This document provides details for an Introduction to Music course being offered at Hillsborough Community College in Tampa, Florida during the spring 2015 semester. The course will be taught on Mondays from 7:00-9:45pm by Dr. Melissa Slawsky and will provide an overview of music history from approximately 450 AD to the present. Students will learn about basic musical concepts, historical events that influenced music, and connections between music and other disciplines. Assessment will include exams, concert critiques, a term paper, and final presentation. The course aims to help students recognize and appreciate music as well as understand its relationship to their daily lives.
This document provides information about a history course covering United States history from pre-Columbian cultures through Reconstruction. It outlines course requirements including weekly readings from the textbook, additional online materials, and discussion questions. Students must complete 3 primary source analysis assignments, 2 exams, and participate in weekly online discussions. The course will be online with communication through Blackboard. Grading will be based on exams, discussions, and the primary source analyses. A schedule of chapters and due dates is provided.
This document outlines the syllabus for a Beginning Spanish II course at the University of Notre Dame. It provides information about the instructor, required materials, course description, learning goals, and course components and policies. The course focuses on developing skills in listening, reading, speaking and writing Spanish through cultural contexts. Key assessments include tests, quizzes, compositions, online homework, pronunciation and conversation assessments. The syllabus also outlines attendance policies, grading scale, expectations for respectful behavior and adherence to the honor code.
This document outlines the syllabus for a hybrid Intercultural Studies and Composition course focusing on Pacific Islander history and culture. The course will be taught by Anthony Santa Ana and Karen Chow and will meet in-person four days a week, with an additional required online hour. Students will analyze patterns in Pacific Islander communities in the US and impacts of colonialism, and apply oral storytelling traditions. Assignments include presentations on family histories, journal responses, essays, and a research paper. The goal is for students to understand the Pacific Islander experience through readings, discussions, and reflections.
This document provides information about a mythology in art and literature course taught by Professor Will Adams. The course examines world mythology through a comparative lens and considers how myths are used in contemporary culture and humanities. Students will analyze myths using various methods and interpret cultures through their myths. The course requires attendance, participation, a cultural event evaluation, a research project, and examinations. Students will learn about mythological symbols, archetypes, and the hero's journey through lectures and films. Required texts include books on mythology and myths. Students will be evaluated based on attendance, a cultural event paper, a research project, and examinations. The schedule outlines class meetings, assignments, lectures, and films covering various mythologies.
This document provides an overview of an Introduction to Humanities course being offered at Valencia College. The course will explore concepts in art, religion, architecture, music, language, politics, and philosophy through history. Students will analyze how these concepts continue to impact the contemporary world. The course objectives are to understand humanity's development through critical thinking, learn about civilizational contributions that shaped today's world, develop critical thinking skills, and analyze philosophy's application to modern society. Students will be evaluated based on attendance, assignments, exams, and attending a cultural event with a written response. The required textbook and schedule of topics are also outlined.
This document provides an overview of a mythology in art and literature course taught by Professor Will Adams. The course examines world mythologies through a comparative lens and considers how myths are applied in humanities. Students will analyze myths using various methods, articulate similarities and differences between ancient and modern cultures, and demonstrate college-level writing skills through assignments. The course involves lectures, films, exams, a research project, and cultural event attendance. Students will be evaluated based on attendance, assignments, exams, a research project, and cultural event paper. The syllabus outlines course objectives, requirements, policies, and schedule.
This document provides a syllabus and schedule for an art history course on contemporary art taught at Florida Atlantic University in Spring 2011. It outlines the course details including meeting times, assignments, grading criteria, and expectations. The course will cover developments in art from 1950 to 2000 using different interpretive models. Students will complete readings, presentations, quizzes, and an 8-10 page research paper in stages. The purpose is to provide an overview of contemporary art history and develop writing and analytical skills. Graduate students have additional reading assignments.
This document provides an overview of an Ethnic Studies course on race, space, and segregation. The course will examine how these concepts intersect and impact communities of color through both historical and current case studies. Students will analyze topics like housing segregation, the school-to-prison pipeline, borders, gentrification, and environmental racism. The goal is for students to understand how social and institutional forces have created and maintained racialized spaces over time in the United States. The course will improve students' skills in critical analysis, examining sources, and presenting arguments. Grades will be based on attendance, participation, weekly journals, in-class assignments, and a final creative project.
This document provides information about a history course covering United States history from pre-Columbian cultures through Reconstruction. It outlines course requirements including weekly readings from the textbook, additional online materials, and discussion questions. Students must complete 3 primary source analysis assignments, 2 exams, and participate in weekly online discussions. The course will be online with communication through Blackboard. Grading will be based on exams, discussions, and the primary source analyses. A schedule of chapters and due dates is provided.
This document outlines the syllabus for a Beginning Spanish II course at the University of Notre Dame. It provides information about the instructor, required materials, course description, learning goals, and course components and policies. The course focuses on developing skills in listening, reading, speaking and writing Spanish through cultural contexts. Key assessments include tests, quizzes, compositions, online homework, pronunciation and conversation assessments. The syllabus also outlines attendance policies, grading scale, expectations for respectful behavior and adherence to the honor code.
This document outlines the syllabus for a hybrid Intercultural Studies and Composition course focusing on Pacific Islander history and culture. The course will be taught by Anthony Santa Ana and Karen Chow and will meet in-person four days a week, with an additional required online hour. Students will analyze patterns in Pacific Islander communities in the US and impacts of colonialism, and apply oral storytelling traditions. Assignments include presentations on family histories, journal responses, essays, and a research paper. The goal is for students to understand the Pacific Islander experience through readings, discussions, and reflections.
This document provides information about a mythology in art and literature course taught by Professor Will Adams. The course examines world mythology through a comparative lens and considers how myths are used in contemporary culture and humanities. Students will analyze myths using various methods and interpret cultures through their myths. The course requires attendance, participation, a cultural event evaluation, a research project, and examinations. Students will learn about mythological symbols, archetypes, and the hero's journey through lectures and films. Required texts include books on mythology and myths. Students will be evaluated based on attendance, a cultural event paper, a research project, and examinations. The schedule outlines class meetings, assignments, lectures, and films covering various mythologies.
This document provides an overview of an Introduction to Humanities course being offered at Valencia College. The course will explore concepts in art, religion, architecture, music, language, politics, and philosophy through history. Students will analyze how these concepts continue to impact the contemporary world. The course objectives are to understand humanity's development through critical thinking, learn about civilizational contributions that shaped today's world, develop critical thinking skills, and analyze philosophy's application to modern society. Students will be evaluated based on attendance, assignments, exams, and attending a cultural event with a written response. The required textbook and schedule of topics are also outlined.
This document provides an overview of a mythology in art and literature course taught by Professor Will Adams. The course examines world mythologies through a comparative lens and considers how myths are applied in humanities. Students will analyze myths using various methods, articulate similarities and differences between ancient and modern cultures, and demonstrate college-level writing skills through assignments. The course involves lectures, films, exams, a research project, and cultural event attendance. Students will be evaluated based on attendance, assignments, exams, a research project, and cultural event paper. The syllabus outlines course objectives, requirements, policies, and schedule.
This document provides a syllabus and schedule for an art history course on contemporary art taught at Florida Atlantic University in Spring 2011. It outlines the course details including meeting times, assignments, grading criteria, and expectations. The course will cover developments in art from 1950 to 2000 using different interpretive models. Students will complete readings, presentations, quizzes, and an 8-10 page research paper in stages. The purpose is to provide an overview of contemporary art history and develop writing and analytical skills. Graduate students have additional reading assignments.
This document provides an overview of an Ethnic Studies course on race, space, and segregation. The course will examine how these concepts intersect and impact communities of color through both historical and current case studies. Students will analyze topics like housing segregation, the school-to-prison pipeline, borders, gentrification, and environmental racism. The goal is for students to understand how social and institutional forces have created and maintained racialized spaces over time in the United States. The course will improve students' skills in critical analysis, examining sources, and presenting arguments. Grades will be based on attendance, participation, weekly journals, in-class assignments, and a final creative project.
