MUTX 111 - University of Wisconsin–Eau Claire
MUTX 111 Clinical Piano Repertoire – II Mon. and Fri. – 11:00 – 11:50 a.m.
Lee Anna Rasar rasarla@uwec.edu 836-4260 Spring 2007
Mondays – Syverson Lutheran Home Fridays – HFA 133
Fridays will consist of in-class performances of one song weekly, and on the following Monday you will perform that same song at the Syverson. You may sign up for songs each week using the repertoire list distributed by e-mail. You will need to sign up for different songs from the ones chosen last semester if you had MUTX 110 last semester. Your professor maintains a master list of the songs you have performed, so you may check with her if you have questions about your repertoire lists. You may also substitute a different song that is not on the repertoire list by obtaining permission from your professor.
At the beginning of class on most Fridays there will be a written quiz for you to write out the lyrics and chords for the song you will be performing in class on that day as well as performing on the following Monday at the Syverson. In addition to this written quiz, submission of song lyrics with chords noted above the corresponding lyrics is required each Friday. You must perform by memory (without using cue cards for lyrics/chords) while singing and playing the song on piano using chordal accompaniments in both hands. You may choose to perform the melody notes with your right hand, but you are graded on providing correct chordal accompaniments. In essence you need to serve as a song leader. For some performances, you will be requested to incorporate leading actions or instrument playing. We may use tone chimes in class on Fridays in lieu of piano. On a few days we may take tone chimes to the Syverson. As you are able to maintain focus on leading the song while simultaneously playing the accompaniment on piano, we will add in actions, sign language and visual aids. Also, each of you is expected to gain experience with your major instrument by joining in on the performances at the Syverson. We will prepare special holiday selections as a class on Friday to perform on the following Monday to incorporate your major instruments. You are welcome to bring your young children with you to the Syverson performances. The residents there love the young children and respond really well to them. You will want to be sure to prepare them for interacting with the residents and to explain their disabilities and special needs so that your children are not frightened.
Mon., Jan. 22 – Introduction – Chord progressions; transposing; tone chime leading and its relationship to I – IV- V chords on piano
Fri., Jan. 26 – Review of accompaniment patterns, idioms
Arpeggio accompaniments; Bass runs and patterns
Mon., Jan. 29 – Black History month repertoire – African-American styles
Fri., Feb. 2 – Mardi Gras and Ash Wednesday Repertoire – Mardi Gras is Feb. 20; Ash Wed. is Feb. 21
Mon., Feb. 5 – Leading actions yourself while simultaneously playing and singing
Fri., Feb. 9 – Valentine’s repertoire
Mon., Feb. 12 – Happy Valentine’s! Love Songs styles
Fri., Feb. 16 – Patriotic repertoire –Presentations will include 1 or 2 classmates to lead actions while you lead the group in singing and play piano. (President’s Day is 2-19.)
Mon., Feb. 19 – Happy President’s Day!
Fri., Feb. 23 – Minor thirds as substitutes in I – IV – V repertoire
Mon., Feb. 26 – Mardi Gras repertoire
Fri., March 2 – Waltz accompaniments – idea of conducting in 1
Mon., March 5 – Incorporation of scarves in presentations – 1 or 2 classmates may assist you in presentation to lead scarf dancing
Fri.., March 9 – Irish songs style – Happy St. Patrick’s Day on March 17
Mon., March 12 – Irish songs repertoire
Fri., March 16 - Swing into Spring – Personally lead scarf dancing while simultaneously playing and leading group singing
Happy Spring Break March 19 – 23!
Mon., March 26 – Incorporation of instruments in presentations
Fri., March 30 – Swing style
Mon., April 2 – Accordion imitations; Passover Seders; Easter Parade
Musical Programming for Chaplaincy
(Passover begins on April 2.)
Happy April Break Fri., April 6
Fri., April 13 - Spring songs – Oriental accompaniment
Mon., April 16 – Maypole Dance with scarves and streamers
Fri., April 20 - Flower repertoire; Personally lead actions while simultaneously singing and playing
Mon., April 23 – Spanish for Cinco de Mayo
Fri., April 27 – Bird repertoire
Mon., April 30 – Tribute to Mothers (Mother’s Day is May 13th)
Fri., May 4 – Instructions for Final Exam
Mon., May 7 – Train repertoire
Fri., May 11 – Taking requests; Spanish styles
Mon., May 14 – 10 – 11:50 a.m. - Final Exam – performance at Syverson Lutheran Home
Methods for evaluation of student performance include live presentations/leading of musical repertoire and grading of written song sheets and musical activities. Preparation of these materials and practicing music skills is done outside class, but presentation is done in the class which will meet both in the classroom and in the clinical setting.
Drop/Withdrawal Deadlines: Fri., Feb. 2nd is the deadline to drop with no record as well as the deadline to change to/from S/U or Audit. Mon., April 9 is the withdrawal deadline.
Attendance Policy: Students are expected to attend all class sessions. 3 points will be deducted from the final grade in this course for any unexcused absence. Excused absences may be made up through arrangements with the professor. In most cases make-up work will occur in class or at the Syverson to parallel whether the performance missed was in class or at the Syverson.
Students with Disabilities: Any student who has a disability and is in need of accommodations must contact the Office of Services for Students with Disabilities and must meet with the course instructor during the first week of classes to discuss needs. The Office of Services for Students with Disabilities is located in Old Library 2136 – phone: 836-4542. This procedure is University of Wisconsin – Eau Claire Policy.
