MUSIC 605B: MUSICIANSHIP

SPRING 2019 SYLLABUS

Course Sections, Labs, and Instructors

You have one lecture instructor and one lab instructor. Please check the line next to your unique
number on each list to locate the information for your lecture and lab class.

Lecture Unique Days Time Room Instructor

1 21840/45 MWF 9-10 M3.114 Yoon
2 21850/55 MWF 9-10 2.610 Serpa
3 21860/xx MWF 11-12 2.610 Yoon
4 21865/70 MWF 11-12 4.116 Serpa
5 21875/80 MWF 11-12 M3.114 Turci-Escobar

Lab Unique Days Time Room Instructor

1 21840 TR 8:30-9:30 2.610 Howie
21845 TR 8:30-9:30 5.224 Heinsen
2 21850 TR 10-11 5.244 Howie
21855 TR 11-12 4.116 Heinsen
3 21860 TR 8:30-9:30 M3.114 Raabe
xxxx
4 21865 TR 10-11 2.610 Heinsen
21870 TR 10-11 M.3114 Raabe
5 21875 TR 11-12 3.114 Raabe
21880 TR 11-12 5.244 Howie

Instructor, AI or TA Pronouns Office Office Hours E-mail

David Heinsen he/him/his 3.724 W: 8-9 and 10-11 heinsen@utexas.edu
Tyler Howie he/him/his 3.724 M/F: 10-11 tylermatthewhowie@gmail
Joan Raabe she/her/hers 3.724 M/R: 1-2 joanraabe@utexas.edu
Steven Serpa he/him/his 3.736 M.W: 10-11 sjs1104@verizon.net
John Turci-Escobar he/him/his 3.742 W: 12-2 turci-escobar@austin.utexas.edu
Minho Yoon he/him/his 3.732 M/W/F: 10-11 minoyoon0620@gmail.com

 2
Structure of the Course
The 605 course consists of lecture sections (MWF) and lab sections (TR). The main topics to be
covered are the following:

Written skills Fundamentals

Harmony
Counterpoint
Musical form
Model composition
Aural skills Sight singing
Rhythmic reading
Melodic and harmonic dictation
Transcription
Keyboard skills

Because there is so much material to be covered, the lab sections in 605 are much more
important than in many courses you may take at UT. The labs for 605 are not simply discussion
sections in which the material presented in lecture is explained. Instead, the labs are the main
sections for the study of sight singing, rhythm reading, and keyboard applications. The lectures
are the main sections for written skills. Dictation will go on in both lectures and labs. In fact,
there will be a good deal of overlap between lecture and lab topics, so don’t be surprised if you
find yourself singing in a lecture section or doing written work in a lab.

Required Texts
The following texts are required for this course.
• Laitz. The Complete Musician. (Textbook and Workbook I), 4 edition.
th

• Karpinski. Manual for Ear Training and Sight Singing, 2 edition

nd

• Karpinski and Kram, Anthology for Sight Singing. 2 edition.

nd

Attendance Policy
• Much of the learning in Music 605 takes place in class, not out of a textbook. Exams cannot
begin to test all of the skills and topics covered. For these reasons it is essential that you
make an effort to attend each class meeting in order to get the most out of the course. If you
get sick, or if you go on a School of Music ensemble tour, we will do our best to help you
catch up, but we cannot recreate the class meetings you missed. Classes missed due to illness
are not excused, and so you do not need to supply us with a doctor’s note. If you choose to
cut class, you will be on your own in catching up. Absences recorded on Canvas.
• Each lecture absence in excess of 3 lowers your lecture grade 3.3%
• Each lab absence in excess of 2 lowers your lab grade 5% (see below)
• Tardiness counts as ½ absence
• Excessive absences are reported to the Dean’s office.
 3
Grading
Course grade will be based on the following:

Written Skills (67% of total grade)

• Daily assignments and quizzes (50%)
• Composition assignment (10%)
• Exam 1 (10%)
• Exam 2 (10%)
• Final Exam (20%)

Aural Skills (33% of total grade)

• Weekly singing assessments (25%)
• Daily dictation preparation (5%)
• Benchmark assignments (25%)
• Capstone project (15%)
• Midterm Exam (15%)
• Final Exam (15%)

The following chart shows how grades will be assigned in this course.

Grade Cutoff
A 94%
A- 90%
B+ 87%
B 84%
B- 80%
C+ 77%
C 74%
C- 70%
D 65%
F <65%

Note: A grade of C- or better is required to advance to 612A. This class may be taken no
more than twice!

