MUS 260 Fall 2019

Introduction to World Music

3 Units
College of Arts and Letters, School of Music
Performing & Fine Arts, Room 219
Monday, Wednesdays and Fridays 11:30am to 12:20pm
Northern Arizona University

Professor: Dr. León F. García Corona

Email: leon.garcia-corona@nau.edu
Office: Performing & Fine Arts, Room 223
Office Hours: Thursday 9:00am to 10:00am and by appointment

Course Prerequisite
No catalog prerequisites, only an inquisitive mind and curiosity about other people’s
musical/cultural expressions.

Course Description
This course familiarizes students with a wide array of world musics and helps them develop
analytical skills to question and critique reductive and ethnocentric notions of culture and the
“other,” and to develop a broad approach to music practice and education. The students are
expected to achieve these pedagogical goals by reading ethnographic accounts of anthropologists
and ethnomusicologists who have conducted research in the areas of the world we will be
discussing, and by listening and playing many musical examples in order to get acquainted with
the different elements of music while understanding them according to their own cultural
contexts. Listening and playing music is a very important part of this class and students will have
the opportunity to exercise their listening skills outside the classroom by attending concerts or any
event with live music, and by playing musics from different cultures and traditions in the
classroom.

Student Learning Expectation/Outcomes for this Course

MUS 260 provides an opportunity to explore the music making of a wide variety of cultures
around the world. This class explores the social and cultural connotations of musical and cultural
expressions around the world, whether that means playing an instrument, singing, buying a
recording, listening, whistling, or performing another human activity that involves music. Our
exploration of music around the world includes the Middle East, Asia, Africa, Latin America and
the Caribbean.

During the course of the semester we will listen to many musical examples in order to actively
hear the different elements of music and understand them according to their own cultural

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contexts. As a class, we will become familiar with genres, styles, instruments, and performers of
many cultures. By the end of the class, the student will:

• Have a solid grasp of different musical traditions around the world

• Have become familiar with the terminology associated with world music
• Have developed an understanding of music and/in/as culture
• Have developed a cultural understanding of other cultures, and
• Have developed and applied critical thinking

Course Structure and Assessments of Student Learning

The class relies on readings related to the areas of the world we will be discussing. It is of the
utmost importance that the student read the assigned reading and be prepared to discuss it in class.

Since the class is about music, we will listen to a wide array of musical examples. It is a good
idea to pay close attention to the musical elements that will further facilitate the recognition of
that music during tests. Listening quizzes will be also administered during the semester.

Listening to music is a very important part of this class and students will have the opportunity to
exercise their listening skills outside the classroom by attending concerts or any event with live
music. Students are responsible for producing an ethnographic report.

Most importantly, the student should be able to connect what she/he has learned in class, express
it in his/her own words, and use it for his/her benefit beyond the class.

Required Material (Available in the NAU Bookstore):

Bakan, Michael B. 2012. World Music: Traditions and Transformations. 2nd ed. New York:
McGraw-Hill.

Additional Resources:
Agawu, V. Kofi. 2003. Representing African Music: Postcolonial Notes, Queries, Positions. New
York: Routledge.
Berliner, Paul. 1981. The Soul of Mbira: Music and Traditions of the Shona People of Zimbabwe:
With an Appendix, Building and Playing a Shona Karimba. Berkeley: University of
California Press.
Broughton, Simon, Mark Ellingham, Jon Lusk, and Duncan Clark. 2006. The Rough Guide to
World Music. 3rd ed, Rough Guides. New York: Rough Guides.
Gold, Lisa. 2005. Music in Bali: Experiencing Music, Expressing Culture, Global Music Series.
New York: Oxford University Press.
Nettl, Bruno. 2008. Excursions in World Music. 5th ed. Upper Saddle River, N.J.: Prentice Hall.
Nettl, Bruno, Ruth M. Stone, James Porter, and Timothy Rice. 1998. The Garland Encyclopedia
of World Music. 10 vols. New York: Garland.
Olsen, Dale A., and Daniel Edward Sheehy. 2008. The Garland Handbook of Latin American
Music. 2nd ed. New York: Routledge.
Shelemay, Kay Kaufman. 2006. Soundscapes: Exploring Music in a Changing World. 2nd ed.
New York: W.W. Norton.