This website contains academic policies for UW-Eau Claire, including academic misconduct:
Course goals and objectives:
1. Harmonize and transpose simple compositions (including spring and summer seasonal repertoire).
2. Play basic chord progressions (I-IV-V-I) in several keys.
3. Lead group singing by voice (while simultaneously
accompanying on piano).
4. Develop musical repertoire for geriatric setting, including spring
and summer holidays.
Grading scale based on points:
A = 95-100 C+ = 77-79 D- = 60 – 63
A- = 90-94 C = 74-76 F = 0 – 59
B+ = 87-89 C- = 70-73
B = 84-86 D+ = 67-69
B- = 80-83 D = 64-66
Grading: Points:
13 classroom presentations 100 points each 1300 points
50 points come from written quiz each Friday
13 presentations at Syverson 100 points each 1300 points
50 points come from Friday’s submission of paperwork
Final exam 200 points 200 points
Organized Portfolio of songs* 200 points 200 points
Total: 3000 points
*Organized Portfolio of songs = your personalized repertoire portfolio
Your personal repertoire portfolio includes lyrics and chords for all songs in your repertoire. If you have worked on songs outside of class, you may include them in your portfolio, but the minimum submission will include chords and lyrics for all songs you have performed in MUTX 110 and 111. Regardless of the type of format you choose (examples include index card file, staff paper notebook, songsheets on 8 ½ by 11 paper), incorporate a table of contents and any type of cross-referencing that would be useful to you in the future to locate songs. It is OK to share lyric and chord sets with classmates and is actually recommended as being very helpful. You may copy submissions from your classmates by using the files on D2L. Your portfolio also includes a repertoire set listing all songs which you have performed. This portfolio serves to prepare you for your music therapy portfolio which you will use for internship applications one year prior to graduation and which you may use for job applications during your internship, MUTX 449. This music therapy portfolio will include a videotape of you leading the song repertoire from this course with more complex accompaniment patterns than used in this course and also with your right hand performing melody lines. The videotape will of course also include song repertoire from subsequent courses which you will take.
Resources:
(1991). The Big and Easy Songbook – 44 – Electronic Keyboard Music. Milwaukee: Hal Leonard - Intended for Purchase - $9.95
N/A. (1977). Jumbo Songbook - E-Z Play Today. Milwaukee: Hal Leonard
The Greatest American Songbook – 308 – Hal Leonard – E-Z Play Today
Fakebooks
Don’t forget to check on-line, too. There are some really fun versions on-line with extra chords, but you need to double check the chords because sometimes there are errors. Also, sometimes there are variations in the lyrics. You can check with your professor for the lyrics that are known in the Eau Claire clinical settings.
Goals of the Baccalaureate Degree Targeted in this Course
1. an understanding of a liberal education - The weekly class meetings in the clinical setting contribute to the understanding and appreciation of a liberal education.
2.appreciation of the University as a learning community - The weekly class meetings in the clinical setting involve students in an appreciation of the University as a learning community.
3.ability to inquire, think, and analyze - Interaction with the clients and performances that involve responses to the clients' behaviors help students develop their abilities to inquire, think, and analyze.
4.ability to write, read, speak, listen - Interaction with the clients and performances that involve responses to the clients' behaviors help students develop their abilities to speak and listen. Reading and writing are targeted through the preparation of song sheets and musical activities.
5. understanding of numerical data - Rhythmic performance requires an understanding of numerical data. One of the most difficult problems with performing live in the clinical setting is to develop the ability to follow the tempos of the patients who are singing along. An ability to smoothly switch back and forth from one tempo to another requires the ability not just to find a subdivision of beats that is commonly divisible in each meter grouping but also to smoothly perform this tempo switching. The integration of the rhythm must be programmed neurologically in the brain prior to performing it motorically while playing without losing the beat and without interrupting the flow of the music.
6.historical consciousness - A historical survey of the use of music as therapy in the arena of gerontology is used as an orientation for this course and encompasses a historical consciousness.
7.international and intercultural experience - Examples of music therapy involvement presented in class span cultures and nationalities, including choices of music, programming activities, and the actual client responses.
8.appreciation of the arts - The core of the course content is based on an appreciation of the arts as music is intentionally used as a medical intervention in music therapy.
9.understanding of science and the scientific methods - The core of the course content is based on an understanding of science and the scientific methods as music is intentionally used as a medical intervention in music therapy. In this applied music course which involves students performing accompaniments while patients with dementia sing along, the students will see firsthand how music influences neurological executive functions, especially memory and organizational skills such as categorization and sequencing. They will also witness the neuronal changes that occur in response to rhythm to enable patients to focus attention, relate to their present environment appropriately, and follow through with tasks when they do not exhibit any of these skills outside the context of the musical experience. The students will see Neurologic Music Therapy principles in practice and will realize the power they have through music to elicit these positive changes in orientation and behavior in their patients.
10.understanding of values - An understanding of values is presented on many levels through the perspectives of patients, family members, friends, observers, and professionals and is an essential element of the course content as well as of the use of the clinical setting as the classroom.
11.understanding of human behavior and human institutions - An understanding of human behavior and human institutions is developed through the class meetings weekly at the Syverson Lutheran Home, an institutional placement for residents with dementia. The students learn how to use music to elicit behavioral changes and also learn about the nursing home and dementia unit environments.
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