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MUS 103 College Success Skills

Section Number 50086

Catalog Description:

Training in the fundamentals of music, primarily for the non-music major. The course of study includes a thorough acquaintance with scales, intervals, keys and triads, as well as development in ability to sight read simple melodic material and take simple melodic dictation. CSU; UC Closed Captioned.

Instructor:

Joe Stanford

Class Meetings:

6:30-9:20pm
On the following Wednesdays: June 22, 29; July 6, 13, 20
Room D-4

Broadcast Days and Times:

Times and days for Cox Cable North -Channel 16 and Adelphia Cable-Channel 67:
Saturday 9:00-11:30pm OR Friday 2:30-5:00am OR Monday thru Friday 9:30-10:00am

Viewing Options

If this course does not air in your area or you don’t have cable you have two options. The first option is you can check out video tapes from the Learning Resource Center on the San Marcos Main Campus Library or the Escondido, Fallbrook, Ramona or Mt Carmel sites. The second option is watching the lessons online. All of our classes are video streamed.For more information click here.

Class Outline

Course materials are available the Friday prior to when classes begin. Access your course outline, assignments, handouts and announcements, as well as view video lessons in Blackboard. Log in Blackboard instructions.

USERNAME: STUDENT ID #
PASSWORD: STUDENT ID#
(Unless you are a returning student and previously changed your password)

To log in go to: http://www.palomar.edu/pconline/

Textbook and Other Required Materials:

Nelson, Robert and Christensen, Carl; Foundations of Music; Thomson-Schirmer Publishing Co. Fifth edition.

Video Series Entitled

Notes on Music

Video Lesson Descriptions:

1) Introduction: Music Symbols

Who should take this course and why is answered in the introduction and then some of the important musical symbols needed for the course are introduced. We are on our way to finding out more about music.

2) Notation of Pitch

The grand staff and the system of clefs used to notate sound are introduced. Accidentals and their function are demonstrated as well as the ability to recognize adjacent notes on the piano keyboard. Recognition of note names on the grand staff is emphasized. These skills are the first steps in becoming a more proficient musician.

3) Semi-tones and Whole Tones

This lesson is about learning the ups and downs in music, that is, how the sharp, flat, and natural symbols are used to affect whether pitch ascends or descends. Writing chromatic semi-tones, diatonic semi-tones, and whole tones is demonstrated. This activity is like doing musical calisthenics to firmly establish in the mind the directional movement of pitch.

4) Major Scales

Writing a major scale in all the different keys is like learning the ABC's for a musician. You will learn to write a series of eight notes on any given note that conforms to a pattern that remains the same for all major scales. It is easy and fun to do. It is important to be able to write major scales quickly and neatly in good manuscript.

5) Key Signatures

Each of the notes of the scale has a name, and each tone has a natural tendency or personality, which will be discussed in this lesson. Each of the scales may be placed in an order called the circle of fifths which will help organize the scale patterns in your mind. The accidentals of the scale are collected on the clef in a particular order which is called a key signature. We will learn how to put the accidentals of the key signature on the staff in the correct order. Things are beginning to clear up now. Scales writing is not difficult, if you look at the whole picture which is demonstrated in the circle of fifths.

6) Circle of Fifths - Major

The circle of fifths is presented in graphic form. Some of the scales are enharmonic, which means they sound the same, but are written differently. A few tips are given on how to find the key by looking at the signature. We begin to look at some examples of actual music and see how the key signature looks in real music.

7) Minor Scales

We will now learn to write the three forms of each minor scale. Minor scales are a little more complicated than major scales, so be diligent in seeking to understand the difference in the three forms.

8) Circle of Fifths - Minor

Just like the major scales, the minor scales are organized into a circle of fifths. Being able to recognize the key signature and write signatures for minor scales is the work in this lesson. Soon you will have all the network of major and minor scales organized in your mind. Doing so is major step (pardon the pun) in becoming a musician.

9) The Changing Workplace: Technology & Globalization

A musical interval is the relationship between two tones. In lessons 2 and 3, we learned about CST's, DST's and WT's, which will now be called major and minor seconds, and we will add to them the entire spectrum of interval relationships, including all twelve tones within the octave in this lesson. Learning how to identify and write all intervals is the subject at hand.