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Assessment of Student Learning Outcomes
Ethnography / Concert Report 20%
Midterm 20%
Final 20%
Chapter Quizzes 20%
Final Presentation 10%
Attendance 10%

Ethnography / Concert Report (20%)

An ethnography/concert report consists of a 1500-word essay (not counting the title page or other
additions) written in narrative style (not outline) covering the following (if applicable): who
performed, when and where the performance occurred, the makeup of the audience, what you
liked and disliked, if there were any specific rituals involved on the part of the audience or the
performers, the function of the event, and the function of the music in the event. After answering
these questions, students should choose one or two aspects of the performance and discuss them.
The discussion can be concerned with a piece of music performed at the event, a type of
performance ritual, etc. Students should relate their observations to material introduced in class.
The report has to be submitted through BbLearn. If there are questions about the suitability of a
specific topic, see the professor or teaching assistant. Please refer to the concert report rubric on
BbLearn for more information.

Final Presentation (20%)

Students have to present in class a project that shows an understanding of the major theoretical
concepts, terminology, and musical elements explored during the semester. A student, for
example, can present on his/her favorite music and: 1) show the connection with other musics
around the world, 2) contextualize it socially and culturally. Projects have to be approved prior to
the presentation. Please refer to the final presentation rubric on BbLearn for more information.

Midterm (20%) and Final Exams (20%)

Two multiple-choice exams will be administered during the semester. The first one will cover the
first half of the semester; the final will include some material from the first half but mostly from
the second half of the semester. The exams will confirm the student is well versed in terminology,
important dates, places, performers, musical genres and styles covered in class. Additionally, the
exams include a listening portion in which the student will have to recognize the musical
tradition. A review session will be available in the class period prior to the exam.

Reading Quizzes (20%)

There are ten scheduled Reading Quizzes throughout the semester to be completed on BbLearn
before coming to class. These will consist of 3-5 questions about each assigned textbook reading.
The quizzes will only be available on BbLearn until class time on the day each is due. Refer to the
attached Course Schedule for dates. Please refer to the reading quizzes rubric on BbLearn for
more information.

Office Hours:
Students are encouraged to visit Dr. García Corona as early as possible during the quarter in order
to tell him about personal interests, and to ask questions about the course or course materials. He
is available through email as well. If you can’t make it to the regularly scheduled office hours, he

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can meet with students at other times arranged by mutual convenience.

Changes to Course Schedule and Readings:

Some changes may be made in specific reading and assignments during the course of the semester
and some topics changed around to take advantage of visiting speakers or artists. Changes will be
described during lectures and posted on the website.

Course and Classroom Policies

Attendance Policy (10%)

Attendance is mandatory; the material covered in class requires your full attention and
participation in class. Students have two unexcused absences; beyond that your OVERALL grade
will decrease 5 points after the 3rd unexcused absence and 5 additional points after the 5th one.
Attendance is taken at the beginning of class and there is no tolerance for lateness. For excused
absences and other related attendance issues please contact the teaching assistant.

Policy on Late Work

Assignments have to be submitted for full credit on the due date. No late work will be accepted
without NAU approval and paperwork.

Policy on online exams

It is the expectation in this class to subscribe to the code of honor in working on online
assignments and exams. The student is expected to begin the test on time according to the
calendar. Should the student have a technical difficulty, they must notify the professor within 10
minutes from the beginning of the online test. Once the time allowed for the test has concluded,
there will not be any additional resetting.

Regarding Email
I do my best in keeping up-to-date with students’ emails. When emailing please allow at least 1 or
2 business days to receive a response. Also, when you email me please make sure that you state
your name and what class you are enrolled in as I teach several different classes.

Plagiarism/Cheating
Plagiarism is the presentation of another person’s words or ideas as if they are one’s own. Please
don’t do this. It is a serious and expellable offense that will be reported to the Dean. When you
write, be sure to cite others’ ideas and words (in accordance with the manuals of style described
in class), whether you are citing a website, a book, a magazine, a journal, liner notes, an audio
recording, a DVD, an interview, a friend, or any other source that is not you. Cheating on an exam
or assignment is a no less punishable offense.

