Welcome / Academic Departments / Visual and Performing Arts Department / Music Program / Course Homepages / MUSI 2310/3310 - Jazz, Pop, & Rock - ONLINE
Credits: 3 hours
Spring 2007
An Introductory Survey of Jazz
& the American Popular Song to Approximately 1970
Prerequisites: none
Location of class: N/A – web course
Time: N/A – web course
Instructor: Dr. Dan Keast
MB 4146 Office phone: 552-4292; FAX: 552-3280
E-mail (most effective): use WebCT's "Mail" icon and select my name
Office Hours: Monday & Wednesday 11am to 1pm, Fridays 10am-12pm or by appointment.
Course Description: Jazz, Pop, and Rock seeks to inform the student about the progression of jazz and American popular song from its beginnings in New Orleans, through the “golden era” of rockabilly, and finally, to explain modern rock music with appropriate vocabulary. The class concludes with students analyzing their own listening habits and articulating those as a music preference.
Why teach Jazz History?
- Jazz is America's musical gift to the world
- Jazz is internationally recognized as an art form
- Jazz is world music: cultures from west Africa, Europe, the Caribbean, and Latin America came together in New Orleans to create jazz
- Jazz has influenced art music, rhythm and blues, soul, pop, country, and rock-n-roll
- Many of the important jazz figures have become international cultural icons: Louis Armstrong, Ella Fitzgerald, Duke Ellington, Dizzy Gillespie, Charlie Parker, and Miles Davis to name a few
My Course Objectives:
- To offer the student a reasonably comprehensive study of the history of and the development of jazz, pop, and rock music
- To provide the student with the appreciation of the various styles of jazz (including tradition, big band, bebop, hard bop, cool, free jazz, modal jazz, jazz-rock fusion, smooth jazz, and contemporary trends), pop (including crooners and teen sensations), and rock (including rock-a-billy, counterculture, acid rock, glam/glitter, art rock, techno/disco, singer/songwriter, and modern streams)
- To expose the student to the major performers of each musical style studied in class
- To lead the student to discover how these musical styles influenced, and has itself been influenced by musical styles and cultures in American and around the world
Text and Required Materials:
An open ear
A reliable Internet connection
A desire to learn
A commitment to the course
Course Requirements
- Download and complete all readings in a timely manner
- Download and listen to lectures on time
- Be active in the course with your peers
- Complete 3 exams
- Complete the Course Familiarity Quiz
- Attend a jazz, pop, or rock concert during the course of this class and complete a review of the event for your peers (http://www.utpb.edu/MusicCalendar/calendar.pl)
- Complete a review of a favorite jazz-pop-or rock CD and post the review on www.amazon.com OR in the appropriate discussion board
- Formulate a self-analysis of your listening habits
- Attend a chat session with living jazz performers during 1 of 2 possible chat sessions TBD.
Download and complete all readings in a timely manner
-UPPER-LEVEL (3310) STUDENTS ONLY: Complete 3 of the following 5 topic papers to receive the upper-level credit. Topics are open to anything discussed in the chapter. The topic of each paper MUST be cleared by Dr. Keast prior to starting the research. For each paper not completed, the student's grade will be lowered by one full letter grade.
Topic Paper A: Music in the Early New Orleans Jazz style (3-5 pages)
Topic Paper B: Music in the Big Band Swing style (3-5 pages)
Topic Paper C: Music in the Bop and Bebop style (3-5 pages)
Topic Paper D: Music in the Cool style (3-5 pages)
Topic Paper E: Music in the Fushion and Free Jazz style (3-5 pages)
Exams Format:
* There are 3 exams that will take place during this course. You are expected to access and complete each exam.
* The exams are opened the day of the exam at 8am and close at 11:59pm. Plan your time wisely. The exams will not take long - perhaps only an hour. However, do not wait until 11pm and expect to complete the exam in time. When time is up, time is up. I have no control what-so-ever over your individual exams. After the exam opens, I cannot change or alter anything with the exam.
* The exams will be within WebCT and will be in the format of Multiple Choice questions. Two-thirds of each exam (20 questions) will come from the lecture notes specified. The other one-third (10 questions) will come from the class' groups that have uploaded their materials to the discussion boards in the activities. It is important for you to access each others' work and possibly post questions for clarification if needed.
