University of Hawaii Maui College
Beginning 'Ukulele

1. Course Alpha. Please click on the ? to the right for help.

 MUS

2. Course Number. Please click on the ? to the right for help.

 121z

3. Course Title/Catalog Title. Please click on the ? to the right for help.

 Beginning 'Ukulele

4. Number of Credits. Please click on the ? to the right for help.

 2

5. Contact Hours/Type. Please click on the ? to the right for help.

 
  • Hour lecture (2)


6. Course Description. Please click on the ? to the right for help.

 

Introduces Hawaiian-style ukulele playing. Students learn to play the ukulele through  a selection of traditional and contemporary American and Hawaiian songs. An introduction to ukulele history in Hawai`i is included. No prior experience necessary.



7. Pre-Requisites. Please click on the ? to the right for help.

 

 None



8. Co-requisites.

 

None



9. Recommended Preparation.

 

Students must provide their own 'ukulele in good playable condition and have internet access.



10. Is this a cross-listed course? Please click on the ? to the right for help.

 NO


11. Reason for Proposal. Why is this course being proposed or modified? This question requires specific information as part of the explanation. Please click on the ? to the right for help.

 

Convert  from a topics course. MUS 190v beginning ukulele has been offered at least 6 times and is always full. It is offered at other campuses in our system.



12. Effective Semester and Year. For new or modified courses, the effective year is one year from the semester proposed. For example, if proposed in Spring 2012, the effective semester is Spring 2013. Please click on the ? to the right for help.

 Spring 2013

13. Grading Method. What grading methods may be used for this course? Please click on the ? to the right for help.

 
  • Standard (Letter,Cr/NCr,Audit) (0)


14. Is this course repeatable for credit? How often can this course be counted toward a degree or certificate? Please click on the ? to the right for help.

 NO

15. Course Student Learning Outcomes (SLOs). DO NOT ENTER TEXT IN THE TEXT BOX BELOW. Click on the yellow button "COURSE LEARNING OUTCOMES" and enter in that screen. Please click on the ? to the right for help.

 
 Course SLO/Competency1. Change strings as needed.2. Play chords from chord diagrams.3. Play songs using common chords and progressions.4. Perform different styles of music.5. Ability to play songs in keys other than as notated, as required.6. Ability to find printed and recorded music online
1. Perform basic maintenance on the instrument.

 

 

 

 

 

2. Read block chord diagrams

 

 

 

 

 

3. Play songs using common chords and progressions

 

 

 

 

 

4. Strum with appropriate patterns

 

 

 

 

 

5. Transpose songs to different keys

 

 

 

 

 

6. Use internet as a resource for songs

 

 

 

 

 


Course SLO
1. Perform basic maintenance on the instrument.
2. Read block chord diagrams
3. Play songs using common chords and progressions
4. Strum with appropriate patterns
5. Transpose songs to different keys
6. Use internet as a resource for songs


16. Course Competencies. DO NOT ENTER TEXT IN THE TEXT BOX BELOW. Click on the yellow button "COURSE COMPETENCIES/ISSUES/SKILLS" and enter text in that screen. Course competencies are smaller, simpler tasks that connect to and facilitate the SLOs.

 
Competency
1. Change strings as needed.
2. Play chords from chord diagrams.
3. Play songs using common chords and progressions.
4. Perform different styles of music.
5. Ability to play songs in keys other than as notated, as required.
6. Ability to find printed and recorded music online


17. Recommended Course Content and Timeline. The course content facilitates the course competencies. Course content may be organized by weeks, units, topics or the like.

 

The course will use a series of popular English and Hawaiian songs as a vehicle for learning. The songs will be presented in a progression that introduces new skills with each song. A typical class will begin with review of the previous class's material. This is followed by listening to and introducing a new song. Next is an explanation and discussion of new skills that the song presents, such as a strumming pattern, new chord positions, and specific embellishments that are unique to that song. The class then plays the song together, giving specific attention to difficult portions.

The instructor uses charts that show lyrics, chord timing, and chord formations used in the song. Audio files of songs used in the course are available. Videos are also available by internet and DVD for students reference. The class will learn one new song per class session.


a. regular attendance and participation in class playing and discussions
b. Students must show progress in knowledge and playing ability
c. complete assignments in creating song charts and transposing
d. musical performance recitals
 
One hour minimum of practice time between classes is recommended
 




18. 

