| Relevance of Course Objectives and Core Learning Outcomes(%) |
Teaching and Assessment Methods for Course Objectives |
| Course Objectives |
Competency Indicators |
Ratio(%) |
Teaching Methods |
Assessment Methods |
1. To enhance students' understanding and interest in the music and cultures of different countries.
2. To cultivate students' ability to broaden their international perspectives through the course.
3. To improve students' skills in identifying, analyzing, and solving problems.
4. To develop students' habits of self-directed learning through technological media.
5. To deepen students' understanding of multiculturalism and foster respect for other cultures.
6. To encourage students to complete assignments through collaborative learning.
|
| 1.Humanitarian Training |
| 3.Communication Skills |
| 4.Innovation |
| 5.International Perspective |
| 6.Social Care |
|
|
| topic Discussion/Production |
| Discussion |
| Lecturing |
|
| Written Presentation |
| Attendance |
| Oral Presentation |
| Assignment |
| Quiz |
|
| Course Content and Homework/Schedule/Tests Schedule |
| Week |
Course Content |
| Week 1 |
Before the Trip Begins: Fundamental Issues
What is Music?
Music: Universal Language or Culturally Specific Activity?
Knowing the World’s Musics
Resources for the Study of the World’s Musics |
| Week 2 |
Aural Analysis: Listening to the World’s Musics
How to Listen to World Music
Basic Elements: Timbre and Medium, Pitch, Rhythm, Phonic Structure, Dynamics, and Form
Cultural Considerations: Beyond the Sounds Themselves |
| Week 3 |
Oceania: Australia, Hawaii, Kiribati
Australian Aboriginal Song with Didjeridu
Hawaii: Hawaiian Steel Guitar and Ukulele, Drum-Dance Chant
Kiribati: Group Song for bino (sitting dance) from Kiribati
|
| Week 4 |
South India: Carnatic Classical (Vocal) Kriti
Pakistan: Qawwali (Sufi Devotional Song)
|
| Week 5 |
Laos and Northeast Thailand: Lam Klawn Repartee Singing
Indonesia (Java): Javanese Court Gamelan
|
| Week 6 |
East Asia: China, Japan, Tibet
China: The Guqin (Seven-String “Ancient” Zither, Jiangnan Sizhu (“Silk and Bamboo”) Ensemble from Shanghai, Beijing Opera (Jingju)
Japan: Gagaku Court Music, Taiko
Tibet: Tibetan Buddhist Ritual
|
| Week 7 |
Lecture |
| Week 8 |
Midterm Exam |
| Week 9 |
The Middle East: Islam and the Arab World, Iran, Egypt, Judaism
Islam and the Arab World: Islamic Adhan, “Call to Prayer”
Iran: Dastgah for Santur and Voice
Egypt: Takht Instrumental Ensemble
Judaism: Jewish Liturgical Cantillation
|
| Week 10 |
Europe: Spain, Russia, Scotland, Ireland, Bulgaria
“Classical” versus “Folk”
Spain: Flamenco
Russia: Balalaika Ensemble
Scotland: Highland Bagpipes
Ireland: Uilleann Bagpipes
Bulgaria: Bulgarian Women’s Chorus
|
| Week 11 |
Sub-Saharan Africa: Ghana, Nigeria, Zimbabwe, The Republic of South Africa
Ghana: Polyrhythmic Instrumental Ensemble, Talking Drums
Nigeria: Jùjú Popular Music
Zimbabwe: Mbira dza Vadzimu
The Republic of South Africa: Mbube
|
| Week 12 |
The Caribbean: Jamaica, Trinidad and Tobago, Cuba
Jamaica: Reggae
Trinidad and Tobago: Calypso, Steel Band (Pan)
Cuba: Cuban Song
|
| Week 13 |
South America and Mexico: Peru, Argentina, Brazil, Mexico
Peru: Sikuri (Panpipe) Ensemble
Argentina: Tango
Brazil: Samba, Carnival
Mexico: Mariachi
|
| Week 14 |
Group presentation |
| Week 15 |
Group presentation |
| Week 16 |
Final Exam |
self-directed
learning |
01.Participation in professional forums, lectures, and corporate sharing sessions related to industry-government-academia-research exchange activities.
02.Viewing multimedia materials related to industry and academia.
|
|
| Evaluation |
Written Reports
Tests
Oral Presentations
Peer Evaluation
|
| Textbook & other References |
Miller, Terry E. and Shahriari, Andrew, World Music: A Global Journey. London: Routledge, 2020.
教師自編教材
|
| Teaching Aids & Teacher's Website |
| www.yorklu.com |
| Office Hours |
| by appointment |
| Sustainable Development Goals, SDGs(Link URL) |
| 01.No Poverty 04.Quality Education 10.Reduced Inequalities 11.Sustainable Cities and Communities | include experience courses：N |
|