, melodic patterns and duets outlining diatonic descending fifths sequences using moveable-do solfege. ^ Sing memorized melodies, melodic patterns and duets with non-essential chromaticism, secondary function chromaticism and modulations to closely-related keys using moveable-do solfege.
MUS 6BMusicianship - Advanced B^ Aurally distinguish between major triads, minor triads, diminished triads, augmented triads, major seventh chords, minor seventh chords, major-minor seventh chords, half-diminished seventh chords and fully-diminished seventh chords. ^ Aurally recognize all simple and compound intervals. ^ Dictate, in correct music notation and Roman numerals, the chords, soprano and bass for phrase-length four-part progressions that make use of mode mixture, the Neapolitan, augmented sixth chords, common tone diminished seventh chords and modulations to closely-related keys. ^ Dictate, in correct music notation, melodies and melodic patterns that incorporate mode mixture, the Neapolitan, augmented sixth chords and modulations to closely-related keys. ^ Dictate, in correct music notation, rhythm pieces and patterns that employ a simple beat and create syncopation at the subdivisional level. ^ Dictate, in correct music notation, rhythm pieces and patterns with tuplets. ^ MUS 6B students will be able to sing on sight a short melody that mixes stepwise motion and occasional skips to outline a tonicized half cadence. ^ MUS 6B students will be able to transcribe the soprano voice, bass voice and harmony (using Roman numerals and figures) of a six-chord four-part progression played four times at the piano. This progression may use any of the harmonic devices covered in MUS 5B and 6A with the addition of the Neapolitan sixth and the root position augmented sixth chord. ^ Perform at sight rhythm pieces and patterns in simple meters that create syncopation at the subdivisional level. ^ Perform at sight rhythm pieces and patterns with irregular meters, changing time signatures and tuplets. ^ Sing at sight melodies, melodic patterns and duets outlining chord progressions that incorporate mode mixture, the Neapolitan and augmented sixth chords using moveable-do solfege. ^ Sing at sight melodies, melodic patterns and duets that modulate to closely-related keys. ^ Sing memorized melodies, melodic patterns and duets outlining chord progressions that incorporate mode mixture, the Neapolitan, augmented sixth chords and modulations to foreign keys using moveable-do solfege. ^ Sing the chromatic scale, the whole tone scale, the octatonic scale and all church modes from a given starting pitch.
MUS 5AMusicianship - Ear Training and Sight Singing^ Demonstrate, in written and verbal response, aural recognition of interval quality for note pairs a second, third, sixth or seventh apart when played melodically. ^ Demonstrate, in written and verbal response, aural recognition of interval size for melodically played diatonic note pairs less than or equal to the octave where the first note of each pair is tonic. ^ Demonstrate, in written and verbal response, aural recognition of interval size for note pairs a perfect fourth, perfect fifth and perfect octave apart. ^ Demonstrate, in written and verbal response, aural recognition of major, minor, diminished and augmented triads. ^ Demonstrate, in written and verbal response, aural recognition of major, natural minor, harmonic minor and melodic minor scales. ^ MUS 5A students will be able to sing on sight a short diatonic melody mixing stepwise motion and occasional skips through the tonic harmony. ^ MUS 5A students will be able to transcribe a diatonic melody played four times at the piano. This melody may use stepwise motion only, except for skips through the tonic triad and skips between 're' and 'ti'. ^ Perform at sight rhythm pieces in compound meters that incorporate divisions as small as one-third of a beat (e.g., eighths in 6/8). ^ Perform at sight rhythm pieces in simple meters that incorporate divisions as small as one-quarter of a beat (e.g., sixteenths in 4/4). ^ Students will demonstrate, through dictation, an aural understanding of major-mode melodies making use of rhythmic divisions, stepwise motion and occasional leaps through adjacent tones of the tonic and dominant triads. ^ Transcribe, in correct musical notation, diatonic major and minor melodies consisting of stepwise motion and leaps through the tonic, dominant and leading tone triads. ^ Transcribe, in correct musical notation, simple meter rhythms incorporating quarter-beat divisions and compound meter rhythms incorporating triplet divisions. ^ Using the moveable-do solfege system, sight sing diatonic melodies and patterns that incorporate stepwise motion and occasional leaps outlining the tonic, dominant and leading tone triads. ^ Using the moveable-do solfege system, sing from memory diatonic melodies, patterns and duets that incorporate stepwise motion and occasional leaps outlining the tonic, dominant and leading tone triads.