Classroom Etiquette and Academic Honesty

Students are expected to arrive to class on time, participate in class discussions and activities; to
be respectful of the instructor, the teaching assistants, and other students, here some rules of the
road:

• Turn your cellphone on silent or vibrate mode

• Laptop computers/tablets/etc. should only be used for the purpose of taking notes

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 • Please refrain from texting, chatting, facebooking, browsing etc.
• Students who might work and arrive at class extremely tired, please refrain from sleeping
in class. Come and see me if your schedule is preventing you from being awake in class.
• No food is allowed (scrambled eggs with bacon, steamy burrito etc.). Snacks (peanuts,
trail mix etc.) are ok.
• No animals are allowed in the classroom (dogs, rats, etc.), unless these are service animals
with proper NAU documentation.

Our time together will be spent interrogating challenging ideas and difficult issues. At times, we
will disagree—in fact; the sincerest learning can come from embracing challenge. It is my
expectation that each member of the learning community will come to class with the intention of
learning. That is to say, please show up with curiosity, openness to possibility, and above all, with
a willingness to consider a potentially difficult concept. Further, it is critical that all of us engage
in respectful and compassionate dialogue with each other about the cultures we explore. I reserve
the right to remove any student from class who is disrespectful or disruptive to the learning
community. Being in college is a wonderful opportunity to learn. Make the most of this once-in-a-
lifetime opportunity.

Grading Scale (not curved)

A 90-100% 

B 80-89% 

C 70-79% 

D 60-69% 

F below 60%
Calendar
Week Date Topic Class discussion/ Activity/ What’s Due
Day Assigned Reading/ Viewing
WEEK 1
M 8/26/19 Intro & Syllabus Review • Introductions
• Decoding the Syllabus &
Reading Schedule
W 8/28/19 Using the textbook and • Bring your book
bbLearn for this class
F 8/30/19 What, in the World is Music? • Reading due and lecture Chapter 1 (1– 8)
WEEK 2
M 9/2/19 Labor Day—No class
W 9/4/19 How Music Lives: a • Reading due and lecture Chapter 2 (9-32)
Musicultural Approach
F 9/6/19 What is music? (activity) •
WEEK 3
M 9/9/19 How Music Works, Part 1 • Reading due and lecture Chapter 3 (33-44)
W 9/11/19 How Music Works, Part 2 • Reading due and lecture Chapter 4 (45-56)
F 9/13/19 How Music Works, Part 3 • Reading due and lecture Chapter 5 (57-74)
WEEK 4
M 9/16/19 How Music Works, Part 4 • Reading due and lecture Chapter 6 (75-84)
W 9/18/19 Indonesian Gamelan Music: • Reading due and lecture Chapter 7 (85-101)
Interlocking Rhythms,
Interlocking Worlds Part 1

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F 9/20/19 Indonesian Culture • Be prepare to take notes
Documentary and answer questions
WEEK 5
M 9/23/19 Indonesian Gamelan Music: • Reading due and lecture Chapter 7 (101-114)
Interlocking Rhythms,
Interlocking Worlds Part 2
W 9/25/19 From Raga to Bollywood: • Reading due and lecture Chapter 8 (115-135)
Developments and
Intercultural Crossings in
Indian Music Part 1
F 9/27/19 Bollywood Movie and • Be prepare to take notes
Documentary and answer questions
WEEK 6
M 09/30/19 From Raga to Bollywood: • Reading due and lecture Chapter 8 (136-156)
Developments and
Intercultural Crossings in
Indian Music Part 2
W 10/2/19 “Not the same, but just as • Reading due and lecture Chapter 9 (158-173)
nice”: Traditions and
Transformations in Irish
Music
F 10/4/19 Irish Music Documentary • Be prepare to take notes
and answer questions
WEEK 7
M 10/7/19 “Not the same, but just as • Reading due and lecture Chapter 9 (174-189)
nice”: Traditions and
Transformations in Irish
Music
W 10/09/19 The River and the Path: • Reading due Chapter 10 (191-206)
Conversation and Collective
Expression in West African
Musics
F 10/11/19 West African Musics • Students are responsible for
Documentary watching an online
documentary, available on
Bblearn, and producing a
video response.
WEEK 8
M 10/14/19 The River and the Path: • Reading due and lecture Chapter 10 (207-221)
Conversation and Collective
Expression in West African
Musics
W 10/16/19 Midterm Review
F 10/18/19 Midterm Exam • ONLINE MIDTERM EXAM
WEEK 9
M 10/21/19 “See How She Moves”: • Reading due and lecture Chapter 11 (223-239)
Musics of Latin America and
the “Oye Como Va”
Phenomenon
W 10/23/19 “See How She Moves”: • Reading due and lecture Chapter 11 (239-255)
Musics of Latin America and

