MUSC 123/125: Aural Skills I/II Spring 2018

Credit Hours: 1.0 Monday/Wednesday/Friday 9:00-9:50am Old Main 121

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Dr. Erik Anderson
Old Main 220
(701) 858-3576
j.erik.anderson@minotstateu.edu

Course Materials:

 Music for Sight-singing, 9th ed. Ottman, Robert W. and Rogers, Nancy.
Pearson, 2014.
 Picardy Learning, online aural skills environment
 3-Ring Binder for handouts (consider the same as for Theory I)
 Manuscript paper and blank paper

Course Goals:

To develop strong fundamentals in reading and writing the language of music,

dividing time between (1) sight-reading & performing written music and (2)
translating heard music into the written language. Using moveable-Do chromatic
solfege, students will learn to sing and recognize all seven church modes and the
different forms of minor, how to apply solfege in a sight-reading situation, and
how to both lead and respond to solfege hand-signs. For rhythmic vocalization,
students will use the 1-ta-&-ta system in combination with conducting.

Aural Skills is exactly about that, the development of skills. One cannot cram or
memorize or guess. All four semesters will be needed to develop your own
abilities as far as they can go, and it is our responsibility to both:
 Ensure a minimum standard of competency and
 Push the highest achieving students to their limit.

Each section of Aural Skills (I-IV) is offered each semester. If you do not pass a
particular semester, you would re-enroll in the same one for the following term. It
is not uncommon for students to take 5 semesters to complete the sequence. If you
do the work and stay current with Picardy and other assignments, four semesters
should be achievable for most students.

NASM Standards addressed in this course:

The Following language is copied from the current NASM Handbook:

2. Musicianship Competencies 

Students holding undergraduate liberal arts degrees must have:
 (1) The ability to hear, identify, and work conceptually with the elements
of music such as rhythm, melody, harmony, structure, timbre, texture. 

(2) An understanding of and the ability to read and realize musical
notation. 


Process:

Students will generally meet as a large group on Mondays and in smaller groups
on Wednesdays and Fridays, with dictation and performance testing done on
Fridays.

In small groups, work without an instructor present, with an instructor, and with a
TA will all be expected. Preparation outside of class should help alleviate fears of
performing in front of others. Small groups will be divided based upon relative
achievement in AS, and may include combining Freshmen and Sophomores.

Dictation and Performance Exams, Levels 1-4:

Semester 1 Semester 2 Semester 3 Semester 4

Level completed:

For a ‘C’ or ‘B’ 1 2 3 4

For an ‘A’ 2+ 3+ 4+ 5+

These exams will be given 5 times per year, roughly Sept 15, October 30, Dec.1,
February 15, and April 30. Students should take the appropriate level of exam,
depending on their progress in each aspect. For example, a student may take the
level 3 performance exam and the level 1 dictation exam during the same testing
cycle. Instructors may choose to offer additional test dates, as they see fit.

Performance Exams

For each, the student will be required to score a 3 out of a 4-pt rubric (see
below) for three selections from the Ottman text, corresponding to the
following chapters. One will be a rhythmic example, the other two will be
singing. All three must be passed in the same exam session for the level to
be passed.

Level 1: Chapters 1 and 2

Level 2: Chapters 3, 4, and 5
Level 3: Chapters 6, 7, and 10
Level 4: Chapters, 8, 9, and 10
 Scoring rubric: 4 = perfect reading
3 = clear mastery of skill, but with minor mistakes
(wrong solfege syllable, small rhythmic error,
bobbled conducting pattern)
2 = skill is evident, but many minor mistakes or one
major mistake (wrong key, meter, mode, conducting
pattern)
1= little or no skill evident
Dictation Exams

These tests are set to be a minimum standard to achieve a C. In that way,

they will often lag behind the pace of the class, and should feel more like
review. If a student is keeping up with their work in class, and staying
current with Picardy, these tests should be passed with ease. For each, the
student will be required to score roughly an 85% overall to pass (80% for
Level 4). Content will be as follows.

Level 1:
 All intervals within an 8ve, played blocked and broken;
 Major and Minor scale forms, played one octave ascending;
 Triad qualities in root position, played blocked and broken;
 Simple & Compound meter rhythmic dictation, 4 bars, no
subdivision.

Level 2:
 Triad qualities with inversions, blocked and broken;
 Major, Minor, Modal scales, played one octave ascending;
 5-chord harmonic progressions using Primary triads in root
position, identifying the Numeral only;
 Simple & Compound melodic dictation, 4 bars, diatonic, limited
skips focused around the tonic triad;
 Simple & Compound meter rhythmic dictation, 4 bars, with limited
subdivision

Level 3:
 7th-chord qualities in root position, blocked and broken;
 Major, Minor, Modal scales, played one octave descending;
 5-chord harmonic progressions using all diatonic harmonies, root
position, identify the Numeral and notating the soprano;
 Simple/Compound melodic dictation, 4 bars, diatonic, limited
skips focused around the tonic and dominant triads;
 Simple & Compound meter rhythmic dictation, 4 bars, with limited
syncopation and subdivision.

Level 4:
  5-chord harmonic progressions, all diatonic harmonies, all
inversions, identifying the Numeral and notating soprano and bass;
 Simple & Compound melodic dictation, 8 bars, diatonic, including
leaps of a 5th or larger;
 Simple & Compound meter rhythmic dictation, 8 bars, with
syncopation, subdivision, and limited ties over the bar line.

