This course will explore the rich and diverse genres of popular music in America from their origins to their development in the 20th century.

This is a 3 credit course which fulfills the fine arts general education requirement.

Course Materials: Not Applicable

This course will acquaint the student with basic musical elements and help develop listening skills to a more advanced level

This course will increase understanding, awareness and appreciation of the relationship between music and historical and sociological trends and occurrences.

This topic will be approached through readings, recorded lectures, listening assignments, and Instructor guided discussions among classmates.

Learning outcomes for this course are aligned with the university Essential Learning Outcomes: Communication, Creative Thinking, and Knowledge of Human Cultures and the Physical and Natural World.

Additionally the learning outcomes for the course align with the following College of Performing and Visual Arts learning outcomes:

• Communicate effectively
• Develop curiosity
• Critical and creative thinking skills
• Process the history, principles, training, skills and knowledge associated with performing and visual arts to facilitate success in their chosen field.

As this is an introductory course in the study of music, mastery of these outcomes is NOT necessary, but progress toward the outcomes is expected. Given the following table, a 2 is an acceptable level of achievement for this course:

Assignment Outline

Weekly Assignments:

• All weekly assignments are due on Fridays @ 11:59pm

Specific Assignments:

• Music Elements Quiz Week One on Friday, 11:59 pm
• Final Reflection Last Week on Monday, 11:59 pm

Grading Scheme

• A= 100-93%
• A- = 92-89%
• B+ = 88-85%
• B = 84-81%
• B- = 80-77%
• C+ = 76-73%
• C = 72-69%
• C- = 68-65%
• D+ = 64-61%
• D- = 60-57%
• F = 56-0%

Module One - Elements

Objectives

• Defining Popular Music & Musical Identity
• Define musical identity and conceptualize your own musical identity.
• Define popular music and describe how it impacts your musical identity.
• Gain factual knowledge of key musical elements

Components

• Video: Lesson One Video
• Reading: Musical Elements https://drive.google.com/file/d/1r6PSAf6ofC5sg-Y_XE4asqbq fESnv3ya/view?usp=sharing pgs. 1-6 only
• PowerPoint: Musical Identity/Popular Music https://drive.google.com/file/d/1Cv-U4q_3F-6M7geF-GifWHO 1D-scSX-6/view?usp=sharing
• Audio file: https://drive.google.com/file/d/1w8KXJjgOOaahVLv3vRvQRf nm0wh3uabc/view?usp=sharing

Assessments

• QUIZ: Music Elements Quiz Complete quiz. 50 points (25 questions, 2 points each)
• DISCUSSION: Popular Music and Music Identity Post the Youtube List you created this week, once your list is posted, comment on at least two other posts. Your discussion Rubric 20 points: 10 for post and 10 for comments.
• CREATIVE TASK: Music Identity Playlist . Create a youtube list that defines you as a person in this moment. Use at least five songs and no more than ten. Share the title of the playlist with me and make sure it is public.

Module Two - Tin Pan Alley & Ragtime

Objectives

• Identify the music of Tin Pan Alley and Ragtime and its place and impact on American culture.
• Apply the early music business roles of Tin Pan Alley to contemporary practice and discuss potential student's role through the Tin Pan Alley perspective.
• Gain factual knowledge of Tin Pan Alley and Ragtime.

Components

• Video: Welcome Video
• PowerPoint: Tin Pan Alley.pptx
• Audio file: Tin Pan Allley audio.m4a

Assessments

• DISCUSSION: For this discussion, I would like you to consider the roles of the different players in the Tin Pan Alley music business. Remember, you have the song plugger, song writer, and song publisher. Which one of these roles best suits your personality and why? Tell us what you could picture yourself doing on a Friday night on Tin Pan Alley in Manhattan. Write at least 10 sentences and present a well-rounded character for the class. Once your work is posted, comment on at least two other posts regarding their character and his or her role in the Tin Pan Alley music business scene. Be creative and authentic. 20 points: 10 for initial post and 10 for thorough and substantive peer comments.
• Listening Journal: Listen to the playlist and select five songs to discuss in your listening journal. Analyze each song and write about its music elements and how it impacts you as a listener. Write at least five complete sentences for each song. https://www.youtube.com/playlist?list=PLSMjPB1YhOz64qPOmZ RFt24DKmdPuVo-x LISTENING_JOURNAL_RUBRIC.docx

Module Three - Rural and Urban Blues & the Phonograph

Objectives

• Understand blues as a form of musical expression and what the blues meant to the people who made it.
• Consider issues of race, gender, and class as they relate to the early blues.
• Gain factual knowledge of the blues and the invention of the phonograph.

