Fall 2026
American Music
Instructor: Caleb Fontenot
Email: fontenotco@lamarpa.edu
Phone:
Office Hours: MWF 1:00p - 4:00p & T/Th 10:00a - 3:00p
Additional Contact Information:
General survey of various styles of music in America. Topics may include jazz, ragtime, folk, rock, and contemporary art music which promotes the appreciation of cultural expressions.
An Introduction to America's Music, 3rd Ed. Richard Crawford and Larry Hamberlin Waterman W.W. NORTON AND COMPANY, 2018
Print ISBN: 9780393668285, 0393668282
eText ISBN: 9780393428049, 0393428044
Textbook Purchasing Statement: A student attending Lamar State College Port Arthur is not under any obligation to purchase a textbook from the college-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.
Note taking materials (paper, pencil, pen, etc.)
Blackboard access
LSCPA email
Office 365 access
none
1. Identify the elements, styles, and musicians representative of music within the chosen style(s).
2. Analyze the elements and structures of music using appropriate terminology.
3. Critically evaluate the influence of social, political, technological, and/or cultural ideas on the chosen musical style(s).
4. Articulate an informed personal reflection of the chosen musical style(s).
Students will engage in active listening to identify, interpret, distinguish, and critique the elements of music in instrumental and vocal music (classical, jazz, music for the stage and screen, and classic rock).
Students will be able to summarize the history and development of musical styles as connected to composers, musical terms, and music genres
Students will be able to map, associate, and compare the development of music with the different periods of human history
Students will be able to describe and differentiate musical styles as related to cultural trends.
Students will be able to debate, propose, and participate with personal responsibility.
Students will be able to appreciate the American song as an expression of social diversity, civic responsibility awareness of their own, and others' culture.
PSLO ALPHA: Reading skills - Demonstrates comprehension of content-area reading material. Identifies all main ideas, supporting details, and vocabulary in reading material; demonstrates a full understanding of the reading.
PSLO 1: Critical Thinking Skills - Uses creative thinking, innovation, inquiry and analysis, evaluation and synthesis of information. Creatively identifies problem, argument, or issue (to determine extent of information needed); differentiates the facts from opinions as relates to situation; constructs possible solutions or prediction or consequences; uses logical, sound reasoning to justify conclusion.
PSLO 2: Communication Skills - Demonstrates effective development, interpretation and expression of ideas through written, oral and/or visual communication. Expresses a strong thesis; organizes information with effective transitions & sequencing of ideas; uses substantial, logical & specific development of ideas; details are relevant, original, credible and correctly documented when appropriate to show an effective development and interpretation of ideas; and presents ideas in appropriate mode of expression for the task.
PSLO 4: Teamwork Skills - Shows the ability to consider different points of view and to work effectively with others to support a shared purpose or goal. Helps the team move forward by discussing merits of alternative ideas; Treats team members respectfully; uses positive facial, vocal or written tone, or language to convey a positive attitude; Motivates teammates by expressing confidence about the importance of the task; Provides assistance/encouragement to team members; Completes all assigned tasks by deadline; Addresses conflict constructively; or helps the group avoid conflict completely.
PSLO 5: Social Responsibility Skills - Expresses intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities. Identifies cultural characteristics (including beliefs, values, perspectives and/or practices); demonstrates knowledge of civic responsibility; provides evidence of experience in civic- engagement activities; and describes what she/ he has learned as it relates to a reinforced and clarified sense of civic identity in local, regional, national, or global communities; and shows awareness of one's own culture in relation to others.
Week 1: Course Introduction; Syllabus Review; Pretest
I. Secular and Sacred Music in the European Colonies (w1-4)
Week 2 Chapter 1: Nature Must Inspire the Thought - Sacred Music in the European Colonies Trial Access Available. Chapter 2: The Favorite Passion of My Soul - Secular Music in the Colonies and Early Republic Trial Access Available.
Week 3 Chapter 3: How Sweet the Sound - Sacred Music in the New Republic Trial Access Available. Chapter 4: Make a Noise - African American Music before the Civil War.