 
  • Includes, but is not limited to: group discussions, group projects, group presentations, group exercises, group/team work in- and out-side of the classroom; appropriate rubrics. (0)
  • Includes, but is not limited to: assignments done outside of class in any discipline, such as math problems, reading and questions, chapter questions, critical thinking questions, class preparation; appropriate rubrics. (0)
  • Includes, but is not limited to: attendance, participation, readings, art projects, media reviews, reactions to speakers, critical thinking exercises, or reflective exercises; appropriate rubrics. (0)
  • Includes, but is not limited to: lab assignments, lab projects, field assignments, field projects, student teaching, skill-building work, or hands-on projects; appropriate rubrics. (0)
  • Includes, but is not limited to: speeches, class talks, drama presentations, oral readings, interviewing, capstone or other class presentations, oral presentations using technology, oral presentations given via technology; appropriate rubrics. (0)
  • Other, not included in above (0)
  • Includes, but is not limited to: research, art, observation, interview, or service learning projects, portfolio development; appropriate rubrics. (0)
  • Includes, but is not limited to: essay tests, objective tests, mid-term and final exams, unit exams, quizzes of all types, tests may be written, oral, computerized, in-class, take-home, at testing sites; appropriate rubrics. (0)
  • Includes, but is not limited to: term papers, essays, creative writings, reports, or reaction papers; appropriate rubrics. (0)

Method of EvaluationIncludes, but is not limited to: assignments done outside of class in any discipline, such as math problems, reading and questions, chapter questions, critical thinking questions, class preparation; appropriate rubrics.Includes, but is not limited to: attendance, participation, readings, art projects, media reviews, reactions to speakers, critical thinking exercises, or reflective exercises; appropriate rubrics.Includes, but is not limited to: essay tests, objective tests, mid-term and final exams, unit exams, quizzes of all types, tests may be written, oral, computerized, in-class, take-home, at testing sites; appropriate rubrics.Includes, but is not limited to: group discussions, group projects, group presentations, group exercises, group/team work in- and out-side of the classroom; appropriate rubrics.Includes, but is not limited to: lab assignments, lab projects, field assignments, field projects, student teaching, skill-building work, or hands-on projects; appropriate rubrics.Includes, but is not limited to: research, art, observation, interview, or service learning projects, portfolio development; appropriate rubrics.Includes, but is not limited to: speeches, class talks, drama presentations, oral readings, interviewing, capstone or other class presentations, oral presentations using technology, oral presentations given via technology; appropriate rubrics.Includes, but is not limited to: term papers, essays, creative writings, reports, or reaction papers; appropriate rubrics.Other, not included in above
Course SLOs
1. Perform basic maintenance on the instrument.         
2. Read block chord diagrams         
3. Play songs using common chords and progressions         
4. Strum with appropriate patterns         
5. Transpose songs to different keys         
6. Use internet as a resource for songs         
Course Competencies
1. Change strings as needed.         
2. Play chords from chord diagrams.         
3. Play songs using common chords and progressions.         
4. Perform different styles of music.         
5. Ability to play songs in keys other than as notated, as required.         
6. Ability to find printed and recorded music online         


Method of Evaluation
Includes, but is not limited to: assignments done outside of class in any discipline, such as math problems, reading and questions, chapter questions, critical thinking questions, class preparation; appropriate rubrics.
Includes, but is not limited to: attendance, participation, readings, art projects, media reviews, reactions to speakers, critical thinking exercises, or reflective exercises; appropriate rubrics.
Includes, but is not limited to: essay tests, objective tests, mid-term and final exams, unit exams, quizzes of all types, tests may be written, oral, computerized, in-class, take-home, at testing sites; appropriate rubrics.
Includes, but is not limited to: group discussions, group projects, group presentations, group exercises, group/team work in- and out-side of the classroom; appropriate rubrics.
Includes, but is not limited to: lab assignments, lab projects, field assignments, field projects, student teaching, skill-building work, or hands-on projects; appropriate rubrics.
Includes, but is not limited to: research, art, observation, interview, or service learning projects, portfolio development; appropriate rubrics.
Includes, but is not limited to: speeches, class talks, drama presentations, oral readings, interviewing, capstone or other class presentations, oral presentations using technology, oral presentations given via technology; appropriate rubrics.
Includes, but is not limited to: term papers, essays, creative writings, reports, or reaction papers; appropriate rubrics.
Other, not included in above

Playing songs with proper technique during class review. Perform recitals during the course. Perform a final recital in class.