Components

• Video: Blues Intro.mov
• PowerPoint: Blues & Phonograph.ppt x
• Audio file: Blues & Phonograph.ppt x

Assessments

• CREATIVE TASK: APPLY KNOWLEDGE OF BLUES LYRIC TO YOUR OWN LIFE For this week's creative task, you will compose five verses of your own blues song using the framework provided in this week's lecture. For extra credit, you may create a video and perform your lyrics. Be sure to create a title for your song and look to "Empty Bed Blues" for inspiration. Remember, blues lyrics come from the heart and are first person. Creative rubric
• DISCUSSION: Choose a blues piece by a contemporary 21st century artist (many of the songs on your playlist have been re-done by contemporary artists) and analyze the song using your new blues knowledge, discuss what elements you hear and what elements are progressive in comparison with the 1900s version of rural and or urban blues. Once your work is posted, comment on at least two other discussion posts regarding their use of blues knowledge and their musical selections. https://www.youtube.com/playlist?list=PLSMjPB1YhOz6hB1Bdx4HxzVT AZjCbANnR 20: 10 for initial post and 10 for thorough and substantive peer comments.
• Listening Journal: Visit MUSC 1020: Blues Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze each song and write about its music elements and how it impacts you as a listener. Write at least five complete sentences for each song. https://www.youtube.com/playlist?list=PLSMjPB1YhOz6hB1Bdx4HxzVT AZjCbANnR 20 points

Module Four - Dixieland Jazz, Swing & Big Bands

Objectives

• Acquire knowledge about Dixieland and Swing and their role in American during 1900-1940s.
• Consider issues of race, gender, and class as they relate to jazz's evolution in American during the early 1900s.
• Gain factual knowledge of Dixieland, Swing, and famous performers.

Components

• Video: Week 4 Intro.mov
• PowerPoint: Dixieland and Swing.ppt x
• Audio file: Week 4 Audio.m4a

Assessments

• DISCUSSION: This week you will write about your favorite type of popular music presented in class thus far. Be sure to provide examples for why this is your favorite type and consider how this style of music relates to your musical identity. Once you have posted, comment thoughtfully on at least two other discussion posts. 20 points: 10 for initial post and 10 for thorough and substantive peer comments.
• Listening Journal: Visit MUSC 1020: Dixieland and Swing Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze each song https://www.youtube.com/playlist?list=PLSMjPB1YhOz4FQ5_49 wwPHN99ExmD4LSr LISTENING_JOURNAL_RUBRIC.docx 20 points

Module Five - Broadway & The American Musical

Objectives

• Learn about the development of the American musical.
• Consider issues of race and their involvement in the develop of the American Musical Play.
• Gain factual knowledge of early musicals and their composers/librettists.

Components

• Video:
• PowerPoint: Broadway, The American Musica l
• Audio file:

Assessments

• CREATIVE TASK: YOUR OWN SHOWBOAT MUSICAL For this week's creative task, you will create the plot line and describe at least three characters in your Contemporary American Musical. Follow in the footsteps of Show Boat that included controversial topics, complete characters, and serious and substantial plot lines. Lead the reader through the story of your musical, how does it start, develop and conclude and what role do your characters play? Creative Rubric
• DISCUSSION: Choose a song from any musical written post 1950s and compare it to the music you listened to this week, discuss what elements you hear and what elements are progressive in comparison with the 1920-50s version of musicals. Once your work is posted, comment on at least two other discussion posts regarding their use of gained content knowledge and their musical selections. 20: 10 for initial post and 10 for thorough and substantive peer comments.
• Listening Journal: Visit MUSC 1020: Broadway/American Musical Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze LISTENING_JOURNAL_RUBRIC.docx https://www.youtube.com/playlist?list=PLSMjPB1YhOz6 R5MTbKPj82Po_6PQVUitE 20 points

Module Six - Hillbilly & Country and Western Music

Objectives

• Learn about the development of hillbilly/Country Western music.
• Consider contributions made by the blues and African American to the development of early Country Western music.
• Gain factual knowledge of early Country Western music and its performers.

