MUS112: BASIC MUSICIANSHIP

SYLLABUS
LECTURE HOURS/CREDITS: 3/3

CATALOG DESCRIPTION
Basic Musicianship is designed and structured for students with very little or no formal musical
training. Its goal is to provide students with a basic working knowledge of the fundamentals of
music, including notation of pitch and rhythm, the keyboard, and basic precepts of tonality such
as key, scale construction, and basic chord formation. The development of aural skills will be a
secondary focus. This course requires no previous musical experience, and provides a
foundation for the further study of music theory.

TEXTBOOK AND COURSE MATERIALS

It is the responsibility of the student to confirm with the bookstore and/or their instructor the
textbook, handbook and other materials required for their specific course and section.

Please see current textbook prices at www.rcgc.bncollege.com

or
RCGC is listed on the following website: www.swoopthat.com

EVALUATION AND ASSESSMENT

Grading Distribution
Individual instructors may include the
following assessment(s):
• Exams
• Quizzes Grading to be determined by individual instructors
• Assignments
• Final Project
• Class Contribution

Grading Scale
The grading scale for each course and section will be determined by the instructor and
distributed the first day of class.

Summer 2013, Revised July 2014

 2

ROWAN COLLEGE AT GLOUCESTER COUNTY CORE COMPETENCIES

(Based on the NJCC General Education Foundation - August 15, 2007; Revised 2011)

This comprehensive list reflects the core competencies that are essential for all RCGC
graduates; however, each program varies regarding competencies required for a specific
degree. Critical thinking is embedded in all courses, while teamwork and personal skills are
embedded in many courses.

RCGC Core Competencies

Written and Oral Communication
1
Students will communicate effectively in both speech and writing.
Quantitative Knowledge and Skills
2 Students will use appropriate mathematical and statistical concepts and operations to interpret
data and to solve problems.
Scientific Knowledge and Reasoning
3
Students will use the scientific method of inquiry, through the acquisition of scientific knowledge.
Technological Competency
4 Students will use computer systems or other appropriate forms of technology to achieve
educational and personal goals.
Society and Human Behavior
5 Students will use social science theories and concepts to analyze human behavior and social
and political institutions and to act as responsible citizens.
Humanistic Perspective
6 Students will analyze works in the fields of art, history, music, or theater; literature; philosophy
and/or religious studies; and/or will gain competence in the use of a foreign language
Historical Perspective
7 Students will understand historical events and movements in World, Western, non-Western or
American societies and assess their subsequent significance.
Global and Cultural Awareness
8
Students will understand the importance of a global perspective and culturally diverse peoples.
Ethical Reasoning and Action
9
Students will understand ethical issues and situations.
Information Literacy
10 Students will address an information need by locating, evaluating, and effectively using
information

MUS112 CORE COMPETENCIES

This course focuses on four of RCGC’s Core Competencies:
• Written and Oral Communication
• Information Literacy
• Humanistic Perspective
• Global and Cultural Awareness

Summer 2013, Revised July 2014

 3

STUDENT LEARNING OUTCOMES: BASIC MUSICIANSHIP

(Revised 2011)

Successful completion of MUS112 will Evaluation / Assessment

GCC Core Competencies (Additional means of evaluation may be
help students: included by individual instructors)
1. Understand and appreciate the - Written and Oral Communication Assignments
existence of music as a written - Humanistic Perspective Class Contribution
language
2. Understand the rules of music notation - Written and Oral Communication Quizzes
and develop skills to notate music - Humanistic Perspective Assignments
accordingly - Global and Cultural Awareness Final Project
Class Contribution
3. Understand the musical structures used - Written and Oral Communication Assignments
by composers of tonal music in the - Humanistic Perspective Final Project
creation of melody, harmony, rhythm, Class Contribution
and form
4. Discuss and analyze various types of - Written and Oral Communication Final Project
music using relevant vocabulary and - Humanistic Perspective Class Contribution
categories of comparison
5. Develop proficiency at analyzing and - Written and Oral Communication Quizzes
writing four-part harmony using diatonic - Humanistic Perspective Assignments
root-position and inverted major, minor, Final Project
and diminished triads Class Contribution

Summer 2013, Revised July 2014

 4

TOPICAL OUTLINE

• Notation of Pitch

• Notation of Rhythm

• The Keyboard

• Tone Types & Accidentals

• Scales & Tonality

• Key Signatures

• Circle of Fifths

• Transposition

• Melodic Organization

• Interval Quality

• Interval Inversion

• Minor Scale Construction

• Relative & Parallel Minors

• Harmony & Chords

• Four-Part Voicing & Inversions

• Non-Chord Tones

Summer 2013, Revised July 2014

 5

ASSIGNMENT INSTRUCTIONS AND GRADING RUBRICS

CLASS CONTRIBUTION RUBRIC:

A: Arrives fully prepared to almost every class meeting: plays an active, ongoing role in
discussions; comments and/or questions advance the level and depth of the discussion.

B: Arrives mostly, if not fully, prepared: participates constructively in discussions; makes

relevant comments/asks relevant questions for clarification of assigned material.

C: Inconsistently prepared: when prepared, participates constructively; when prepared, makes

relevant comments/asks relevant questions for clarification of assigned material. Leaves
class periodically.

D: Infrequently prepared and infrequently participates or asks for clarification; comments are
generally vague; demonstrates a noticeable lack of interest, including consistent lateness,
absence, or wandering in and out of class.

F: Rarely, if ever, prepared: -rarely, if ever, participates; demonstrates a noticeable lack of

interest, including consistent lateness or wandering in and out of class; has a negative
impact on class dynamic. Distracting personal discussions and cell phone use fall under this
category.

Summer 2013, Revised July 2014