GENERAL EDUCATION COURSE PROPOSAL
WEBER STATE UNIVERSITY
CREATIVE ARTS EMPHASIS
Area: CREATIVE ARTS
Date: October 1, 2010
College: Arts & Humanities
Department: Performing Arts
Catalog Abbreviation: MUSC
Catalog Title: Music in Religion
Course Number: CA1063
Credit Hours: 3
Renewal Yes
Course description as you want it to appear in the catalog:
An introduction to music in world religions and how it has shaped the history of mankind. Six major religions from around the world and their music will be discussed: Judaism, Christianity, Islam, Hinduism, Sikhism, and Buddhism. Major religious works from European art music will be explored.
If this course proposal changes the requirements for any existing program, a program change form that reflects the change must be completed and submitted with this course proposal.
N/A
ARTS & HUMANITIES GENERAL EDUCATION MISSION STATEMENT
Becoming a well-educated person requires growing, evolving, enriching and refining oneself as a human being and contributing to a better world. Becoming well educated involves learning to interact with the world around us as well as preparing for a career.
Justification:
The following justification is grounded in the General Education Creative Arts and Humanities learning Outcomes, and based on the attached syllabi:
1. David E. Feller: “Music in Religion”
Area 1: Students will address at least two of the following skills:
x oral, written, or graphic communication
____ reason at an abstract level
x approach issues from multiple perspectives
x use the library, online databases, and other research sources
____ critical thinking, cognitive learning, and problem solving (both individually and in groups)
Justification:
•both oral and written assignments from students;
Research and oral presentations vary from class to class as per instructors (see syllabi).
Students do research and submit written assignments related to topics discussed in class (see syllabus). Students work in groups to answer questions about the social and cultural content from which music in religion is drawn. Students make an oral presentation to the class.
Students attend the religious services of two Christian and two non-Christian denominations with special consideration placed on the music. They report their experiences in class and a class discussion covers the various similarities and differences between services and music styles.
One of the hallmarks of the Music in Religion course is its interdisciplinary nature. Specific composers and their religious works from numerous world denominations will be evaluated. The music of Judaism, Christianity, Islam, Hinduism, Sikhism, and Buddhism will be discussed and compared. Students will be able to identify music from different religions. Students will learn specific works of the great European art composers and the inspiration behind their specific works.
•the use of research tools in order to complete assignments. Students are required to search library and Internet databases to complete research papers. Students are made aware of and are expected to search out various sources for music in religion and art music including traditional recorded media and newer applications in electronic form.
Area 2: Students will improve or develop at least two of the following skills:
____gain knowledge and understanding of key themes and principles in a particular discipline in the creative arts
__x__ gain knowledge and understanding of key terminology in a particular discipline in the creative arts
__x__ gain knowledge and understanding of the history, underlying theory, and applicable ethical standards in a particular discipline in the creative arts
____gain knowledge and understanding of the methodologies used throughout the creative arts
Justification:
Students will identify the differences between churches, mosques, and synagogues.
Students will identify and compare the elements of sacred versus secular music.
This course will help students understand the use, effects, benefits, and detriments of music in society.
The students are given a variety of audio music that will heighten their ability to learn and understand the variables in religious music.
Students will learn to use music as a memory tool and identify music that may help increase productivity.
Students will become aware of how music has shaped history.
Students will be able to identify the differences between the music of different religions. For example, compare and contrast the music of Judeo Christian traditions with the music of Muslims.
Area 3: Students will improve their ability to do at least two of the following:
__x__identify broad themes and issues in the creative arts
____recognize and appreciate diverse thought and traditions (and their effects)
____gain proficiency in a second language
____identify and judge key elements of the creative arts
__x__forge relationships with other disciplines and breadth areas
__x__recognize biases and influences that shape thinking
Justification:
Broad themes include analyzing and comparing the music of Judaism, Christianity, Islam, Hinduism, Sikhism, and Buddhism. Relationships will be drawn between the historical periods of European art music, i.e. Medieval, Renaissance, Baroque, Classical, Romantic, etc. in which musical examples are given (see syllabus)
.
Music and religion has historically been associated with literature. Many
examples exist in the Bible and other sacred texts. The oratorios of Handel,
Haydn and Mendelssohn and the cantatas of J.S. Bach, for example, set various
scriptures found in the Bible to music. Other comparisons are drawn between
music, religion, art and architecture, i.e., the development of polyphonic music
in connection with the development of perspective in art and Gothic
architecture.
Students will examine the inspiration behind religious music. What inspired G.F. Handel to write Messiah? What two purposes did J.S.Bach state as the aim and goal of all music? Students will understand the inspiration behind the great works of other composers such as Haydn, Mozart, Beethoven and Brahms.
COMPLETE THE FOLLOWING
1. Has this proposal been discussed with and approved by the department?
Yes.
This course has been taught for approximately 15 years.
2. List those general education courses in other departments with similar subject matter and explain how this course differs.
N/A
3. If the proposed new general education course affects course requirements or
enrollments in other departments, list the departments and programs involved and
attach comments from each.
N/A
4. Attach a topical outline of the course. Include the number of contact hours per week and the format of these hours (e.g., lecture, lab, field trip, etc.).
See attached syllabi from: David E. Feller
New Courses Only:
5. Discuss how you will assess student learning outcomes associated with this course.
We administer assessments in the form of quizzes, short research papers, and a mid-term & final exam.
