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Revision Date: 14-Apr-17

MUS-1028-VO01 - Introduction to Rock & Roll


Synonym: 155536
Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 05-23-2017 to 08-14-2017
Last day to drop without a grade: 06-12-2017
Last day to withdraw (W grade): 07-10-2017
Faculty: Emily Nyman | View Faculty Credentials

This course has started, please contact the offering academic center about registration

Browse the Moodle Site for this class.

Course Description:

A survey of Rock & Roll from its origins through contemporary rock. Students will discuss the social, economic and political conditions that influenced the development of rock music and the artists who have contributed to its form. Through extensive listening, students will explore a variety of rock styles from 1950s through the present.

Essential Objectives:

1. Describe Rock and Roll's ancestors and early influences.
2. Explain basic rock harmonic progressions and other conventions of the form.
3. Describe early rock forms such as rockabilly, vocal groups, doo-wop, pop, teen idols and identify major figures in each style.
4. Discuss the British Invasion and the influence of the Motown sound.
5. Discuss punk, metal, grunge, and related styles that influenced rock including reggae, rap and African pop.
6. Discuss the recording and broadcasting industries and their impact on rock music, including singles, album-oriented production and music videos.
7. Describe a variety of rock styles in terms of lyrical content, instrumentation and stylistic elements.
8. Describe the contributions of several rock artists to the development of the form.

Additional Instructor Pre-Assignments/Notes/Comments:

Additional Course Description Information

 

Introduction to Rock and Roll

 

Instructor: Emily Nyman

 

Summer 2017

 

Course Description and Required Materials

 

This course is designed to promote the development of active listening skills and the ability to discuss rock music intelligently. Students will analyze rock and roll music from its roots to the present, relating music to other music, relating music to words, and relating music to cultural context. The course begins with an introduction to listening and musical fundamentals, so that students can gradually develop a vocabulary with which to discuss and experience selected works from the history of rock and roll. The course text book is both comprehensive and readable. There is also a student online resource with links to additional recordings mentioned in the book. The instructor provides audio links (Spotify) every week for analysis and discussion. The textbook (or ebook) is required for successful completion of this course.

 

 

Required Materials:   Textbook - Michael Campbell and James Brody, Rock and Roll:  an introduction, SECOND EDITION. The textbook (or ebook) is required for successful completion of this course. The accompanying 2 CD set is no longer required as the instructor has identified/provided the necessary audio links every week on the course page. Students WILL be required to access SPOTIFY using the free access software on the Spotify site. Spotify allows students to listen to weekly music tracks for free while musicians are also compensated.   

Rock and Roll: An Introduction - 2/e, ISBN: 9780534642952, CENGAGE LEARNING  

This is available in textbook and ebook form.

 

Text description from the publisher:

 

 “In this unique exploration of rock and roll, Campbell and Brody take an evolutionary approach, giving students the whole picture of this vastly popular music and its inherent musical relationships. Beginning with the roots of rock, the authors proceed chronologically to discuss all rock styles and their influences, from '50s R&B up through the birth of new wave. This text sets itself apart with its treatment of rock as an integrated family of musical styles, inclusive view of the evolution of this music, and in-depth musical discussion. Additional publisher text description: Students complete the text with a comprehensive understanding of rock: where it came from, how it evolved, how styles relate within generations, and how patterns of influence helped shape it over the years; throughout the text, students are asked to relate music to other music, music to words, and music to cultural context. This approach and recurrent theme in discussion guides students to further develop and apply their active listening skills; The text fosters an eclectic and valuable understanding of rock by adopting an inclusive view of its evolution; covering the diverse styles-from blues and soul to reggae and hip hop-that influenced and were influenced by rock; Overviews explore information about important trends and events in society and the music business, as well as information on technological advances within each era; A chronological discography provides context for the musical discussions in the text; Key musical examples are discussed in depth, using non-technical language, charts, and other easy-to-understand formats for the non-music-reading student.”

 

Evaluation Criteria:

Class participation expectations:

Since we do not have a chance to meet face-to-face on a weekly basis, it is important to have an online format which ensures that we have a chance to communicate as a class regularly and have opportunities for meaningful exchange. Such a structure will also ensure that I can assess your learning continuously and accurately.

