Singapore University of Social Sciences

Theory Rudiments for a Multicultural Music Curriculum (Part I) (BMU201)

Applications Open: To be confirmed

Applications Close: To be confirmed

Next Available Intake: To be confirmed

Course Types: To be confirmed

Language: English

Duration: 6 months

Fees: To be confirmed

Area of Interest: Education

Schemes: To be confirmed

Funding: To be confirmed


Synopsis

This course seeks to provide students with a basic theoretical understanding of music pertaining to melody, harmony, rhythm, dynamics, timbre, texture and structural organization. Musics from a variety of cultures beyond the Western classical will be drawn upon to achieve a broad enough understanding of musical processes and their underlying theoretical basis as understood within the musical tradition in question. Guided listening and some in-class music-making will be included to enhance the musical understandingThis subject knowledge serves as an important basis for the designing of a multicultural music curriculum. Additionally, the conceptual understandings gained will enable students to further their musical learning beyond the select musical traditions covered in this course.

Level: 2
Credit Units: 5
Presentation Pattern: Every January

Topics

  • What is Music?
  • Musical time
  • Scales and Modes
  • Sonorities and syntax
  • Musical textures
  • Musical structures

Learning Outcome

  • Explain key concepts and processes pertaining to music elements such as melody, harmony, rhythm, dynamics, timbre, form, etc. in a manner that is authentic to the tradition/culture in question.
  • Differentiate and explain cross-cultural differences in music-theoretical conceptions between traditions.
  • Respond to music analytically and in a culturally-sensitive manner.
  • Articulate thoughts about music and musical experiences, including discussing music in technical terms (i.e. Musical discourse skills, both verbal and written)
  • Describe and explain musical features and processes of music in different traditions, with/without the aid of musical notation as the case may be in accordance with the tradition (i.e. analytical and listening skills)
  • Demonstrate musical features or processes through simple performing within a classroom context (e.g. singing, clapping, using classroom musical instruments or musically-suitable electronic means).
  • Demonstrate music-theoretical understanding through simple composing/creative tasks.
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