TheUniversityoftheArts320S.BroadStreetPhiladelphia,PA19102uarts.educs.uarts.edu/sms
MMED701/PMED701TheArtofSongwritingfortheMusicEducatorSummer2016
Instructor• KevinHanson• ContactPhone:• [email protected]
PRE-ASSIGNMENT:
Pleaseseeadditionaldocumentpostedtothecs.uarts.edu/smswebsiteforthiscourse.
ProgramObjectivesStudentscompletinggraduatemusiceducationcourseworkthroughTheUniversityoftheArts…
• Demonstratetheapplicationofpedagogicalandmethodologicalmeanstoteachmusicandemployeffectiveteachingmethods
• Utilizetechnologyindiversewaysasateacherandinsupportofstudentlearning• Communicateandcollaboratewithpeersindiversemusicalenvironmentsandschoolcommunities• Arecreativeandinnovativemusicianswhosharethesemusicalstrengthswiththeirlearnersthroughteaching• Understandthediversecultural,communal,andlearningneedsof21stcenturystudents
CourseDescriptionThiscourseprovidesmusiceducatorsatalllevelstheopportunitytolearnabouttheartofsongwritingandhowtoteachsongwritingtostudents.Studentswillgainanunderstandingofthebasicelementsofawell-craftedsong,andtheessentialelementsofmelodyandlyrics.Strategiesforwritingandteachingsongwritingthroughtraditionalmethods,currentmethodsintheuseoftechnology,andcreatingthroughbeatswillbeexplored.Musiceducatorswillexperienceanin-depthunderstandingofthemanyfacetsofsongwritingandhowtobringthisartformintotheclassroom.
StudentLearningOutcomesAttheconclusionofthisgraduatemusiceducationcourse,studentswill:
- Understandthefoundationsofsongwritingandvariousmethodsforsongwriting- Understandandusebasicskillsinsongwritingtocreateandwritesongs,andstrategiesforteachingstudents
aboutsongwriting- Understandandexplorebothtraditionalandmorecurrenttechnologicalmethodsofwritingsongs- UnderstandandconnectthefoundationsofsongwritingtotheK-12musiceducationclassroom
GradingCriteriaandAssessmentMethods
Courseassessment,evaluationandgradingisbaseduponthreefactors:(1)thecompletionofthepre-assignment,(2)activeengagementindailycoursestudiesand(3)inthecompletionofthefinalassignment/post-assignment.Belowistherubricthatwillbeutilizedbyfacultytoassessandevaluatestudentsinthesethreecategoriesoflearningandunderstanding.Pleasenotethatpre-assignmentandfinal/postassignmentsshouldbeincludedinthecourseoutlineattheendofthissyllabus.
Basic Average SuperiorPre-assignment
Providesbasic/unsatisfactorycontentandconceptsinpreparationforthiscourse.
Accuratelyidentifiescontentandconceptsrelevanttothiscourse.
Demonstratesadeepunderstandingandpreparationofcontentandconceptsrelevanttothiscourse.
Duringclassformativeassessments
Failstoactivelyengageincoursecontent,application,andengagementofdailycoursework.
Engagesactivelyincoursecontentandapplicationofconceptsindailycoursework.
Demonstratesathoroughanddeepengagementincoursecontent,applicationandunderstandingofdailycoursework.
Final/Post-assignment
Doesnotadequatelycompletethefinalassignment.Assignmentmayhavebeensubmittedlate.Poororganizationandlackofdepthofknowledgeevidenced.
Finalassignment/post-assignmentevidencesappropriatestructureandorganization,understandingofcoursegoalsandoutcomes.Itissubmittedontime.
Finalassignment/post-assignmentisfluidandengaging.Itisorganized,wellstructuredandclear,andevidencesadeepunderstandingandapplicationofcoursegoals.Itissubmittedontime.
TheGradingPolicycanbefoundintheCourseCatalogue.
AcademicIntegrityPolicyAprimarytenetofthiscourseistopreparestudentsforprofessionalresponsibilitiesasteachers.Thetimelyarrivaltoclassaswellasthedailypreparationandengagementincoursestudiesisessential.
UniversitypolicyonAcademicIntegritymaybefoundintheUArtscatalog.
Ifstudentsarenotclearaboutwhatconstitutesplagiarism,youmightrecommendIntroductiontoResearchandDocumentationavailableontheUniversityLibrarieswebsite.
