Music 109 Summer Syllabus 2018-1 PDF

Preview

Summary

Download Music 109 Summer Syllabus 2018-1 PDF

Description

The Music of the Beatles MUSIC 109 Syllabus, Summer 2018 Instructor:

Professor Esther Benitez

E-mail:

ewb13@ psu.edu

Office Hours:

Professor Benitez will reply to any e-mail inquiry about the class within 24 hours of receipt during the work week (M–F)

Required Texts and Materials:

Paid Course Activation

Course Prerequisites:

None

Course URL:

https://courses.aanda.psu.edu/music109/

Technical Requirements:

This course is delivered entirely online; see the Technical Requirements section below

Course Description The Beatles are the most significant musical group in the history of popular music. Their songs are derived from diverse sources, such as rhythm and blues, country and western, rockabilly, rock and roll, Motown, soul, folk rock, the British music hall, and the classical music traditions of Europe and India. MUSIC 109: The Music of the Beatles, an online course, will consider the music of the Fab Four by examining how John Lennon, Paul McCartney, and George Harrison developed as songwriters. Besides an exploration of the Beatles’ music, including the artists and styles of music that influenced them, this online course will include a study of the socio-cultural contexts from which the Fab Four emerged and in which they thrived. Finally, the course will introduce students to the fundamentals of music, as well as ways to integrate that knowledge with the interpretation of song texts. Course Goals and Objectives This course will meet four principal goals. The first one is to promote musical literacy by using the songs of the Beatles to help students become more sophisticated listeners. After taking this course, students will be able to interpret how melody, harmony, rhythm, texture, timbre, and form work in music. The second is to foster an appreciation and knowledge of the musical styles and literatures of both popular and classical music. The third goal is to advance a deep comprehension of the interaction of popular music with its socio-cultural contexts from both historical and contemporary vantage points. The fourth and final goal is to make music more accessible to students by offering them a course that uses a more contemporary, multi-media approach, with an exploration of topics and issues that are more relevant to their lives.

1

Upon completion of this course, students should be able to: • • • • • •

Discuss different types of music using a specialized musical vocabulary Evaluate the songs of the Beatles in terms of their composition, style, and musical influences Discuss the socio-cultural contexts of the music covered in the course Apply the vocabulary and analytical skills acquired in the course to assess any musical work with confidence Develop a basic level of musical literacy that will allow for a critical approach to and analysis of the music that they encounter every day Express informed opinions about any musical work with confidence using the material presented in the course

Technical Requirements The following configuration has been rigorously tested with this course and represents an optimal setup that should cause you the fewest difficulties. This is not to say that other supported devices and browsers will not work; however, you may experience mixed results using other configurations. Recommended System Requirements: Device less than 4 years old Windows PC or Mac OSX Chrome web browser (up to date) Broadband Internet connection (cable or DSL) Notes: The latest version of Adobe Flash Player is required. Cookies and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State Web sites. Any reasonably current browser should work, including the latest versions of Internet Explorer, Firefox and Safari. This course has limited support for Android, iOS and Windows phones and tablets, so it is recommended that you use a PC or Mac.

Important Note: Students are required to read all e-mail messages from the instructor in a timely fashion.

2

Course Requirements/Grading

Assessment

Number of Assessments

Percentages

Quizzes

Best 10 out of 11 (2% per quiz)

20%

Discussion Boards

2 Discussion Boards

10%

Tests

1 (10%), 2 (10%), 3 (25%)

45%

Analytical Paper (5 pages)

1

25%

Total

100%

Grading Scale: 100-93% 92-90% 89-87%

A AB+

86-83% 82-80% 79-77%

B BC+

76-70% 69-60% 59-0%

C D F

Quizzes Following the completion of assignments after almost every lesson, you will take a quiz that tests your comprehension of the material. 20% of your final grade will be based on the average of the 10 highest quiz grades out of a possible 11. Quizzes will primarily be in a multiple-choice format. Each quiz will consist of at least 20 questions, and you’ll typically have 60 minutes to complete each quiz. Ample time will be provided to complete the quiz. Each of the 12 weekly quizzes will be open during a 7– day “window of opportunity,” from 8:00 a.m. EST on Monday to 11:59 p.m. EST on Sunday (with the exception of Lesson 4, which is Saturday to the following Tuesday). I will remind you of all quiz dates. Discussion Boards There will be 10 discussion boards during the semester, with each discussion board active for a one-week period, from Monday through Sunday (with the exception of week 13, which is the Friday before Week 13 to the following Tuesday). All students will be assigned to a discussion group of approximately 13–20 members, and discussion topics for each group will be posted. You are required to contribute to 2 out of the 10 discussion boards during your group’s assigned week. For each assigned discussion board, you are required to make an initial post and also to respond to 1 of your groupmates’ posts. Your contributions to the assigned 2 discussion boards will comprise 10% of your final grade. Although everyone will be contributing to only 2 out of the 10 discussion boards, all students are required to read all the discussion boards and view all video clips or listen to all audio files under discussion. Two questions from each discussion board might show up on the following week’s quiz for purposes of review and to 3

