HomeMy WebLinkAboutMUS-111Departmental Policy Syllabus
Revised 5/27/18
Bergen Community College
Division of Business, Arts, and Social Sciences
Visual and Performing Arts Department
Course Syllabus
MUS-111 History of American Popular Music
Basic Information about Course and Instructor
Semester and year:
Course and Section Number:
Meeting Times and Locations:
Instructor:
Office Location:
Phone:
Departmental Secretary: [optional]
Office Hours:
Email Address:
Course Description
MUS-111 History of American Popular Music is an introductory study of the development of popular
music traditions in the United States from the nineteenth century to the present.
3 lectures, 3 credits
Student Learning Objectives: As a result of meeting the requirements in this course, students will be able
to:
1.employ the basic vocabulary used to describe the physics of musical sound, the psychology of
musical perception, and the description of musical elements, such as timbre, rhythm, harmony,
melody, and structure, in written and oral communication;
2.describe and identify the musical characteristics that differentiate American popular music styles from
the 19th century to the present.
3.articulate a critical perspective on the historical, socio-cultural, political and economic forces that
have influenced the composition, performance, production, and consumption of popular music in
the United States;
4.discuss the ethical implications of race, ethnicity, gender, and class on the production and
consumption of popular music in the United States;
5.utilize library and online resources and research tools to retrieve primary and secondary sources,
in order to present an individual perspective on the role of popular music in American society.
In pursuit of the foregoing goals, the course is based on the reading and discussion of historical,
ethnomusicological and sociological writings on popular music, as well as on attentive listening techniques
for musical selections; students are given the opportunity and are encouraged to participate actively in class
discussions; and students are required to do a substantial amount of expository and critical writing in
response to the material presented in the course.
Learning Assessment
History of American Popular Music, cont’d
2
The Student Learning Objectives (SLOs) in this course are intended to be aligned with as many of the
college's General Education Goals as possible. They are also correlated with the overall Learning Goals
of the Music Program. In addition, student progress in reaching the course's SLOs is to be assessed
through various means of assessment, such as the "Suggested Means of Assessment" listed below.
Student Learning Objective Suggested Means of Assessment
1. Employ the basic vocabulary used to describe the physics
of musical sound, the psychology of musical perception,
and the description of musical elements, such as timbre,
rhythm, harmony, melody, and structure, in written and oral
communication;
• Essay examinations
• Quizzes and objective tests
• Writing assignments
2. Describe and identify the musical characteristics that
differentiate American popular music styles, from the 19th
century to the present;
• Essay examinations
• Quizzes and objective tests
• Writing assignments
3. Articulate a critical perspective on the historical, socio-
cultural, political and economic forces that influenced the
composition, performance, production, and consumption of
popular music in American society;
• Essay examinations
• Quizzes and objective tests
• Writing assignments
4. Discuss the ethical implications of race, ethnicity, gender,
and class on the production and consumption of popular
music in the United States;
• Essay examinations
• Quizzes and objective tests
• Writing assignments
5. Utilize library and online resources and research tools to
retrieve primary and secondary sources, in order to present
an individual perspective on the role of popular music in
American society.
• Essay examinations
• Quizzes and objective tests
• Writing assignments
Course Content
The course is intended to introduce students to the academic study of the history of American popular
music, including musicological analysis and various approaches to the historical and socio-cultural issues
regarding American popular musical traditions. Therefore, the course includes the following (mandatory)
components:
1. A review of the musicological analysis of music, studying the musical elements of timbre, rhythm,
melody, harmony, texture, and form.
2. The variety of ways music can be studied: e.g., the science of acoustic and musical sound, the
psychology and neuroscience of human musical experience, and the historical and sociocultural
context of musical expression.
3. The history of American popular music traditions from the nineteenth century to the present
including parlor songs, minstrelsy, ragtime, Tin Pan Alley, country, gospel, rhythm and blues, rock
n’ roll, folk, rock, disco, hip hop, and mainstream pop music.
Special Features of the Course (if any) [to be designated by the instructor]
E.g., the use of learning technologies in the course (Internet, PowerPoint, web enhancement via a parallel
course website, etc.); the inclusion of technological literacy learning in the course; etc.
Course Texts and/or Other Study Materials
American Popular Music: From Minstrelsy to MP3. Larry Starr and Christopher Waterman, 2nd ed. New
York: Oxford University Press,
History of American Popular Music, cont’d
3
Alternative textbooks or resources can be used by individual faculty with permission of the music discipline
textbook committee. The Faculty Senate “Policy on the Selection of Texts and Other Instructional
Materials,” states that “individual faculty members and/or departments should strive to select texts,
whenever possible, that are most affordable for students.”
Writing and Critical Thinking Requirement(s)
MUS-106 History of American Popular Music requires students to complete a variety of critical thinking and
writing assignments. These assignments may include class discussions and debates requiring the
application of critical thinking skills, short in-class essays, out-of -class writing projects (journals, research
papers, argument-analysis papers, book reviews, etc.), tests and examinations containing essay
components, and so forth. Instructors will respond to and comment on students' writing in detail.
Grading Policy
A student's final grade for the course is based primarily on his or her performance on the required work for
the course (writing assignments, examinations, class presentations, etc.) and on his or her overall mastery
of the material covered in the course. A student's class participation may also be evaluated, and the grade
thereon may be used as a factor in determining the student's final grade for the course; but a class
participation grade will count for no more than twenty percent (20%) of the final grade. A student's research
and writing work will count at least fifty percent (50%) of the final grade.