My expectations for your time:
A normal 3 credit hour course meets MWF for one hour each day or T/Th for an hour and a half both days. My expectation is that you will spend time online with this course in a similar fashion (Monday, Wednesday, Friday for one hour each, or Tuesday and Thursday for one hour and thirty minutes each) and maybe some other times if needed to complete assignments, projects, papers, and exams. Learning is not done in isolation, but during interaction with others. Therefore you will be consistently interacting with your classmates.
Communication Guidelines:
Dr. Keast (within WebC's "Mail" function) (if WebCT fails, keast_d@utpb.edu)
– I will make every effort to respond to email within 24 hours of receiving it. Many of my former students have commented that they received answers within only a few minutes. I constantly check my email and try to respond as soon a possible to every student quickly.
REACH (burgess_o@utpb.edu)
– Technical questions about logging in to WebCT, server questions, etc. Basically any kind of technical support question should be sent to Mrs. Burgess.
Discussion Boards
– Discussion boards are to be used for most communication in the course except for the private messages to your peers and questions about your grades.
Discussion Board Postings:
Your participation is necessary for the course to work. I believe that learning is not done in isolation, but in interaction with materials and/or other learners.
Keep your comments focused on the topic at hand. If you want to leave an off-topic posting, please do so in the appropriate spot – the "water cooler" discussion board. In most offices, the water cooler or coffee pot is where a lot of random topics occur. The same concept should apply in our course. Want to vent about something – vent away!
Please respond to your peers in the discussion boards – let them know your ideas about their posting. The interaction is important.
Your participation grade in the discussion boards is not based on the length or number of your postings, but rather on the quality of your postings. If your posting is a simple "I agree with you, Jim.", then you are not participating in a meaningful way. Follow up on the comment with why or how you agree with Jim. Give your arguments or position some context and justification.
Technologies Involved:
Download PowerPoint and Macromedia Flash files
PowerPoint is available via checkout from the UTPB Library
Macromedia Flash is a freeware download at www.macromedia.com
Download music files in mp3 format
Download video files in mpeg format
Convert files from mp3 to wav (freeware & instructions provided in course)
Download readings in pdf format
Adobe Acrobat Reader is a freeware download at www.adobe.com
Chat online within WebCT
Upload MS Word documents (or Rich Text Format documents) and PowerPoint slides
Visit external links (to Websites outside of WebCT)
Print materials
Email peers (some attachments may be necessary)
Post and view comments on discussion boards
"Dr. Keast – just tell me what I need to do to get an 'A'!"
- Download and listen to lectures on time
- Be active in the course with your peers
- Complete 3 exams
- Complete the Course Familiarity Quiz
- Attend a jazz, pop, or rock concert during the course of this class and complete a review of the event for your peers (http://www.utpb.edu/MusicCalendar/calendar.pl)
- Complete a review of a favorite jazz-pop-or rock CD and post the review on www.amazon.com OR in the appropriate discussion board
- Formulate a self-analysis of your listening habits
- Complete a topic research paper of your choice
- Complete a self-analysis of your participation in the course
- Complete a group member evaluation
- Attend a chat session with living jazz performers during 1 of 2 possible chat sessions TBD.
- Student enrolled in Jazz, Pop, & Rock for upper-level credit must complete only 3 of the following 5 topic papers to receive the upper-level credit. Topics are open to anything discussed in the chapter. The topic of each paper MUST be cleared by Dr. Keast prior to starting the research. For each paper not completed, the student's grade will be lowered by one full letter grade.
– Topic Paper B: Music in the Big Band Swing style (3-5 pages)
– Topic Paper C: Music in the Bop and Bebop style (3-5 pages)
– Topic Paper D: Music in the Cool style (3-5 pages)
– Topic Paper E: Music in the Fusion and Free Jazz style (3-5 pages)
Evaluation of Learning:
5% Self-Evaluation of Your Participation in Course
5% Group Member Evaluation
10% JAZZ Concert Review (2 pg. paper)
10% Amazon.com review of a CD
10% Self-Analysis Paper
10% Topic Paper
20% Class contributions (group projects)
CB Course Familiarity Quiz
10% Exam #1 (written)
10% Exam #2 (written)
10% Exam #3 (written)
Activity in discussions 0% (CB*)
Assignments 55%
Exams 45%
(* CB = completion based grade)
Specific details of all assignments referenced above are posted on WebCT and print copies may be obtained through that service. Any assignment posted on WebCT falls fully under the auspices of this syllabus.
