Syllabus: Contemporary Songwriting

Contemporary Songwriting

June 11^th – July 18^th, 2012

MW 11:10-12:40, Room 1

http://boulderprepsongwriting.blogspot.com/

Shane Abrams

shane.abrams11@gmail.com

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.

Week one (6/11 – 6/15) –	Introduction to Songwriting What is songwriting? What are your goals for this course? What are your expectations for this course?
Week two (6/18 – 6/22) –	Exploring Lyrics What makes lyrics “meaningful”? How are poetry and songwriting related? Who determines the quality of lyrics?
Week three (6/25 – 6/29) –	Exploring Music How are music, lyrics, and emotion intertwined in songwriting? How can music accentuate meaning in songwriting? What defines “good” music?
Week four (7/2 – 7/6) –	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?
Week five (7/9 – 7/13) –	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?
Week six (7/16 – 7/20) –	Summative Closure Performance, sharing, and feedback

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.