Components

• Video:
• PowerPoint: Hillbilly/Country Wester n
• Audio file:

Assessments

• CREATIVE TASK: GRAND OLE OPRY CRITIQUE For this week's creative task, you will select a Grand Ole Opry performance on youtube to watch. Pretend that you are a critic who is paid to talk about the performance. What aspects are positive, what musical elements did you expect, were there any surprises? Anything that you think the performer could have done better? Creative Rubric
• DISCUSSION: Choose a song from contemporary Country music, discuss what elements you hear and what elements are progressive in comparison with this week's playlist. Once your work is posted, comment on at least two other discussion posts regarding their use of gained content knowledge and their musical selections. 20: 10 for initial post and 10 for thorough and substantive peer comments.
• LISTENING JOURNAL: Visit MUSC 1020: Hillbilly/Country Western Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze each. LISTENING_JOURNAL_RUBRIC.docx https://www.youtube.com/playlist?list=PLSMjPB1YhOz4ts_tLNY M7PSzm6eF_MmUS 20 points

Module Seven - Traditional Pop in the 1940/50s & First Pop Stars

Objectives

• Connect previous weeks' content with Traditional 1940/50s popular musical elements and performers.
• Consider contributions made by individual performers to 1940/50s popular music and future popular music styles.
• Gain factual knowledge of Traditional 1940/50s popular music and its performers.

Components

• Video:
• PowerPoint: Traditional Pop 1940/50s & First Pop Star s
• Audio file:

Assessments

• CREATIVE TASK: FIRST POP STAR REPORT For this week's creative task, you will further research one of the traditional pop stars presented this week. Provide more details on how this performing artist made it big, track his or her career path, then compare to a performing artist of today. Were the paths to success similar or different? Support your answer with informational details. Creative Rubric
• DISCUSSION: Choose a song not on the playlist that would be considered traditional 1940/50s pop, discuss what elements you hear and compare with other songs from this week's playlist. Once your work is posted, comment on at least two other discussion posts regarding their use of gained content knowledge and their musical selections. 20: 10 for initial post and 10 for thorough and substantive peer comments.
• LISTENING JOURNAL: Visit MUSC 1020: Traditional Pop 1940/50s Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze each LISTENING_JOURNAL_RUBRIC.docx https://www.youtube.com/playlist?list=PLSMjPB1YhOz4XrM8 IQzYGVi9szh9qyf9M 20 points

Module Eight - Early Rock and Roll

Objectives

• Learn about the development of early Rock and Roll.
• Consider contributions made by the rhythm and blues and Country Wester music in the development of Rock and Roll.
• Gain factual knowledge of early Rock and Roll music and its performers.

Components

• Video: Week 8 Rock and Roll.mov
• PowerPoint: Early Rock and Rol l
• Audio file: Audio Rock and Roll.m4a

Assessments

• CREATIVE TASK: GRAND OLE OPRY CRITIQUE For this week's creative task, you will select a Chuck Berry original song and compare and contrast it with the same song covered by another group: Buddy Holly, Beach Boys, Beatles, Rolling Stones, or another band. Describe both versions of the song, how they are the same and how they differ. Decide which performance you like best and list reasons to support this opinion.
• DISCUSSION: Is music "sanitized" for the public's ears today? How so? Do you think this is a wise marketing practice? Provide song examples to support your opinion. Once your work is posted, comment on at least two other discussion posts regarding their use of gained content knowledge and their musical selections. 20: 10 for initial post and 10 for thorough and substantive peer comments.
• LISTENING JOURNAL: Visit MUSC 1020: Rock and Roll Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze each song and LISTENING_JOURNAL_RUBRIC.docx https://www.youtube.com/playlist?list=PLSMjPB1YhOz5K0U cUl3PKTPeQaJDDpIR- 20 points

Module Nine - 1960s Countercultural Music

Objectives

• Learn about the development of mainstream popular music in the 1960s and countercultural music.
• Consider contributions made by African Americans and British musicians to the countercultural movement.
• Gain factual knowledge of 1960s countercultural music and its performers.

Components

• Video: Week 9 1960s.mov
• PowerPoint: https://docs.google.com/presentation/d/14gNMgNpIlN4y sLiEzsoBdb3OjNmqzllb9saws3FTD30/edit?usp=sharing
• Audio file: Week 9 audio.m4a

Assessments

• CREATIVE TASK: YOUR OWN "COUNTER" MUSIC. For this week's creative task, I would like you to describe a new musical style that counters contemporary popular music and makes a bold statement. Address music elements, create Creative Rubric
• DISCUSSION: Select a song from one of the counter-styles presented this week: Soul, Motown or British Invasion, discuss what elements are progressive and "counter" the 1950s pop style then discuss how this relates to contemporary pop music. Once your work is posted, comment on at least two other discussion posts regarding their use of gained content knowledge and their musical selections. 20: 10 for initial post and 10 for thorough and substantive peer comments.
• LISTENING JOURNAL: Visit MUSC 1020: 1960s Countercultural Music Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze LISTENING_JOURNAL_RUBRIC.docx https://www.youtube.com/playlist?list=PLSMjPB1YhOz5K0U cUl3PKTPeQaJDDpIR- 20 points

Module Ten - Funk, Soul & Disco Fever

Objectives

• Learn about the development of Funk, Soul and Disco music.
• Consider contributions made by African American and the LGBT community in the development of Funk, Soul and Disco.
• Gain factual knowledge of Funk, Soul and Disco music and its performers.

