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CURRICULUM REALIGNMENT FOR AN ENTRY-LEVEL MUSIC APPRECIATION COURSE AS PART OF THE DEGREE REQUIREMENTS FOR AN ASSOCIATE OF ARTS DEGREE AT A VOCATIONAL COLLEGE Erika Danielle Haas B.A Music Education, Azusa Pacific University, 2007 PROJECT Submitted in partial satisfaction of the requirements for the degree of MASTER OF MUSIC in Education at CALIFORNIA STATE UNIVERSITY, SACRAMENTO FALL 2011 CURRICULUM REALIGNMENT FOR AN ENTRY-LEVEL MUSIC APPRECIATION COURSE AS PART OF THE DEGREE REQUIREMENTS FOR AN ASSOCIATE OF ARTS DEGREE AT A VOCATIONAL COLLEGE A Project by Erika Danielle Haas Approved by: __________________________________, Committee Chair Dr. Ernie Hills __________________________________, Faculty Advisor Prof. Susan Metz __________________________________, Second Reader Dr. Clay Redfield ____________________________ Date ii Student: Erika Danielle Haas I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library and credit is to be awarded for the project. __________________________, ___________________ Dr. Ernie Hills, Department Chair Date Department of Music iii Abstract of CURRICULUM REALIGNMENT FOR AN ENTRY-LEVEL MUSIC APPRECIATION COURSE AS PART OF THE DEGREE REQUIREMENTS FOR AN ASSOCIATE OF ARTS DEGREE AT A VOCATIONAL COLLEGE by Erika Danielle Haas The purpose of this project is to evaluate and restructure an entry-level music history course offered in accordance with the degree requirements for an Associate of Arts degree at a vocational college. This new curriculum will provide students with a comprehensive look at music history as well as fulfilling the requirements set forth by the college. This curriculum will also satisfy a portion of the humanities requirement for the Associate of Arts degree. Finally, this class provide students with a competitive education should they decide to further their education by attending a four-year university. Prior to the realignment process the author must first take into consideration the existing course materials provided by the college such as the course plan, assignment suggestions, course objectives and benchmarks. The author should also compare the course curriculum to other Music Appreciation courses, focusing on those courses offered at other vocational colleges and two-year colleges. Also important to consider are national and state education standards. Once it is understood what is and should be iv required of any student taking the course, the author can then begin to amend the course around this basic skeletal structure. Using current pedagogical ideas, multimedia resources, Internet resources and available course materials the curriculum can be restructured in a way more fitting to the students of the college. The successful reevaluation and restructuring of this curriculum will require evaluation of the existing course materials, current musical education practices and pedagogical ideas, literature, various multimedia course material, Internet based material, and other technological resources. Delimitations Although this project has universal applications, the course materials that will be, developed, and restructured, the author created them specifically for use in an accelerated program at a vocational college in Stockton, California. , Committee Chair Dr. Ernie Hills ______________________ Date v ACKNOWLEDGMENTS Firstly, I would like to thank my advisor, Prof. Susan Metz. Without her constant support and guidance there is a very good chance I would have given up on this endeavor long ago. I also would like to thank my roommate, Misty Rawlings, who put up with my 2am writing sessions, and usually provided me with coffee on those occasions. I would also like to thank my family. Their constant love and support is the reason I am where I am today. I would especially like to thank my uncle, Wayne Schmidt, who read over many versions of this project and provided many thoughtful comments and suggestions. Finally, I would like to thank all of the teachers and professors throughout my academic career who let their passions shine through. Their passions are the reason I sought to become a teacher, in the hopes that I could someday affect my students the way they have affected me. vi TABLE OF CONTENTS Page Acknowledgments.................................................................................................................... vi List of Figures .......................................................................................................................... ix Chapter 1. INTRODUCTION………………………………………………………………………... 1 Need for Study ............................................................................................................. 2 Purpose ……………………………………………………………………………….. 3 Procedures .................................................................................................................... 3 Delimitations…………………………………………………………………………. 7 2. REVIEW OF LITERATURE ............................................................................................. 8 Review of Existing Course Materials .......................................................................... 8 Review of the Existing Course Plan .......................................................................... 12 Review of Multimedia Resources .............................................................................. 14 Review of Relevant Literature ................................................................................... 19 3. METHODOLOGY ........................................................................................................... 25 Music History vs. Music Appreciation ...................................................................... 27 Current Standards for Music Appreciation ................................................................ 28 Evaluating Course Assignments ................................................................................ 30 Sample Lesson Plan ................................................................................................... 34 Assessments for Student Achievement ...................................................................... 38 4. CONCLUSIONS AND RECOMMENDATIONS ........................................................... 41 Implementation of Curriculum .................................................................................. 41 Analysis of Student Feedback .................................................................................... 42 Challenges .................................................................................................................. 44 Next Steps of the Project ........................................................................................... 46 Appendix A. Lesson Plans .................................................................................................... 49 Appendix B. Listening Log Assignment Template & Guidelines ........................................ 62 Appendix C. Concert Activity Rubric................................................................................... 64 Appendix D. Composer Report Rubric ................................................................................. 65 Appendix E. Syllabus............................................................................................................ 67 vii Appendix F. Original Course Plan ........................................................................................ 78 Works Cited ………………………………..…………………………………………………104 viii LIST OF FIGURES Figures Page 1. Figure 1: Visual example of Capstone Activity: Sonata Form……………………………………………….....………………………..16 2. Figure 2: Course Objectives for an entry-level music appreciation course at a vocational college……………………………….… .................... ……………29 3. Figure 3: Sample Lesson Plan for the Classical Period for an entry-level music appreciation course …………… ………….…………………………………. 36 4. Figure 4: Bar Graph showing results from two quarterly LES surveys……………………………….……… ....... …………………………. 45 ix 1 Chapter 1 INTRODUCTION In this unstable economy, many individuals have lost their job due to layoffs, budget cuts, and other unforeseen circumstances. In October 2010, the unemployment rate in the United States was up to 9.6%, which is nearly 5% higher than it was three years ago. The State of California seems to be in an even worse predicament with its unemployment rate nearly three percent higher than the national average.1 With so many looking for work and so few jobs to be found many people are returning to school in hopes that an education will give them an extra push in this increasingly competitive job market. Unfortunately, with this volatile economy many of the “usual” options such as state universities and junior colleges have to turn away many students, both because of budgetary reasons and because of the sheer volume of students. One local junior college, San Joaquin Delta College, is feeling the effects of all of this. “All that has changed at the college, constricted like most other public institutions by the state's budget crisis…These students - and thousands more accustomed to the ‘good old days’ - must adjust to a new reality. Delta College is no longer a fallback option for higher education. There is no fallback option.”2 With many of the “traditional” options no longer available to prospective students, they have to turn to less conventional options such as online programs, 1 Employment

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