Upper-Level Credit (MUSI 3310 students): Student enrolled in Jazz, Pop, & Rock for upper-level credit must complete only 3 of the following 5 topic papers to receive the upper-level credit. Topics are open to anything discussed in the chapter. The topic of each paper MUST be cleared by Dr. Keast prior to starting the research. For each paper not completed, the student's grade will be lowered by one full letter grade.
Topic Paper A: Music in the Early New Orleans Jazz style (3-5 pages)
Topic Paper B: Music in the Big Band Swing style (3-5 pages)
Topic Paper C: Music in the Bop and Bebop style (3-5 pages)
Topic Paper D: Music in the Cool style (3-5 pages)
Topic Paper E: Music in the Fushion and Free Jazz style (3-5 pages)
Format for Papers:
14 point Times New Roman font
Double-spaced
1 inch margins (top, bottom, and sides)
APA or MLA Styles are acceptable
Please proofread your papers
Book and CD titles should be underlined or italicized
Chapters from books or newspaper articles and song titles should be in quotes
University Writing Center (552-2302, Mesa Building 201): FREE service for brainstorming, organizing your paper, proofreading, citing resources, an APA or MLA style guidelines.
All student work is graded on individual merit and completion of assignment's objective as per the standards set forth in the grading rubric distributed prior to the assignment's due date. Graded work will be returned to students as quickly as possible with feedback to support the grade earned.
Policy on Late Work:
All work is due the date set below or as announced by Dr. Keast. Late work is deducted 5% per day the assignment is late. "Late" is defined as beginning an hour after the time/day the assignment was due. If an absence from the online course environment is eminent (family emergency), please advise Dr. Keast (keast_d@utpb.edu) in advance with a brief email stating the dates and reason for the absence. Any work or exam scheduled for that period of absence should be completed before the absence.
Grading:
99-100% A+ 77-79% C+
92- 98% A 72-76% C
90- 91% A- 70-71% C-
87- 89% B+ 60-69% D
82- 86% B below 60% F
80- 81% B- Incompletes are highly discouraged and rare.
Dr. Keast's Philosophy of College Teaching and Learning:
I believe students who regularly attend class, participate in classroom discussions and activities, complete assigned readings, and thoughtfully finish assignments should arrive at a mastery of the course material. The purpose of learning in college is to master course skills. When a student does not achieve the objectives of a course, then the student has not learned the material and the student should initiate corrections to exams or quizzes in order to learn from their mistakes. Exams and quizzes are not the end of learning, but rather a measure of student learning. The students' mastery of the material is my teaching goal. I hope that learning the material is every student's learning goal.
My Philosophy of Music Education: A music curriculum should consist of sequentially organized learning experiences leading to specific skills and knowledge. The goal of music education is not great student performances, but musical learning allowing active participation in a musical culture. The curriculum should include the performance of published music and provide students with opportunities in improvisation and composition. Music classes should develop students' problem-solving and higher-order thinking skills. The curriculum should also emphasize the interdisciplinary potential – facets of musical understanding that can be applied to other areas of the fine arts, as well as to social studies, language arts, and other fields of study. If these elements are absent from a music curriculum, classes are mere rehearsals and music education becomes music production.
My Teaching Style is that of a Social Constructivist Approach:
What is Social Constructivism?
- Social constructivism emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding (Derry, 1999; McMahon, 1997). This perspective is closely associated with many contemporary theories, most notably the developmental theories of Vygotsky and Bruner, and Bandura's social cognitive theory (Shunk, 2000).
Assumptions of Social Constructivism
- Reality: Social constructivists believe that reality is constructed through human activity. Members of a society together invent the properties of the world (Kukla, 2000). For the social constructivist, reality cannot be discovered: it does not exist prior to its social invention.