Components

• Video: Week 10.mov
• PowerPoint: Hillbilly/Country Wester n
• Audio file: Week 10.m4a

Assessments

• CREATIVE TASK: Consider the impact of funk, soul or disco on the rise of marginalized populations and how that is represented in music. For this week's creative task, you will select one of the three styles focused on this week (funk, soul or disco) and prepare a video which includes the following: how this style contributed to the rise of a marginalized population and how the music provided a "home" or a way to make a statement. Be sure to select a song that represents this style and describe the musical characteristics that support your opinions. All videos should be at least five minutes, but no longer than ten minutes. Creative Rubric
• DISCUSSION: Research the "Village People" and the contributions they made to the development of disco music and creating an LGBT community. Select one of their songs and describe the musical elements as well as the impact their lyrics made on listeners. Once your work is posted, comment on at least two other discussion posts regarding their use of gained content knowledge and their musical selections. 20: 10 for initial post and 10 for thorough and substantive peer comments.
• LISTENING JOURNAL: Visit MUSC 1020: Funk, Soul & Disco Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze each song. LISTENING_JOURNAL_RUBRIC.docx https://www.youtube.com/playlist?list=PLSMjPB1YhOz4EHT 1rkaf3yHqTVV_TSCpO 20 points

Module Eleven - MTV

Objectives

• Learn about the development of musical television (MTV).
• Consider contributions made by popular music artists in the development of MTV.

Components

• Video: Week 11.mov
• PowerPoint: MTV
• Audio file: Week 11.m4a

Assessments

• CREATIVE TASK: CREATE A MUSIC VIDEO For this week's creative task, you will create a music video. You may use an existing song or an original, but you will create a new video to accompany the music. Use the ideas and comments in this week's discussion to inspire the creation of your video. Creative Rubric
• DISCUSSION: Pick your favorite music video from this week's playlist, or another video from the same time period, and write a post about how the addition of dance, acting, costumes, makeup, a story line etc. change the impact of the musical performance. Does it enhance it? Does it distract from it? Once your work is posted, comment on at least two other discussion posts regarding their use of gained content knowledge and their musical selections. 20: 10 for initial post and 10 for thorough and substantive peer comments.
• LISTENING JOURNAL: Visit MUSC 1020: MTV Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze each song and write about its music elements and how it impacts you as a listener. Write at least five complete sentences for each song. LISTENING_JOURNAL_RUBRIC.docx https://www.youtube.com/playlist?list=PLSMjPB1YhOz5t44q MbA6EyXlRPlvKeKIw 20 Points

Module Twelve - Glam, Hard Rock, Heavy Metal & the 1980s

Objectives

• Learn about the development of Hard Rock and Heavy Metal.
• Gain factual knowledge of Hard Rock and Heavy Metal music and its performers.

Components

• Video: Week 12.mov
• PowerPoint: Week 12: Hard Rock & Heavy Meta l
• Audio file: Week 12.m4a

Assessments

• DISCUSSION: Research one of the bands mentioned during this week and present information on its members and the development of the band in general. Select one of its songs and describe the musical elements as well as the impact the lyrics/performance made on listeners. Once your work is posted, comment on at least two other discussion posts regarding their use of gained content knowledge and their musical selections. 20: 10 for initial post and 10 for thorough and substantive peer comments.
• LISTENING JOURNAL: Visit MUSC 1020: Hard Rock & Heavy Metal Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze each LISTENING_JOURNAL_RUBRIC.docx https://www.youtube.com/playlist?list=PLSMjPB1YhOz5tfyM OX91DbKSlWj3N4k0m 20 points

Module Thirteen - Detroit Techno & Hip-Hop

Objectives

• Learn about the development of Hip Hop.
• Consider contributions made by African American artists and how Hip Hop impacted a marginalized population.
• Gain factual knowledge of Hip Hop music and its performers.

