Advanced Songwriting Syllabus

Advanced Songwriting

August 21^st – October 11^th, 2012

TTh 10:40-12:10, 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 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.

Week one (8/20 – 8/24) –	Re-Introduction to Songwriting Breaking back into fundamentals: Vocabulary and terminology; Lyrical explication and analysis; Goals, expectations, and background.
Week two (8/27 – 8/31) –	Composing Lyrics Premise; poetic devices and techniques.
Week three (9/3 – 9/7) –	Composing Music Scales; chord progressions; melody; harmony.
Week four (9/10 – 9/14) –	Integrating Music and Lyrics Genre, style, and techniques; tone and mood.
Week five (9/17 – 9/21) –	The Generative and Iterative Process Revision and workshop techniques; collaborative composition.
Week six (9/24 – 9/28) –	Performance Techniques, venues, and audience.
Week seven (10/1 – 10/5) –	Performance and Recording Introduction to the recording process.
Week eight (10/8 – 10/12) –	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.