300

IAE is a performance-driven creative workshop for physical interaction design, real-time video art, experimental musical instrument building, laptop ensembles, mobile phone orchestras and creative repurposing of technology for interdisciplinary performance. Open to technophiles from any major who wish to experiment, create and perform.

A studio/performance-oriented course, this is a combo (small) ensemble of mixed instruments. Students will study and perform music in various contemporary styles such as rock, swing, rhythm and blues, traditional jazz, fusion jazz and world music-influenced styles. Rehearsals will focus on the preparation of music repertoire pertaining to the performance genres to which the combo is dedicated (to be determined collaboratively by faculty and students) as well as issues related to the business of music and freelance music performance.  

The studio production ensemble is simultaneously a music performance ensemble, creative workshop, and a sound recording class for learning recording studio techniques.  Using an experiential approach, students rotate through various production roles to create music in a digital multi-track environment.  This course is intended for students who have an interest in working as a recording artist, studio musician, engineer, composer, arranger, or producer.  No audition is required, but students should be able to read music, play an instrument and or sing.

The Music Improvisation & Experimentation Lab is an “open form” music ensemble open to instrumentalists (on any instrument), vocalists, and technologists. Ensemble members develop their confidence as collaborative, indie performers through free improvisation, genre bending, mashups, experimental composition, and other creative approaches to music making. MIX Lab is open to both majors and non-majors. Music reading ability is not required. The course is repeatable for credit.

Opera Workshop is a small auditioned ensemble of mixed voice featuring classical vocal and golden-age musical theatre repertoires through performance of Opera, Concerto and Oratorio arias and classical art and musical theatre songs. Individuals will perform in staged solo or ensemble scenes accompanied by orchestra and/or piano. Auditions are held at the beginning of the semester.

A studio/performance-oriented course. Students study and rehearse solo and small ensemble literature for their instruments. Required performance on monthly student recitals. Master classes with studio teachers may be included. Annual spring concert.

A studio/performance-oriented course.

A studio/performance-oriented course.

A studio/performance-oriented course.

A studio/performance-oriented course.

A studio/performance-oriented course.

A study of advanced conducting techniques with practical application to choral ensembles. Prerequisite: MUS 215.

A study of advanced conducting techniques with practical application to instrumental ensembles. Prerequisite: MUS 215

A study of how to effectively write music for acoustic instruments and voices. Includes discussion of arranging techniques such as composing introductions and transitions, chord voicing, reharmonization, and textural transcription.

A studio/performance-oriented course with required preview. All repertoire must be approved and coached by the studio instructor. See the UT Music Student Handbook for details. Students may enroll for zero credit if they are enrolled in 18 or more credit hours.

Music in Film and Games is a writing intensive course, open to both music majors and non-majors, with a focus on the history, aesthetics and techniques of music for cinema, games, and emerging media formats. Students will develop their ability to produce scholarly writing about music through listening, analysis, research, and critical thinking.

Introduction to Rock is a writing intensive course, open to both music majors and non-majors, with a focus on the history, aesthetics and techniques of rock music, and its stylistic diversity. Students will develop their ability to produce scholarly writing about music through listening, analysis, research, and critical thinking.

A historical survey of Western musical tradition from the earliest known sources through the late Baroque (up to 1750). The overall objective is for the student to gain an understanding of basic developments in Western music from the beginnings in Ancient Greece, Rome, and Mesopotamia through the Baroque period. The course will include the study of both sacred and secular music in various genres and will place great emphasis on listening. The course is also designed to increase the students’ critical thinking skills and ability to write effectively about the aesthetics of Western music.

A historical survey of Western musical tradition from the second half of the 18th century through the end of the 19th century. This course traces the development of Western music, both sacred and secular music in various genres, in the Classical and Romantic periods. The course will place great emphasis on listening and study of music scores. The course is also designed to increase the students’ critical thinking skills and ability to write effectively about the aesthetics of Western music.

A specialized music course that focuses on strategies, materials, and best-practice activities for teaching reading and fundamentals of elementary music.  Features demonstrations with class participation in singing and use of rhythmic and pre-orchestral instruments.  Requires observation and teaching in elementary schools.

This course provides music pre-interns a knowledge of the 5 Florida ESOL Domains and 12 ESOL Performance Standards in the five content areas: methods of teaching ESOL, ESOL curriculum and materials development, cross-cultural communication and understanding, applied linguistics, testing and evaluation of ESOL.  Guided by the principles of comprehensibility and cultural sensitivity, students will design/adapt/teach level-appropriate materials (Music K-12) utilizing ESOL techniques and research-based best practices in music classroom management, behavior modification, informal/formal assessments, communication with parents, content delivery, and the use of technology.