First

Year Research Seminar / Winter 2017

How Music Works (?)

Instructor: Dr. Scott Whiddon



859-233-8298
Office: Beck 3030





swhiddon@transy.edu
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Office Hours: Mon/9-1; Wed/11:30-3; Fri by appt.
Class location: Beck 3030
Class time: 11-12:15 T/R

Required Texts:
Ratliff, Ben. Every Song Ever: 20 Ways to Listen in an Age of Musical Plenty

Various texts (essays, lyrics, video links, MP3s, etc.) available via our course blog:
You are required to bring a copy of whatever text were working with to class that day.

Also: please bookmark the Purdue Online Writing Lab (https://owl.english.purdue.edu/owl/)

Course Description:
This course will explore rather than definitively answer a number of questions about music,
and popular music in particular. How is music treated as physical property, as commodity, as
consumed text, and as a source of joy and even mystery? How has music influenced or been
influenced by film? How might lyrics (or music videos) transmit arguments? What roles do
album art, music criticism, interviews, photography, etc. play in how we think about music?
How does physical space affect performance and recording? How might popular music inform
us about issues of race, class, and gender? What kinds of audiences have popular music
included/excluded over the years? Is writing about pop music like, as the great Elvis Costello
once posited, dancing about architecture?

In terms of shared readings: well begin with a selection from David Byrnes recent book How
Music Works and then quickly turn to selections from Ratliffs collection as a way to help us
think about how (and why) we listen to music. Later in the term, well look at a case study of
select scholarly essays (all of which are focused on music, in various ways) from a variety of
academic disciplines to help us understand what academic literacy looks like.

Well also use a variety of tactics (reflective writing, student samples, other activities) to help
participants generate research topics.

Pre-arranged appointments are given priority over drop-ins. If youd like to talk to me, then I urge you to
schedule an appointment at least two days in advance. I love working with students one-on-one or in small group
conferences! However, its best for me to be able to block out time in advance so that I can be fully focused on your
work and concerns.

After break, well focus on student presentations and workshops for the larger research project.
All along the way, well develop some skills that are crucial to the university experience, such as
drafting a thesis, finding and evaluating source
materials, explaining multi-sided issues, crafting arguments, and presenting ideas in a public
forum.

So: this course involves close reading/listening, engaged discussions, and sustained research;
we will do a lot more than just sit around and talk about how great (insert band or solo artist) is
or how a particular album is terrible (although interesting research topics can and often do
stem from such discussions and if youre going to spend numerous hours reading and writing,
it might as well be on a topic that you love2). Please note that this course does not replace
MUS 3774 (History of Rock and Jazz) and is not designed as a chronologically based discussion
of popular music.

Learning Outcomes:
Students in this class will

Demonstrate control/mastery of research-based academic writing;
Conduct ethical and responsible independent research that draws from a variety of
kinds of primary and secondary sources;
Produce revisions that elevate the quality of work and thought;
Create clear, purposeful writing appropriate for and engaging to intended audience;
Use details in support of ideas;
Demonstrate in written work and class discussion evidence of critical and creative
reflection over assigned texts and course theme;
Respect, acknowledge, assimilate, and reconfigure views of others, both in written work
and class discussion.

And, furthermore: well learn to listen better, with bigger ears, and an eye for context.

Research Projects:
Each student in FYRS undertakes a substantial, independent research project based on the
theme of the FYRS section. The project progresses through five stages: a topic/issue analysis,
an annotated bibliography, a proposal, a conference style presentation, and the final
research-based argumentative essay of approximately fifteen pages. By consistently working
on the project in stages, with the help and guidance of the instructor, the library staff, the
Writing Center, and peers from class, all participants should be able to complete this process
smoothly and successfully. Specific instructions and student samples will be posted for each
separate assignment/project stage.

Writing Center

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So, I encourage you to follow the maxim of George Dr. Funkenstein Clinton, who urged us to Think! Think! It
aint illegal yet! Seriously. Read. Write. Make your life amazing.

