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American Roots Music

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American Roots Music
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    1 American Roots Music MUH 3053-0002 (3 cr.) Spring 2019 Tu/Th 2:00 p.m. Ð 3:15 p.m., LON 201 Instructor: Carrie Danielson (cdanielson@fsu.edu) Office: KRB 426 (Office Hours: Tuesdays 12:00 Ð 2:00 or by appointment)  Readers: Aisha Gallion (ag18s@my.fsu.edu), Mayna Tyrrell (mlt17b@my.fsu.edu) COURSE SYLLABUS Description : American Roots Music is a survey course that highlights the variety of individuals and communities who constitute the contemporary and historical American soundscape. With an emphasis on Native-American, African-American, Latin American, Asian, Jewish, and certain Anglo-American traditions, we will we will investigate the competing notions of ÒAmerican musicÓ as a product of an American melting pot versus ÒAmerican musicÓ as a diverse, dynamic, and inclusive set of musical traditions and practices. Throughout the semester, we will give special attention to local musical traditions, with a culminating project that invites you to dive into the State ArchiveÕs Florida Folklife audio collection. By the end of this course, you will be able to write and think critically about how musical practices construct, reflect, and challenge cultural identities, as well as how music continues to play a role in the construction of American conceptions of nationalism, ethnicity, multiculturalism, and diversity.  Student Objectives : Upon completion of this course, students will have developed: 1.   An understanding of the basic elements of music and an ability to hear, identify, speak, and write about them with confidence and accuracy. 2.   A greater appreciation for American musical and cultural diversity. 3.   A vocabulary for discussing the sociocultural role of music in its musical and extramusical contexts. 4.   A basis for more informed and critical musical listening, research, and understanding. 5.   An ability to critically reflect on oneÕs own traditions, beliefs, and cultural practices in relation to diverse American musics. FSU Liberal Studies: The  Liberal Studies for the 21st Century  Program at Florida State University builds an educational foundation that will enable FSU graduates to thrive intellectually and materially and to engage critically and effectively in their communities. In this way, your Liberal Studies courses provide a comprehensive intellectual foundation and transformative educational experience.   This course has been approved as meeting the Liberal Studies requirement for Diversity in Western Experience (Y) and thus is designed to help you become a culturally literate member of society.    2 Learning Outcomes: Students will become: thoughtful patrons of and participants in cultural  practices . Courses enable students to meet both competencies - (1) interpret a variety of works within a cultural context; and (2) compare and model cultural artifacts. By the end of the course, students will demonstrate the ability to: 1.   Interpret intellectual or artistic works within a cultural context. 2.   Use a cultural, artistic, or philosophical approach to analyze some aspect of human experience. Diversity Objectives: 1) Analyze some aspect of human experience within a culture, focusing on at least one source of diversity (e.g., age, disability, ethnicity, gender, language, race, religion, sexual orientation, social class, or other). 2) Explore one's own cultural norms or values in relation to those of a different cultural group. In order to fulfill FSUÕs Diversity in Western Experience requirement, the student must earn a ÒC-Ó  or better in the course. This course has been approved as meeting the Liberal Studies requirements for ÒWÓ (State-Mandated Writing)  and thus is designed to help you become a clear, creative, and convincing communicator. Writing Requirements for ÒWÓ courses: 1)   Compose for a specific purpose, occasion, and audience. 2)   Compose as a process, including drafts, revision, and editing. 3)   Convey ideas in clear, coherent prose that utilizes the conventions of a standard language. Substantive Requirements for ÒWÓ courses: 1.   Two or more substantial writing assignments or the equivalent. 2.   A set of criteria for assessing student performance on writing. 3.   Feedback on student writing. (Feedback may be from various reviewers, but must include instructor response.) 4.   Opportunities for revision. Writing is expected to be Òcollege-levelÓ thus fulfilling the following expectations: 1.    presents a clearly defined central idea or thesis; 2.    provides adequate support for that idea; 3.   is organized clearly and logically; 4.   is presented in a format appropriate to the purpose, occasion, and audience; and 5.   utilizes standard conventions appropriate for study in English. To demonstrate college-level writing competency as required by the State of Florida, the student must earn a ÒCÐÓ or higher in the course.   *Note: You MUST meet the ÒWÓ requirement to receive higher than a D+ in the course.*    3 Class Conduct and Demeanor : Students in this class are encouraged to speak up and participate during class meetings. Because the class will represent diverse individual beliefs, backgrounds, and experiences, it is imperative that every member of this class show respect for every other member of this class. In addition, I have the following expectations: 1.   Arrive on time and stay until the end of class . If you need to come late or leave early,  please communicate this with me prior to class and sit near the door.  2.   Come prepared  . This includes familiarizing yourself with the assigned readings and listening examples. 3.   Participate.  This involves active and engaged listening, sharing comments, asking questions, and participating in class workshops and activities.  4.   Refrain from conversation when others are speaking.  Be courteous and maintain a respectful learning environment. 5.   Put away all cell phones, iPods, etc.  Please use laptops, kindles, iPads, etc. for note-taking and accessing course materials only. Treat class time as a brief, precious escape from our hyper-connected world.  