AbsencesDuetothecompressednatureofthefive-dayintensivecoursestructure,absencesfromclasswillnotbeaccepted.Studentswhoarrivelatetoclassorleaveearlywillbeheldaccountableformissedtimethroughadditionalassignmentstobecompletedoutsideofcoursehours.TechnologyPoliciesonTechnologymaybefoundintheCourseCatalogue.ClassFormatAllsummermusicstudiescoursesthatmeetin-personarefive-dayintensivecoursestypicallyrunningfor8hoursperday.Studentsareresponsibleforpreparationofmaterials,forengagingincoursecontentasperthecoursedescription,andinbeingresponsivetocompletionofpreandpostcourseworkasdetailedinthecourseoutline.Coursesofferedonlinemaybeinadifferentformatandmayrunforalongeramountoftime,specifictotheneedsandintentsofthecoursecontent.
EducationalAccessibilityStudentswhobelievetheyareeligibleforcourseaccommodationsundertheADAorSection504orhavehadaccommodationsormodificationsinthepast,shouldcontacttheOfficeofEducationalAccessibilityat215-717-6616oraccess@uarts.edutoarrangeforappropriateaccommodationsandtoobtainanaccommodationsletter,ifapplicable.Facultycanprovidecourseaccommodations/modificationsonlyafterreceiptofanapprovedaccommodationsletterfromtheOfficeofEducationalAccessibility.Accommodationletterscanbeprovidedtoqualifiedstudentsatanytimeduringthesemester,butgradesearnedbeforetheletterisreceivedbythefacultycannotbechanged.
CourseOutlineAllsyllabusaresubjecttochange.Thisweek-longcoursewillexplorethecraftofsongwritingthroughthelistening,analysis,andwritingofsongs.Eachdayofclasswillincludediscussionsofafewselectedsongs,basedontheirform/structure.Thesesongswillvarygreatlyinmood,groove,andlyricalcontent.Componentsofeachfeaturedsongwillinclude:~SongForm~Feel/Groove~Melody~ChordProgressions~Lyrics:Content,Rhythm,andRhymeSchemes~Mood/VibeEachclasswillalsofocuson:~AFeaturedSongwriter~Real-TimeIn-ClassSongwritingStudents’SongsDiscussionDay1:ABFormSomebodyThatIUsedToKnow(Gotye)TheRaceIsOn(GeorgeJones)TangoTillThey’reSore,InTheNeighborhood(TomWaits)TangledUpInBlue(BobDylan)HotelCalifornia(Eagles)Ginandjuice(SnoopDog)Lyrics:BasicRhythmSchemesandSensoryImageWritingLet’sWriteASong:Parametersareyourfriend.Chooseagroove,mood,rhythm,topic,etc.Day2:BluesForm8barbluesKeyToTheHighway(FreddieKing)HeartbreakHotel(Elvis)Ain’tNobody’sBusiness(PorterGraingerandEverettRogers)VideowithChaka,Etta,Gladyshttps://www.youtube.com/watch?v=MoBlmp9cOL4TroubleInMind(NinaSimone)12BarBluesHoundDog(BigMamaThornton)RedHouse(JimiHendrix)TheWord,WhyDon’tWeDoItInTheRoad(Beatles)BlueMonk(Theloniusmonk)Twisted(Lambert,Hendricks,andRoss)16BarBluesHoochieCoochieMan(MuddyWaters)https://www.youtube.com/watch?v=AFxrLOVwsEELet’sDance(TheRamones)https://www.youtube.com/watch?v=7f1uWMC7i9kBalladOfJohnAndYoko(Beatles)Lyrics:RhythmandMeterinPoetryandLyrics(seeattachments)Let’sWriteASong:Rhythmicschemeshelpgetyourjuicesflowing.“Ifmusicbethefoodoflove,playon”isanexampleofIambicPentameter.
Day3:SongsThatEndWithARefrainThisLandIsYourLand(WoodyGuthrie)TumblinDice(RollingStones)I’mSoLonesomeICouldCry(HankWilliams)PollyWannaCracka(PublicEnemy)Lyrics:Imagery“TownwithoutCheer”byTomWaits.Let’sWriteASong:“Justsitthereaplayafewchordstillamelodyshowsup”Day4:AABASongFormSomewhereOverTheRainbow—Arlen/Harburg(nottheHawaiianguy)AnythingGoes—ColePorterCrazy—WillieNelsonSurferGirl—TheBeachBoysI’mGettingSentimentalOverYou—Washington/BassmanYesterday—TheBeatlesLyrics:Metaphor/AllegoryLet’sWriteASong:“What’sanotherwaytosaythat?”Usingmetaphors,archetypes.Replacethemundanewithsomethingthatresonatesuniversally.Day5:ExtendedSongFormsandModernVerse-ChorusStructuresTreasure-BrunoMarsMe,Myself,AndI–BeyonceAshesToAshes—DavidBowieAja—SteelyDanOverTheHillsandFarAway—LedZeppelinLyrics:Alwayshaveyourthesaurusandrhymingdictionaryonhand.Howmanywordsdoyouknowthatmean“beautiful”?Let’sWriteASong:Fromwhencecomesinspiration?Gettingoverwriter’sblockimmediately.