This document provides an overview of a mythology in art and literature course taught by Professor Will Adams. The course examines world mythologies through a comparative lens and considers how myths are applied in humanities. It requires multiple writing assignments and a minimum grade of C. The course objectives include analyzing mythology across cultures and interpreting cultural learning through myths. Students will be evaluated based on attendance, assignments, a research project, exams, and attending a cultural event. The syllabus outlines weekly topics, assignments, and policies on attendance, late work, and academic honesty.
This document provides the syllabus for a World Music course offered online through Lewis University during the Spring 2020 semester. It outlines the course details including instructor information, learning outcomes, required materials, assignments and assessments. The course is divided into 3 units covering different topics in world music. Students will complete weekly reading assignments, discussion boards, listening journals, exams and a final project. The course aims to help students understand music from a global perspective and critically engage with diverse musical traditions.
Latin American Cluster Fall 2011 SyllabusKaren Yang
This document is a syllabus for three courses being offered in an accelerated evening program through Lindenwood University: Twentieth Century World History, Art and Culture of Latin America I, and Contemporary Issues in Modern Latin America. The syllabus provides information on class meeting times and locations, required textbooks, course descriptions and objectives, policies on attendance, late papers, academic dishonesty, and other administrative details. The courses will examine Latin America's history, culture, art and current issues from both 20th century global and regional perspectives.
1. This document outlines the syllabus for a beginning Spanish course at the University of Notre Dame during the spring 2013 semester.
2. The course will focus on developing listening, speaking, reading and writing skills in Spanish through cultural contexts using the textbook Nexos.
3. Assessment will include tests, quizzes, compositions, online homework, pronunciation and conversation assessments, participation, and a final exam. Attendance is mandatory and excessive absences can negatively impact grades.
This document provides the syllabus for a 12th grade advanced English course in Puerto Rico. The course is designed to help non-native English speakers improve their communication skills to succeed in the United States. Over the course of a school year, students will work to improve their skills in reading, writing, speaking, grammar, and literary analysis through various projects, assignments, tests and classroom activities. Key topics that will be covered include the writing process, short stories, poetry, public speaking, Shakespeare, and a career research project. Student progress and performance will be evaluated using rubrics, portfolios, presentations and tests.
This document outlines the syllabus for an interdisciplinary course on Pacific Islander history and culture. The course will examine the experiences of various Pacific Islander communities in the United States through readings, presentations, essays and a research paper. Students will analyze patterns of social culture and values, the impact of colonialism, and the oral storytelling tradition. Assignments include journal responses, oral history presentations on students' family migrations, in-class and take-home essays, and a research paper on a topic approved by the instructors. The course will cover topics like family dynamics, contemporary issues, militarization, Christianity, resistance movements and decolonization.
This document is a syllabus for a 12th grade advanced English course that aims to improve students' communication skills and prepare them for life in the United States as non-native English speakers. The syllabus outlines course goals, curriculum standards, teaching methods, student evaluations, assignments, and a tentative course calendar. Students will read various novels, short stories, poems, and other works while focusing on skills like comprehension, analysis, grammar, writing processes, and public speaking. They will complete assignments such as essays, presentations, book reports and more. The course is designed around Puerto Rico's English education standards and frameworks.
This document provides information about an English course titled "Basic English I" taught by Dr. Eva de Lourdes Edwards at the University of Puerto Rico. The 3 credit course fulfills an English requirement and covers essays, fiction, and non-fiction. Students will develop skills in areas like critical thinking, analysis, research, and written and oral communication. The course is organized into units on education, language, and current issues. Students will be evaluated based on participation, exams, assignments, and a written portfolio. The course uses collaborative learning strategies and communication technologies. Required materials include textbooks and access to a classroom, language lab, and educational resources.
This document provides information about an online Religions of the World course at Patrick Henry Community College for the Fall 2013 semester. The 3-credit course examines major world religions and is taught fully online by instructor Hannah Simpson. The course description, objectives, assignments, grading scale, policies, and schedule are outlined in detail. Students will study religions through readings, presentations, discussions, and assessments with a focus on critical thinking and written communication skills.
This document is a course syllabus for a 12th grade advanced English course. The course aims to improve students' communication skills in English to help them succeed as non-native English speakers. Over the course of a school year, students will work on skills like writing, reading comprehension, grammar, public speaking, and literary analysis through studying short stories, novels, poems and famous speeches. Students will be evaluated based on tests, assignments, class participation and a portfolio. The syllabus outlines a tentative schedule of topics to be covered each week over the school year.
This 3 sentence summary provides the essential information about the document:
This document is a course syllabus for an Art History class at Palm Beach State College covering art from the Ancient to Renaissance periods. The syllabus outlines the course details including objectives, assignments, grading policies, and attendance policy. Students will learn about major artworks and styles through lectures, discussions, and assignments analyzing artworks formally and within their socio-cultural contexts.
This 3 sentence summary provides the key details about the course syllabus:
This syllabus outlines an online Introduction to Anthropology course offered in the fall semester at Owens Community College. The 3 credit course will examine all aspects of human life through the lenses of biological anthropology, archaeology, linguistics, and cultural anthropology. Grades will be based on exams, writing assignments, and discussion posts, with the goal of helping students understand anthropology as a four dimensional system and apply it to understanding global human diversity.
This document provides the course syllabus for Art Appreciation II, a 4-credit general education course offered in the third trimester of the 2018-2019 academic year. The course will introduce students to art traditions and movements from the Renaissance through modern periods. Over 12 weeks, students will study works from these eras through lectures, discussions and self-study. Assessment will include exams, papers, class participation and attendance. The goal is for students to develop skills in analyzing and discussing art as well as relating historical works to contemporary visual culture.
This program aims to help international students at UCI improve their academic writing skills through two workshops. Many international students struggle with writing in English due to differences from their native languages. The workshops will provide instruction on writing techniques and familiarize students with requirements across academic departments. The first workshop will cover general writing styles and common mistakes with a guest speaker. The second will introduce expectations in different departments through peer tutors. The primary goal is to strengthen students' English skills to complete lower division requirements successfully.
This document provides information about the Creative Writing 1 course offered at the University of Aberdeen during the 2009-2010 academic year. The 15-credit course is taught over 6 weeks with classes on Mondays and Thursdays. It aims to help students develop their creative writing skills through workshops, peer feedback, and guidance from the course convener. Students will write pieces based on personal experience, narrative voice, and unfamiliar topics. The course will be assessed through seminar participation (25%) and a portfolio of 1,000-3,500 word prose, a dramatic scene, or 50-75 lines of poetry. Regular attendance is required to receive the full seminar assessment mark.
This document provides the syllabus and policies for a composition course at Michigan Technological University. It outlines the course details including meeting times, instructor information, course description and objectives. It also details the assignments and their point values, which include responses, essays, and projects. Additionally, it outlines policies regarding attendance, late work, grading scale and professionalism. The course aims to help students improve their written, oral and visual communication skills through various drafting assignments.
This document provides an overview of the course EDUC 364 Cultural Diversity & Schooling at California State University, San Marcos. The course explores issues related to cultural and linguistic diversity in education. It will focus on topics like race, class, gender, language, and exceptionality. Students will learn about concepts like cultural responsiveness and develop understanding of diverse populations. Assignments include reflections on personal experiences with diversity, analyses of school diversity, and a proposed school improvement plan. The course aims to help students meet social justice standards and consider issues of equity in education.
