University of Hawaii Maui College
Hist & Dev of Hawaiian Music

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

 HWST

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

 176

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

 Hist & Dev of Hawaiian Music

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

 3

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

 
  • Hour lecture (3)


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

 

Focuses on the history and development of traditional and acculturated vocal and instrumental Hawaiian music.  Discusses Hawaiian dance genres related to the music. Examines Hawaiian music and dance as an organization of sound and movement and as a product of culture and people.  Uses sound recordings, video presentations, and live performances of the various music genres discussed. 



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

 

HAW 101 and HWST 107 both with a grade C or better, or consent.



8. Co-requisites.

 

9. Recommended Preparation.

 

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

 MUS 176 - Hist & Dev of Hawaiian Music


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.

 

This course meets several of our UHMC 2003-2010 Strategic Plan goals.  As a new course offering, this class strengthens our liberal arts program offerings,helps to meet the  increasing student demand for additional and different kinds of HWST courses, and is a requirement of the Institute for Hawaiian Music..    



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/CompetencyExplain and discuss the history and development of pre-contact music and instruments including: chant forms, traditional instruments, and early musical forms.Explain the inclusion and adoption of later vocal forms: hymns, hapa-haole, falsetto, etc.Discuss the changes in Hawaiian music from the Hawaiian renaissance (1960) and beyond, especially focusing on innovations and controversy.Trace inclusions and modifications to traditional and acculturated vocal and instrumental music of Hawai'i from pre-contact to present.
Trace and examine the history and development of Hawaiian music from pre-contact to the present.

Analyze the development in music and dance as an organization of sound and movement, and as a product of culture and people over the years.


 Course SLO/PSLOThe diversity of human conditions and cultures in local and global communities.Techniques of creative expression and its evaluation.Multiple dimensions of Hawai'i.
Trace and examine the history and development of Hawaiian music from pre-contact to the present.

Analyze the development in music and dance as an organization of sound and movement, and as a product of culture and people over the years.



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
Explain and discuss the history and development of pre-contact music and instruments including: chant forms, traditional instruments, and early musical forms.
Explain the inclusion and adoption of later vocal forms: hymns, hapa-haole, falsetto, etc.
Discuss the changes in Hawaiian music from the Hawaiian renaissance (1960) and beyond, especially focusing on innovations and controversy.
Trace inclusions and modifications to traditional and acculturated vocal and instrumental music of Hawai'i from pre-contact to present.


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.

 
Content
3-5 weeks Pre-contact music and instruments - chant forms, traditional instruments and early musical forms
3-5 weeks Later vocal forms - hymns, hapa-haole, falsetto
3-5 weeks Instrumental and instrument-dominated music - 'ukulele, slack key guitar, steel guitar, etc.
3-5 weeks Hawaiian renaissance and beyond - music from @1960 to the present: innovations and controversy
1-2 weeks Class Projects


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: reading logs, reflective journals, mentoring logs, tutoring logs, personal growth journals, professional logs, service learning logs; 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: reading logs, reflective journals, mentoring logs, tutoring logs, personal growth journals, professional logs, service learning logs; 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
Trace and examine the history and development of Hawaiian music from pre-contact to the present.          
Analyze the development in music and dance as an organization of sound and movement, and as a product of culture and people over the years.          
Course Competencies
Explain and discuss the history and development of pre-contact music and instruments including: chant forms, traditional instruments, and early musical forms.          
Explain the inclusion and adoption of later vocal forms: hymns, hapa-haole, falsetto, etc.          
Discuss the changes in Hawaiian music from the Hawaiian renaissance (1960) and beyond, especially focusing on innovations and controversy.          
Trace inclusions and modifications to traditional and acculturated vocal and instrumental music of Hawai'i from pre-contact to present.          


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: reading logs, reflective journals, mentoring logs, tutoring logs, personal growth journals, professional logs, service learning logs; 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


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.