 

Therefore, I have devised the following Posting Schedule:

 

  • By Tuesday,  I will have the new week’s discussion questions/assignment posted and the new week open for posting.  Note: In most cases, the questions for several future classes are already available for viewing.
  • By Friday evening (midnight) students should have read the assigned text and posted their responses to the current week’s questions/assignment.
  • By Saturday evening (midnight), students should participate in class discussion via posing their own questions (at least 1) related to the current lesson.
  • By Sunday evening (midnight), students should respond to at least one other student's question.
  • On Monday students should continue to participate in class discussion. By Monday midnight, the current week closes.

 

The above schedule will allow for timely completion of current assignments and class discussion of the current week’s lesson.  Any assignments or student-generated questions/responses for a given week that are posted AFTER Monday will not receive credit. It is fine to be ahead of schedule WITHIN the current week’s Lesson. However, please don’t ask to receive and post assignments weeks ahead of time.  For the most part, class discussion should focus on the current week’s lesson. Failure to post student-generated questions and answers (class participation) will result in lost points; Please plan to be part of weekly discussions.

 

Assessment Criteria:

Class grade will be based on the following:

 

  • timely posting (see posting schedule);
  • quality of weekly assignments/answers to the reading questions;
  • quality and the number of student-generated questions and responses (minimum = 1 relevant question and 1 meaningful answer per week)
  • midterm paper
  • final paper
  • bonus points

See Grading Criteria below for more specific information.

 

Suggestions to help you learn:

As you read each chapter, access the spotify links to songs as they are referenced in the text. I will also provide chapter outlines, relevant links and listening guides. Whenever prompted by the text, try the activities, no matter how silly they may seem. As you finish each chapter, look over the key terms and refer back to the text and glossary to reinforce important concepts. 

 

 

Grading Criteria:

Attendance - Weekly attendance is imperative to successfully complete this course. Missing more than 3 classes will result in a failing grade regardless of the number of points earned in other weeks.

 

Evaluation

Students receive points each week for timely completion of assignments, participation, and bonus point posts. The midterm and final are in essay format. Points are calculated weekly and posted in gradebook so that students know how they are doing.

 

Point criteria:

Weekly Reading Questions (Forum A) - questions from the reading:

Detailed, complete answers to the reading submitted by Friday midnight, grammatically correct = 25 points (exemplary); 

Complete answers, submitted by Friday midnight, grammatically correct = 20 points (satisfactory);

Complete answers, submitted late WITHIN the current week (by Monday midnight), some grammatical errors = 15 points (needs improvement);

Answers submitted after week closes or not done = 0 points.

Weekly Participation/Discussion (Forum B) - student generated questions & answers:

Posts include questions and responses to other student's questions, are relevant to the current lesson concepts,include personal reflection/connections, prompt discussion, are submitted throughout the week and are grammatically correct, and the number of posts exceeds the minimum = 25 points (exemplary);

Posts include at least 1 question (by Saturday midnight) and 1 response to another student's question (by Sunday midnight), relate to current lesson, and are grammatically correct = 20 points (satisfactory);

Posts do not meet requirements of both questions and answers, contain many grammatical errors, and/or are submitted late within the current week = 15 points (needs improvement);

Posting submitted after week closes or not done = 0 points.

Midterm and Final: Essays are evaluted on the following:  Creative persective/format, inclusion of biographical information, grammar (punctuation, spelling, sentence structure, clarity), source citing/usage, and submitting on time.

Point break down:

Total possible points (not counting bonus points) = 900 for the semester earned as follows:

Weekly assignments/questions from the reading:

25 points x 12 classes = 300 total assignment points;

300/900 = 33.3% of your grade.

Weekly participation/student generated questions & answers:

25 points x 12 classes = 300 total participation points;

300/900 = 33.3% of your grade.

Midterm and Final:    150 points each; 300 total essay points.

300/900 total points = 33.3% of your grade.

 

Bonus points will enhance your grade. Students may earn up to 5 bonus points per week.

