Approved by Faculty Senate
University Studies Course Approval:
Department or Program: Music
Course Number: 324
Number of Credits 2
Course Title: Recreational Music
Introduction to music techniques and fundamentals necessary for recreation programs. Offered alternate years.
This is an existing course that has previously been approved by A2C2: Yes
Department Contact Person for this Course: Cathy Schmidt
USP Outcome A: explore the language, skills, and materials of an artistic discipline;
Students in this course explore the language, skills, and materials of music in their study of music fundamentals and in preparing creative ways to present music in a recreational setting. Students learn to read music notation. They learn about the elements of music and how these elements combine to create different styles. They also learn to play recorder and read/sing music using solfege.
USP Outcome B: use the methods of an arts practitioner to actively engage in creative processes or interpretive performances;
Assignments that involve students in actively engaging in creative processes include preparing and leading a musical activity for peers within the classroom setting (this may include singing, dancing, the use of various movements to music, and/or playing instruments). Students also work in a group to prepare and lead a music program in a recreational setting such as a retirement home, nursing home, day care center, etc. Students also interpretively perform music through movement, playing recorder, and singing in classroom activities.
USP Outcome C: understand the cultural and gender contexts of artistic expression; and
The musical repertoire for this course includes folk songs from all over the world. Cultural contextual background is given for each, including any gender issues inherent in the lyrics. Cultural and gender issues that relate to music are part of classroom discussion. They have a reading assignment that deals specifically with presenting the cultural contexts of music in depth when leading songs (Sing and Shine On by Nick Page). Although these discussions and readings are focusing on presenting music in a group setting, the students must understand the cultural and gender contexts of both the music and the setting in which the music is presented to choose appropriate materials and use them respectfully.
UPS Outcome D: engage in reflective analysis of their own artwork or interpretive performance.
Students in Recreational Music write reflective papers on their in-class performances and their group projects done in the community. They also respond to in-class presentations by their peers. In-class discussion also involves listening to recorded music and analyzing it for style, appropriate use in group and community settings, and expressive qualities.
Syllabus -- Music 324 Recreational Music
Instructor, Ruth Bures Phone 457-2520 (Music Office)
Office PAC 172 Home Phone 452-2505
"Recreational Music" is a course designed to provide the knowledge and skills necessary to effectively use music in a recreational setting. Emphasis is placed on the acquisition of practical skills in music, knowledge of music fundamentals, an understanding of the value and role of music in recreation, and knowledge of the various techniques and approaches which may be used in adapting and presenting music activities for various age levels and settings.
This course fulfills the requirements for the Fine and Performing Arts category of the University Studies Program by including learning activities that promote students' abilities to:
a. explore the language, skills, and materials of an artistic discipline;
b. use the methods of an arts practitioner to actively engage in creative processes or interpretive performances;
c. understand the cultural and gender contexts of artistic expression; and
d. engage in reflective analysis of their own art work or interpretive performance.
Text: Text and other required materials:
Teaching Children Music, Fundamentals of Music and Method, 4th edition by Grant Newman, Dubuque Iowa, Wm. C. Brown, Publishers
Sing and Shine On! The Teachers Guide to Multicultural Song Leading, Nick Page, Heinemann, 1995
Course Materials Packet (prepared for 320 and 322)
Aulos Soprano Recorder
1. Develop skills needed to lead groups in singing and other activities appropriate to the recreational setting (USP Outcomes A and B)
2. Develop the ability to adapt music materials creatively to meet the needs and ability levels of particular age groups in different settings (USP Outcomes A, B and C)
3. Develop the ability to structure and carry out music programs for recreational settings (USP Outcomes A, B, and C)
4. Develop the ability to read music as needed to choose and prepare materials for recreational use (USP Outcome A)
5. Develop an understanding of musical elements and style as needed for choosing and preparing materials for recreational use. (USP Outcome A)
6. Develop and improve skills needed to perform with ones voice, recorder, autoharp, and other instruments to provide music in a recreational setting. (USP Outcomes A and B)
7. Reflectively analyze and critique ones own performance leading a music activity in class and of a music program done in a recreational setting. (USP Outcome D)
Evaluation and success in class will be based on:
1. Your willingness to accept responsibility for learning
2. Thoughtful and punctual preparation of reading and other assignments
3. Two quizzes, one midterm, one final exam
4. Class attendance, respectful participation in activities and discussion
5. Presentation skills
6. Practice on piano, autoharp, voice, recorder
1. Reading assignments from Newman text in preparation for class discussion. (USP Outcome A)
2. Music Autobiography (USP Outcome C)
3. Point papers on the Page "Sing and Shine On" (USP Outcomes A and C)
4. Music/Activities materials collection (USP Outcome A)
5. Leading music activity in class and reflective analysis/critique. (USP Outcomes B and D)
6. Group presentation of one recreational music program in a public setting with reflective analysis/critique. (USP Outcomes B and D)
7. Skill check on voice and recorder (USP Outcomes A and B)
Evaluation - 300 Points Total based on:
Quizzes (2, 25 pts ea) 50 Grading Scale
Final Examination 80 90% and above A
Music autobiography 15 80 to 89% B
Point Papers for Page Readings (5, 5 pts ea) 25 70 to 79% C
Music/ activity collection 25 60 to 69 % D
Class song presentation 15 59% and below F
Skill Checks (voice, recorder) (2, 20 pts ea) 40
Group Presentation 50
Perfect attendance will receive 5 bonus points, 1 excused absence - 4 bonus points, 2 excused absences, 3 bonus points. Excused absences include verifiable illness, family emergency, or WSU required activity.
Assignments, General Requirements
All required readings completed prior to class discussion.
Practiced and prepared performance on voice and recorder.
All assignments complete, typed, neatly presented, and "user friendly".
Assignments turned in at the beginning of the class period on the due date. These dates are clearly marked. Students are responsible for knowing when things are due. Late assignments lose a letter grade for each class meeting day past the due date.
All ideas acknowledged in footnotes or endnotes (even when put in your own words). When using a resource, include a complete bibliography. Failure to acknowledge your source constitutes plagiarism.
All music and teaching edition texts that you utilize or refer to copied and turned in with assignment. Do not take complete programs from a text or another source to fulfill your assignments.
Assignments should reflect YOUR creative ability to integrate and synthesize your ideas with available resources.
Make and keep copies of every assignment.