 
Program SLO
The diversity of human conditions and cultures in local and global communities.
Techniques of creative expression and its evaluation.
Multiple dimensions of Hawai'i.


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.

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

selectedPreparatory Level  
selectedInformation Retrieval and Technology - Access, evaluate, and utilize information effectively, ethically, and responsibly.

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

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

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

selectedPreparatory Level  



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


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.

 
  • Cable TV (0)
  • Classroom/Lab (0)
  • HITS/Interactive TV (0)
  • Hybrid (0)
  • Online (0)


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

 

Readings may be taken from the following, partial, list:

Elbert, Samuel and Noelani Mahoe.
1970 Na Mele O Hawaii Nei
Kanahele, George 5., ed.
1979 Hawaiian Music and Musicians: An Illustrated History. University Press of Hawaii.
Kaeppler, Adrienne L.
1993 Hula Pahu: Hawaiian Drum Dances. Vol. 1 Ha'a and Hula Pahu: Sacred Movements.
Lili'uokalani, Lydia Kamakaeha
1999 The Queen's Songbook. Honolulu: Hui Hanai.
Nogelmeier, M. Puakea, ed.
2001 He Lei no Emalani: Chants for Queen Emma Kaleleonalani. Honolulu: The Queen Emma
Foundation and Bishop Museum Press, 2001.
Tatar, Elizabeth
1982 Nineteenth Century Hawaiian Chant. No. 33 Pacific Anthropological Records. Bishop Museum.
Hawaiian Music Foundation.
1975-1980 Hailono Mele – the monthly newsletter of the Hawaiian Music Foundation.



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

 35

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.

 

No



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:AAFG - Global and Multicultural Perspectives Group C

CO - Human Understanding: Community
AS:ANYHU - Humanities
AAS:ANYHU - Humanities
BAS:ANYHU - Humanities
Developmental/
Remedial:		N/A 

Course will be required for the proposed Institute of Hawaiian Music.



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

 

HAP, DH



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.

  UHMC 2011-2012, pages 13, 14, 122, 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. 1
Outcome 1.2 - Identify and analyze the audience and purpose for any intended communication. 1
Outcome 1.3 - Choose language, style, and organization appropriate to particular purposes and audiences. 1
Outcome 1.4 - Gather information and document sources appropriately. 2
Outcome 1.5 - Express a main idea as a thesis, hypothesis, or other appropriate statement. 2
Outcome 1.6 - Develop a main idea clearly and concisely with appropriate content. 2
Outcome 1.7 - Demonstrate a mastery of the conventions of writing, including grammar, spelling, and mechanics. 2
Outcome 1.8 - Demonstrate proficiency in revision and editing. 1
Outcome 1.9 - Develop a personal voice in written communication. 1
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. 1
Outcome 3.4 - Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of that information.  2
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. 1
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. 1
Outcome 4.2 - Gather, evaluate, select, and organize information for the communication. 1
Outcome 4.3 - Use language, techniques, and strategies appropriate to the audience and occasion. 1
Outcome 4.4 - Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and occasion. 1
Outcome 4.5 - Summarize, analyze, and evaluate oral communications and ask coherent questions as needed. 1
Outcome 4.6 - Use competent oral expression to initiate and sustain discussions. 1
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. 1
Outcome 5.2 - Identify and analyze assumptions and underlying points of view relating to an issue or problem. 1
Outcome 5.3 - Formulate research questions that require descriptive and explanatory analyses. 1
Outcome 5.4 - Recognize and understand multiple modes of inquiry, including investigative methods based on observation and analysis. 1
Outcome 5.5 - Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and biases through the use of appropriate evidence. 1
Outcome 5.6 - Apply problem-solving techniques and skills, including the rules of logic and logical sequence. 1
Outcome 5.7 - Synthesize information from various sources, drawing appropriate conclusions. 1
Outcome 5.8 - Communicate clearly and concisely the methods and results of logical reasoning. 1
Outcome 5.9 - Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of others. 2
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. 1
Outcome 6.2: Explore diverse approaches to solving a problem or addressing a challenge. 2
Outcome 6.3: Sustain engagement in activities without a preconceived purpose. 2
Outcome 6.4: Apply creative principles to discover and express new ideas. 1
Outcome 6.5: Demonstrate the ability to trust and follow one’s instincts in the absence of external direction 1
Outcome 6.6: Build upon or adapt the ideas of others to create novel expressions or new solutions. 1