 4
Daily Assignment Policy
1. All assignments will be posted on Canvas.
2. Written assignments must be turned in as hard copies, in pencil. Please be neat.
3. A significant number of assignments will be quizzes posted on Canvas.
4. Assignments are due at the beginning of the class meeting for which they were assigned.
5. We will not accept late assignments.
6. If, and only if, you are absent, but want to get credit for an assignment, you can email the
completed assignment to the instructor by the beginning of the class meeting it is due.
7. At the end of the semester, the we will omit your two lowest daily grades from the final
tally.

Final Exam Dates

• 9:00 AM Lectures – Friday, May 17, 9:00 am—12:00 noon
• 11:00 AM Lectures – Thursday, May 16, 9:00 am 12:00 noon

No make-ups will be given for missing the final exam, nor will you be able to take the exam at
the other section’s day and time, so please be sure that you are available during your section’s
final exam time
Note: Any student with a documented disability who requires academic accommodations should
contact Services for Students with Disabilities (SSD) at 471-6259 (voice) or 866-329-3986
(video phone). Faculty are not required to provide accommodations without an official
accommodation letter from SSD.

Cell phone, Tablet, and Laptop Policy

Please turn off cell phones at the beginning of each class. If you use your cell phone, tablet or
laptop to send emails or texts, surf the internet, or otherwise engage in non-class activities, you
will be marked as absent for that day.

 5

Course Schedules (Tentative)

Written Skills

Week 1 Contrapuntal Expansions of Tonic and Dominant: Six-Three

(1/23-1/25) Chords. Chordal Leaps in the Bass (I and V )
6 6

Week 2 Neighbor tones in the bass (V ); Second-level analysis

6

(1/28-2/1)
Week 3 Passing tones in the bass (VII ); IV
O6 6

(2/4-2/8)
Week 4 More Contrapuntal Expansions: Inversions of V 7

(2/11-2/15)
Week 5 Leading tone seventh chords
(2/18-2/22)
Week 6 EXAM I; The Predominant Function
(2/25-3/1)
Week 7 The Phrase Model
(3/4-3/8)
Week 8 Accented and Chromatic Embellishing Tones
(3/11-3/15)
Week 9 SPRING BREAK!
(3/18-3/22)
Week 10 Six-Four Chords
(3/25-3/29)
Week 11 Cadential Six-Four
(4/1-4/5)
Week 12 EXAM 2: Nondominant Seventh Chords
(4/8-4/12)
Week 13 The Submediant
(4/15-4/19)
Week 14 The Mediant
(4/22-4/26)
Week 15 The Period
(4/29-5/3)
Week 16 Sentences, Double Periods, and Modified Periods
(5/6-5/10)

 6
Aural Skills

Tuesday Thursday
Week 1 Review Intervals and Minor Scales (Ch.
Introductions, Syllabus, Review
(1/22-1/24) 19)
Week 2 Chapter 18: Lower Chromatic Chapter 20: Triplets and Duplets;
(1/29-1/31) Neighbors Chapter 22: Quadruple Subdivision
Week 3
Chapter 25: Dominant Triad Chapter 35: Harmonic Listening
(2/5-2/7)
Week 4
Chapter 26: C Clefs Chapter 36: Two-Part Music
(2/12-2/14)
Week 5
Chapter 27: Skips to 4 and 6 Chapter 37: Bass-Line Dictation
(2/19-2/21)
Week 6
Chapter 29: Sextuple Subdivision Chapter 31: Subdominant Triad
(2/26-2/28)
Week 7 Chapter 33: Dominant Seventh Chord
Chapter 32: Syncopation
(3/5-3/7) in Melodic Contexts
Week 8 Chapter 38: Root Position and
Chapter 34: Harmonic Singing
(3/12-3/14) First Inversion Triads
Week 9
SPRING BREAK!
(3/19-3/21)
Week 10
Review MIDTERM EXAMINATION
(3/26-3/28)
Week 11 Chapter 39: Voice-Leading and
Chapter 40: Triad Qualities
(4/2-4/4) Compound Melodies
Week 12
Chapter 41: Leading-Tone Triad Chapter 42: Supertonic Triad
(4/9-4/11)
Week 13
Chapter 43: Submediant Triad Chapter 44: Mediant Triad
(4/16-4/18)
Week 14 Chapter 45: Dominant Seventh
Review and Reinforce
(4/23-4/25) Chord in Harmonic Contexts
Week 15 Chapter 46: Voice-Leading
Chapter 47: Six-Four Figures
(4/30-5/1) Techniques
Week 16 FINAL EXAMINATION
Review for Final Exam
(5/7-5/9) (Individual Meetings)

 7
Student Rights & Responsibilities
• You have a right to a learning environment that supports mental and physical wellness.
• You have a right to respect.
• You have a right to be assessed and graded fairly.
• You have a right to freedom of opinion and expression.
• You have a right to privacy and confidentiality.
• You have a right to meaningful and equal participation, to self-organize groups to improve
your learning environment.
• You have a right to learn in an environment that is welcoming to all people. No student shall
be isolated, excluded or diminished in any way.