Week 4 Chapter 5: A Language of Feeling: Cultivating Musical Tastes in Antebellum America; Chapter 6: The Ethiopian Business - Minstrelsy and Popular Song through the Civil War.
II. Americas Music from the Civil War Through World War I (w5-6)
Week 5 Chapter 7: All That is Native and Fine – Native American Music, Folk Songs, Spirituals, and Their Collectors. Chapter 8: After the Ball - Band Music, Gospel Hymns, and Popular Songs after the Civil War.
Week 6 Chapter 9: To Stretch Our Ears - Classical Music Comes of Age; Chapter 10: Come on and Hear - Popular Music, Theater, and Dance at the Turn of the Century
III. America's Music from World War I through World War II (w7-9)
Week 7 Chapter 11: A Grasping of the Heart - The Rise of Blues and Gospel Music; Chapter 12: Hypnosis at First Hearing - Jazz in the Modern Era.
Week 8 Chapter 13: Where Book-Learning is Not - Country and Folk Music in the Modern Era; Chapter 14: Saying - I Love You - in Thirty-Two Bars Popular Songs on Stage and Screen.
Week 9 Chapter 15: Organized Sound - Concert Music in the Modern Era; Chapter 16: A Thread Unwinding - Modernist Music during and after the Great Depression.
IV. America's Music in the Postwar Era (w10-12)
Week 10 Chapter 17: New Sounds, Ancient Voices: Classical Music in the Postwar Era
Chapter 18: An Art That Arises out of American Roots - Jazz, Musical Theater, and Film Music in the Postwar Era.
Week 11 Chapter 19: Songs from the Tree of Life - Country and Folk Music in the Postwar Era
Week 12 Chapter 20: Good Rocking Tonight - Popular Music in the Early Postwar Era
Chapter 21: Stayin’ Alive - Popular Music in the Late Postwar Era
V. America's Music since 1980 (w13-15)
Week 13 Chapter 22: Narrowing the Gap - Classical Music since 1980. Chapter 23: Thoroughly Postmodern - Film Music, Jazz, and Musical Theater since 1980
Week 14 Chapter 24: Roots - Folk Music since 1980. Chapter 25: Alternatives: Popular Music since 1980, Part 1
Week 15 Chapter 26: Remix: Popular Music since 1980, Part 2
Final Exam, essay format, Weekly Quizzes, individual active listening assignments, and teamwork Project presentations TBA. Online: Individual listening assignments, weekly journal entries, quizzes over reading assignments, mid-term and final exams.
December 7, 2026 - 8:00 - 8:55a
90 - 100 = A 80 - 89 = B 70 - 79 = C 60 - 69 = D Below 59 = F
Final Exam: 30%
Quizzes: 35%
Class Participation/Attendance: 20% (Participation means attending lecture sessions on time, being involved in daily discussions, submitting your listening exercises and other assignments on time.)
Teamwork presentations: 15%
The contents of this syllabus (schedule, major assignments, instructor policies, etc.) are subject to change at the instructor’s discretion.
Academic Dishonesty: Academic dishonesty is never tolerated in this or any course. Students are always expected to submit original work and cite all outside sources. The instructor may use Blackboard tools such as SafeAssign and Respondus to ensure student work is authentic and original. Failure to maintain academic integrity may result in a zero grade or course failure.
Artificial Intelligence: The use of Artificial Intelligence tools (ex. ChatGPT, Gemini, Grammarly, etc.) for exams, essays, homework, quizzes, or listening journals is strictly prohibited unless explicitly stated by the instructor. Unauthorized use will be treated as academic dishonesty and may result in a zero for the assignment or failure of the course. If AI use is suspected, the instructor will assign a temporary zero and contact the student via email, Blackboard, or in person to schedule a meeting. During this meeting, the coursework will be reviewed and appropriate action determined.
Absences and Late Arrivals: All classes begin promptly at the start time. Students are expected to be seated and prepared at the beginning of every class. If a student arrives to class more than five minutes late, they will receive HALF attendance credit. If a student departs from class more than five minutes early, they will receive HALF attendance credit. If a student misses more than twenty minutes of a class period due to a late arrival or early departure, they will receive ONE FULL ABSENCE. Two late arrivals or early departures will count as ONE FULL ABSENCE. If a student accumulates more than 5 absences in this course, they will receive a failing final grade. If a student knows that they will be late or absent from class, they must contact the instructor via email at. Exceptions for extreme circumstances (illness, injury, death, etc.) will be granted on a situational basis.