34. Additional Information

 

Competency
Explain and discuss the history and development of pre-contact music and instruments including: chant forms, traditional instruments, and early musical forms.
Competency
Explain the inclusion and adoption of later vocal forms: hymns, hapa-haole, falsetto, etc.
Competency
Discuss the changes in Hawaiian music from the Hawaiian renaissance (1960) and beyond, especially focusing on innovations and controversy.
Competency
Trace inclusions and modifications to traditional and acculturated vocal and instrumental music of Hawai'i from pre-contact to present.
Competency
Explain and discuss the history and development of pre-contact music and instruments including: chant forms, traditional instruments, and early musical forms.

Course SLO

Trace and examine the history and development of Hawaiian music from pre-contact to the present.
Competency
Explain the inclusion and adoption of later vocal forms: hymns, hapa-haole, falsetto, etc.

Course SLO

Trace and examine the history and development of Hawaiian music from pre-contact to the present.
Competency
Discuss the changes in Hawaiian music from the Hawaiian renaissance (1960) and beyond, especially focusing on innovations and controversy.

Course SLO

Trace and examine the history and development of Hawaiian music from pre-contact to the present.
Competency
Trace inclusions and modifications to traditional and acculturated vocal and instrumental music of Hawai'i from pre-contact to present.

Course SLO

Trace and examine the history and development of Hawaiian music from pre-contact to the present.
Competency
Explain and discuss the history and development of pre-contact music and instruments including: chant forms, traditional instruments, and early musical forms.

Course SLO

Analyze the development in music and dance as an organization of sound and movement, and as a product of culture and people over the years.
Competency
Explain the inclusion and adoption of later vocal forms: hymns, hapa-haole, falsetto, etc.

Course SLO

Analyze the development in music and dance as an organization of sound and movement, and as a product of culture and people over the years.
Competency
Discuss the changes in Hawaiian music from the Hawaiian renaissance (1960) and beyond, especially focusing on innovations and controversy.

Course SLO

Analyze the development in music and dance as an organization of sound and movement, and as a product of culture and people over the years.
Competency
Trace inclusions and modifications to traditional and acculturated vocal and instrumental music of Hawai'i from pre-contact to present.

Course SLO

Analyze the development in music and dance as an organization of sound and movement, and as a product of culture and people over the years.
PSLO
The diversity of human conditions and cultures in local and global communities.
PSLO
Techniques of creative expression and its evaluation.
PSLO
Multiple dimensions of Hawai'i.
PSLO
The diversity of human conditions and cultures in local and global communities.

Course SLO

Trace and examine the history and development of Hawaiian music from pre-contact to the present.
PSLO
Techniques of creative expression and its evaluation.

Course SLO

Trace and examine the history and development of Hawaiian music from pre-contact to the present.
PSLO
Multiple dimensions of Hawai'i.

Course SLO

Trace and examine the history and development of Hawaiian music from pre-contact to the present.
PSLO
The diversity of human conditions and cultures in local and global communities.

Course SLO

Analyze the development in music and dance as an organization of sound and movement, and as a product of culture and people over the years.
PSLO
Techniques of creative expression and its evaluation.

Course SLO

Analyze the development in music and dance as an organization of sound and movement, and as a product of culture and people over the years.
PSLO
Multiple dimensions of Hawai'i.

Course SLO

Analyze the development in music and dance as an organization of sound and movement, and as a product of culture and people over the years.

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