With these rights come responsibilities:

• You are responsible for taking care of yourself, managing your time, and communicating
with the teaching team and with others if things start to feel out of control or overwhelming.
• You are responsible for acting in a way that is worthy of respect and always respectful of
others.
• Your experience with this course is directly related to the quality of the energy that you bring
to it, and your energy shapes the quality of your peers’ experiences.
• You are responsible for creating an inclusive environment and for speaking up when
someone is excluded.
• You are responsible for holding yourself accountable to these standards, holding each other
to these standards, and holding the teaching team accountable as well.

Personal Pronoun Preference

Professional courtesy and sensitivity are especially important with respect to individuals and
topics dealing with differences of race, culture, religion, politics, sexual orientation, gender,
gender variance, and nationalities. Class rosters are provided to the instructor with the student’s
legal name. I will gladly honor your request to address you by a name different than what
appears on the roster, and by the gender pronouns you use. Please advise me of this preference
early in the semester so that I may make appropriate changes to my records.

University Policies
Academic Integrity
Each student in the course is expected to abide by the University of Texas Honor
Code: “As a student of The University of Texas at Austin, I shall abide by the core
values of the University and uphold academic integrity.” Plagiarism is taken very
seriously at UT. Therefore, if you use words or ideas that are not your own (or that
you have used in previous class), you must cite your sources. Otherwise you will be
guilty of plagiarism and subject to academic disciplinary action, including failure of
the course. You are responsible for understanding UT’s Academic Honesty and the
University Honor Code which can be found at the following web address:
http://deanofstudents.utexas.edu/sjs/acint_student.php
 8

Q Drop Policy
If you want to drop a class after the 12th class day, you’ll need to execute a Q drop before the
Q-drop deadline, which typically occurs near the middle of the semester. Under Texas law,
you are only allowed six Q drops while you are in college at any public Texas institution. For
more information, see: http://www.utexas.edu/ugs/csacc/academic/adddrop/qdrop

University Resources for Students

Your success in this class is important to me. We will all need accommodations because we all
learn differently. If there are aspects of this course that prevent you from learning or exclude
you, please let me know as soon as possible. Together we’ll develop strategies to meet both
your needs and the requirements of the course. There are also a range of resources on campus:

Services for Students with Disabilities

This class respects and welcomes students of all backgrounds, identities, and abilities. If
there are circumstances that make our learning environment and activities difficult, if you
have medical information that you need to share with me, or if you need specific
arrangements in case the building needs to be evacuated, please let me know. I am committed
to creating an effective learning environment for all students, but I can only do so if you
discuss your needs with me as early as possible. I promise to maintain the confidentiality of
these discussions. If appropriate, also contact Services for Students with Disabilities, 512-
471-6259 (voice) or 1-866-329- 3986 (video phone). http://ddce.utexas.edu/disability/about/

Counseling and Mental Health Center

• Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding
drugs and alcohol, getting enough sleep and taking some time to relax. This will help you
achieve your goals and cope with stress.
• All of us benefit from support during times of struggle. You are not alone. There are many
helpful resources available on campus and an important part of the college experience is
learning how to ask for help. Asking for support sooner rather than later is often helpful.
• If you or anyone you know experiences any academic stress, difficult life events, or feelings
like anxiety or depression, we strongly encourage you to seek support.
http://www.cmhc.utexas.edu/individualcounseling.html

The Sanger Learning Center

Did you know that more than one-third of UT undergraduate students use the Sanger
Learning Center each year to improve their academic performance? All students are
welcome to take advantage of Sanger Center’s classes and workshops, private learning
specialist appointments, peer academic coaching, and tutoring for more than 70 courses in
15 different subject areas. For more information, please visit http://www.utexas.edu/ugs/slc
or call 512-471-3614 (JES A332).

Undergraduate Writing Center: http://uwc.utexas.edu/

Libraries: http://www.lib.utexas.edu/
 9
ITS: http://www.utexas.edu/its/
Student Emergency Services: http://deanofstudents.utexas.edu/emergency/

Important Safety Information:

If you have concerns about the safety or behavior of fellow students, TAs or Professors, call
BCAL (the Behavior Concerns Advice Line): 512-232-5050. Your call can be anonymous.
If something doesn’t feel right–it probably isn’t. Trust your instincts and share your
concerns.

