Instructor: Caleb Fontenot

Email: fontenotco@lamarpa.edu

Phone:

Office Hours:

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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.

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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% 

I will not discuss your grades over the phone or by email. If you want to discuss your grades, you must come to my office, in person. Please schedule an appointment with me via email.

There are about 15-16 weeks in every semester; students are expected to attend at least 14 lessons per semester. Final grades will be reduced by 5 percentage points for every lesson missed. More than 3 unexcused absences will result in a failing grade for the course. Three or more late arrivals to class will count as one unexcused absence. 

• 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. 
•  -Electronic devices (including but not restricted to cell phones, MP3 players, and laptops) shall not be used during examinations unless specifically allowed by the instructor.  
• -Recreational use of electronic devices during normal class hours distracts other students, disrupts the class, and wastes valuable time. 
•  -Instructors have an obligation to reduce such disruptions. 
•  -Turn your cellphones to vibrate when you enter the classroom. 

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.