19. Program Learning Outcomes. DO NOT ENTER TEXT IN THE TEXT BOX BELOW. Click on the yellow button "PLOs" and enter text in that screen. Program Student Learning Outcomes (PLOs) supported by this course. If you are not a "program" use the Liberal Arts PLOs, view them by clicking on ? icon to the right.

 

Techniques of creative expressions and its evaluation



20. College-wide Academic Student Learning Outcomes (CASLOs). FIRST, fill out the CASLO grid located in the UHMC tab above. Click on the HELP icon for tips on determining support for the CASLOs and indicate your choices below by clicking on the box in front of each supported CASLO. NOTE: Our campus does not use the Preparatory Level, Level 1 and Level 2 designations in the chart below.

 

selectedCreativity - Able to express originality through a variety of forms.

  selectedLevel 2
selectedCritical Thinking - Apply critical thinking skills to effectively address the challenges and solve problems.

 selectedLevel 1 
 Information Retrieval and Technology - Access, evaluate, and utilize information effectively, ethically, and responsibly.

   
 Oral Communication - Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.

   
 Quantitative Reasoning - Synthesize and articulate information using appropriate mathematical methods to solve problems of quantative reasoning accurately and appropriately.

   
 Written Communication - Write effectively to convey ideas that meet the needs of specific audiences and purposes.

   



GenED SLO
Creativity - Able to express originality through a variety of forms.
Critical Thinking - Apply critical thinking skills to effectively address the challenges and solve problems.


21. Linking. CLICK ON CHAIN LINK ICON IN UPPER RIGHT HAND CORNER TO BEGIN LINKING. Please click on the ? to the right for help.

 

22. Method(s) of delivery appropriate for this course. Please click on the ? to the right for help.

 
  • Classroom/Lab (0)
  • Online (0)

Videos showing specific techniques for the songs taught in the course are available online. Students are expected to practice with these videos. Songs are also available for online listening.



23. Text and Materials, Reference Materials, and Auxiliary Materials. Please click on the ? to the right for help.

 

Custom Song charts that show lyrics, chord timing, measure structure, and chord formations used in the song. Audio files of songs used in the course are available. Videos are also available by internet and DVD for student's reference.Textbooks and handouts on music notation and theory.



24. Maximum enrollment. Please click on the ? to the right for help.

 Course is limited to 20 students because best practices in teaching group musical instrument classes by one instructor is indicates 20 is the maximum number of students.

25. Particular room type requirement. Is this course restricted to particular room type? Please click on the ? to the right for help.

 NO

26. Special scheduling considerations. Are there special scheduling considerations for this course? Please click on the ? to the right for help.

 NO

27. Are special or additional resources needed for this course? Please click on the ? to the right for help.

 

Internet access is required and not available in every room on campus. Therefore, a music classroom is recommended. Further, it is best to have access to audio playback, also not found in every classroom.



28. Does this course require special fees to be paid for by students? Please click on the ? to the right for help.

 NO

29. Does this course change the number of required credit hours in a degree or certificate? Please click on the ? to the right for help.

 

No



30. Course designation(s) for the Liberal Arts A.A. degree and/or for the college's other associate degrees. Please click on the ? to the right for help.

 
DegreeProgramCategory
AA Liberal Arts:AAHE - Human Expression

LE - Elective
AS:ANYHU - Humanities
AAS:ANYHU - Humanities
BAS:ANYHU - Humanities
Developmental/
Remedial:		  


31. Course designation(s) for other colleges in the UH system.

 

DA



32. Indicate the year and page # of UHMC catalog referred to. For new or modified courses, please indicate the catalog pages that need to be modified and provide a sheet outlining those changes.