This document provides an overview of an Art Appreciation course at Palm Beach State College, including information about the professor, required text, course description, student learning outcomes, methods of instruction and evaluation, grading procedures, class policies, and expectations. The course is a global survey of art history from early civilizations to contemporary art, examining the social contexts and roles of art. Students will develop skills in formal analysis, critical thinking, and written assignments to demonstrate their understanding of art in different cultures and time periods.
This document provides a detailed course syllabus for English 101 being taught in the fall of 2010 at Greenville Technical College. It outlines the course objectives, assignments, grading policies, schedule of topics and due dates. The major assignments include blog posts, a narrative essay, a rhetorical analysis essay, an annotated bibliography, and an argumentative research project with a visual component. Students will learn skills in writing, research, rhetoric, and documentation and be assessed through these assignments as well as quizzes, peer reviews and a final exam.
The mission of Sandwich High School is to provide a safe, supportive environment that challenges students to reach their potential through a diverse educational program and co-curricular opportunities. It fosters effort, integrity, and self-discipline to prepare students for lifelong learning in a changing world. The document discusses the freshman experience program which includes fine arts, humanities, computer technology, science, math, and foreign language courses. It aims to ease the transition to high school through guidance support and differentiated instruction. Initial outcomes include high honors rates and low retention rates.
This document contains guided notes on the presidency of George Washington. It discusses key decisions Washington made and their impact on future presidencies. It also summarizes Washington's cabinet members, the establishment of the federal court system, and economic challenges faced by Alexander Hamilton as Secretary of the Treasury. The document notes debates around Hamilton's financial plans and the opposition of Thomas Jefferson and James Madison to a national bank.
Definitive Guide to Sales Content PerformanceHighspot
The document provides an overview of content performance analytics for sales content. It discusses how analytics can now provide visibility into how sales content is used and performs throughout the sales process, unlike in the past when sales content was a "black hole". It outlines 8 key reports that provide insights into questions like what content reps have, what gets used, how content engages customers, and how it impacts business results. The document advocates analyzing content usage and performance across the entire sales lifecycle and content lifecycle to fully understand impact.
This document provides an overview of a mythology in art and literature course taught by Professor Will Adams. The course examines world mythologies through a comparative lens and considers how myths are applied in humanities. It requires multiple writing assignments and a minimum grade of C. The course objectives include analyzing mythology across cultures and interpreting cultural learning through myths. Students will be evaluated based on attendance, assignments, a research project, exams, and attending a cultural event. The syllabus outlines weekly topics, assignments, and policies on attendance, late work, and academic honesty.
This document provides the syllabus for a World Music course offered online through Lewis University during the Spring 2020 semester. It outlines the course details including instructor information, learning outcomes, required materials, assignments and assessments. The course is divided into 3 units covering different topics in world music. Students will complete weekly reading assignments, discussion boards, listening journals, exams and a final project. The course aims to help students understand music from a global perspective and critically engage with diverse musical traditions.
Latin American Cluster Fall 2011 SyllabusKaren Yang
This document is a syllabus for three courses being offered in an accelerated evening program through Lindenwood University: Twentieth Century World History, Art and Culture of Latin America I, and Contemporary Issues in Modern Latin America. The syllabus provides information on class meeting times and locations, required textbooks, course descriptions and objectives, policies on attendance, late papers, academic dishonesty, and other administrative details. The courses will examine Latin America's history, culture, art and current issues from both 20th century global and regional perspectives.
1. This document outlines the syllabus for a beginning Spanish course at the University of Notre Dame during the spring 2013 semester.
2. The course will focus on developing listening, speaking, reading and writing skills in Spanish through cultural contexts using the textbook Nexos.
3. Assessment will include tests, quizzes, compositions, online homework, pronunciation and conversation assessments, participation, and a final exam. Attendance is mandatory and excessive absences can negatively impact grades.
This document provides the syllabus for a 12th grade advanced English course in Puerto Rico. The course is designed to help non-native English speakers improve their communication skills to succeed in the United States. Over the course of a school year, students will work to improve their skills in reading, writing, speaking, grammar, and literary analysis through various projects, assignments, tests and classroom activities. Key topics that will be covered include the writing process, short stories, poetry, public speaking, Shakespeare, and a career research project. Student progress and performance will be evaluated using rubrics, portfolios, presentations and tests.
This document outlines the syllabus for an interdisciplinary course on Pacific Islander history and culture. The course will examine the experiences of various Pacific Islander communities in the United States through readings, presentations, essays and a research paper. Students will analyze patterns of social culture and values, the impact of colonialism, and the oral storytelling tradition. Assignments include journal responses, oral history presentations on students' family migrations, in-class and take-home essays, and a research paper on a topic approved by the instructors. The course will cover topics like family dynamics, contemporary issues, militarization, Christianity, resistance movements and decolonization.
This document is a syllabus for a 12th grade advanced English course that aims to improve students' communication skills and prepare them for life in the United States as non-native English speakers. The syllabus outlines course goals, curriculum standards, teaching methods, student evaluations, assignments, and a tentative course calendar. Students will read various novels, short stories, poems, and other works while focusing on skills like comprehension, analysis, grammar, writing processes, and public speaking. They will complete assignments such as essays, presentations, book reports and more. The course is designed around Puerto Rico's English education standards and frameworks.
This document provides information about an English course titled "Basic English I" taught by Dr. Eva de Lourdes Edwards at the University of Puerto Rico. The 3 credit course fulfills an English requirement and covers essays, fiction, and non-fiction. Students will develop skills in areas like critical thinking, analysis, research, and written and oral communication. The course is organized into units on education, language, and current issues. Students will be evaluated based on participation, exams, assignments, and a written portfolio. The course uses collaborative learning strategies and communication technologies. Required materials include textbooks and access to a classroom, language lab, and educational resources.
This document provides information about an online Religions of the World course at Patrick Henry Community College for the Fall 2013 semester. The 3-credit course examines major world religions and is taught fully online by instructor Hannah Simpson. The course description, objectives, assignments, grading scale, policies, and schedule are outlined in detail. Students will study religions through readings, presentations, discussions, and assessments with a focus on critical thinking and written communication skills.
This document is a course syllabus for a 12th grade advanced English course. The course aims to improve students' communication skills in English to help them succeed as non-native English speakers. Over the course of a school year, students will work on skills like writing, reading comprehension, grammar, public speaking, and literary analysis through studying short stories, novels, poems and famous speeches. Students will be evaluated based on tests, assignments, class participation and a portfolio. The syllabus outlines a tentative schedule of topics to be covered each week over the school year.
This 3 sentence summary provides the essential information about the document:
This document is a course syllabus for an Art History class at Palm Beach State College covering art from the Ancient to Renaissance periods. The syllabus outlines the course details including objectives, assignments, grading policies, and attendance policy. Students will learn about major artworks and styles through lectures, discussions, and assignments analyzing artworks formally and within their socio-cultural contexts.
This 3 sentence summary provides the key details about the course syllabus:
This syllabus outlines an online Introduction to Anthropology course offered in the fall semester at Owens Community College. The 3 credit course will examine all aspects of human life through the lenses of biological anthropology, archaeology, linguistics, and cultural anthropology. Grades will be based on exams, writing assignments, and discussion posts, with the goal of helping students understand anthropology as a four dimensional system and apply it to understanding global human diversity.
This document provides the course syllabus for Art Appreciation II, a 4-credit general education course offered in the third trimester of the 2018-2019 academic year. The course will introduce students to art traditions and movements from the Renaissance through modern periods. Over 12 weeks, students will study works from these eras through lectures, discussions and self-study. Assessment will include exams, papers, class participation and attendance. The goal is for students to develop skills in analyzing and discussing art as well as relating historical works to contemporary visual culture.
This program aims to help international students at UCI improve their academic writing skills through two workshops. Many international students struggle with writing in English due to differences from their native languages. The workshops will provide instruction on writing techniques and familiarize students with requirements across academic departments. The first workshop will cover general writing styles and common mistakes with a guest speaker. The second will introduce expectations in different departments through peer tutors. The primary goal is to strengthen students' English skills to complete lower division requirements successfully.