BCC Attendance Policy
All students are expected to attend punctually every scheduled meeting of each course in which they are
registered. Attendance and lateness policies and sanctions are to be determined by the instructor for each
section of each course. These will be established in writing on the individual course outline. Attendance will
be kept by the instructor for administrative and counseling purposes.
Attendance Policy in this Course
[To be designated by the instructor]
Other College, Divisional, and/or Departmental Policy Statements [optional but recommended]
Examples:
Statement on plagiarism and/or academic dishonesty.
ADA statement.
Sexual Harassment statement.
Statement on acceptable use of BCC technology.
Statement on the purpose and value of faculty office hours.
Statement on Accommodations for Disabilities
Bergen Community College aims to create inclusive learning environments where all students have
maximum opportunities for success. Any student who feels he or she may need an accommodation
based on the impact of a disability should contact the Office of Specialized Services at 201-612-5269 or
via email at ossinfo@bergen.edu for assistance.
Student and Faculty Support Services [optional but recommended]
List support services, e.g., the Writing Center, the Math Lab, the Tutorial Center, Online Writing Lab
(OWL), Office of Specialized Services, etc. Include information on the BCC Library.
Example:
History of American Popular Music, cont’d
4
Student and Faculty Support Services
The Distance Learning Office – for
any problems you may have
accessing your online courses
Room C-
334
201-612-5581
psimms@bergen.edu
English Language Resource Center On Line at: http://www.bergen.edu/elrc
The Tutoring Center Room L-125 201-447-7908
http://www.bergen.edu/tutoring
The Writing Center Room L-125 201-447-7908
http://www.bergen.edu/owl
The Office of Specialized Services
(for Students with Disabilities)
Room L-116 201-612-5270
http://www.bergen.edu/oss
BCC Library – Reference Desk Room L-226 201-447-7436
Special Note on the Tutoring Center
The Henry and Edith Cerullo Learning Assistance Center encompasses the Tutoring Center, the
English Language Resource Center, and the Writing Center. The website of the Learning Assistance Center
is located at www.bergen.edu/elrc. Tutoring services are available for this course in the Tutoring Center.
As listed above, the Tutoring Center is located in Room L-125, and its phone number is 201-447-7908.
Include a Course Outline and Calendar [can be combined in a single syllabus section]
The Course Outline and Calendar must include all of the following elements:
• A daily or (at least) weekly schedule of topics to be covered.
• Dates for exams, quizzes, or other means of assessment. (This does not mean that all evaluation
of students must be in groups and at the same time. Exams and other means of assessment can
be listed as "to be scheduled individually.")
• Due dates for major assignments – e.g., when is a paper due; if the topic has to be approved,
when; if an outline or draft is an interim step, when it is due.
• Any required special events must be included in the outline/calendar, e.g., a lecture by a visiting
speaker, a dramatic or musical performance, a field trip.
• Designation of Student Learning Objectives – by number – for each topic (see sample below).
• A note to students stating that the course outline and calendar is tentative and subject to change,
depending upon the progress of the class.
Sample Format for Course Outline and Calendar
Note to Students: The following Course Outline and Calendar is tentative and subject to change,
depending upon the progress of the class.
Week(s) Date(s) Topics & Assignments Learning
Objectives
1
2
3
4
5
6
7
8
9
10
History of American Popular Music, cont’d
5
11
12
13
14
15
See the Sample Course Outline and Calendar below.
SAMPLE COURSE OUTLINE AND CALENDAR
[with designation of Student Learning Objectives – by number – for each topic]
Note to Students: The following Course Outline and Calendar is tentative and subject to change, depending
upon the progress of the class.
Week(s)
Date(s)
Topic/Activity/Assignments
Student
Learning
Objectives
1 Sep 6, 8,
Themes and Streams of American Popular Music
European, African American and Latin American Influences
1-5
2
3
Sep 13, 15
Sep 20, 22
Popular Music of the Nineteenth and Early Twentieth
Century
Minstrelsy, Parlor Songs, Brass Bands, Ragtime
Social Dance and Jazz, 1917-1935; Tin Pan Alley
The Jazz Age
1-5
1-5
4 Sep 27, 29
Race Records and the Blues
Classic Blues and Delta Blues
1-5
5 Oct 4, 6
Early Country Music
Hillbilly Music and the Great Depression
1-5
6 Oct 11, 13
The Swing Era: 1935-1945
The Big Bands
1-5
7
8
Oct 18, 20
Oct 25, 27
The Postwar Era: 1946-1954
Rhythm and Blues; Country and Western Music
Rock ‘n’ Roll, 1954-1959
Cover Recordings; Rockabilly, R&B
1-5
1-5
9 Nov 1, 3,
Rock ‘n’ Roll and American Pop
Women, Songwriters, and Producers; Motown; Beach Boys
1-5
10 Nov 8, 10
The British Invasion and the Folk Revival
The Beatles and Bob Dylan
1-5
11 Nov 15, 17
The Rise of Rock, Country, and the Pop Mainstream
Country Rock, Progressive Rock and Soul
1-5
12 Nov 22, 24 The 1970s
Disco, Punk, and New Wave
1-5
13 Nov 29, Dec 1
The 1980s and 1990s
Hip Hop, Michael Jackson, Prince and Madonna
1-5
14 Dec 6,8 American Popular Music in the Twenty First Century
Digital Technology, New Media
1-5
15 Dec 13, 15 Final Review and Final Exam 1-5