10) Inversion of Intervals, part 1

Intervals may be turned over, or inverted, and we will find that after it is inverted, it retains its relationship to the original. In this lesson, after a review of how to write intervals we will learn a quicker way of thinking about intervals through their inversions, without having to count semi-tones.

11) Inversion of Intervals, part 2

This lesson is a continuation of interval writing, explaining ways to think of the intervals more quickly, and how to write unusual intervals that are not on the semi-tone chart.

12) Relative and Parallel Keys

Keys in music are related to one another. In this lesson the difference between relative keys and parallel keys will be explained. You will gain speed in thinking and writing thirds and Perfect fifths. The ability to physically identify the Perfect fifth on the keyboard will be demonstrated.

13) Intervals, with Personality

Like the members of the major scale that have their own tendencies of motion, intervals also have their own "personality". Intervals may be either consonant or dissonant, and thus are either static or wanting to move, or resolve. The understanding of this "personality" of each interval is an important step in learning why music moves through time. More practice on the inversion of intervals is included.

14) Informational Interviewing and Networking

Demonstrates how using networking and informational interviewing can help them to learn more about careers which interest them. Students learn how to identify networking opportunities and potential networking contacts, and develop a strategy for conducting informational interviews.

15) Evaluating Career Options

Presents to students the "Three C's", a framework for evaluating career options using content, conditions and compensation. Students use information from their Personal Career Profiles to identify their own preferred content, conditions and compensation and begin to compare their preferences to information gathered from their occupational research.

16) Overcoming Barriers to Employment

Introduces students to some of the legal issues related to discrimination in hiring and in the workplace, as well as some techniques for confronting, challenging and coping with discrimination. In addition, students are presented with questions they can ask to gauge a company's corporate culture and commitment to diversity.

17) Lifelong Learning

Looks at the range of educational options students may consider using to reach their occupational goals, including vocational training, community college, undergraduate and graduate degrees. In addition, students are presented with the benefits of experiential education such as coops and internships, and the need for lifelong learning to keep skills current.

SECTION III: CAREER PLANNING AND IMPLEMENTATION: HOW DO I GET WHAT I WANT?

18) Introduction to Career Planning and Implementation

Introduces the implementation phase of the course and provides an overview of the next steps, including making a career decision, deciding on an action plan and launching the search for work opportunities. It also presents and debunks common myths or misperceptions about the job search process.

19) Decision Making Strategies

Examines both rational-linear and intuitive decision-making strategies. Students begin to asses their personal decision making style and gain insight into how their values, willingness to take risks, and ability to be objective may influence their decision making process. Finally, it introduces students to a strategy for using their personal priorities to guide their decision making.

20) Goal Setting & Action Planning

Gives students criteria for attainable goals and objectives-specific, measurable, realistic, and meaningful-and practice evaluating goals on the basis of these criteria. Students begin to draft their own goals and action plans for implementing their search.

21) Finding Work Opportunities: New Technologies and Current Techniques

Focuses on finding work opportunities by accessing the hidden job market through networking. It guides students in the developing a networking statement and presents the advantages of several methods of finding work, including cold calls, employment agencies, temporary assignments, internships and volunteer positions.

22) Staying on Track In Your Work Search

Covers a variety of stress management and time management techniques that can help students who may be experiencing stress and having difficulty staying motivated. The program offers suggestions on how to stay focused and on track.

23) Resume Preparation

Covers the development and use of both chronological and functional resumes. Students draft accomplishment statements using action verbs and emphasizing the result they produced.

24) Interviewing Strategies

Introduces the three essential steps to interview preparation-know yourself, know the position, and know the company. Students consider their responses to some typical interview questions and learn the STAR (Situation-Task-Action-Result) framework for describing their accomplishments to employers.

25) Interview Follow-up

Outlines the specific steps students should follow immediately after an interview, such as writing a thank you letter, and later, such as maintaining their network and keeping momentum in their work search. The program also suggests strategies for turning a rejection into a positive and useful experience.

26) Series Conclusion

Reviews several methods for getting unstuck and staying on track while looking for work opportunities, and presents strategies such as ongoing self-assessments, for building and managing a successful career. Students draft one-year, ten-year and lifetime goals to help them build a vision for the future.