 

2011-2012 page 135



33. College-wide Academic Student Learner Outcomes (CASLOs). Please click on the HELP icon for more information.

 
Standard 1 - Written Communication
Write effectively to convey ideas that meet the needs of specific audiences and purposes.		  
Outcome 1.1 - Use writing to discover and articulate ideas. 0
Outcome 1.2 - Identify and analyze the audience and purpose for any intended communication. 0
Outcome 1.3 - Choose language, style, and organization appropriate to particular purposes and audiences. 0
Outcome 1.4 - Gather information and document sources appropriately. 0
Outcome 1.5 - Express a main idea as a thesis, hypothesis, or other appropriate statement. 0
Outcome 1.6 - Develop a main idea clearly and concisely with appropriate content. 0
Outcome 1.7 - Demonstrate a mastery of the conventions of writing, including grammar, spelling, and mechanics. 0
Outcome 1.8 - Demonstrate proficiency in revision and editing. 0
Outcome 1.9 - Develop a personal voice in written communication. 0
Standard 2 - Quantitative Reasoning
Synthesize and articulate information using appropriate mathematical methods to solve problems of quantative reasoning accurately and appropriately.		  
Outcome 2.1 - Apply numeric, graphic, and symbolic skills and other forms of quantitative reasoning accurately and appropriately. 0
Outcome 2.2 - Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate. 0
Outcome 2.3 - Communicate clearly and concisely the methods and results of quantitative problem solving. 0
Outcome 2.4 - Formulate and test hypotheses using numerical experimentation. 0
Outcome 2.5 - Define quantitative issues and problems, gather relevant information, analyze that information, and present results. 0
Outcome 2.6 - Assess the validity of statistical conclusions. 0
Standard 3 - Information Retrieval and Technology.
Access, evaluate, and utilize information effectively, ethically, and responsibly.		  
Outcome 3.1 - Use print and electronic information technology ethically and responsibly. 2
Outcome 3.2 - Demonstrate knowledge of basic vocabulary, concepts, and operations of information retrieval and technology. 1
Outcome 3.3 - Recognize, identify, and define an information need. 3
Outcome 3.4 - Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of that information.  1
Outcome 3.5 - Create, manage, organize, and communicate information through electronic media. 1
Outcome 3.6 - Recognize changing technologies and make informed choices about their appropriateness and use. 0
Standard 4 - Oral Communication
Practice ethical and responsible oral communications appropriately to a variety of audiences and purposes.		  
Outcome 4.1 - Identify and analyze the audience and purpose of any intended communication. 0
Outcome 4.2 - Gather, evaluate, select, and organize information for the communication. 0
Outcome 4.3 - Use language, techniques, and strategies appropriate to the audience and occasion. 0
Outcome 4.4 - Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and occasion. 0
Outcome 4.5 - Summarize, analyze, and evaluate oral communications and ask coherent questions as needed. 0
Outcome 4.6 - Use competent oral expression to initiate and sustain discussions. 0
Standard 5 - Critical Thinking
Apply critical thinking skills to effectively address the challenges and solve problems.		  
Outcome 5.1 - Identify and state problems, issues, arguments, and questions contained in a body of information. 0
Outcome 5.2 - Identify and analyze assumptions and underlying points of view relating to an issue or problem. 0
Outcome 5.3 - Formulate research questions that require descriptive and explanatory analyses. 0
Outcome 5.4 - Recognize and understand multiple modes of inquiry, including investigative methods based on observation and analysis. 0
Outcome 5.5 - Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and biases through the use of appropriate evidence. 0
Outcome 5.6 - Apply problem-solving techniques and skills, including the rules of logic and logical sequence. 0
Outcome 5.7 - Synthesize information from various sources, drawing appropriate conclusions. 0
Outcome 5.8 - Communicate clearly and concisely the methods and results of logical reasoning. 0
Outcome 5.9 - Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of others. 0
Standard 6 - Creativity
Able to express originality through a variety of forms.		  
Outcome 6.1: Generate responses to problems and challenges through intuition and non-linear thinking. 0
Outcome 6.2: Explore diverse approaches to solving a problem or addressing a challenge. 1
Outcome 6.3: Sustain engagement in activities without a preconceived purpose. 2
Outcome 6.4: Apply creative principles to discover and express new ideas. 2
Outcome 6.5: Demonstrate the ability to trust and follow one’s instincts in the absence of external direction 3
Outcome 6.6: Build upon or adapt the ideas of others to create novel expressions or new solutions. 1


34. Additional Information

 

Competency
1. Change strings as needed.
Competency
2. Play chords from chord diagrams.
Competency
3. Play songs using common chords and progressions.
Competency
4. Perform different styles of music.
Competency
5. Ability to play songs in keys other than as notated, as required.
Competency
6. Ability to find printed and recorded music online
Competency
1. Change strings as needed.

