Singapore University of Social Sciences

Theory Rudiments for a Multicultural Music Curriculum (Part II)

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 understanding This 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 July

Topics

  • Thinking out of the box in music
  • Musical time in non-western cultures
  • Complex pitch/Tuning systems
  • Harmonic colours and inflections
  • Improvisation and musical structures in Chinese and Indian music
  • Larger musical forms

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.
  • Describe and explain musical features of music from different traditions, either as heard and with the help of musical notation as the case may be, depending on the tradition.
  • Demonstrate musical features or processes through simple performing acts applicable for classroom teaching purposes (e.g. singing, clapping)
  • Demonstrate music-theoretical understanding through simple composing/creative tasks.
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