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 the “Oye Como Va”
Phenomenon
F 10/25/19 “See How She Moves”:
Musics of Latin America and
the “Oye Como Va”
Phenomenon
M 10/28/19 From Baladi to Belly Dance:
Rhythm, Dance, and Music in
Egypt and Beyond
W 10/30/19 From Baladi to Belly Dance:
Rhythm, Dance, and Music in
Egypt and Beyond
F 11/1/19 Umm Kulthum Documentary
M 11/4/19 A Musicultural History of the
Chinese Zheng
W 11/6/19 Pekin Opera Documentary
F 11/8/19 Mandopop Documentary
M 11/11/19 Veterans Day [No classes]
W 11/13/19 A Musicultural History of the
Chinese Zheng
F 11/15/19 Student Presentations
M 11/18/19 Student Presentations
W 11/20/19 Student Presentations
F 11/22/19 Student Presentations
M 11/25/19 Student Presentations
W 11/27/19 Student Presentations
F 11/29/19 Thanksgiving [No classes]
M 12/2/19 Student Presentations
W 12/4/19 Final Exam Review
Fall 2019 García Corona
• Reading due and lecture Chapter 11 (255-272)
WEEK 10
• Reading due and lecture Chapter 12 (273-291)
• Reading due Chapter 12 (292-314)
• Students are responsible for
watching an online
documentary, available on
Bblearn, and producing a
video response
WEEK 11
• Reading due and lecture Chapter 13 (315-333)
• No Class
• Students are responsible for
watching an online
documentary, available on
Bblearn, and producing a
video response
• No Class
• Students are responsible for
watching an online
documentary, available on
Bblearn, and producing a
video response
WEEK 12
• No Class
• Reading due Chapter 13 (334-351)
• Student Presentations
WEEK 13
• Student Presentations
• Student Presentations
• Student Presentations
WEEK 14
• Student Presentations
• Student Presentations CONCERT REPORT DUE
WEEK 15
• Student Presentations
• Final Exam Review
7
F 12/6/19 Final Exam Review • Final Exam Review
WEEK 16
W 12/11/19 ONLINE 10:00am -12:00pm FINAL EXAM

UNIVERSITY POLICY STATEMENTS

ACADEMIC INTEGRITY
NAU expects every student to firmly adhere to a strong ethical code of academic integrity in all
their scholarly pursuits. The primary attributes of academic integrity are honesty, trustworthiness,
fairness, and responsibility. As a student, you are expected to submit original work while giving
proper credit to other people’s ideas or contributions. Acting with academic integrity means
completing your assignments independently while truthfully acknowledging all sources of
information, or collaboration with others when appropriate. When you submit your work, you are
implicitly declaring that the work is your own. Academic integrity is expected not only during formal
coursework, but in all your relationships or interactions that are connected to the educational
enterprise. All forms of academic deceit such as plagiarism, cheating, collusion, falsification or
fabrication of results or records, permitting your work to be submitted by another, or
inappropriately recycling your own work from one class to another, constitute academic
misconduct that may result in serious disciplinary consequences. All students and faculty
members are responsible for reporting suspected instances of academic misconduct. All students
are encouraged to complete NAU’s online academic integrity workshop available in the E-
Learning Center and should review the full academic integrity policy available at
https://policy.nau.edu/policy/policy.aspx?num=100601.

COURSE TIME COMMITMENT

Pursuant to Arizona Board of Regents guidance (Academic Credit Policy 2-224), for every unit of
credit, a student should expect, on average, to do a minimum of three hours of work per week,
including but not limited to class time, preparation, homework, and studying.