Transylvania's Writing Center is a comfortable and inviting workspace where students, faculty,
and staff come together to talk about writing. Staffers are trained to help writers identify and
tackle their own writing challenges. They provide suggestions, offer pertinent examples, and
put together supplemental exercises suited to each writer's individual needs. They work hard to
be respectful readers and listeners who help students direct and motivate themselves, set
product goals, and develop good writing habits. The Center is staffed by writers who are willing
to give time and attention to other writers - whether it be to ease fears in the planning phase of
the writing, to locate information to support a thesis, or to work through the nuts and bolts of
citing secondary sources in a term paper.

I strongly encourage students to use the writing centers resources, starting on day one: to
brainstorm ideas for a possible research topic; to develop strategies for both presentations; to
get feedback on early drafts/parts of drafts; to develop presentations, etc.

In order to schedule a Writing Center appointment, you first need to register with WCOnline
- https://transy.mywconline.com. (NOTE: Student ID numbers are available on TNet.)

The schedule is color-coded, with available appointments listed in white. Click on the time you
prefer, and you will be asked a few questions pertaining to your assignment. You must answer
all required questions. When you have completed and saved the form, your writing consultant
will receive an email announcing the appointment. If you ever need to cancel your
appointment, you can open the appointment and click on the Cancel This Appointment
button at the bottom of the page.

Participation
To be frank: this class will be incredibly dull unless everyone participates. I expect every
member of our ranks to read carefully taking notes, looking up words, considering questions,
making connections to other readings/classes/experiences. Students who are not prepared in
terms of reading will be asked to leave class for the day. Equally important: good participation
requires you to listen carefully to peers, to ask well-considered questions, to prepare for
workshops, and to serve as a supportive community member. If everyone comes to every class
prepared, well have a great time and get a lot done.

As part of your participation grade, each student will offer a short presentation (as part of a duo
or trio) in the first few weeks of the term (as noted in the schedule as READING SETS). These
presentations will 1) offer a cogent summary of the two assigned chapters and 2) offers a
smart, creative, thoughtfully rendered activity for the class to get us thinking about the material
in one of these assigned chapters. The group is limited to 15-18 minutes in terms of stage
time. See separate assignment sheet for details and the schedule for sign up date.

Guest Speakers/Presentation on Presentations:
If all goes well (snow/schedules), we will have 2-3 guest speakers come visit our class. In the
past, our guests have included recording engineers, touring musicians, professional music
writers/critics, event organizers from festivals such as SXSW, etc. Furthermore, Prof. Gary

Deaton (Chair, WRC) will be offering a lecture on how to improve your oral presentation skills.
Attendance is required at all of these events. I expect participants to be attentive, respectful,
and professional. Be ready to take notes and ask good questions!

Late Work:
If you know that you will not be in class on a day when a major writing is due, you need to make
arrangements with me before the class period you will be absent. I do not appreciate late work,
though I do understand that occasionally problems occur. You have the option of turning ONE
major piece (topic/issue analysis, annotated bibliography, or proposal note that the final
paper is not included in this list) and ONE SWA in late, if you contact me via email before the
start of class on the day the assignment is due. Simply note: Dr. Whiddon: I am choosing to
use my late option for (assignment type/date). Thats it. Easy.

Once youve exhausted this option, I will accept late work with substantial penalties to the
overall grade (usually a letter). If work is more than two class periods late, you will receive a
zero. Heres the trick: every assignment in this class is geared toward helping you develop your
final research project (and, in a larger sense, to help you develop skills for other classes in a
liberal arts curriculum). Youll get the most out of this experience if you keep up with (or, stay
ahead of) the schedule.

Technology policy
Well use tech tools (laptops, phones, other devices) quite often in this class to look at web
materials, listen to tracks, examine readings, etc. If you own a laptop or other device, you
might consider bringing it to class sessions. However, owning a laptop or other device is not
required.

