3.00 Credits
The course begins with the elements of rhythm and pitch and progresses to the introduction of scales, intervals, and tonality; notation of rhythm and meter, rudiments of harmony; and the concept of musical structure and form. Sight singing and ear training are pursued concurrently with keyboard and written theory. (This is a more in-depth course then Music 103 and the focus will Include more complex repertoire and harmonic understanding). Musical materials will include selected multicultural folk music and art music examples. The use of a broad range of individualized musical materials, active exploration, and personal discovery will lead the student to grasp the nature of the interactions and relationships that bring meaning to music. Students will memorize and perform and body of folk songs representing the Anglo-American1 African-American, Israeli, Hungarian, Romanian, French, Czech, Scottish, Hispanic, African, and Russian cultures or traditions. Linguistically, these songs characterize and embody the basic rhythmic structure, syntax, and melodic features of the culture, country, and/or tradition from which they emulate. Another significant outcome is to develop a community of learners with a deeper understanding of and sensitivity to cultural diversity demonstrated through research, readings (Smithsonian Folkways Collection) class discussions and written presentations. Students gain knowledge of the fundamentals of music through the performance of the songs deriving rhythmic and melodic features associated with each country's culture and/or tradition. Classes are structured to integrate academic study, written work, performance, and songs to develop a deeper and richer understanding of our shared history and cultural diversity. In this class, performance is a necessary condition for understanding; collaborative learning is fostered through group singing and performance. The philosophic approach that I use emphasizes the importance of the voice as the primary instrument. The value of singing for all ages and the use of traditional songs serves to broaden the cultural-studies approach to music. Three features are critical to this approach: 1) Students develop music skills by immersion, imitation, and sequential music reading; 2) they weave historical, cultural, and performance constructs together into a whole in written assignments; and 3) the course will facilitate opportunities for creative expression, analysis, and reflection.