MUS 115 - Aural Comprehension I

1. Upon completion of the course, students will be able to establish given keys by singing all primary triads (Do-Mi-So, Do Fa La, La-Fa-Re-Ti).

2. Upon completion of the course, students will be able to echo Clap up to four measures of rhythm in simple and compound meters.

3. Upon completion of the course, students will be able to sing major and all forms of minor scales on note names in any given key.

4. Upon completion of the course, students will be able to accurately take rhythmic dictation of four measures of music using simple and compound time signatures.

5. Upon completion of the course, students will be able to accurately take melodic dictation of four measures of music involving conjunct melodies or disjunct melodies with skips in tonic and dominant triads in major and minor keys.

6. Upon completion of the course, students will be able to accurately take harmonic dictation of four measures of music involving designed chordal sequences in both major and minor keys.

7. Upon completion of the course, students will be able to accurately identify up to three different scale degrees when played melodically, while sustaining the tonic vocally.

8. Upon completion of the course, students will be able to aurally identify all cadence types.

9. Upon completion of the course, students will be able to aurally identify all simple intervals.

10. Upon completion of the course, students will be able to aurally identify major, minor scales and modes.

11. Upon completion of the course, students will be able to aurally identify harmonic rhythm in performed excerpts that use tonic, supertonic, sub-dominant, and dominant chords.

12. Upon completion of the course, students will be able to complete assigned AURALIA  ear training exercises with mastery at the 75% level.

13. Upon completion of the course, students will be able to perform assigned sight-singing exercises with mastery at the 75% level.

14. Know and use active listening skills.

15. Complete work accurately, with attention to detail. 

16. Develop specific goals and plans to prioritize, organize, and accomplish work. 

17. Manage time effectively. 

A. Simple rhythmic echo-clapping

B. Simple rhythmic dictation using the unit and division only

C. Key establishment using primary chords and dominant 7th chord

D. Interval Recognition (m2, M2, m3, M3)

II. Week 2

A. Review all skills from Week 1

B. Major scales on numbers and note names ascending and descending

C. Interval Recognition (P4, P5, m6, M6)

D. Scale Degree Identification

E. Rhythmic Dictation

III. Week 3

A. Review all skills from Weeks 1-2

B. Melodic Dictation using major pentachord melodies

C. Rhythmic Reading - quarter notes and dotted quarter notes as units

D. Pitch Identification - two notes

E. Triad Factors in the soprano voice

IV. Week 4

A. Review all skills from Weeks 1-3

B. Chord function I.D. I, IV, and V Triads

C. Cadence Identification – Perfect, Authentic, and Plagal

V. Week 5

A. Review all skills from Weeks 1-4

B. Sight-singing- major, conjunct, diatonic melodies using simple meters and level one rhythms

C. Chord quality comparison–major and minor

D. Chord function I.D.–I, IV, and V triads

VI. Week 6

A. Review all skills from Weeks 1-5

B. Minor scales on numbers and note names ascending and descending

C. Two-part rhythmic reading

D. Two-part melodic dictation

VII. Week 7

A. Review all skills from Weeks 1-6

B. Scale degree I.D. – two notes

C. Cadence Identification continued

VIII. Week 8

A. Review all skills from Weeks 1-7

B. Non-harmonic tones

C. Scale-Line melodies, simple and compound time, major and minor keys

IX. Week 9

A. Review all skills from Weeks 1-8

B. Chord function ID–I, ii, IV, and V triads

X. Week 10

A. Review all skills from Weeks 1-9

B. Rhythmic dictation using duple and triple divisions of the beat

XI. Week 11

A. Review all skills from Weeks 1-10

B. Rhythmic dictation using the half note as the unit

XII. Week 12

A. Review all skills from Weeks 1-11

B. Application of all learned skills 

XIII. Week 13

A. Review all skills from Weeks 1-12

B. Application of all learned skills

XIV. Week 14

A. Review all skills from Weeks 1-13

B. Application of all learned skills

Essential Abilities - Music

The Grand Rapids Community College Music Department faculty has specified essential abilities critical to the success of students in any GRCC Music Department program. Students must demonstrate these essential abilities and technical standards to succeed in their program of study. Qualified applicants are expected to meet all admission criteria and matriculating students are expected to meet all progression criteria, as well as these essential abilities and technical standards with or without reasonable accommodations.