Final Grades will be calculated by taking the total points earned and dividing by the total possible points (900). Grades will be rounded up to a half a letter grade with bonus points depending on the total number of bonus points earned.*

 

 

900/900 + 100% = A+

855/900 = 95% = A

810/900 = 90% = A-

765/900 = 85% = B

720/900 = 80% = B-

675/900 = 75% = C

630/900 = 70% = C-

585/900 = 65% = D

540/900 = 60% = D-

Below 540 points = F

 

*Please Note:

Attendance - Weekly attendance is imperative to successfully complete this course. Missing more than 3 classes will result in a failing grade regardless of the number of points earned in other weeks.

Textbooks:

Summer 2017 textbook data will be available on April 1. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be for this course only. Please see this page for more information regarding the purchase of textbooks.

MUS-1028-VO01 Textbooks.

Rock and Roll An Introduction, ISBN: 9780534642952, Cengage Learning   $153.26

Attendance Policy:

Attendance - Weekly attendance is imperative to successfully complete this course. Missing more than 3 classes will result in a failing grade regardless of the number of points earned in other weeks.

Contact Faculty:

Email: Emily Nyman
Hiring Coordinator for this course: Laura Rubenis

Syllabus:

''

Introduction to Rock and Roll

 

Syllabus for Summer 2017

 

Week 1 - Instructor/student introductions; Class format, text, resources;

 

               PART I: INTRODUCTION: Rock is Music/Rock as Music XVII-XX;

 

               Chapter 1: It’s Only Rock and Roll, pgs 1-18.

 

Week 2 - Part II: Before Rock - Roots and Antecedents, Evolution and Revolution,

               pgs 19-20;

 

               Chapter 2: Before Rock: An Evolutionary Perspective, pgs 21-39;

 

               Chapter 3: Before Rock: A Revolutionary Perspective, pgs 40-63.

 

Week 3 - Part III: Becoming Rock: The Rock Era, 1951-1964, pgs 65-66;

 

               Chapter 4: Rhythm and Blues, 1951-1959, pgs 66-99;

 

   Chapter 5: Rock and Roll, pgs 100-128.

 

Week 4 - Chapter 6: On the Road to Rock: From Girl Bands to Folk and Surf Music,

 

                pgs 129-158.

 

Week 5 - Part IV: Rock: The Rock Era, 1964-1977, pgs 159-161;

 

               Chapter 7: Bob Dylan and The Beatles: Making Rock Matter, pgs 162-179.

 

               Chapter 8: Black Music in the Sixties: Motown and Soul, pgs 180-198.

 

Week 6 - Chapter 9: Rock, pgs 199-226; Midterm;

 

   Chapter 10: San Francisco and the Diversity of Rock, pgs 227-248.

 

Week 7 - Chapter 11: Rock as Art, pgs 249-271;

 

               Chapter 12: The Singer-Songwriters: Rock, Melody, and Meaning,

               pgs 272-289.

 

Week 8 - Chapter 13: Black Popular Music in the Early Seventies, pgs 290-307;

 

               Chapter 14: Mainstream Rock in the Seventies, pgs 308-332.

 

Week 9 - Part V: Beyond Rock: The Rock Era 1977-, pgs 333-336;

 

               Chapter 15: Raggae, Funk, and Disco: Views from the Outside, pgs 337-356;

 

               Chapter 16: Punk and its Aftermath, pgs 357-373.

 

Week 10 - Chapter 17: Electronica and Rap, pgs 374 -398.

 

                Chapter 18: The New Sound of Pop in the Eighties, pgs 399-421.

 

Week 11 - Chapter 19: Renewing Rock: Rock Since 1980, pgs 422-442.

 

   Chapter 20: Alternatives, pgs 443-466; Outro, pgs 467-471.

 

Week 12 - Final Essay.

 

Note: This is just a general outline. Some variation in the number of weeks spent on specific topics may occur. 

 

Please note: In order to receive accommodations for disabilities in this course, students must make an appointment to see the Americans with Disabilities Coordinator in their site and bring documentation with them.

Academic Honesty: CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.

Course description details subject to change. Please refer to this document frequently.

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