Components

• Video: Week 13.mov
• PowerPoint: Week 13: Hip Hop
• Audio file: Week 13.m4a

Assessments

• CREATIVE TASK: CONSIDER THE WEST COAST VERSUS EAST COAST HIP HOP FEUD AND CREATE AN ALTERNATE ENDING. For this week's creative task, you will be asked to create an alternate ending to the tragic east coast versus west coast feud in the 1980-90s. First of all, do some research into the conflict and describe the series of events that occurred and transpired. Next, evaluate what we can learn from this situation that unfolded and present an option for how this feud might have ended better, without the death of two young gifted artists.
• DISCUSSION: Research a Hip Hop artist or group from the late 1970-90s and consider the influence they had on the marginalized community. Select one of their songs and describe the musical elements as well as the impact their lyrics made on listeners. Once your work is posted, comment on at least two other discussion posts regarding their use of gained content knowledge and their musical selections. 20: 10 for initial post and 10 for thorough and substantive peer comments.
• LISTENING JOURNAL: Visit MUSC 1020: Hip Hop Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze each song and write about its music elements and how it impacts you as a listener. Write at least five complete sentences for each song. LISTENING_JOURNAL_RUBRIC.docx https://www.youtube.com/playlist?list=PLSMjPB1YhOz5qrGT YaCyU-lYKC5bBKB7b 20 points

Module Fourteen - The Rise of Alternative Rock and Metal in the 1990s

Objectives

• Learn about the development of Alternatie Rock, Metal and Country.
• Consider contributions made by Alternative Rock and Metal artists and their impact on the music business and practices.
• Gain factual knowledge of Alternative Rock, Metal and Country music and its performers in 1980-90s.

Components

• Video: Week 14.mov
• PowerPoint: Week 14: Alternative Rock, Metal & Countr y
• Audio file: Week 14.m4a

Assessments

• DISCUSSION: Research a Hip Hop artist or group from the late 1970-90s and consider the influence they had on the marginalized community. Select one of their songs and describe the musical elements as well as the impact their lyrics made on listeners. Once your work is posted, comment on at least two other discussion posts regarding their use of gained content knowledge and their musical selections. 20: 10 for initial post and 10 for thorough and substantive peer comments.
• LISTENING JOURNAL: Visit MUSC 1020: Alternative, Metal, Country Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze each song and write about its music elements and how it impacts you as a listener. Write at least five complete sentences for each song. LISTENING_JOURNAL_RUBRIC.docx https://www.youtube.com/playlist?list=PLSMjPB1YhOz5m_3 0ui5UavhKkeY9D3SZF 20 points

Module Fifteen - Hybrids and Genres Without Definition

Objectives

• Learn about the development of music that combines more than one style.
• Gain factual knowledge of hybrid music and its performers.

Components

• Video: Week 15.mov
• PowerPoint: Week 15: Hybrids and Genres Without Definitio n
• Audio file: Week 15.m4a

Assessments

• DISCUSSION: Select a genre/style that you would most like to present and a band or singer that best represents it. This week just write an entry regarding your plan and what song you will present from this group or artist. Once your work is posted, comment on at least two other discussion posts regarding their use of gained content knowledge and their musical selections. 20: 10 for initial post and 10 for thorough and substantive peer comments.
• LISTENING JOURNAL: Visit MUSC 1020: Hybrids Youtube Playlist created by Krystal McCoy. Listen to the playlist and select five songs to discuss in your listening journal. Analyze each song and write LISTENING_JOURNAL_RUBRIC.docx https://www.youtube.com/playlist?list=PLSMjPB1YhOz6PJtL FIoHCTWYifwhWs12Z

Module Sixteen - FINAL TASK

FINAL TASK: REFLECT ON COURSE JOURNEY

In this assignment, I would like you to submit a reflection regarding your musical journey throughout this course. What were your favorite parts? What was surprising? What struck a dissonant note with you? Finally, has your musical identity altered over the past semester? Be sure to describe why or why not.

Instructor Communication: You should receive a response from me within 1 business (school) day and grades and feedback should be received within a week of the due date.

Student Communication: Every Monday, the Instructor will post an announcement about the week's assignments and preparation the student should expect for the week as well as provide an overview of the week’s topic. The Instructor will also provide feedback from previous assignments and address questions that have been submitted by students throughout the week. The Instructor will also provide Zoom meetings throughout the semester on an as needed basis. Times and links to the Zoom meetings will be available in the announcements at least a week prior to the meeting. Students are welcome to ask questions during the conference and receive feedback from the instructor.

• Late Policy - Late work will be accepted with a 5 point deduction (each assignment) until December 14, 2026. It is not possible to receive an A or B in this course if you wait and do all the work the last week. Discussions must be kept up to date - only one week grace period
• Make Up Work/Extra Credit - See Late Policy for make-up work. Extra credit may be offered through weekly assignment videos.
• Required Extra Co-curricular Activities - Not applicable

Registration Restriction(s): Intensive English Program majors may not enroll

General Education Category: Fine Arts