1. Essential judgment skills to include:
   • Time management – Students are expected to schedule no less than two hours each day in applied music private practice. Additional hours of individual practice toward proficiency in piano, aural skills and theoretical concepts will require daily practice.
   • Respect for other music majors, faculty and staff – Students are expected to hold all members of the Music Department Community in the highest regard. Music majors are a unique cohort who must rely on the support and cooperation of all other members of the community.
   • Creative Problem Solving – Students are expected to resolve issues of practice room and lab scheduling, accompanist rehearsal schedule, additional sectional rehearsals and performances.

1. Essential physical/neurological functions to include: ability to use the senses of seeing, hearing, and touch to make correct judgments regarding performance. Behaviors that demonstrate essential neurological and physical functions include, but are not limited to observation, listening, understanding relationships, writing, and psychomotor abilities consistent with course and program expectations. Specifically this includes:
    
   • Keyboard competency.
   • Ability to hear the notes on the page
   • Hear, identify, and work conceptually with the elements of music such as rhythm, melody, harmony, structure, timbre, and texture
   • Ability to read (musical literacy) at sight with fluency demonstrating both general musicianship and, in the major performance area, a level of skill relevant to undergraduate standards appropriate for the particular concentration.
   • An understanding of the common elements and organizational patterns of music and their interaction, the ability to employ this understanding in aural, verbal, and visual analyses, and the ability to take aural dictation.

1. Essential communication skills to include: ability to communicate effectively with fellow students, and all members of the music department. Skills include verbal, written, and nonverbal abilities as well as information technology skills consistent with effective communication. Specifically this would include:
   • Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation and performance.
   • Knowledge and skills sufficient to work as a leader and in collaboration on matters of research and class presentation.

1. Essential emotional coping skills: ability to demonstrate the mental health necessary to safely and effectively engage in live musical performance. Specifically this would include:
   • Mental and emotional preparation for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.
   • Mental and emotional stability to demonstrate an ability to perform at a level that is appropriate to performance class or department recital.

1. Essential intellectual/conceptual skills to include: ability to measure, analyze, synthesize, and evaluate competently in the study of music theory, music history and repertory. Specifically, students must demonstrate a basic knowledge of music history and repertories through the present time. Students must also demonstrate a rudimentary capacity to create original or derivative music. This may include but is not limited to:
   • An overview understanding of the repertory in their major performance area.
   • The creation of original compositions or improvisations and variations or improvisations on existing materials.
   • Imitation of musical styles, and manipulating common musical elements in non-traditional ways.
   • Growth in artistry, technical skills, collaborative competence and knowledge of repertory through regular ensemble experiences
   • Ability to comprehend musical forms, processes, and structures. To use this knowledge and skill in compositional, performance, analytical, scholarly, andragogical and pedagogical applications.
   • The ability to place music in historical, cultural, and stylistic contexts.

1. Other essential behavioral attributes: ability to engage in group rehearsals and/or individual and small group practice without demonstrated behaviors of addiction to, abuse of, or dependence on alcohol or other drugs that may impair behavior or judgment. The student must demonstrate responsibility and accountability for actions as a student in the music department and as a developing professional in the music field consistent with accepted standards of practice.

Grand Rapids Community College strives to be more than ADA compliant. We strive to be accessible and welcoming to all students of all abilities. After reviewing the Essential Abilities/Technical Standards for this program; your responsibilities as a student entail determining if you can complete all associated coursework either:

1. With Accommodation. I am otherwise qualified to meet the same academic standards as any other student entering the program. However, based on a medically documented condition or diagnosis, I would qualify for reasonable accommodation under the Americans with Disabilities Act (1990). I will meet with Disability Support Services on campus to arrange those accommodations in an interactive process with the department of music.
    
2. Without Accommodation. I am able to complete the program without need for reasonable accommodation or modification. In the event my medical documentation reveals otherwise or a condition manifests that would necessitate an accommodation; it is my responsibility to inform a responsible authority figure within the department of music and work with Disability Support Services to see if a reasonable accommodation or modification can be made.

If you have a medically documented condition or diagnosis, please contact the (field of study) office, or contact Disability Support Services (DSS) at disability@grcc.edu or by phone at 616.234.4140 to arrange accommodations through our interactive process.