This document provides information about the Creative Writing 1 course offered at the University of Aberdeen during the 2009-2010 academic year. The 15-credit course is taught over 6 weeks with classes on Mondays and Thursdays. It aims to help students develop their creative writing skills through workshops, peer feedback, and guidance from the course convener. Students will write pieces based on personal experience, narrative voice, and unfamiliar topics. The course will be assessed through seminar participation (25%) and a portfolio of 1,000-3,500 word prose, a dramatic scene, or 50-75 lines of poetry. Regular attendance is required to receive the full seminar assessment mark.
This document provides the syllabus and policies for a composition course at Michigan Technological University. It outlines the course details including meeting times, instructor information, course description and objectives. It also details the assignments and their point values, which include responses, essays, and projects. Additionally, it outlines policies regarding attendance, late work, grading scale and professionalism. The course aims to help students improve their written, oral and visual communication skills through various drafting assignments.
This document provides an overview of the course EDUC 364 Cultural Diversity & Schooling at California State University, San Marcos. The course explores issues related to cultural and linguistic diversity in education. It will focus on topics like race, class, gender, language, and exceptionality. Students will learn about concepts like cultural responsiveness and develop understanding of diverse populations. Assignments include reflections on personal experiences with diversity, analyses of school diversity, and a proposed school improvement plan. The course aims to help students meet social justice standards and consider issues of equity in education.
This document provides an overview of an Art Appreciation course at Palm Beach State College, including information about the professor, required text, course description, student learning outcomes, methods of instruction and evaluation, grading procedures, class policies, and expectations. The course is a global survey of art history from early civilizations to contemporary art, examining the social contexts and roles of art. Students will develop skills in formal analysis, critical thinking, and written assignments to demonstrate their understanding of art in different cultures and time periods.
This document provides a detailed course syllabus for English 101 being taught in the fall of 2010 at Greenville Technical College. It outlines the course objectives, assignments, grading policies, schedule of topics and due dates. The major assignments include blog posts, a narrative essay, a rhetorical analysis essay, an annotated bibliography, and an argumentative research project with a visual component. Students will learn skills in writing, research, rhetoric, and documentation and be assessed through these assignments as well as quizzes, peer reviews and a final exam.
The mission of Sandwich High School is to provide a safe, supportive environment that challenges students to reach their potential through a diverse educational program and co-curricular opportunities. It fosters effort, integrity, and self-discipline to prepare students for lifelong learning in a changing world. The document discusses the freshman experience program which includes fine arts, humanities, computer technology, science, math, and foreign language courses. It aims to ease the transition to high school through guidance support and differentiated instruction. Initial outcomes include high honors rates and low retention rates.
This document contains guided notes on the presidency of George Washington. It discusses key decisions Washington made and their impact on future presidencies. It also summarizes Washington's cabinet members, the establishment of the federal court system, and economic challenges faced by Alexander Hamilton as Secretary of the Treasury. The document notes debates around Hamilton's financial plans and the opposition of Thomas Jefferson and James Madison to a national bank.
Definitive Guide to Sales Content PerformanceHighspot
The document provides an overview of content performance analytics for sales content. It discusses how analytics can now provide visibility into how sales content is used and performs throughout the sales process, unlike in the past when sales content was a "black hole". It outlines 8 key reports that provide insights into questions like what content reps have, what gets used, how content engages customers, and how it impacts business results. The document advocates analyzing content usage and performance across the entire sales lifecycle and content lifecycle to fully understand impact.
Re-Imagining General Education: A Case StudyLindsey Mae
This document outlines three wrap around strategies to reimagine a general education psychology course: expanded LMS content, online student cohorts, and common events and virtual projects. The strategies are designed to extend the course footprint while ensuring faculty autonomy and maximizing staff. References and sources of inspiration are provided for each strategy.
LinkedIn is one of the most frequently used tools in every sales team’s playbook. But are sales professionals utilizing the platform most effectively to keep up with buyers? Get the fundamental right with the four behaviors of social selling.
1. СОЗДАНИЕ САЙТА
- Семантическое ядро – голос рынка. А собственно, ищут ли услуги оценщиков в интернете? Инструменты поиска и подбора семантического ядра. Вордстат и автоматические системы.
- Карта смыслов. Что и как сказать клиенту. Заголовки 4u. Лендинг vs сайт. Упаковка.
- Последовательность работы над сайтом. Тех. задание. Прототип. Дизайн. Программирование. Отладка. Системы конверсии и аналитики.
- Принцип А/б тестинга. В оценке работает плохо, но…!
2. ГЕНЕРАЦИЯ ТРАФИКА
- Контекстная реклама. Связка – директ, РСЯ, ретаргетинг. Как не слить кучу денег бесполезно?
- SEO. Есть ли SEO на Марсе? Как не пустить под откос свой сайт? Москва и регионы. Краткий словарь - снипеты, тайтлы, аппорт слова. Зачем оценщику это знать?
3. КОНВЕРСИЯ ТРАФИКА
- Зачем нужны клики, если нет заявок? Доктор, я что-то делаю не так? Все что зашло конвертить!
- Инструменты конверсии. Должно быть 100%: формы захвата, живосайт, коллбэк. Проверено на себе!
4. АНАЛИТИКА
- Существующие системы аналитики. Подключать обязательно! Яндекс.Метрика и Google.Analitics. Ткнем пальцем куда смотреть!
- Немного о коллтрекинге
- ROI. Три волшебные буквы.
The document summarizes findings from analyzing gender and cultural diversity in Boston city employee and voter databases using NamSor's onomastics APIs. It found gender gaps varied significantly across city departments, with more males in public safety roles and more females in education roles. Analyzing names revealed cultural origins too, showing departments like the fire department had more Irish names while schools had more diverse origins. Voter data similarly showed neighborhoods varied in their cultural mixes. The analysis demonstrated onomastics can provide additional insights beyond traditional demographic data sources.
Julija Vodusek is a medical radiographer in Belgrade, Serbia with over 20 years of experience. She has a Bachelor's degree in Medical Radiology and licenses from the Serbian Department of Health. Vodusek is bilingual in English and Serbian and has experience performing various medical imaging procedures like x-rays and ultrasounds. She currently works at Health House Zvezdara in Belgrade.
O documento discute como as empresas podem se posicionar no YouTube para fins de marketing digital. Ele explica que o YouTube é a plataforma de vídeo preferida e que as marcas precisam usar vídeos em suas estratégias de marketing. Também discute como as empresas podem se relacionar com youtubers e desenvolver anúncios no YouTube, incluindo formatos como banners, mastheads e roadblocks para dispositivos móveis.
vSharePoint - June 2016 - What's New in SharePoint - Alec McCauley and Karin ...Regroove
"What's New in SharePoint" - A summary guide through the newest changes to SharePoint as of June 23, 2016 - including announcements about The Future of SharePoint, Feature Packs, SharePoint App, Mobile Experience, Modern SharePoint Experience, Framework, Power Apps, Flow, Server Admin Roles, and GigJam.
Presented by Alec McCauley and Karin Skapski of itgroove Professional Services Ltd. at the June 23, 2016 meeting of the Victoria SharePoint Users Group in Victoria, BC, Canada.
Este documento presenta una lista de sustancias químicas incluyendo sus nombres, fórmulas químicas, estados de oxidación y tipos de compuestos. Se enumeran los aniones y cationes comunes con sus símbolos químicos. También se proporcionan ejemplos de sales inorgánicas formadas por la combinación de cationes metálicos con diferentes aniones no metálicos.
Filing of forms pas 4 and pas-5 in case of issuance of debt securities on pri...GAURAV KR SHARMA
1. The circular discusses rules regarding the filing of Forms PAS-4 and PAS-5 for companies issuing debt securities on a private placement basis.