Attendance and Participation : Regular attendance and participation is required for this course. If you are unable to attend class for any reason outlined in the University Attendance Policy, advanced documented notice is required. Special consideration, at the discretion of the instructor, will be given for other unforeseen circumstances. However, you must communicate your situation with me prior to class. All documentation is due within ONE WEEK of the studentÕs return to class. Attendance Checks:  Periodic quizzes or assignments may be given to help students gauge their progress in the class, and to gauge attendance, if needed. No makeup quizzes will be given (no exceptions). Attendance and participation is expected, both in lecture and workshops. Any in-class assignment or quiz grades will count towards the final attendance grade. University Attendance Policy : Excused absences include documented illness, deaths in the family and other documented crises, call to active military duty or jury duty, religious holy days, and official University activities. These absences will be accommodated in a way that does not arbitrarily penalize students who have a valid excuse. Consideration will also be given to students whose dependent children experience serious illness. Required Materials: This course requires one text: Lornell, Kip, and Anne K. Rasmussen, eds.   2016. The Music of Multicultural  America: Performance, Identity, and Community in the United States , 2 nd  ed . Jackson, MS: University Press of Mississippi. Feel free to use either the e-book or hardcopy edition of this text. Other readings will be available on Canvas.    4 Grading and Evaluation: Evaluation for this course consists of: Study Guides (10 @ 2 pts.) 20 points Take-Home Exams (4 @ 10 pts., lowest dropped) 30 points MMA Response Paper* 10 points Final Paper Components* 30 points Attendance/Participation 10 points ------------------------------------------------------------------------------- Total 100 points * Indicates ÒWÓ assignment   Grading Scale: 93-100: A 80-82: B- 67-69: D+ 90-92: A- 77-79: C+ 63-66: D 87-89: B+ 73-76: C 60-62: D- 83-86: B 70-72: C- 59-0: F Preliminary due dates are listed on the course calendar, and assignment details will be  posted on Canvas. Grading/Evaluation of Written Assignments: Written assignments will be assessed based on the following criteria: Exceeds Expectations Meets Expectations/ Satisfactory Below Expectations Content Content is thoughtful and imaginative. Student offers unique and insightful interpretation. Content is thoughtful,  but may appear unclear or less insightful at times. Content inaccurate, unconvincing, or appears irrelevant to argument. Style Paper has clear and focused argument with well organized and ample supporting detail. Paper addresses topic,  but moves away from the argument at times. Language may be too general. Paper lacks clear argument or support. Sentences and  paragraphs are incoherent. Format Paper is the appropriate length and follows formatting guidelines. Paper is the appropriate length and follows formatting guidelines.   Paper is below word count or does not follow appropriate formatting guidelines. Grammar/Spelling Paper has few grammar or spelling errors Paper has minor spelling or grammar errors, but none of these errors are distracting. Paper has major spelling or grammar errors that distract from the overall quality of the work. Assignment Policies: Except in the case of documented illness or emergency, students in this course are expected to complete and submit all assignments on or before the due date. Any work submitted after the deadline and without proper documentation will receive a 10% deduction per 24-period after the due date unless otherwise specified. Take-home exams may NOT be turned in past the due date unless express permission has been given by the instructor prior to when the exam becomes available on Canvas.    5 All written work must be double-spaced, Times New Roman font, size 12, with properly cited sources. Please make sure that your name, date, and specific assignment are clearly visible on the first page. All work must comply with the FSU Academic Honors Policy and be srcinal to this class. Students will  be given one week past receiving an evaluation grade to contest an earned score. After one week, grades will be final. Take-Home Exams (30 points): There will be four take-home exams distributed throughout the semester (the lowest exam grade will be dropped in the final grade calculation for the course). Exams are non-cumulative, but may include any material covered in class, in the  PBS American  Roots  films, or in the assigned readings. These exams will be completed on Canvas and consist of listening, multiple choice, short answer, fill-in-the-blank, and/or short essay questions. They are open-book and are not timed. However, you should complete the exams on your own. Any evidence of collaboration on an exam will result in a Ò0Ó for the given exam and disciplinary action. Per the assignment policy, exams may NOT be turned in past the due date without express permission from the instructor prior to the release of the exam on Canvas. Exam deadlines are at 11:59 p.m. on the following dates:   ¥   Unit 1 Exam: Tuesday, February 5 ¥   Unit 2 Exam: Tuesday, February 26 ¥   Unit 3 Exam: Tuesday, March 26 ¥   Unit 4 Exam: Monday, April 29 Study Guides (20 points): To help guide your reading and understanding of course concepts, you will be expected to complete a short, weekly/biweekly study guide (5-10 questions per reading/lecture). These should be filled out prior to class in order to aid discussion, but will not  be due until after we have covered the material in our lecture meetings. Study guides will include questions from readings, films, and class discussions and should be submitted electronically to Canvas on or before 11:59 p.m. on the assigned due date. See Course Calendar for Due Dates Response Paper (10 points): In order to receive early feedback on your writing, you will write a short, 500-word response on one of the chapters of  Music in Multicultural America not already covered in the course calendar. More details about this assignment will be posted on Canvas by the second week of the semester. Due: Tuesday, February 12 th  Final Paper Components (30 points): As your final assignment for this course, you will construct a themed playlist of 5-10 songs from the Florida Folklife audio archives and write a 1250-1500 educational essay outlining their historical and cultural significance. (See https://www.floridamemory.com/audio/playlist/alma_corazon_vida.php#notes for an example.) In order to fulfill the ÒWÓ requirement of this course, you will also submit a rough draft of your essay, a bibliography/track list, and review two of your peersÕ essays through Canvas. Rubrics and further instructions for these assignments will be posted under the ÒAssignmentsÓ tab in Canvas prior to the third week of class. Component deadlines are:   ¥   Bibliography/Track List: Tuesday, March 5 th   ¥   Rough Draft: Tuesday, April 2 nd   ¥   Peer Review: Tuesday, April 9 th   ¥   Final Paper: Tuesday, April 23 rd  
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