check class participation. For each of the discussion boards (which start with Lesson 3), initial posts will be due by 11:59 p.m. EST on Thursday, and responses to classmates’ postings, by 11:59 p.m. EST on Sunday. Shortly prior to the third week of the semester (immediately before Lesson 3), I will send out a “Group Assignment” e-mail message giving you instructions as to how to find which group you are assigned to. Please save this message for future reference. See also the Discussion Board Schedule (on the Modules page in Canvas) that shows your group’s assigned 2 weeks. Exams There will be three exams. Most of the questions for each exam will be drawn from the assigned lesson material, while some questions will test your ability to apply knowledge gained from the course to the analysis of mainly unknown aural excerpts. Unit 1 (Lessons 1–5) will supply a musical and historical background to Units 2 (6–8) and 3 (9–15). Accordingly, each exam will be comprehensive, given that material from earlier units will be incorporated into later ones. Since Unit 3 will cover more material than Units 1 and 2, it will count more. Study guides will be provided in advance for each exam. Exams 1 and 2 will be given during an 88-hour “window of opportunity” from 8:00 a.m. on Thursday to 11:55 p.m. on Sunday after the completion of Units 1 and 2, respectively. Exam 3 (the Final Exam) will be given during a c. 40-hour “window of opportunity” during exam week, from 8:00 a.m. EST on Thursday, August 9th to 11:59 p.m. EST on Friday, August 10th. Analytical Paper Guidelines You are required to write an analytical essay of approximately 5 pages in length of text (not counting any title or reference pages), focusing on the analysis of the words and music of 3 Beatle songs, ideally from different periods in the group’s stylistic development. You will consider the interaction of words and music, focusing on how a song’s message is conveyed by different musical techniques. More information about the paper will be provided in the Analytical Paper Guidelines and Grading Rubric that are on the Modules page in Canvas. This paper’s purpose is to demonstrate your full engagement with the lyrics and music of the songs. It is NOT a research paper, so use of outside sources is optional; if used, however, they must be minimal (used only to support your own ideas) and be cited. Plagiarism in any form is not acceptable. Stringing together of facts and background information from elsewhere will not help, but actually HURT your paper grade. The analytical paper will be due during an open period in Weeks 10 and 11 to the beginning of Week 12. Specifically, this window of opportunity begins at 8:00 a.m. EST on Monday, July 16, and ends at 11:59 p.m. EST on Monday, July 30th.

4

Here are some suggested resources for further reading: ฀ Beatles, The Beatles Anthology (San Francisco: Chronicle Books, 2000). ฀ Hunter Davies, The Beatles, 2d ed. (New York: McGraw-Hill Book Co., 1985). ฀ William J. Dowlding, Beatlesongs, (New York: Fireside, 1989). ฀ Walter Everett, The Beatles as Musicians, 2 vols. (New York: (Oxford University Press, 1999, 2001). ฀ Walter Everett, The Foundations of Rock: From Blue Suede Shoes to Suite: Judy Blue Eyes (Oxford: Oxford University Press, 2009). ฀ Tetsuya Fujita et al, The Beatles: Complete Scores (London: Hal Leonard Publishing Corporation and Wise (Publications, 1993). ฀ Mark Hertsgaard, A Day in the Life: The Music and Artistry of the Beatles (New York: Delta, 1995). ฀ Mark Lewisohn, The Beatles Recording Sessions: The Official Abbey Road Studio Session Notes, 1962(1970 (New York: Harmony Books, 1988). ฀ ark Lewisohn, Tune In: The Beatles: All These Years, vol. 1 (New York: Crown Archetype, 2013). ฀ Ian MacDonald, Revolution in the Head: The Beatles’ Records and the Sixties, 3rd ed. (Chicago: Chicago Review Press, 2007). ฀ George Martin with William Pearson, With a Little Help from My Friends: The Making of Sgt. Pepper ((Boston: Little, Brown and Company, 1994). ฀ Wilfrid Mellers, Twilight of the Gods: The Music of the Beatles (New York: The Viking Press, 1973). ฀ Barry Miles, Paul McCartney: Many Years from Now (New York: Henry Holt and Company, 1997). ฀ Allan F. Moore, The Beatles: Sgt. Pepper’s Lonely Hearts Club Band (Cambridge: Cambridge University Press, 1997). ฀ Dominic Pedler, The Songwriting Secrets of the Beatles (London: Ominibus Press, 2003). ฀ Tim Riley, Tell Me Why: The Beatles: Album By Album, Song By Song, The Sixties And After (Cambridge, MA: Da Capo Press, 2002). ฀ John Robertson, The Art and Music of John Lennon (New York: Carol Publishing Group, 1991). ฀ Robert Rodriguez, Revolver: How the Beatles Reimagined Rock’n’Roll (Milwaukee: Backbeat Books/Hal Leonard, 2012). ฀ J. P. Russell, The Beatles on Record (New York: Charles Scribner’s Sons, 1982). ฀ Bob Spitz, The Beatles: The Biography (New York: Little, Brown and Company, 2005). ฀ Jann S. Wenner, Lennon Remembers (The Rolling Stone Interviews from 1970), new ed. (London and New (York: Verso, 2000).

