Date Submitted: Thu, 01 Dec 2016 19:29:34 GMT

Viewing: MUS_I_VR 3753W wengerj : Piano Literature I - Writing Intensive

Last edit: Fri, 02 Dec 2016 14:11:51 GMT

Changes proposed by: wengerj

Proposal Type

Writing Intensive

Contact Information

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Instructor for whom you are submitting proposal:
School of Music
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Term for Proposal


Course Catalog Information

Music-Instrumental And Vocal Repertory (MUS_I_VR)
Music-Instrumental And Vocal Repertory
Piano Literature I - Writing Intensive
Survey of keyboard music from ca. 1600 to ca. 1800.
A-F (allow student to choose S/U option)
junior standing and instructor's consent.

Instructor Information

School of Music
(numbers only)
Tenured Professor
138 Fine Arts

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
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Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.

Honors Course Information

Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.



Writing Intensive Course Information

This is a two semester course that surveys the literature of the piano and its predecessors. In the first semester, we look at the music from pre-Renaissance through Beethoven, and compare the performance practice issues of the original instruments harpsichord, clavichord, and fortepiano to those of the modern piano. The writing mainly concerns these differences. The students also do listening and score identification quizzes throughout the semester. I have taught this course numerous times before, but your site software would not allow me to submit another revision. This is not a new course, but it is revised from earlier offerings. See shorter assignments and exams listed above. I also illustrate good writing from assigned readings for the class, especially focusing on the use of vocabulary and syntax in discussing musical performers and performances.
The course in Fall 2014 will have one non-native English speaking student, so I will be spending extra time on explaining the organization of a paper and also the proper use of music vocabulary (especially Italian musical terms).
Self paced?

Should this course be considered for funding?

Large Enrollment Courses:

Writing Intensive Assignments

All assignments
Short first assignment: respond to reading of listening to Renaissance English keyboard literature teacher evaluates, returns for second/final draft. Purpose: to write about music for first time, utlilizing proper vocabulary, sentence, and paragraphs. First project, longer paper: Listen to multiple recordings of the same Bach piece performed on different instruments by different performers. Teacher provides organizational outline of topics to be covered although body of paper can be organized in a variety of ways teacher evaluates first and second drafts, or until paper is completed. Second project, longer paper: Similar to first project, based on multiple performances and instruments of a Beethoven sonata. Teacher provides some organizational hints, but can be structured similarly to first project. Students evaluate first draft for each other, teacher evaluates second and subsequent revisions. Midterm and Final Exams contain essay questions which are graded for writing clarity.
Length of assignment:

Total pages for all assignments:
First drafts:

Writing Intensive Teaching

Peer review
Instructor provided feedback
Teacher provides samples of good writing and a full music paper with effective and straightforward organization. Guidelines given for grammer and formatting in music writing revisions based on these samples and guidelines. Feedback provide in written form to each student during a one-on-one meeting with the teacher. I summarize issues to address, as well as specific revisions.
The multiple performances that are the basis of each project can be viewed from a variety of perspectives. Some students focus more on the instrument differences, some on the performers, choices of tempi, rubato, tone color, etc. I ask for their opinion of the most effective performance in the conclusion of the papers, based on the evidence presented in the body of the paper. Once they have made a convincing argument in the paper, we discuss their final opinions in class.
First short assignment is written no later than week 2. The first larger project begins in September and culminates about mid-term, and the second project is completed before the final exam. So with drafts and revisions, they are working on a larger writing project almost every week of the semester. The midterm and final essays are in class, which gives me a chance to see if the writing has improved.

Course Syllabus

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Administrative Information

Humanities and Arts


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