Course SLO

1. Perform basic maintenance on the instrument.
Competency
2. Play chords from chord diagrams.

Course SLO

1. Perform basic maintenance on the instrument.
Competency
3. Play songs using common chords and progressions.

Course SLO

1. Perform basic maintenance on the instrument.
Competency
4. Perform different styles of music.

Course SLO

1. Perform basic maintenance on the instrument.
Competency
5. Ability to play songs in keys other than as notated, as required.

Course SLO

1. Perform basic maintenance on the instrument.
Competency
6. Ability to find printed and recorded music online

Course SLO

1. Perform basic maintenance on the instrument.
Competency
1. Change strings as needed.

Course SLO

2. Read block chord diagrams
Competency
2. Play chords from chord diagrams.

Course SLO

2. Read block chord diagrams
Competency
3. Play songs using common chords and progressions.

Course SLO

2. Read block chord diagrams
Competency
4. Perform different styles of music.

Course SLO

2. Read block chord diagrams
Competency
5. Ability to play songs in keys other than as notated, as required.

Course SLO

2. Read block chord diagrams
Competency
6. Ability to find printed and recorded music online

Course SLO

2. Read block chord diagrams
Competency
1. Change strings as needed.

Course SLO

3. Play songs using common chords and progressions
Competency
2. Play chords from chord diagrams.

Course SLO

3. Play songs using common chords and progressions
Competency
3. Play songs using common chords and progressions.

Course SLO

3. Play songs using common chords and progressions
Competency
4. Perform different styles of music.

Course SLO

3. Play songs using common chords and progressions
Competency
5. Ability to play songs in keys other than as notated, as required.

Course SLO

3. Play songs using common chords and progressions
Competency
6. Ability to find printed and recorded music online

Course SLO

3. Play songs using common chords and progressions
Competency
1. Change strings as needed.

Course SLO

4. Strum with appropriate patterns
Competency
2. Play chords from chord diagrams.

Course SLO

4. Strum with appropriate patterns
Competency
3. Play songs using common chords and progressions.

Course SLO

4. Strum with appropriate patterns
Competency
4. Perform different styles of music.

Course SLO

4. Strum with appropriate patterns
Competency
5. Ability to play songs in keys other than as notated, as required.

Course SLO

4. Strum with appropriate patterns
Competency
6. Ability to find printed and recorded music online

Course SLO

4. Strum with appropriate patterns
Competency
1. Change strings as needed.

Course SLO

5. Transpose songs to different keys
Competency
2. Play chords from chord diagrams.

Course SLO

5. Transpose songs to different keys
Competency
3. Play songs using common chords and progressions.

Course SLO

5. Transpose songs to different keys
Competency
4. Perform different styles of music.

Course SLO

5. Transpose songs to different keys
Competency
5. Ability to play songs in keys other than as notated, as required.

Course SLO

5. Transpose songs to different keys
Competency
6. Ability to find printed and recorded music online

Course SLO

5. Transpose songs to different keys
Competency
1. Change strings as needed.

Course SLO

6. Use internet as a resource for songs
Competency
2. Play chords from chord diagrams.

Course SLO

6. Use internet as a resource for songs
Competency
3. Play songs using common chords and progressions.

Course SLO

6. Use internet as a resource for songs
Competency
4. Perform different styles of music.

Course SLO

6. Use internet as a resource for songs
Competency
5. Ability to play songs in keys other than as notated, as required.

Course SLO

6. Use internet as a resource for songs
Competency
6. Ability to find printed and recorded music online

Course SLO

6. Use internet as a resource for songs

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