Contemporary Songwriting
June 11th – July 18th,
2012
MW 11:10-12:40, Room 1
http://boulderprepsongwriting.blogspot.com/
Shane Abrams
Course Texts
Note: the vast majority of course
texts will be provided in handouts by the instructor or provided by the
students themselves; a folder, binder, or other organizational system is highly
recommended.
The following blog will also serve as a resource for
disseminating materials and texts:
http://boulderprepsongwriting.blogspot.com/
Course Description
This
course endeavors to identify, explore, and analyze quality songwriting within a
contemporary framework, and in turn furnish students with the abilities and
opportunities to synthesize quality songs themselves. The class will examine
music and songwriting musically, lyrically, and affectively through both
academic and artistic lenses. Students will complete the course with a greater
appreciation and understanding of songwriting as a multidimensional and
timeless art form and expressive medium.
Learning Outcomes and
Essential Questions
During
this course, students will develop the ability to…
· analyze song lyrics poetically.
· analyze music academically and
affectively.
· identify and articulate characteristics
of multidimensional, relevant, and affective songwriting in contemporary
society.
· compose, revise, and share
original works that incorporate awareness of effective songwriting techniques.
· work collaboratively to improve
writing process and product.
We will
aim to explore—perhaps even answer—some of the following questions:
· What defines a “good” song?
· How is contemporary music related
to and independent of the music that has preceded it?
· How does music relate to our
society, history, culture, and individuality?
· What are the benefits to group
involvement and interaction in artistic expression?
Outcomes Assessment
The
following assignments will be used to assess students’ progress toward learning
outcomes: participation & attendance (graded daily); writing notebook
entries (graded twice a block); daily lyrical explications; a summative
assessment in creative product and process; and general in-class and
out-of-class activities assigned by the instructor. Additionally, other
artistic/academic assignments may be collected and assessed when the instructor
sees appropriate.
Classroom Policy –
Grading, Attendance, and Comportment
Grades
for Contemporary Songwriting will be calculated on a points-based scale; i.e.,
each assignment, including long-term projects and daily participation grades,
will be valued at a certain number of points possible. Over the 6-week course,
points possible will amount to roughly 500-700 points. At any time, a student’s
grade can be calculated by the (number of points earned / number of points
possible so far) x 100%.
Extra
credit will not be provided, barring
unforeseen, extenuating circumstances; therefore, students are expected to
complete each and every assignment to the best of their respective abilities.
Opportunity for success will not be withheld: each student will have the chance
to excel, in terms of grades and
personal growth. However, the burden lies upon the student to optimize these
opportunities.
Students
should attend all classes as possible. There will be only 12 sessions of Contemporary
Songwriting; each absence is detrimental to learning potential. Each student is
allowed 0 unexcused absences and 2 excused absences with adequate documentation
and justification. In excess of these absences, the student’s grade will be
decreased by 5 points per day, not including the points the student will miss
during class.
My
classroom is a place for personal growth, be it intellectual, emotional, or
otherwise. I expect all students to help me maintain an environment conducive
to such growth. All students are entitled to the right to improve and evolve,
and no person should infringe upon this right in any manner. My classroom will
be a safe and respectful environment for my students to exercise their right to
learn.
Course
Specific Grades:
Daily
participation – 0-3 pts. / day
Writing
notebooks – 25 pts. / week
Lyrical
explications – 15 pts. / day
Summative
assessment – 200 pts.
General
assignments – Points announced when assignments are issued
* see particular assignment sheets for specific breakdown and
expectations
Academic
Honesty
Plagiarism
and cheating, whether intentional or unintentional, shall not be tolerated.
Every student is expected to follow any and all codes of academic honesty
endorsed by Boulder Preparatory High School.
Field
Trips, Athletics, and School-Sponsored Activities
Every
student is responsible for his or her academic obligations, though all are
entitled to participation in extracurriculars and other time-consuming
activities. Whether your absence is for athletics, clubs, or other classes, you must make arrangements with the
instructor prior to any such absence; failure to do so may result in a 0
for participation in the missed class and consequent decreased grades for
concurrent assignments.
Electronic
Devices
In order
to facilitate the development of a respectful and focused classroom
environment, students are asked to refrain from the use of cell phones and
other unnecessary and/or distracting devices during class time. Since this
course is heavily rooted in music, however, iPods, MP3 players, CD players, and
other music-related devices will be permitted when such use is appropriate and beneficial to the class as determined
by the instructor.
Materials Needed
Writing
materials (pen/pencil, paper)
Pocket-sized
notebook
Recommended: Binder, folder, or other
organizational system for hand-out readings
Approximate Schedule of
Study and Curriculum
This
schedule is a rough estimate and is subject to change. Please refer to daily
assignments for more accurate information.
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Week one (6/11 – 6/15) –
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Introduction to
Songwriting
What is songwriting? What are your goals for this course? What are
your expectations for this course?
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Week two (6/18 – 6/22) –
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Exploring Lyrics
What makes lyrics
“meaningful”? How are poetry and songwriting related? Who determines the
quality of lyrics?
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Week three (6/25 – 6/29) –
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Exploring Music
How are music, lyrics, and
emotion intertwined in songwriting? How can music accentuate meaning in
songwriting? What defines “good” music?
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Week four (7/2 – 7/6) –
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Exploring Genre
and Style
What are generic imperatives,
and why do they exist? How do such imperatives both improve and detract from
meaning? How can a songwriter develop an independent style and sound?
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Week five (7/9 – 7/13) –
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Songwriting: The
Generative and Iterative Process
How do we synthesize our
knowledge of songwriting to create a unique product? How can we improve a
song once we’ve “finished” it?
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Week six (7/16 – 7/20) –
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Summative Closure
Performance, sharing, and
feedback
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Miscellaneous
I reserve
the right to amend or alter this syllabus; please note that any changes are
made in an effort to create the best possible academic environment. I will
notify students of any such changes as promptly as possible.
I
wholeheartedly welcome feedback. Please do not hesitate to provide response to
my teaching practices, assignments, etc.—but please provide this feedback while
class is not in session.
