Paulus Faculty Resource Center Grant

Submission

Music Theory 100: Fundamentals of Music

- Guitar

Course Background
Title
Music Theory 100: Fundamentals of Music Guitar
Brief Description
This course seeks to serve as an introduction to music theory and how
it relates to the acoustic guitar. Within this course we discuss how to
read tablature and the music theory behind traditional note reading.
We also discuss chords, scales, and creating a foundation for future
lifelong, independent learning on the guitar.
Course Objectives
Students in this course will be able to specify the proper steps to clean
and store their instrument when given an online step-by-step
assessment.
Students in this course will be able to accurately tune their instrument
manually (5-5-5-4-5 method) and electronically with the assistance of
a digital tuner without error while doing an audio examination.
Students in this course will be able to recognize without error the
correct notes in EDGBE measured readings while performing a
monitored jury and through online labeling activities.
Students in this course will be able to adequately describe the
contributions of at least 6 classical/modern composers that have
shaped the guitar world by completing a research project.
Students in this course will satisfactorily play three pieces using
traditional tablature, one piece using traditional note reading, and
one piece using (at least) four, three-note chords during message
board submissions. 75% note accuracy/timing must be maintained.
Students in this course will engage in a professional learning
community by constructively commenting on fellow students' musical
pieces and offering and receiving feedback from peers.
Students in this course will be able to locate and list multiple free, open
educational resources that contain lessons, tablatures, chords, and
sheet music to further their learning after this course.

Brief Schedule
Week

Topics

Week 1

Week 0 Activities

Weeks 2-4

Properly caring for,

holding, and tuning
your guitar/Finger
Positioning

Weeks 5-7

Theory, Tablature
Reading, Note
Readings.

Weeks 8-9

Weeks 1011
Weeks 1214
Weeks 1516
Weeks 17

Chords/Open
Educational Resources

Online
Standing on the
Shoulders of (They
Might Be) Giants
Now it is your turn:
Tablature/Chord Piece
Submissions
Now it is your turn:
Traditional Note
Reading Submissions
Opening the Door to
Lifelong Learning with
your Guitar.

A/Synchronous Activities
Ice breakers/Student
Introductions
What do you hope to gain from
this class?
Discussion: Guitarists you
admire/envy
Lecture: Introduction to Guitar
So you think you can tune?
Before/After Recordings
Label the parts of a guitar
activity
Finger Drills (Fourth String/Fifth
FretGO!)
Lecture: Where did Tabs come
from and why isnt all guitar
playing this easy?
Play by number: Happy
Birthday. Submit to Student
Studio.
Lecture: Power vs. Arpegio vs.
Traditional: A Chord By Any
Other Name
Now that you know chords, play
any song you wantOER
Search activities
Research project of selfselected six legendary guitar
composers.
Students submitting audio
and/or video of them playing
pieces with tabs/chords.
Students submitting audio
and/or video of them reading
simple, traditional notes.
Lecture/Presentations

Description of Need
Each student at this and many universities need a fine arts credit on
their transcript and guitar-based music theory classes have always
been in high demand. This means that students are oftentimes waitlisted or denied entry to these more popular classes. A more easy to
manage online format could allow certain professors to more
effectively teach slightly larger classes, consequently providing more
access to these popular classes. Students will excel at learning their
first instrument of choice.
It has also been a major inconvenience lugging these instruments to
campus, especially as these are often high dollar instruments that can
be lost or stolen. Students may more likely join these online classes, if
they can take the class in the safety of their own home or dorm room.
We are also convinced that student-learning outcomes will be met and
assessed with greater ease in this environment. Whereas much of
music-based assessments have been described as subjective, having
students record and submit music online will allow faculty to assess,
review, and critique these works with greater accuracy and thus will
offer the students more support in reaching their learning outcomes.

Online Course Content Appropriateness

In the 21st century, Internet-based resources are as crucial to guitar
learners as a guitar pick, and now that most laptops have auxiliary
jacks and web cameras, a student can broadcast themselves and play
to the class just as easy as being there in person.
Research has established that students do better in assessments when
they are performed in the same forum where the material is learned
and mastered. In this environment, students are assessed in the very
room that they practice. This non-threatening environment is a
welcomed change compared to the traditional nerve-racking music
juries.
Teaching and learning with this course online also carries with it these
added benefits:

Thousands of open educational resources available online in the

form of online lessons, tablatures, and sheet music.
Recording software/Metronomes/Tuners available to the student

for little to no cost.

Hours of YouTube/Vimeo and other videos available to teach
students how to learn many different styles from the
professionals
Faculty will be able to more conveniently access, review, and
assess the students works thanks to recorded sessions, rewind,
and archive features.

Participant Activities
In the hopes of keeping the students engaged, connected, and
successful, the following traditional participant activities have been
converted for the online environment

Podcasts of students from previous semesters who are now

playing excellently with the hopes of empowering the new
students to see what is possible, even if they are not musically
inclined.
Create weekly assignments where students must rehearse and
play a given selection and post it to their student-based music
studio for feedback.
Any Requests? Have students participate at least once on this
board where they ask requests from their fellow students and
have to upload them playing that *simple* song.
Have an open board where students can share links to favorite
pieces and discuss music tastes and theory.

Course Management System

The current Blackboard and Blackboard Collaborate systems have all
the needed features particularly

Synchronous platform for classes and juries

Message board systems for class discussions and
asynchronous/homework submissions.
Audio/Video upload capabilities via discussion board systems

In addition to these management platforms, Dropboxs shared folder

system may be used in the event that students audio files are too big
for standard web upload via Blackboard.

Budget
If the course management system has not been purchased, all funds
should be invested in this purchase.
If the CMS is already provided, funds can be used for
Facultys course materials (to be purchased for each faculty member
assigned to the course Approx. 5)
Camtasia for Mac license$99.
ClearTune app for iOS or Android$3.99
Yeti Microphone$150
Auxillary cable to Mac mixer$99
Music Theory Textbook (Faculty version)$90
Strings, picks, miscellaneous necessities$50
Sub Total: $491.99 | Grand Total: $2459.95
Professional Development Subscriptions
LyndaCampus$1500 for three years
National Association of Music Education In-Service Conference in
Nashville, TN for 3 faculty members$1,000