5

Course Outline: Schedule of Topics and Assignments Unit 1: The Early Beatles, 1957–62 Week 1: Mon May 14 to Sun May 20 Lesson 1: Orientation Course Orientation Orientation Quiz (open Mon May 14 to Sun May 27) Week 2: Mon May 21 to Sun May 27 Lesson 2A: Music Fundamentals: Basic Pitch Materials, Notation of Pitch, Melody, Harmony, and Tonality Lesson 2B: Music Fundamentals: Rhythm and Meter, Timbre, Texture, and Form Lesson 2 Quiz (CANVAS) (Mon–Sun) Week 3: Mon May 28 to Sun June 3 Lesson 3: Early Rock and Roll and the Artists Who Influenced the Beatles Discussion Board #1 (Mon–Sun) Lesson 3 Quiz (CANVAS) (Mon–Sun) Lesson 4: The Beginning of the Beatles Discussion Board #2 (CANVAS) (Mon–Sun) Lesson 4 Quiz (CANVAS) (Mon-Sun) Week 4: Mon June 4 to Sun June 10 Lesson 5: An Overview of the Musical Style of the Beatles Unit 1 Test (CANVAS) (Thurs June 7 – Sun June 10) Unit 2: The Beatles, 1963–66: From Beatlemania to the Artistic Heights of Revolver Week 5: Mon June 11 to Sun June 17 Lesson 6: The Birth of Beatlemania – 1963 Discussion Board #3 (CANVAS) (Mon–Sun) Lesson 6 Quiz (CANVAS) (Mon–Sun)

6

Week 6: Mon June 18 to Sun June 24 Lesson 7: From Beatlemania in 1964 to a Change in Style in 1965 Discussion Board #4 (CANVAS) (Mon–Sun) Lesson 7 Quiz (CANVAS) (Mon–Sun) Week 7: Mon June 25 to Sun July 1 Lesson 8: Discussions of World Events in 1965–66, and the Albums, Rubber Soul and Revolver Unit 2 Test (CANVAS) (Thurs June 28 – Sun July 1)

Unit 3: The Beatles, 1967–69: The Pinnacles of Artistic Success to Acrimonious Dissolution Week 8: Mon July 2 to Sun July 8 Lesson 9: Rock as an Art Form: Sgt. Pepper’s Lonely Hearts Club Band, Part 1 Discussion Board #5 (CANVAS) (Mon–Sun) Lesson 9 Quiz (CANVAS) (Mon–Sun) Week 9: Mon July 9 to Sun July 15 Lesson 10: Sgt. Pepper’s Lonely Hearts Club Band, Part 2 Discussion Board #6 (CANVAS) (Mon–Sun) Lesson 10 Quiz (CANVAS) (Mon–Sun) Week 10: Mon July 16 to Sun July 22 Lesson 11: Chaotic Residue: Magical Mystery Tour Discussion Board #7 (CANVAS) (Mon–Sun) Lesson 11 Quiz (CANVAS) (Mon–Sun) Analytical Paper – Drop box opens Monday, July 16 Week 11: Mon July 23 to Sun July 29 Lesson 12: A Great, But Tension-Filled Album: The White Album, Part 1 (selected songs) Discussion Board #8 (CANVAS) (Mon–Sun) Lesson 12 Quiz (CANVAS) (Mon–Sun)