Technology and Electronics: Students are not permitted to use electronic devices (such as phones, laptops, Chromebooks, etc.) during in-person class meetings unless otherwise specified by the instructor. If the instructor observes any student using electronic devices during class time, they will ask them to put away their electronic devices. If the student continues to use their electronic devices, they will be asked to leave class for the day, and they will not receive attendance credit for that day.
Grades and Late Work: All grades will be posted in Blackboard. Students must meet with the instructor to discuss grades and grading policies. All work must be submitted on time. Late work will be subject to a 5% grade reduction after one day and a 10% grade reduction for every day after. (For example, if an assignment with a grade of 100% is submitted one day late, the grade would be reduced to a 95%. If the same assignment is submitted two days late, the grade would be reduced to an 85%. After three days, the grade would be a 75%.) The instructor will not accept any work turned in more than one week (7 days) late. Any work submitted more than one week (7 days) late will receive a zero. Submission extensions may be granted in extreme circumstances and must be discussed with the instructor.
The instructor takes attendance promptly at the beginning of every lecture.
Students are expected to attend and participate in all lectures for this course. If a student is late or absent from class, they must inform the instructor via email.
Attendance counts for 10% of a student’s overall grade in this course. Failure to attend class may result in a student failing this course. If a student accumulates over 5 unexcused absences in this course, they will automatically fail. Any student with perfect attendance (no unexcused absences) will receive an automatic 5-point bonus added to their final exam grade.
An absence is only considered excused if it is unavoidable (illness with a doctor’s note, bereavement, injury or accident en route to class).
A planned appointment will not be excused by the instructor.
Students are expected to arrive on time for all lectures. A student will lose half of their daily attendance credit for any late arrival or early departure exceeding 5 minutes. Two late arrivals or early departures are the equivalent of one absence. A student more than 20 minutes late to class will be counted as absent and unexcused.
* Students are encouraged to utilize the resources provided by LSCPA Student Services (https://www.lamarpa.edu/student-services/index.html) such as tutoring, counseling, career coaching, and the food pantry.
Be sure to check your campus email and Course Homepage using MyLSCPA campus web portal. You can also access your grades, transcripts, academic advisors, degree progress, and other services through MyLSCPA.
Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSCPA policies (Academic Dishonesty section in the Student Handbook) for consequences of academic dishonesty.
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Accessibility Services Coordinator, Room 119, in the Ruby Fuller Building. The phone number is (409) 984-6241.
No food or tobacco products are allowed in the classroom. Only students enrolled in the course are allowed in the classroom, except by special instructor permission. Use of electronic devices is prohibited.
This syllabus is part of LSCPA's efforts to comply with Texas House Bill 2504.
As per Texas law and LSCPA policy, all LSCPA employees, including faculty, are required to report allegations or disclosures of child abuse or neglect to the designated authorities, which may include a local or state law enforcement agency or the Texas Department of Family Protective Services. For more information about mandatory reporting requirements, see LSCPA's Policy and Procedure Manual.
LSCPA is committed to establishing and maintaining an environment that is free from all forms of sex discrimination, including sexual harassment, sexual violence, and other forms of sexual misconduct. All LSCPA employees, including faculty, have the responsibility to report disclosures of sexual misconduct, including sexual harassment, sexual assault (including rape and acquaintance rape), domestic violence, dating violence, relationship violence, or stalking, to LSCPA's Title IX Coordinator, whose role is to coordinate the college's response to sexual misconduct. For more information about Title IX protections, faculty reporting responsibilities, options for confidential reporting, and the resources available for support visit LSCPA's Title IX website.
For more information about the Clery Act and crime reporting, see the Annual Security & Fire Safety Report and the Campus Security website.
If you have a grievance, complaint, or concern about this course that has not been resolved through discussion with the Instructor, please consult the Department Chair.