2. Rule 14(1) requires companies to make offers to subscribe to privately placed securities using Form PAS-4.
3. Rule 14(3) requires companies to maintain records of private placement offers in Form PAS-5 and file copies of the Form PAS-4 offer letter and Form PAS-5 with the Registrar and Securities and Exchange Board within 30 days if listed.
4. Going forward, Forms PAS-4 and PAS-5 must be filed electronically with SEBI in PDF format on a compact disc rather than a physical
The document summarizes a panel discussion on sales operations featuring representatives from Parature, Salary.com, and LucidEra. It discusses the roles and responsibilities of sales operations, challenges they face managing data and metrics, and how LucidEra's analytics platform helps address those challenges by providing flexible reporting and analysis capabilities.
Este plano de filosofia para o 11o ano abrange três períodos. No primeiro período, os alunos aprenderão sobre racionalidade argumentativa, lógica formal e retórica. No segundo período, eles estudarão epistemologia e as origens do conhecimento. No terceiro período, o foco será nos desafios da ciência e tecnologia e o papel da filosofia na sociedade.
No século V a.C., com o estabelecimento da democracia em Atenas, surgiu a necessidade de preparar os cidadãos para a vida política através da retórica. Os sofistas ensinavam técnicas de argumentação e persuasão para influenciar as assembleias, embora privilegiassem a forma sobre o conteúdo. Posteriormente, Sócrates e Platão rejeitaram o relativismo sofista, buscando a verdade através da filosofia e do uso responsável da linguagem.
The document is a thesis declaration page that outlines the author's work in researching "The Legal status for the Rights of detained persons and their implementation under the Somaliland constitution in light of international human rights standards."
The declaration states that the work is the author's own and has not been submitted elsewhere. It acknowledges that all materials have been properly cited. The signature of the author and advisor are included to verify the declaration.
1.3. Research Questions
In order to address the above stated problem, the following research questions will be raised:
1. What are the international legal frameworks that protect the rights of detained persons?
2. What are the national legal frameworks that protect the rights of detained persons
This course is an introduction to music history from 450 CE to present. The course will cover fundamental music concepts and various musical styles. Students will be evaluated based on proficiency tests, critiques of live music performances, a term paper and presentation, and a final exam. The critiques and term paper must demonstrate understanding of musical elements and be written in a formal style. Students risk failing or receiving reduced grades for late or missing assignments.
This document provides information for a Music Theory IV course offered in the spring of 2016 at Abraham Baldwin Agricultural College. The course will cover post-tonal harmony techniques developed in the 20th century, including twelve-tone technique and serialism. Students will analyze pieces from various eras and styles and complete composition assignments utilizing 20th century harmony. The course is taught by Dr. Melissa Slawsky and meets on Tuesdays and Thursdays from 2:00-3:15pm in room 206 of the Music Building. Assessment is based on workbook exercises, analyses, quizzes, and original student compositions.
This document outlines the syllabus for an interdisciplinary course titled "Intercultural Studies (ICS) 21/EWRT 1A" being taught in the fall of 2014. The class will be a hybrid composition and reading course that introduces students to Pacific Islander history and culture. It will meet Monday through Thursday and require one hour of online work weekly. Students will learn about various Pacific Islander groups and complete assignments like oral presentations, journal responses, essays, and a research paper. The syllabus provides policies, assignment and grading details, resources for students, and topics that could be covered in the research papers.
This document outlines the syllabus for an interdisciplinary course on Pacific Islander history and culture in the United States. The class will be taught jointly as an Intercultural Studies course (ICS 21) and composition course (EWRT 1A). It will introduce students to Pacific Islander communities and identities in the US through readings, presentations, essays and a research paper. Grades will be based on attendance, participation, oral presentations, journal responses, essays and a final research paper. The course aims to help students analyze the impact of colonialism and cultural patterns in Pacific Islander communities in the US.
This document provides information about an introduction to applied linguistics course at Eastern Nazarene College. It outlines the course description, goals, objectives, expectations, policies, requirements and grading scale. The course is 3 credits and will introduce students to the scientific study of language through examining foundational concepts and applying linguistic knowledge to other fields like education and communication. Students will be evaluated based on class participation, exams, partner work and special topics presentations. The course will cover topics such as the design features of language, origins of language, language in the brain, phonetics, morphology and syntax.
Rel 2302 02 Introduction To The Old Testament Fall 2009 GreauxWSSU CETL
This document provides the syllabus for an introductory Old Testament course at Winston-Salem State University. The course aims to familiarize students with the content, genres, and historical contexts of the Old Testament texts. It will cover the major sections of the Old Testament through lectures, discussions, and assignments. Students will complete reading responses, projects, exams, and a research paper. Grades will be based on class participation, exercises, exams, and creative writing assignments focused on prophecies and psalms. The course policies outline expectations for attendance, behavior, academic honesty, and accommodations for disabilities.
This document provides information for the Honors Art History 1 course at Palm Beach State College. The course will cover art, architecture, and design from the Paleolithic period to the European Gothic. It will be taught by Professor Jacques de Beaufort on Tuesdays and Thursdays from 5:00-6:15pm in room LL 00236. Students will analyze artworks within their historical and cultural contexts and develop skills in visual analysis, art historical terminology, and writing about art. Grades will be based on tests, slide identifications, written assignments, and a museum visit critique. Students are expected to attend class regularly and complete all assignments by the deadlines provided.
This document provides the syllabus for a college writing course. It outlines the course description, goals, required texts and materials, assignments, grading scale, attendance policy, and weekly schedule. The main assignments include five writing projects of different genres like personal essays, reviews, proposals, and argumentative essays. Students will complete drafts, get peer feedback, and submit final versions. Other requirements are spontaneous writings, homework, presentations, vocabulary quizzes, and submitting a final portfolio. The course aims to develop students' expressive and persuasive writing and reading skills through practicing different techniques.
This document outlines the syllabus for a History of the 20th Century course at Hudson Valley Community College. The course will focus on totalitarian regimes of the 1930s and 1940s, World War II, post-war settlements, Third World development, and the intellectual response of the West to political and social turbulence. Students will demonstrate an understanding of 20th century history, major forces and ideas that shaped the century, and tensions between traditional and modern values. The syllabus details assignments including tests, an annotated bibliography, oral presentation, and final exam. Students are expected to attend class, participate respectfully, and adhere to academic integrity policies.
This document provides the course description, objectives, required text, evaluation criteria, and weekly schedule for an Art Appreciation course taught by Professor Will Adams. The course is an introduction to contemporary visual culture and its historical roots. Students will examine avant-garde art movements and the impact of new technologies. The course aims to help students identify and analyze artworks within their social and historical contexts. Students will be evaluated based on attendance, discussion posts, assignments, and exams. The weekly schedule outlines the reading assignments, class meetings, and due dates for the semester.
This course description summarizes an Art Appreciation course taught by Professor Will Adams. The course is an introduction to contemporary visual culture and its historical roots, examining avant-garde modern movements and new technologies' impact. Topics include international exhibitions, art/popular culture relations, and words/images connections. The course objectives are to identify artworks by style/period/medium, place in social/historical context, expand art vocabulary, compare/contrast works, and understand historical timelines. Students are evaluated on attendance, discussion posts, assignments/reading quizzes, and exams. The syllabus outlines weekly readings, class meetings, assignments, and due dates over 16 weeks.
This course serves as an introduction to contemporary visual culture and its historical roots. The course will examine avant-garde modern art movements and the impact of new technologies on art. Topics include international exhibitions, art and popular culture, censorship, and the relationship between words and images. Students will identify and analyze artworks, place them in historical context, expand their art vocabulary, and compare and contrast various works. The course requires attendance, discussion posts, assignments, and exams. It uses a required textbook and follows a detailed weekly schedule.