Aural Skills 1 Assessment:

The work above is required to qualify for a C, or passing, grade. The grade for
this class is determined by the following:

Picardy progress 20%

Participation/Daily assignments 20%
Weekly Performance/Dictation Tests 60%

Participation/Daily Work: Being in class every session is critical to progress in

Aural Skills; 20% of your grade will be based upon attendance and participation
in in-class events (rhythmic and sight-singing examples, dictation, group singing)
and preparation of any assignments for class. There is no make-up possibility for
unexcused absences; excused absences will be dealt with on a per-case basis.

Picardy Progress: You will be given Picardy assignments throughout the

semester relating to in-class materials, typically assigned on a Monday and due
the following Monday. I expect that a minimum of 30 minutes be spent on
Picardy each week, and that personal exploration is encouraged beyond the scope
of the assignments.

Dictation Assignments: Writing down music that you hear is a critical skill. One
of the most important ways to develop this ability is to dictate music that you are
already familiar with, or from a recording. For these assignments, I will either
assign a well-known tune or send out a specific link to a recording, and ask that
either the melody, harmonic progression, bass line, or all three be notated and
turned in. In general, these assignments will be given on Monday and due the
following Monday.

Performance/Dictation Tests: Generally given on Friday, these will be

individual sight-reading or partnered prepared-performance tests. Often, these will
be done in the small-group format, in front of your peers. For dictation, these will
include testing of intervals, scales, triads, inversions, progressions, and rhythmic
and melodic dictation. Dictation tests will typically be given in a large-group
format. They will be graded on the 4-pt rubric.

For assignment of letter grades, I will use the standard of 92%=A, 84%=B,
70%=C, 60%=D.
Course Outline:

The pace and content of the course, on a day-today and week-to-week

basis, are entirely dependent on the progess of the class through the
material.

The early part of the semester will focus on improvisation with respect to
antecedent/consequent relationships, writing melodies, and playing within
the 12-bar blues framework. Regular dictation and composition
assignments will be employed to study harmony, melody, and rhythm, as
all students work to improve their recognition, improvisation,
composition, and dictation skills in these areas.

February 14/16: First opportunity, Level exams

March 27/29: Second opportunity, Level exams

April 27/30: Third opportunity, Level exams

Academic Honesty:

Students are expected to be completely honest in their dealings at Minot State

University. They should complete their own work and expect to be evaluated
based on that work. Academic dishonesty includes, but is not limited to,
intentional and unintentional plagiarism, copying the work of another student,
cheating on examinations, and falsification or fabrication. Willful academic
misconduct may result in course failure as deemed appropriate by the instructor,
and may be grounds for action taken by the University.

Office Hours:
Posted on my office door, as it may change. Students are encouraged to see help
outside of help through either a scheduled appointment (email is best) or dropping
by my office.

Disclaimer:
The instructor reserves the right to alter this syllabus in order to provide greater
continuity and/or enhance the learning process in any way.

Title IX:
MSU faculty members are “mandatory reporters,” which means that once we are apprised
of violence or harassment based on sex and gender, we are required to report the incident
to the Title IX office on campus, regardless of whether the student wants this information
reported or not. It may very well be that you would like the information reported, but
you do not know whom to approach about this information, in which case our mandatory
reporting requirements will be desirable to you. However, if you just wanted to talk
about an incident but do not want it reported, neither you nor I have any choice in this
matter, and once divulged, I must report it. This is just to let you know about the kinds of
requirements under which we all are operating.
Title IX makes it clear that violence and harassment based on sex and gender are Civil
Rights offenses subject to accountability and support. If you or someone you know has
been harassed on the basis of sex and gender or assaulted, you can find the appropriate
resources on/off Minot State University’s campus. These resources include:

Minot State University Information

Counseling Services (confidential)
Lura Manor-south lower level
701- 858-3371

Campus Ministry (confidential)

Wellness Center, 2nd floor

Health Services
Lura Manor-south lower level
701- 858-3371

Campus Security
701-500-2423

Local Community Resource Information

Domestic Violence Crisis Center (confidential)
24-hour Crisis Line: 701- 857-2200
24-hour Rape Crisis Line: 701- 857-2500

Minot Police Department

911/ 701- 852-0111

Disability Statement:
In coordination with the Disability Support Service, reasonable accommodations will be
provided for qualified students with disabilities (LD, Orthopedic, Hearing, Visual,
Speech, Psychological, ADD/ADHD, Health Related, TBI, PTSD and Other). Please
meet with the instructor during the first week of class to make arrangements.
Accommodations and alternative format print materials (large print, audio, disk or
Braille) are available through the Disability Support Service, located on campus in the
lower level of Lura Manor, or by calling 701-858-3371 or by e-mail at
evelyn.klimpel@minotstateu.edu.

Non-Discrimination Statement:
Minot State University subscribes to the principles and laws of the state of North Dakota
and the federal government pertaining to civil rights and equal opportunity,
including Title IX of the 1972 Education Amendments. Minot State University
policy prohibits discrimination on the basis of race, gender, religion, age, color,
creed, national or ethnic origin, marital status, sexual orientation, gender identity,
or disability in the recruitment and admission of students and the employment of
faculty, staff, and students, and in the operation of all college programs, activities,
and services. Evidence of practices which are inconsistent with this policy should
be reported to the Human Resource Director in the Administration Building.