Current General Education Courses and Existing Courses Seeking General Education Status:
6. Discuss how you have assessed the applicable or identified student learning outcomes associated with this course.
On the first day of class, we discuss in detail the expectations of the course and the criteria to make the most of the applicable opportunities (see syllabus).
7. How has this assessment information been used to improve student learning?
We read all the evaluations at the end of the semester. We then use as many suggestions as possible from the student evaluations to change and improve the way we teach the course. We have used the data collected to assess student learning.
Music in Religion CA1063
Instructor: Dr. David E. Feller Office:
BC Room 349 Phone: 801-626-6436 email: dfeller@weber .edu
Course Description: An introduction to music in world religions and how it has shaped the history of mankind. Six major religions from around the world and their music will be discussed: Judaism, Christianity, Islam, Hinduism, Sikhism, and Buddhism. Major religious works from European art music will be explored.
Materials: Internet Access
Requirements: 1. Students will have a daily listening and writing project. (CD’s for the course will be distributed during the first week of class). Papers will be graded on interest, grammar, and content. In a minimum of 250 words, students will discuss issues they learned regarding the subject of the day. (Further instructions are found below under “Course Outline”). Each report is worth up to 10 points and is due at the beginning of each class period.
2. Attend four religious services, two Christian and two non-Christian. Papers will be graded on interest, grammar, and content. In a minimum of 250 words, student will write a one-page type written report regarding the music and services observed.
Exams: Mid-term exam. Final exam.
Grading Breakdown: 1. Thirty reports (7.5 points each) 210 points
2. Attend four religious services & write a report about each visit. (Most of your report should deal with music). (50 points each) 200 points
3. Two exams. (100 points each) 200 points
4. Quizzes & Attendance (nine times @ 10) 100 points
Final grades are calculated as follows:
A=655-700 A-=630-654 B+=600-629
B=580-599 B-=560-579 C+=540-559
C=510-539 C-=490-509 D+=460-489
D=440-459 D-=420-439 E=below 420
Miscellaneous: I expect students to be fully engaged in class participation. Lap top computers in class are encouraged. Sleeping, reading the paper, texting, chatting with friends or neighbors is unacceptable. If this kind of activity is observed, student will be considered absent.
CA 1063 Course Outline
When writing a report, please observe the following:
Before class, select a reputable website for each topic listed under the specific date. (Reputable topics will be discussed the first two days of class!) Focus your search on religion & religious music. For example, if the topic du jour is J.S. Bach, restrict your search to “religious views of J.S. Bach” or “religious music of J.S. Bach”, etc.
*Topics for each upcoming class will be discussed and reviewed at the end of each class so that students fully understand each assignment!
Week/DateReading/Listening Topic
8/23 Course Introduction
The Power of Music
8/25 Sound vs. Noise/Overtones/Sacred Sounds/What is Music?
8/27 Does music and animals?
8/30 Does music affect human beings? If so, how?
9/1 What are chakras? Does music affect them? How?
9/3 Music Therapy Music & Learning. How can music help us learn? How can it help us heal?
9/6 No Class-Martin Luther King Holiday
9/8 Music in the Bible. Where is it found? In what setting or reference?
9/10 The Greek Heritage. How did the music of the ancient greeks shape the music of today?
Roman Catholic & Medieval Music
9/13 Gregorian Chant. What is it? When was it used?
9/15 Hildegard of Bingen. How did she shape music & religion?
9/17 Beginnings of Polyphony-Leonin & Perotin. How did these musicians shape the history of music? What were the religious implications?
9/20 Ars Nova & the early Reassiance--Machaut & Dufay. How did these musicians shape the history of music? What were the religious implications?
9/22 The Mass. What is the Mass?
The Reformation & Counter-Reformation
9/24 John Wycliffe, Jan Hus, William Tyndale, Martin Luther, Jean Calvin, Henry VIII. How did these men shape the history of music & religion?
9/27 The Forbidden Book”
The Counter-Reformation
9/29 Palestrina. How did he shape the history of music? What were the religious implications?
The Baroque Era
10/1 Opera, Oratorio, Cantata
10/4 The Early & Middle Baroque--Byrd & Schutz
10/6 G.F. Handel & Messiah
10/8 J.S. Bach
The Classical Era & Beethoven
10/11 Haydn
10/13 Mozart & the Requiem
10/15 Fall Break-No Class
10/18 Beethoven- Exam 10/25
The Romantic Era
10/20 Schubert & Mendelssohn
10/22 Brahms & Verdi
10/25 Wagner & the 20C
The Twentieth Century
10/27 Faure & Durufle
10/29 Stravinsky & Dvorak
11/1 Vaughan Williams & Ives
11/3 Messiaen & Mahler
11/5 Britten & Bernstein
11/8 Lloyd Webber & Rutter
Cyber Hymnal
11/10 Cyber Hymnal. Listen & select three hymns. Briefly discuss the composers and the history of the hymns.
Gospel, Jazz, Rock & Contemporary Christian Music
11/12 Gospel Music
11/15 John Coltrane & Jazz
11/17 Contemporary Christian Music--Amy Grant, Michael W. Smith...
11/19 Rock Stars, Rap, Hip Hop, etc. With religious connections
*Non-Christian Music (Choose two required)
11/22 Hinduism
11/24 Buddhism
11/26 Thanksgiving Holiday
11/29 Judaism
12/1 Islam
12/3 Sikhism
12/3 Final Exam (Take home exam)