7

Week 12: Mon July 30 to Sun Aug 5 Lesson 13: A Great, But Tension-Filled Album: The White Album, Part 2 (selected songs) Discussion Board #9 (CANVAS) (Mon–Sun) Lesson 13 Quiz (CANVAS) (Mon–Sun) Analytical Paper – Drop box closes Monday, July 30

Week 13: Mon Aug 6 to Wed Aug 8 Lesson 14: The Ugly Break-Up Captured on Film and in Song: Let It Be (selected songs) Discussion Board #10 (CANVAS) (Friday Aug 3 – Tues Aug 7) Lesson 15: Come Together: Abbey Road (selected songs) Dissolution of the Beatles Impact of the Beatles on Contemporary Times Unit 3 Test – Final Exam (CANVAS) Thurs Aug 9 through Fri Aug 10

University Policies 1. Disability/alternate media Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities. Student Disability Resources (SDR) website provides contact information for every Penn State campus. For further information, please visit Student Disability Resources website. In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation: See documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early as possible. You must follow this process for every semester that you request accommodations. If you have a documented disability, send a copy of the letter from the Office of Disability services to your instructor (using Canvas email). If you suspect that you have a disability but have not been assessed, you must contact the Office of Disability Services.

8

2. Counseling and Psychological Services Statement Many students at Penn State face personal challenges or have psychological needs that may interfere with interfere with their academic progress, social development, or emotional wellbeing. The university offers a variety of confidential services to help you through difficult times, including individual and group counseling, crisis intervention, consultations, online chats, and mental health screenings. These services are provided by staff who welcome all students and embrace a philosophy respectful of clients’ cultural and religious backgrounds, and sensitive to differences in race, ability, gender identity and sexual orientation. Counseling and Psychological Services at University Park (CAPS): 814-863-0395 Counseling and Psychological Services at Commonwealth Campuses Penn State Crisis Line (24 hours/7 days/week): 877-229-6400 Crisis Text Line (24 hours/7 days/week): Text LIONS to 741741 3. Educational Equity/Report Bias Statement Penn State University has adopted a “Protocol for Responding to Bias Motivated Incidents” that is grounded in the policy that the “University is committed to creating an educational environment which is free from intolerance directed toward individuals or groups and strives to create and maintain an environment that fosters respect for others.” That policy is embedded within an institution traditionally committed to academic freedom. Bias motivated incidents include conduct that is defined in University Policy AD 91: Discrimination and Harassment, and Related Inappropriate Conduct. Students, faculty, or staff who experience or witness a possible bias motivated incident are urged to report the incident immediately by doing one of the following: * Submit a report via the Report Bias webpage * Contact one of the following offices: University Police Services, University Park: 814-863-1111 Multicultural Resource Center, Diversity Advocate for Students: 814-865-1773 Office of the Vice Provost for Educational Equity: 814-865-5906 Office of the Vice President for Student Affairs: 814-865-0909 Affirmative Action Office: 814-863-0471 * Dialing 911 in cases where physical injury has occurred or is imminent 4. Student Misconduct Clearly, both the online and the face-to-face learning world present similar chances for inappropriate student behaviors. All expectations and policies regarding student conduct are ultimately guided by Penn State’s Code of Conduct: https://studentaffairs.psu.edu/support-safety-conduct/student-conduct/code-conduct

9

In brief, the University’s Code of Conduct states that all students should act with personal integrity, respect other students’ dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts. Any student behaving in a manner which violates these essential principles will be subject to disciplinary sanctions. 5. Plagiarism/academic integrity Academic integrity — the pursuit of scholarly activity in an open, honest and responsible manner, free of fraud and deception — is an important educational objective of Penn State. Academic integrity is a basic guiding principle for all academic activity at The Pennsylvania State University, and all members of the University community are expected to act in accordance with this principle. All students in this class agree to abide by the principles of academic integrity. All cases of dishonesty in this course, including cheating on examinations and quizzes, or plagiarism on writing assignments, will not be tolerated and will be dealt with according to the policies of the University. Cheating by sharing information during or about exams and quizzes or using unauthorized materials will result in an AUTOMATIC ZERO for the student’s assessment and further action as outlined by University policy. Academic dishonesty can lead to a failing grade or referral to the Office of Student Conduct. Academic dishonesty includes, but is not limited to: • • • • • • •

cheating plagiarism fabrication of information or citations facilitating acts of academic dishonesty by others unauthorized prior possession of examinations submitting the work of another person or work previously used without informing the instructor and securing written approval tampering with the academic work of other students