MUS 5BMusicianship - Ear Training and Sight Singing B^ Aurally distinguish between the intervals of the m7, TT and M7 when played melodically. ^ Dictate, in correct music notation and Roman numerals, the chords, soprano and bass for phrase-length four-part progressions that make use of diatonic triads in any inversion and V7 in root position. ^ Dictate, in correct music notation, melodies and melodic patterns that outline any diatonic triads and V7. ^ Dictate, in correct music notation, rhythm pieces and patterns that employ a compound beat and values no smaller than the subdivision. ^ Dictate, in correct music notation, rhythm pieces and patterns that employ a simple beat and values no smaller than the subdivision. ^ MUS 5B students will be able to sing on sight a short diatonic melody mixing stepwise motion and frequent skips through the tonic, subdominant and dominant harmonies. ^ MUS 5B students will be able to transcribe the soprano voice, bass voice and harmony (using Roman numerals and figures) of a six-chord four-part progression played four times at the piano. This progression may use only diatonic triads in root position. ^ Perform at sight rhythm pieces and patterns in compound meters that use a dotted quarter note beat and include subdivisions. ^ Perform at sight rhythm pieces and rhythm patterns in simple meters that use a quarter note beat and include subdivisions. ^ Sing at sight diatonic melodies, melodic patterns and duets outlining any diatonic triads and V7 using moveable-do solfege. ^ Sing memorized melodies, melodic patterns and duets outlining any diatonic triads and V7 using moveable-do solfege.
MUS 15Rock Music History and Appreciation^ Define the musical characteristics such as form and instrumentation of various different rock styles. ^ Evaluate the sociological trends as reflected in musical styles and song lyrics. ^ Identify important writers and producers of rock music. ^ Identify various people important in the creation of rock music and the musical instruments they play(ed). ^ Students who complete MUS 15 will be able to identify the solo or featured musical instrument when one minute of each of two recordings including those instruments are played in class during the final exam. ^ Students who complete MUS15 will be able to identify the rock style of each of three pieces of music when one minute from each piece is played in class during the final exam. ^ Students will be able to analyze whether folk music is a medium that is at its best when being expressed through challenging periods (like the '60s) or whether it is music for all time. ^ Synthesize the different musical genres that came together to create rock music, including blues and country, and discuss the continuing influences of those styles on current music. ^ Understand and identify the African and European influences that came together to establish Rockabilly.
MUS 99Special Projects in Music^ Apply sight-reading skills ^ Develop growth in musical and technical skills as a musician ^ Identify and accurately perform stylistic characteristics related to historical style periods for all repertoire ^ Play repertory in various styles. ^ Student will work cooperatively with the instructor to set and attain specific musical and technical goals through practice, performance, and individual instruction. ^ Students will be able to perform a designated work (or group of works, for vocalists), chosen in cooperation with the instructor, to be taken from the standard repertoire for their voice or instrument, at a level appropriate for a successful junior level undergraduate transfer audition. ^ Students will prepare professional audition and application materials, appropriate for undergraduate, music major level transfer.
MUS 44Vocal Jazz Ensemble^ Demonstrate an attitude of professionalism and responsible work ethic in rehearsals. ^ Demonstrate effective techniques for using a microphone in live performance ^ Memorize music and perform in public as a group and as a soloist. ^ Perform concerts for the college and the local community. ^ Perform in different vocal jazz styles. ^ Students will be able to identify all chromatic intervals within an octave or chromatic scale. ^ Students will be able to recognize and differentiate between various song forms, including 12-bar blues, AABA, and 'other.'
MUS 49Wind Ensemble^ Develop growth in musical and technical skills as instrumentalists ^ Play wind repertory in various styles. ^ Students will gain experience in recognizing common classical rhythmic patterns through music preparation. ^ Students will gain experience recognizing and identifying common musical stylistic elements including pitch identification, dynamics, and other compulsory musical knowledge.
MUS 34Women's Vocal Ensemble^ Blend voices to achieve a well balanced sound. ^ Demonstrate professional musicianship skills. ^ Demonstrate skill in sight reading music. ^ Perform for the college and the community. ^ Sing music of different styles effectively. ^ Students will be able to identify all major key signatures and names of notes in the treble and bass clefs. ^ Students will be able to identify the correct solfege syllable for example notes in any major key.
MUS 14AWorld Music^ Students who complete MUS 14A will be able to identify the ethnic culture that produced each of three pieces of music when one minute from each piece is played in class during the final exam. ^ Students who complete MUS14A will be able to identify the ethnological classification (chordophone, aerophone, idiophone, or membranophone) of each of two musical musical instruments when recordings of each are played in class during the final exam.