Thyme AdvertisingNameSectionDate1.2.3.4.5.6.7.8.9.
93
HURRICANE IRMA REVISED SYLLABUS 9.21.17History of Civilization I—FALL 2017—3 Credits
WOH 2012 (17844) WF 11:00-11:50 AM NU113
Instruct.Eric J. Hanne, Assoc. Prof of History
Graduate Student Teaching Assistants:Office: AL 152 Phone: 297-3847
Mr. Hunter Altschul ([email protected]) Mr. Colton Babbit
E-Mail: [email protected]
([email protected]) Ms. Nayida Ocasio ([email protected]) Ms. Vanessa Ramsey
([email protected]) Mr. Brad Salzman ([email protected])Hanne’s Office Hrs: W & F 3:30-5:00 p.m.
T.A. Office: AH 2019 Phone:TBA T.A. Office Hours: TBA
COURSE GOALS AND OUTCOMES:
Students taking this course will be introduced not only to the history of a variety of world civilizations dating from the earliest known societies up until the rise of Europe in the sixteenth century, but to the nature of our understanding of said civilizations. The main themes running throughout the lectures will be Cultural Syncretism—the borrowing over time and space between various civilizations and cultures—and Humanity’s Relationship with “the Divine,”—the ways in which humans often have expressed their understanding of the universe around them and their roles in it. Lectures are on Wednesdays and Fridays; the topics for each are found in the attached schedule of class meetings. MondayDiscussion Sections will be led by the Graduate Student Teaching Assistants who have been trained to facilitate discussions of the readings, organize activities related to the topics covered, and work with students on research, writing, and revision. Students successfully completing this course will have: 1) gained a better understanding of the nature and progress of civilizations and cultures over the millennia; 2) learned more about the “historian’s task” regarding historical inquiry, research, and writing; 3) and honed their research and writing skills through completing a series of small projects, culminating in the production of an original piece of historical research.
COURSE REQUIREMENTS:
This course is a Writing Across the Curriculum (W.A.C.) course, and each student will be required to produce 6000 words of written work. The goal of these assignments is to give students the opportunity to work on their writing skills and improve their critical thinking and critical writing abilities. To achieve this goal, students will produce a research paper throughout the term. See the end of the syllabus for a complete breakdown of the project. There will be three non-cumulative exams at set points throughout the term. The last exam will be administered during Finals week (i.e. December 13 10:30-1:00 PM). Finally, students will be graded on their attendance, activities, and participation in their Discussion sections. To receive W.A.C. credit for this course, students must achieve a grade of “C” or better. Assignments, due dates, and percentages of final grade are as follows:
ITEMDUEPERCENT OF GRADE
Document Analysis ...
This document outlines the syllabus for a hybrid Intercultural Studies and Composition course focusing on Pacific Islander history and culture. The course will be taught by two instructors and meet in-person four days a week, with an additional required online hour. Students will examine topics like Pacific Islander communities in the US, oral storytelling traditions, the impacts of colonialism, and contemporary issues. Assignments include presentations, journal responses, essays, and a research paper. The course aims to develop students' understanding of Pacific Islander experiences and refine their reading, writing, and critical thinking skills.
VISUAL ANALYSIS PAPER One of the more traditional as.docxjessiehampson
VISUAL ANALYSIS PAPER
One of the more traditional assignments that students encounter in an introductory Art
History class is to go to a museum to observe an object(s) and write a paper that details its stylistic
features. Since the Lowe Art Museum on the University of Miami campus has a very fine
collection of Renaissance to Rococo paintings, select one painting from this time span to
concentrate on.
Once having selected the painting from the Lowe’s collection, pay close attention to
stylistic features (i.e., composition, color, use of light/shadow, perspective, figures, pose, gestures,
et al). Describe the object and compare/contrast it to pieces we have studied in class, whether in
the PowerPoint lectures or in the textbook. When selecting objects to compare the museum piece
to, be discerning. That is, try to find objects that share more characteristics than not. The aim of
this assignment is for students to develop an eye for style and to locate the subtle differences that
distinguish one technique or tendency from another.
Organize the paper, which should be five to seven (5-7) pages in length, into an
introductory paragraph, body, and conclusion. The introduction may include some general
information (e.g., historical, economic, cultural) about the object's specific time period, the
technique utilized to create the object, etc. More importantly, the introduction should include a
thesis statement about the object's overall aesthetic. Then organize the body in a logical, analytic
fashion, and conclude the paper with some remarks about the significance of the object -- that is,
how it fits into a larger Renaissance to Rococo art historical framework.
Remember, this is NOT a research paper; however, if you quote a source (e.g., a placard
or web site from the museum), be sure to cite it.
JH
SYLLABUS
ART HISTORY 132
Fall 2020
Section: E
Lecturer: Joel Hollander, Ph.D.
Credits: 3
Class Time: M/W/F 12:20 – 1:10 PM
Location: Whitten Learning Center (LC) 130
Telephone: (305) 284-5438
E-mail: [email protected]
Office: 309-A Merrick Building
Office Hours: Wednesdays 11:00 AM - 12:00 PM (or by appointment)
Course Description:
The Survey of Western Art History 2 is designed to provide students with both a
thorough introduction to the evolution of style and an analysis of aesthetic qualities. We
will be concerned with the meaning of the work by focusing on cultural and historical
contexts as well as on iconography. Unit 1 concentrates on the Renaissance; whereas
Unit 2 investigates the pan-European 17th century developments during the Baroque
period, along with 18th century Rococo and Neoclassical art movements. Unit 3
addresses 19th century developments, including Romanticism and Realism, followed by
later 19th century avant-garde movements (i.e., Impressionism, Post-Impressionism,
Symbolism). Unit 4 completes the introduction by dis ...
This document is the syllabus for an ACP 101 First Year Seminar course at Roosevelt University. The course is designed to help first-year students transition to college through exploring skills like reading, writing, oral communication and information literacy. It will also support students' social and academic development. The course is co-taught by an undergraduate student assistant and focuses on the theme of youth activism. It requires students to complete writing assignments, presentations, information literacy activities, and engage with campus resources and the local community. The syllabus outlines the course goals, assignments, schedule, policies and required texts.
This document provides information about a Music for the Listener course offered at Lewis University in the Fall 2015 term. The 3-credit course is intended for non-music majors to develop active listening skills and gain an understanding of music's relevance. Students will learn about musical terms, composers, genres, and masterworks through discussions, experiences, listening journals, concert evaluations, exams, and a term paper. Assignments include weekly listening journal entries, 3 concert reviews, exams covering textbook units, and discussion board participation. Academic dishonesty will result in failure. The course fosters an inclusive learning environment in line with the university's mission and values diversity.
This document provides an overview and syllabus for COMM 412: Communication and Social Movements, a summer course taught by Dr. Randy Lake at the University of Southern California. The course will examine the role of communication in social movements throughout history, with a focus on American movements of the 1960s and more recent movements. Assignments include article reports, a movement report, and a final exam. Students are expected to attend and participate in all class meetings, complete all assigned readings, and adhere to academic integrity policies.
This document provides the course syllabus for ENG 1301: College Reading and Writing at Texas A&M University-Commerce during Summer II 2015. The course is taught by Instructor TL Nugent and introduces students to writing as an extended process, preparing them for ENG 1302. Students will write weekly essays and learn about essay organization, development, and close reading/analysis of texts. Major assignments include a literacy narrative, reflection essay, rhetorical analysis photo essay, argument analysis essay, and argument essay. The syllabus outlines grading policies, technology requirements, communication policies, attendance policies, and academic honesty policies.
This document provides an overview of an Introduction to Humanities course. The course is a 3-credit hour course that explores concepts in art, religion, architecture, music, language, politics, and philosophy throughout history and how they continue to impact the modern world. Course objectives include understanding the evolution of human civilization through critical analysis of artistic and intellectual developments. Students will analyze philosophical developments and their application to today's society. The required textbook is Landmarks in Humanities by Gloria K. Fiero. Students will be evaluated based on attendance, class participation, a cultural event reaction paper, and a final exam. The course schedule outlines topics that will be covered each class meeting.