- Knowledge: To social constructivists, knowledge is also a human product, and is socially and culturally constructed (Ernest, 1999; Gredler, 1997; Prat & Floden, 1994). Individuals create meaning through their interactions with each other and with the environment they live in.
- Learning: Social constructivists view learning as a social process. It does not take place only within an individual, nor is it a passive development of behaviors that are shaped by external forces (McMahon, 1997). Meaningful learning occurs when individuals are engaged in social activities.
Civility Statement: Because this class needs to be a participatory community, if students are to fulfill their potential for learning, people who disrupt the community by their words or actions (rude, sarcastic, obscene, disrespectful speech, or disruptive behavior) will be removed from the class. In order to achieve our educational goals and to encourage the expression, understanding, and creation of a variety of ideas and opinions, respect must be shown to everyone. In order to protect the listening environment, please do not use cellular phones in the classroom. Simply turn them off to eliminate the distraction.
Web Enhanced Expectations: this course is registered with WebCT. Assignments, discussion questions, and other intercommunication from the instructor will be regularly posted on the site. Students are expected to locate a computer at home or on campus that provides reliable access to WebCT and check for announcements regularly.
Students should demonstrate professionalism when using WebCT and all e-mail. The following are considered as violations of that professionalism:
-intentionally damaging or destroying electronic information or resources
-intentionally invading the privacy of or disrespecting individuals or groups
-plagiarizing or violating copyright restrictions
-harassing others
All course documents, such as assignments, supplementary readings, syllabus, course calendar, due dates, student grades, and external links needed may be found within WebCT. The address for WebCT is: http://www.utpb.edu/reach/index.htm . Some of the supplementary readings are found within WebCT.
Class Netiquette: Dr. Keast and your fellow students wish to foster a safe on-line learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. You are encouraged to comment, question, or critique an idea but you are not to attack an individual.
Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Please consider that sarcasm and humor can be misconstrued in online interactions and generate unintended disruptions. Working as a community of learners, we can build a polite and respectful course ambience.
Academic dishonesty is fundamental to the activities and principles of a university. The academic community regards academic dishonesty as an extremely serious matter, with serious consequences. Any effort to gain an advantage not given to all students is dishonest whether or not the effort is successful. Any suspicion of academic dishonesty will be reported and investigated. A student who engages in scholastic dishonesty that includes, but is not limited to cheating, plagiarism, and collusion will receive an "F" for the course. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. For complete information on UTPB student conduct and discipline procedures consult the university's handbook at: http://www.utpb.edu/utpb_student/students/studentguide/sg3_index_frame.htm#StudentWelfareandDiscipline. When in doubt about plagiarism, paraphrasing, quoting, collaboration, or Internet applications, consult Dr. Keast. Assignments generated by downloading or printing from the Internet are considered under the auspices of academic dishonesty. Academic dishonesty will not be tolerated in this course.
Americans with Disabilities Act: Students with disabilities that are admitted to The University of Texas of the Permian Basin may request reasonable accommodations and classroom modifications as addressed under Section 504/ADA regulations. Students needing assistance because of a disability must contact Dr. Efren D. Castro, Director, Programs Assisting Student Study (PASS) Office, 552-2630, no later than 30 days prior to the start of the semester.
The definition of a disability for purposes of ADA is that she or he (1) has a physical or mental impairment that substantively limits a major life activity, (2) has a record of such an impairment or, (3) is regarded as having such an impairment.
Students who have provided all documentation and are eligible for services will be advised of their rights regarding academic accommodations and responsibilities. The University is not obligated to pay for diagnosis or evaluations nor is it obligated to pay for personal services or auxiliary aids.
If you need accommodations because of a disability, if you have emergency medical information to share with the instructor, or if you need special arrangements in the case the building must be evacuated, please inform Dr. Keast immediately. It is best to contact Dr. Keast after class or during his office hours.
Let this syllabus serve as an outline to the objectives and materials that we will cover. This syllabus is subject to revision at the discretion of Dr. Keast. - Social constructivism is based on specific assumptions about reality, knowledge, and learning. To understand and apply models of instruction that are rooted in the perspectives of social constructivists, it is important to know the premises that underlie them.
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