Readings in Rock Music Scholarship
All electronic devices are to be turned off and kept out of sight while in the classroom or you will be asked to leave.
|TIME/LOCATION||Monday through Friday from 12:00-3:30 PM in Steinman 214|
|3-ring binder, 6 index dividers with tabs|
|REQUIRED TO BE DOWNLOADED AND PRINTED OUT WHEN ASSIGNED||Neil
Young Van Morrison Album Covers
Marilyn Manson Jimi Hendrix Cream
Classroom Etiquette Rubric Point Exegesis Rubric
main purpose of this course is to practice close reading of a variety
of texts* including high-level scholarly writing, to enhance further
the academic writing skills of first-year students, and to encourage
active learning and enhance the sense of curiosity through
participation in class activities.
* In this context, “text” is defined according to the definition found at <http://www.merriam-webster.com/dictionary/text> under item 8 a, “something (as a story or movie) considered as an object to be examined, explicated, or deconstructed.”
|DESCRIPTION||In this seminar,
students will deepen their knowledge of the rock music world in
activities that are designed to enhance college-level reading, writing,
and research skills. Our activities focus on reading, research,
analysis, discussion, and writing. Activities may also include
live performances, poetry and lyric recitations, DVD screenings, and
listening to audio recordings.
with course objectives (described below) will be assessed in
rubric-based assignments that measure knowledge, comprehension, and the
ability to apply, analyze, synthesize, and evaluate information, and
that document the student’s positive participation in the class. Some of these goals correspond with Benjamin S. Bloom's Major Categories in the
Taxonomy of Educational Objectives in the Cognitive Domain (see <http://www.krummefamily.org/guides/bloom.html>)
and Bloom’s objectives in the affective domain (see <http://www.d.umn.edu/~dglisczi/8003web/reading_downloads/BloomAffect.pdf
>). Quizzes will also be used for assessment.
end of this course, successful students should be able to engage with a
variety of texts including scholarly journal articles, and to
demonstrate understanding in oral discussion and written
exercises. These student learning outcomes group into three major
categories detailed below, and all relate to successful reading of texts:
These include knowledge, comprehension, application, analysis, synthesis, and evaluation
(as per Bloom's taxonomy discussed above).
• logical organization that reflects a clear focus and solid content as defined by the assignment
• coherent, unified, and detailed paragraphs that support overall focus
• an appeal to a specific audience
• proper grammar, mechanics, punctuation, and usage
• varied sentence structure
• deliberate diction
• graceful and effective transitions
• other elements of style
One of the affective objectives of this course is to appreciate the historical, social, political,
and cultural importance of rock music. The other affective objective of this course is to
develop the understanding that writing can be a path to lifelong learning, self-expression,
confidence, open and precise communication, and critical thinking as well as a career goal. Other
general affective objectives are included in those found at
class meets to read, discuss, and otherwise engage the materials;
develop strategies for exegesis; and demonstrate competence in the
achievement of the learning outcomes stated above.
The following grading scale will be used unless the average grade is less than 75% at which point grade values may be adjusted
|NOTES ON GRADING
student must be punctual, attend all prescribed meetings, and
participate positively in all relevant activities. Other factors to be
considered include classroom demeanor, active participation in class
discussions and activities, and productive use of campus technological
and communication facilities to expand student participation beyond the
space of the classroom and the times of regularly scheduled class
meetings. Failure in any of these areas will be reflected in the
participation grade as assessed by the classroom etiquette rubric.
PDF files of required readings are available for download. The student is required to download all, place them in a three-ring binder with the student's name on the cover, and to separate the readings with precisely labeled index dividers. These materials are to be brought to all meetings. Failure in any of these areas will be reflected in the classroom etiquette rubric.
There is no extra credit. Graded activities are to be presented as and when requested by the instructor. Failure to present upon instructor's request will result in a lowering of the grade at the discretion of the instructor.
student is expected to abide by the Bethany College Policy on Academic
Honesty (see College Catalogue section on Academic Honesty). Any
work submitted by a student in this course for academic credit will be
the student's own work. Each student is expected to understand
thoroughly and to avoid completely any instance of plagiarism. Instances of plagiarism will result in a grade of 0.
McCann Learning Center
Main level of Cramblet Hall
Dr. Christina Sampson, director
PH: (304) 829-7401
|EVERYONE IS EXPECTED TO HAVE A
WORKING BETHANY E-MAIL ADDRESS, AND TO GIVE IT TO ME IMMEDIATELY IF IT
VARIES FROM THE STANDARD FORM, AND TO CHECK IT DAILY
compliance with the Bethany College policy and equal access laws, I am
available to discuss appropriate academic accommodations that may be
required for students with disabilities. Requests for academic
accommodations are to be made during the beginning of the term as
directed by the administration, except for unusual circumstances, so
arrangements can be made.
six readings will be addressed in the manner described above in item "FORMAT
|The instructor reserves the right to change this syllabus at any time.|