My one request: please use these devices for class activities only during our time together.
Students who choose to look at Instagram, Facebook, or other materials not directly connected
to that days reading/activity will be asked to leave class and will earn a 0 for participation that
day. Lets all respect the work were doing together each day.

Americans with Disabilities Act
The Office of Disability Services (ODS) at Transylvania University serves students who have a
disability that qualifies under the Americans with Disabilities Act (ADA) of 1990. Disabilities
covered by ADA may include physical disabilities, learning differences, and psychiatric
disorders. ODS also coordinates accommodations for those who receive an injury that
temporarily impairs their ability to function in an otherwise normal capacity. Students who wish
to find out if their specific medical condition/disability qualifies for accommodations should
contact the ODS for a confidential appointment.

Contact Information: Amber D. Morgan Coordinator of Disability Services/Old Morrison, 111
admorgan@transy.edu or disabilityservices@transy.edu
(352)233-8502
.

Safe, Productive Class Spaces:

We all have different learning preferences, styles, and abilities. If you are having any trouble
with course delivery methods or expectations, please let us know so we can determine how to
best address the situation. Any students with disabilities may request accommodations or
discuss accessibility at Transylvania by contacting Amber Morgan, disability services
coordinator, at (859) 281-8502 or admorgan@transy.edu. Title IX makes it clear that violence
and harassment based on sex and gender are Civil Rights offenses. Students on a university
campus have the right to study and live in a campus environment free of sexual harassment,
sexual violence, and gender discrimination. If you or someone you know is harassing or
assaulting others, you and/or your friend need to STOP DOING THOSE THINGS.

If you or someone you know has been harassed or assaulted, you can talk with our Title IX
coordinator, Ashley Hinton-Moncer (ahinton@transy.edu), with someone at Counseling
Services (859.281.3682), and/or with Public Safety (859.233.8118). Anonymous support can be
accessed through RAINN at www.rainn.org, as well as through other online resources. If you
need help accessing resources or support, please feel free to come see me if you are
comfortable doing so.

Requirements/Percentages:
Topic Analysis: 10%
Annotated Bibliography: 10%
Proposal: 10%
Presentation: 10%
Research Paper: 20%
Participation (including Reading Set task): 20%3
Shorter writing assignments (aka, SWAs): 20%

On Academic Integrity:
Academic integrity is central to the mission of this institution. Without honest effort, a learning
community has no substance or validity. All students are expected to maintain the highest
standards of academic honesty.4 For all full statement of Transylvanias policy, please see the
TU Home page online.


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I recognize the fact that not everyone is comfortable speaking in front of large audiences. There are many ways
that one can participate in class asking a well-informed question, offering a solid summary, contributing to the
small group exercises that are part of our weekly work, actively listening, etc. Still, you need to come to class each
day with a grounded understanding of the materials and be ready to offer a thoughtful question, a comment, etc.
Those who simply warm a seat and fail to participate on a regular basis will earn no more than a C for this
portion of the final grade.
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As noted by Morrissey, vocalist of the seminal 80s British pop band The Smiths, If you must write prose or
poems, the words you use should be your own / Dont plagiarize or take on loan / For theres always someone,
somewhere, with a big nose who knows / who will trip you up and laugh when you fall (Cemetery Gates, The
Queen is Dead). We wont be reading about The Smiths, but I really wish we were. The manner and method of
how they incorporated high culture (poets such as Yeats and Wilde, for example), or gendered elements, or animal
rights concerns into their lyrics would make for a fun research topic.

Weather, etc: If a presentation is delayed because of weather/campus closure, then we will

have a session during Finals Week (TBA).

A final note: Weve got exciting work ahead of us lots of shared readings, lots of
drafting/revising, collaborative presentation work, plus individual tasks for your own major
projects. Please aside 60-90 minutes a day, every day, for the reading and writing tasks
required for this course. If we all commit, then I am convinced that we will have an amazing
experience this term.