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The document discusses the importance of understanding basic music theory elements like intervals, chords, scales and progressions. It explains that mastering these building blocks helps with pattern recognition, sight reading, analysis and composition. The presentation emphasizes using chunking techniques to group individual musical notes into larger patterns and units. Examples are provided to illustrate how scales, chords, arpeggios and progressions can be recognized as recurring patterns in famous musical works.
This presentation was given as part of my interview for Assistant Professor of Piano & Theory at Abraham Baldwin Agricultural College in Tifton, Ga. Using aspects of chunking, pattern recognition, and schemata, students will gain proficiency in sight-reading at the piano.
This is the preliminary presentation for my dissertation defense. There are entirely too many slides and I will need to 'weed' out the unnecessary files.
GP3 Piano Pedagogy Presentation- Transitioning from Student to Teacher in the...Melissa Slawsky
This document summarizes research on the transition from piano student to piano teacher. It discusses the challenges piano teachers face in making this transition due to a lack of formal pedagogical training. While piano students study with a master teacher, they are not formally apprenticed in how to teach. The research explores how piano teachers learn to teach on their own and the resources and experiences that help prepare them. It also examines topics piano teachers feel are missing from their pedagogical training but would be useful to know.
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Slawsky_musicappreciationsyllabisamples
1. dddd 2112 North 15th Street
Tampa, FL 33605
www.hccfl.edu
Introduction to Music
Spring 2015 - MUL1010-64286
Mondays 7:00-9:45pm
Instructor:
Dr. Melissa Slawsky, Ph.D.
Adjunct Instructor of Music
Email: mslawsky@hccfl.edu; mmaccarelli@hotmail.com
Phone: (727) 754-6164 (home); (727) 643-9224 (cell)
Office Hours: by appointment
Course Description:
This course is designed to provide an overview of the history of music and its various styles through
various media presentation. Fundamentals of music will also be discussed as well as multi- and
cross- cultural and disciplinary connections. Students will be encouraged to see the connections
between music and their daily lives through an understanding of basic musical forms and various
musical styles from approximately 450 to the present. (HCC Catalog 2014-2015, p. 221)
Learning Objectives:
Upon completion of this course the student will be able to:
1. Recognize and appreciate the inherently good properties of music and the
connections between music and their daily lives.
2. Identify basic musical concepts in their current favorite music, where is came from,
and all of the exciting things that happened in between.
3. Have a basic understanding for an overarching trend that occurs in music history
(from 450 to the present) that vacillates between decadence and minimalism.
4. Broaden their horizons in regard to experiencing music in which they may not be
familiar with.
5. Recognize the significance of historical events and their impact on cross-
disciplinary connections that occur between music and art history, fashion, and
architecture.
6. Understand the multidisciplinary connections between music listening and
psychology, cognition, and other perceptual aspects (e.g., language processing,
memory, and motivation).
Course Details & Policies:
Instructional Materials:
Required Text – The Vintage Guide to Classical Music by Jan Swafford
Recommended – 3 ring binder to organize guided notes, handouts, and assignments
2. Instructional Methods:
Seminar & Traditional Lecture; Practice assignments and assessments (non-graded);
Powerpoint Jeopardy in preparation for each assessment; Assessments (4); Performance
Critiques (5); Term paper, and final presentation
Class Participation & Attendance:
Since this course is primarily lecture-based, attendance is necessary to master the course material.
Any student who has more than four unexcused absences in the class will be automatically
withdrawn from the course. Exceptions may be granted only if adequate medical or other
documentation is provided.
Grading:
Proficiency Tests (4) 50% (12.5 % each)
Performance Critiques (5) 20% (5% each)
Term Paper 20%
Final Exam 10%
Scale: 90 – 100% = A; 80 – 89% = B; 70 – 79% = C; 60 – 69% = D; less than 60% = F
Proficiency Tests: Proficiency tests will be based on the material covered in class and will each
include: a crossword puzzle, multiple choice, True/false, and free response. There are also a variety
of at-home activities for each exam for extra credit to "pad" your grade (on the exams or otherwise).
Regular attendance, attention, and outside study/listening will ensure your success on these tests. If
you have any questions about the material presented, you may see me on an individual basis at a
mutually convenient time. Makeup exams are only given in the case of emergency. In extreme
circumstances, arrangements must be made in advance to take a test at a different time.
Performance Critiques: Students will be required to attend 5 concerts or recitals over the
course of the semester and are encouraged to broaden their horizons with a variety of musical styles
and genres (e.g., Classical, Folk, New Age, Pop, etc.). A template will be available through
Blackboard, which can serve as a guide for critiquing performances. Please attach a ticket stub,
program, or photographic evidence which provides "proof" of your attendance.
Term Paper: Students will produce an 850-1000 word term paper on a musical style, instrument,
ensemble, or musician. The paper must be typed and submitted as a Microsoft Word (doc or docx)
or pdf format. Although APA formatting is preferred, I will accept MLA and other formats. Term
papers must include a bibliography with in-text citations. Plagiarism is unacceptable. Papers
must be typed in formal traditional English using proper grammar, spelling, punctuation, and
sentence structure. This paper will then be presented to the class as the final presentation in lieu of
a final exam.
Final Presentation: Students will give a 10-15 minute presentation based on their term paper.
The presentation should be approximately 15 minutes. Audio-visual materials may be included, but
may not equal more than half the presentation time. Topics must be approved by the instructor.
Term papers are due May 4th and presentation dates will be assigned by April 27th. Paper and
presentation grades will be lowered one letter for each day it is late.
3. Communication:
• Check Blackboard and/or Hawkmail (HCC e-mail) a few times per week. With that
expectation, if I e-mail you with a question, please respond within 48 hours. I will adhere to
those same expectations.
• The best way to contact me is by e-mail at mslawsky@hccfl.edu and
mmaccarelli@hotmail.com or through Blackboard. Please include 'Intro to music' in the
subject line.
• I check e-mail several times per day.
• Cell phones: Cell phones should be on silent during class. Texting during class is
unacceptable. If you have extenuating circumstances that require you to receive
communication during class, please speak to me before class.
Classroom Behavior: In this class, the instructor and students work together. You are expected
to participate in class and to respect others; this includes not disrupting others by using cell phones,
eating or drinking (other than water). See Student Code of Conduct listed in HCC’s Student
Handbook.
Everyone in the class is encouraged to voice his or her opinion. If you do not agree with something,
it is your right to RESPECTFULLY bring that to the attention of the class in a polite manner.
Suggestions for improvement are welcomed. In return, you should expect that the instructor comes
to class prepared and ready to teach. The instructor will return test and quiz items in a timely
manner.
Request for Accommodations: In accordance with the American Disabilities Act (ADA), if
you require an accommodation (to participate in this course) due to a physical or learning
impairment, please contact HCC’s Office of Services to Students with Disabilities (OSSD).
Contact Ybor OSSD Office in Student Services, Rm. 109. Jeanette Starks, Coordinator
Phone: (813) 253-7757 - TDD: (813) 253-7788. E-mail: jstarks2@hccfl.edu
Requests for accommodations should be submitted to instructor within first two weeks of the
course.
Important Dates: See 2014-2015 Academic Calendar for more details on HCC dates/deadlines.
Last day to Drop: 2/11/15 (Wed.)
Last day to Withdraw (W): 3/28/15 (Sat.)
No Class
Jan. 19th- MLK
Feb. 16th- President's Day
Mar 9 -- 15- HCC Spring Break
First Day of Class is 1/11/15 (Mon.)
Final Exam is 5/11/15 (Mon.)