DISRUPTIVE BEHAVIOR
Membership in NAU’s academic community entails a special obligation to maintain class
environments that are conductive to learning, whether instruction is taking place in the classroom,
a laboratory or clinical setting, during course-related fieldwork, or online. Students have the
obligation to engage in the educational process in a manner that does not breach the peace,
interfere with normal class activities, or violate the rights of others. Instructors have the authority
and responsibility to address disruptive behavior that interferes with student learning, which can
include the involuntary withdrawal of a student from a course with a grade of “W”. For additional
information, see NAU’s disruptive behavior policy at https://nau.edu/university-policy-
library/disruptive-behavior.

NONDISCRIMINATION AND ANTI-HARASSMENT

NAU prohibits discrimination and harassment based on sex, gender, gender identity, race, color,
age, national origin, religion, sexual orientation, disability, or veteran status. Due to potentially
unethical consequences, certain consensual amorous or sexual relationships between faculty and
students are also prohibited. The Equity and Access Office (EAO) responds to complaints
regarding discrimination and harassment that fall under NAU’s Safe Working and Learning

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Environment (SWALE) policy. EAO also assists with religious accommodations. For additional
information about SWALE or to file a complaint, contact EAO located in Old Main (building 10),
Room 113, PO Box 4083, Flagstaff, AZ 86011, or by phone at 928-523-3312 (TTY: 928-523-
1006), fax at 928-523-9977, email at equityandaccess@nau.edu, or via the EAO website at
https://nau.edu/equity-and-access.

TITLE IX
Title IX is the primary federal law that prohibits discrimination on the basis of sex or gender in
educational programs or activities. Sex discrimination for this purpose includes sexual
harassment, sexual assault or relationship violence, and stalking (including cyber-stalking). Title
IX requires that universities appoint a “Title IX Coordinator” to monitor the institution’s compliance
with this important civil rights law. NAU’s Title IX Coordinator is Pamela Heinonen, Director of the
Equity and Access Office located in Old Main (building 10), Room 113, PO Box 4083, Flagstaff,
AZ 86011. The Title IX Coordinator is available to meet with any student to discuss any Title IX
issue or concern. You may contact the Title IX Coordinator by phone at 928-523-3312 (TTY: 928-
523-1006), by fax at 928-523-9977, or by email at pamela.heinonen@nau.edu. In furtherance of
its Title IX obligations, NAU will promptly investigate and equitably resolve all reports of sex or
gender-based discrimination, harassment, or sexual misconduct and will eliminate any hostile
environment as defined by law. Additional important information about Title IX and related student
resources, including how to request immediate help or confidential support following an act of
sexual violence, is available at http://nau.edu/equity-and-access/title-ix.

ACCESSIBILITY
Professional disability specialists are available at Disability Resources to facilitate a range of
academic support services and accommodations for students with disabilities. If you have a
documented disability, you can request assistance by contacting Disability Resources at 928-523-
8773 (voice), 928-523-6906 (TTY), 928-523-8747 (fax), or dr@nau.edu (e-mail). Once eligibility
has been determined, students register with Disability Resources every semester to activate their
approved accommodations. Although a student may request an accommodation at any time, it is
best to initiate the application process at least four weeks before a student wishes to receive an
accommodation. Students may begin the accommodation process by submitting a self-
identification form online at https://nau.edu/disability-resources/student-eligibility-process or by
contacting Disability Resources. The Director of Disability Resources, Jamie Axelrod, serves as
NAU’s Americans with Disabilities Act Coordinator and Section 504 Compliance Officer. He can
be reached at jamie.axelrod@nau.edu.

RESPONSIBLE CONDUCT OF RESEARCH

Students who engage in research at NAU must receive appropriate Responsible Conduct of
Research (RCR) training. This instruction is designed to help ensure proper awareness and
application of well-established professional norms and ethical principles related to the
performance of all scientific research activities. More information regarding RCR training is
available at https://nau.edu/research/compliance/research-integrity.

SENSITIVE COURSE MATERIALS

University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In
their college studies, students can expect to encounter and to critically appraise materials that
may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.

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