Instructor: Prof. David Schulenberg (dschulen AT wagner.edu)
Office hours: Wednesdays, 3–4, and Thursdays, 10–11, Campus Hall, Rm. 110
Class meetings: Tuesdays and Thursdays 1:00–2:30
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The Senior Learning Community in Music is offered every year and is normally taken by senior Music majors. In keeping with the Wagner College plan, it consists of three parts: (1) a capstone course in the form of a seminar for which students do independent research and writing; (2) an experiential component; and (3) a reflective tutorial or RFT that encompasses the experiential component. Unlike other Senior LCs, the one in Music is divided over the year, with the capstone course taught in the fall and the experiential component and RFT taking place in the spring. The capstone course includes a final comprehensive examination that must be passed in order to pass the course and graduate (see below).
GENERAL INFORMATION
The seminar, MU 491, introduces students to research and writing on music. The topic varies from year to year. In addition to writing a research paper on some aspect of this topic, students gain the research and writing skills necessary for producing program notes. This will be especially important for those planning to perform a recital as their experiential project in the spring, but it is also a valuable experience for anyone who may someday be in a position that involves writing carefully for a public audience or readership.
The seminar includes an introduction to research techniques and writing in music. Students learn to define research topics, to use library and online resources, and to write in a well-organized and effective manner, using accepted methods of documentation. Students carry out regular written assignments that are the basis of oral reports to the group, and for some meetings they bring in samples of their own paper outlines or drafts for discussion by the group. At the end of the semester, each student presents the most important findings of his or her research paper in a formal presentation to the group.
A new feature first included in fall 2005 is a final comprehensive examination testing your mastery of knowledge and skills in music theory, history, and research skills. You must pass this examination to pass the course and graduate. If you do not succeed, you will receive an I (incomplete) in MU 491 and may re-take the exam early in the spring semester.
The RFT, MU 400, taken in the spring, includes an experiential component which for most students is a senior recital. Students giving a senior recital prepare for it through practice, rehearsal, and studio lessons with their major teacher. In addition, students meet as a group in the RFT to discuss all aspects of their recital, including selection of repertory, issues relating to practice and rehearsal, and practical matters such as scheduling of halls and preparation of printed programs (including program notes, as well as texts and translations for vocal works). In the RFT, students also perform selections from their recitals, receiving coaching from the instructor and comments from the group as a whole. Because the integration of the recital into the RFT is a crucial element of the Senior Learning Community, the scheduling of the recital must be approved by the instructor of the RFT. It cannot take place before spring break.
Students who do not wish to perform a senior recital have other options, depending on their talents and interests. They might write and perform a substantial original composition; carry out a program of research and analysis in the field of music history or music theory; or undertake a self-designed project involving music-related work in the community or the music business. Students who do not perform a recital are expected to participate in the RFT alongside other students, reporting and discussing their experiences.
Grading in the seminar is based on class attendance and participation (20%), the quality and presentation of the research paper (40%) and the final comprehensive examination (40%).
Grading in the RFT is based on attendance and participation (50%) and on the quality of preparation for coachings, performances, and other activities undertaken at group meetings (50%). The experiential activity itself, whether a recital or some other project, is not graded as such, although students will receive a grade as usual for studio lessons, and this grade should reflect the quality of the recital.