4. Talking Points
1. Dates: _________________ to __________________
2. A major milestone in history: Invention of the _____________________ (1876)
3. The _____________ revolution resulted in social and economic changes.
4. While the Classical era was characterized by balance, clarity, and restraint, the Romantic era
emphasized _________________, ____________________, and _____________________.
(as a reaction against the coolness of Classical ‘reasoning’)
5. The basis for all of the arts is emotional _________________.
6. Fantasy and the ________________ was one favorite artistic topic.
7. Romantic art and music featured a return to the chivalry and romance of the _____________
______________.
8. Romantic artists, writers, and musicians emphasized the glory and beauty of ___________
and the power of the natural world.
9. As borders changed and wars bankrupted many nations, we saw the death of the
___________ musician. (Composers and musicians became freelancers like Beethoven).
10. As the rising middle class gained more access to music, this instrument became common
place in the home ___________________.
11. As few composers could support themselves solely as performers, many held
________________ jobs/positions (e.g., virtuoso performers, critics, conductors, teachers)
12. Romantic composers still utilized Classical ________________, but made many individual
alterations to them (ex: a fugue within a string quartet, etc.)
13. Classical forms were also altered through miniaturization/shortening or
__________________.
14. Texture in the romantic era was primarily ____________________ (Melody + chordal
accompaniment).
15. Regarding timbre/tone colour, Romantic composers __________________ the orchestra for
bigger sound and more possibilities.
16. This composer was the first to expand the dynamic range: using fff in the 8th
symphony.
_____________________________.
17. Romantic composers played around with the tempo by using ____________ (Italian for ‘to
rob’- stealing time from one note to give to another)
18. Harmony: Romantic era composers utilized chromatic harmony and ______________.
19. Composers started utilizing folk tunes, dances, and legends from their native country AKA
______________________.
20. Conversely, Romantic era composers also utilized rhythms, melodies, and instruments from
foreign lands. AKA ______________________.
21. Romantic composers increasingly used programmatic/program music and music became
closely associated with _________________. (poems and books)
22. Give me an example of a Romantic programmatic work:
_________________________________________________________________.
23. Paganini and Liszt were considered ___________________ (performing amazing feats of
technique and memory on the violin and piano, respectively)
24. A new genre of vocal music called the __________ ___________ was utilized by Romantic
composers (solo voice + piano).
25. This composer is considered the ‘fastest’ at composition (over 600 works in his 31 year
lifespan). _______________________
5. 26. This composer ruined his hand trying to expand his handreach; married his student, Clara,
and spent the end of his life in an asylum __________________.
27. Robert Schumann essentially started the career of _________________________.
28. One of the first famous women pianists and composers _____________________.
29. This composer of lyrical expressive music wrote exclusively for the piano _____________
(often called the “Piano Bard” or poet).
30. This composer was the virtuoso of the piano _______________________. (and the first
‘musical celebrity’).
31. This composer was responsible for the revival of J.S. Bach’s music
___________________________.
6. Assessment 3: The Classical and Romantic Eras
Name: __________________________________________________________________
Each section of this assessment is worth 25 points. You may choose up to 5 sections, for a total of
125 points. Items on page 1 can be completed at home. Items from page 2 on will be completed in
class.
1. Watch a movie about a “Classical” musician or composer. Attach a 1 paragraph
blurb/review. Or- Do a bit of research on something that piques your curiosity to verify
whether or not something depicted in the movie is actually true. Or- submit photographic
evidence that you watched the movie.
2. Attach the Classical era talking points (filled out) based on the Powerpoint presentation.
3. Teach the teacher aka “find me something cool.”
(Find me a modern example of something from the Classical or Romantic eras)
4. Try to play or sing something from the Classical and/or Romantic eras of music. Email me
the link to a video via Angel. (feel free to see me for suggestions)
Or-
Attend a concert, recital, or other performance featuring works from the Classical and/or
Romantic eras of music.
7. 5. Fill in the Blank:
1. The primary texture for the Classical and Romantic eras: ___________________.
2. The 3 giants of Classical music: Haydn, Mozart, and _____________________.
3. The Classical era represented a return to the ideals of these ancient peoples.
___________________.
4. Which era saw an increase in the use of chromatic harmony and dissonance? (Classical or
Romantic?) __________________.
5. Name a Classical composer _______________________.
6. Name a Romantic composer ______________________.
7. The era that has much in common with the Baroque and glam metal genres (e.g.,bigger,
better, faster, and more……) _________________________.
8. The era that has more in common with the middle ages and grunge eras (e.g., minimalist,
simpler) ______________________.
9. Name a programmatic/program work: ___________________________.
10. The composer that bridged the Classical and Romantic eras. _______________________.
6. Matching:
__ 1. Dynamics in the Classical era became more ________________ as opposed to terraced.
__ 2. Classical composers utilized contrasting ______________ between and within
movements.
__ 3. A 3-movement solo work for piano that developed during the Classical era.
__ 4. A type of ensemble featuring 2 violins, viola, and cello.
__ 5. This composer was responsible for a ‘revival’ of J.S. Bach’s music nearly 80 years later.
___________________.
__ 6. This composer was the virtuoso of the Romantic era _______________________.
__ 7. From the Italian “to rob,” this denotes a fluctuation in tempo (e.g., quickening and then
slowing, etc.)
__ 8. This composer was the first to expand the dynamic range by including a “fff”
(Fortississimo) in his 8th
symphony. _________________.
__ 9. Romantic art and music featured a return to the chivalry and romance of the
____________ ______________.
__ 10.This new vocal genre (solo piano + voice) was highly utilized in the Romantic era.
_________________ _______________.
Key:
a. Art song
b. Beethoven
c. String quartet
d. rubato
e. Moods
f. Middle ages
g. Mendelssohn
h. sonata
i. gradual
8. 7. Crossword Puzzle:
Across
4. This composer is known as the "fastest," writing over 600 compositions
in his 31 years of life.
6. term describing composers' use of folk tunes, dances, and legends from
their native country.
11. _________ Schumann. One of the first women composers who performed
most of her husband's works.
12. Paganini and Liszt performed such feats on their instruments and were
known as this.
13. This independent composer became deaf towards the end of his life and
is known for bridging the Classical and Romantic eras.
Down
1. The ____________ revolution resulted in many social and economic
changes during the Romantic era.
2. The composer known for his humor in music.
3. As the rising middle class gained more access to music, this
instrument became commonplace in the home.
9. 5. term describing composers' use of folk tunes, dances, and legends from
foreign lands.
7. A major milestone in history invented in 1876 during the Romantic era.
8. This classical composer was a child prodigy and was highly prolific
through his 35 years of life.
9. composer that ruined his hands, married his student, and spent the end
of his life in an asylum.
10. The twenty-year period separating the Baroque and Classical eras of
music.
Key:
Beethoven
Clara
exoticism
Haydn
industrial
Mozart
nationalism
piano
Preclassical
Schubert
Schumann
Telephone
virtuoso
8. True or False:
1. During the Romantic Era, composers could easily support themselves financially through
composition alone. __________.
2. The Classical era was defined by balance, clarity, and restraint. ____________.
3. As borders changed and wars bankrupted many nations, we saw the death of the court
musician during the Romantic era. _____________.
4. C.P.E. Bach and J.C. Bach became more famous than their father, J.S. Bach during the end
of the Classical era. ______________.
5. Romantic composers completely abandoned Classical forms and came up with new ones.
_____________.
6. Haydn was fortunate enough to have 30 years of financial support from various
courts.___________________.
7. Romantic composers increasingly used program/programmatic music and music became
closely associated with literature. ______________.
8. While other composers were supported by the courts or other wealthy patrons, Beethoven
considered himself an independent. __________________.
9. Romantic composers made the orchestra smaller for a more intimate sound.
___________________.
Romantic composers emphasized the beauty of nature. _________________.