Title IX Reporting
Title IX is a federal law that protects against sex and gender-based discrimination, sexual
harassment, sexual assault, sexual misconduct, dating/domestic violence and stalking at federally
funded educational institutions. UT Austin is committed to fostering a learning and working
environment free from discrimination in all its forms. When sexual misconduct occurs in our
community, the university can:
1. Intervene to prevent harmful behavior from continuing or escalating.
2. Provide support and remedies to students and employees who have experienced harm
or have become involved in a Title IX investigation.
3. Investigate and discipline violations of the university’s relevant policies.
Faculty members and certain staff members are considered “Responsible Employees” or
“Mandatory Reporters,” which means that they are required to report violations of Title IX to the
Title IX Coordinator. I am a Responsible Employee and must report any Title IX related
incidents that are disclosed in writing, discussion, or one-on-one. Before talking with me, or
with any faculty or staff member about a Title IX related incident, be sure to ask whether they
are a responsible employee. If you want to speak with someone for support or remedies without
making an official report to the university, email advocate@austin.utexas.edu For more
information about reporting options and resources, visit titleix.utexas.edu or contact the Title IX
Office at titleix@austin.utexas.edu.

The following recommendations regarding emergency evacuation from the Office of Campus
Safety and Security, 512-471-5767, http://www.utexas.edu/safety/
Occupants of buildings on The University of Texas at Austin campus are required to evacuate
buildings when a fire alarm is activated. Alarm activation or announcement requires exiting
and assembling outside.
• Familiarize yourself with all exit doors of each classroom and building you may occupy.
Remember that the nearest exit door may not be the one you used when entering the building.
• Students requiring assistance in evacuation shall inform their instructor in writing during the
first week of class.
• In the event of an evacuation, follow the instruction of faculty or class instructors. Do not
re-enter a building unless given instructions by the following: Austin Fire Department, The
University of Texas at Austin Police Department, or Fire Prevention Services office.
• Link to information regarding emergency evacuation routes and emergency procedures can
be found at
www.utexas.edu/emergency
 10
MUS 605B: Syllabus Addendum for Aural Skills

Grading Policy for Weekly Singing Assignments:

During most weeks of the semester, you will sing an assigned melody from the Anthology for a grade.
Instead of standard numerical grading, we will use a mastery grading or pass/re-do system. If you sing the
melody to a high level of competency with no major issues, you will receive full credit for the weekly
assignment. If you sing the melody with major issues in the accuracy or understanding of pitch, rhythm,
solfege, or conducting, you will be required to re-do the assignment in order to achieve competency. To
keep you on track throughout the semester, these “re-dos” must be completed within one week of the
initial assignment during the instructor’s office hours. If you cannot attend office hours due to schedule
conflicts, please work with us to find another agreeable time. “Re-dos” that are not re-attempted within a
week’s time will be recorded as a zero.

Grading Policy for Daily Dictation Preparation:

Regular practice of dictation skills is paramount for success in this class; this is especially true for this
semester, where harmonic concepts will become significantly more challenging. Most daily homework
assignments will include melodic and harmonic dictations. To ensure that you are practicing this skill,
you are required to show the instructor your dictation work at the beginning of each class. If you
completed the assignment, full credit will given regardless of the accuracy of your work. If you either did
not complete the assignment or did it partially, no credit will be given. We will not accept late
assignments for these daily dictations.

Benchmark Assignments:

Five benchmark assignments will be completed over the course of the semester to assess your
development of essential skills. With one exception (see #2), the assignments will require you to record
yourself completing a singing/playing task and submitting it to an assignment folder on Canvas. You will
also be required to listen back to your recording and fill out an attached evaluation sheet, which can be
submitted in the corresponding comments section. The following are brief descriptions of the benchmark
assignments; a more complete description of each will be available on Canvas as we get closer to the due
dates.

1) From the same tonic pitch, sing a major scale and all three forms of minor scales. Sing two melodic
sequentials (p. 11) in both major and natural minor. Due February 1st.

2) Earn an 85% or higher on an online melodic-interval competency exam on Musictheory.net. Due

March 1st.

3) Sing the triad inversion sequential (p. 163) in both major and minor modes. Include an analysis of each
arpeggiated chord. Due March 29th.

4) Sing four arpeggiated chord progressions that adhere to the tenets of tonal harmony. Due April 12th.

5) Play four chord progressions on the piano in block chords using correct voice leading, while singing
one of the inner voices. Due May 3rd.
 11

Capstone Project:

The capstone project is a culminating assignment where you apply several of the skills developed over the
course of the semester to a practical applied task. Much like the project from last semester, you will focus
on one musical phrase of a popular song. You will transcribe the melody and bass line, as well as write an
inner-voice line based on the underlying harmonic progression. You will then record yourself singing and
playing the three-part phrase in several different keys using multitrack recording software. The due dates
for the project are as follows:
• Choose composition/song: March 8th
• Turn in transcription: April 25th
• Complete recording project: May 10th