Advanced Songwriting
August 21st – October
11th, 2012
TTh 10:40-12:10, 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 more deeply analyze quality songwriting, musicianship, and
performance 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. This particular incarnation of
songwriting will focus more on fostering and activating the creative dimensions
of songwriting; students are expected to compose their own artistic pieces, and
will be equipped to do so effectively. 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 musical pieces lyrically,
musically, 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.
· demonstrate competence with and
awareness of performance characteristics and practices.
· 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 processes and
techniques necessary to creating one’s own music and expressive style?
· 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); 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 Advanced 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 8-week course,
points possible will amount to roughly 800-1000 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 16 sessions of Contemporary
Songwriting; each absence is detrimental to learning potential. I will not
deduct points for absences, whether they are excused or unexcused. However,
students are always responsible for information, work, and cumulative
assignments which they miss when absent, and missing class will unforgivingly
hinder a student’s academic success.
Students
are expected to arrive to class on time and remain in class except for
designated breaks. End of story.
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
Headphones/earbud
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 (8/20 – 8/24) –
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Re-Introduction to
Songwriting
Breaking back into fundamentals: Vocabulary and terminology; Lyrical
explication and analysis; Goals, expectations, and background.
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Week two (8/27 – 8/31) –
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Composing Lyrics
Premise; poetic devices and
techniques.
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Week three (9/3 – 9/7) –
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Composing Music
Scales; chord progressions;
melody; harmony.
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Week four (9/10 – 9/14) –
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Integrating Music
and Lyrics
Genre, style, and techniques;
tone and mood.
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Week five (9/17 – 9/21) –
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The Generative and
Iterative Process
Revision and workshop
techniques; collaborative composition.
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Week six (9/24 – 9/28) –
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Performance
Techniques, venues, and
audience.
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Week seven (10/1 – 10/5) –
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Performance and
Recording
Introduction to the recording
process.
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Week eight (10/8 – 10/12) –
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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.
