Syllabus: MUE 251 (CWO) & 259 (Sinfonietta)

School of Arts and Sciences
Music Department
MUE 251-0 Concordia Wind Orchestra 20390
MUE 251-1 Concordia Wind Orchestra 20391
MUE 259-0 Concordia Sinfonietta 20405
MUE 259-1 Concordia Sinfonietta 20406
Semester Credit Hours: 0 or 1 Spring 2020
Instructor: Jeff Held CWO: TR 3:30-5:15; Sinfonietta: TR 5:30-7:15, R 4:10-5:15
Office Location: Borland-Manske Center (BMC) 256 949-214-3420
E-mail Address: jeff.held@cui.edu
Course Description
Note: Fall 2020 will require modifications to the makeup and normal operations of these ensembles due to COVID 19. Wind instruments are not allowed by order of the OC Health Officer at the beginning of Fall 2020. Conditions may change as the semester progresses.
The Concordia Wind Orchestra is an orchestra of woodwinds, brass, and percussion that performs significant literature in concerts, tours, and worship services with an emphasis on the development of advanced ensemble playing techniques, musical perception, and music ministry. There may be an additional charge for required field trips or tour. Membership is by audition/selection. Fall 2020: Percussion Ensemble will operate as a featured sub ensemble. The CWO will consist of online sessions and alternate music-making opportunities (Developmental String Ensemble, Percussion Ensemble, other university ensembles) until in-person wind orchestra playing is allowed.
The Concordia Sinfonietta is an orchestra of strings, woodwinds, brass, and percussion that performs significant literature in concerts, tours, and worship services with an emphasis on the development of advanced ensemble playing techniques, musical perception, and music ministry. There may be an additional charge for required field trips or tours. Membership is by audition/selection. Fall 2020: String Orchestra only, with an additional Baroque Ensemble. In addition to the String Orchestra, players will be assigned to either the Baroque Ensemble or a once-per-week rotation to help the Developmental String Ensemble.
Both orchestras are artistically striving, major public outreach music ensembles for Concordia University. We utilize up to a full orchestra instrumentation and perform a wide range of works. Standards of excellence are inherent in our work as we seek to build reputation and renown with the quality of our music. Each member is responsible for contributing to a rich orchestral sound and a high degree of expressiveness.

Course Learning Outcomes (CLOs)

Students will perform (Fall 2020: “or engage with”) collegiate and professional-level music (great works) with a standard of musicianship befitting a critical audience. (OC, SK; PLO 2: Performance Musicianship)
Students will perform (Fall 2020: “or engage with”) a variety of musical styles from many times and places. These musical performances will invite a contextual understanding of music (musical eras, connections to human experiences, faith/worship meaningfulness, etc.) (IRC, SSC; PLO 5: Contextualization of Music)
Students will attain a musical result with caring and giving collaboration. (SSC; PLO 3: Leadership and Collaboration) (Fall 2020: “Students will develop community to prepare for outstanding ensemble performances.”)

Rehearsal and Performance Schedule

As a co-curricular activity, orchestras have significant time requirements outside of regular rehearsals. These include occasional evenings, weekends, and even days during breaks (spring break, between terms, summer tour, etc.). Fall 2020: The schedule will fluctuate depending on allowances to perform and rehearse together.
The will always contain the most up-to-date schedule, including times, locations, and pertinent details. It is finalized the first week of classes, but subject to change throughout the semester. Fall 2020: The schedule will fluctuate depending on allowances to perform and rehearse together. The schedule has detailed rehearsal times and performance itineraries. It may be viewed at
Fall 2020: Additional musician development assignments will be given during the semester. These may be online assignments, and will be determined after the ensembles offered settle into the semester.

IV. Ensemble Commitment
Promptness: At the posted rehearsal start time, students are expected to be seated with music on their stand, instruments ready, warmed up and ready to play their best notes. All other issues need to be set aside, as everyone needs to be focused.
Attendance: Attendance at all scheduled activities (rehearsals, concert outings, concerts, other activities) is REQUIRED unless otherwise stated.
Scheduling conflict resolution procedure: 1. Adjust your other activity to remedy the conflict. 2. If that fails, contact Dr. Held immediately via email for a ruling on the situation.
Illness procedure: Contact Dr. Held as soon as you think you might be too ill, or too contagious, to be at rehearsal or performance. He will make a ruling.
Preparation: All parts must be prepared for successful performance. This will require picking up parts during (you will be notified via email) and practice outside of rehearsal.
Email: Updates and specific requests to students will be sent on email. A same-day response is often expected. Therefore, the Eagles email account must be accessed multiple times per day. Please set it up on your mobile device for easy and regular access.
Attire: Performance attire is to be worn with a neat, professional, and modest appearance.
Instrument Upkeep: Orchestra members must have optimally-operating instruments. Adjustments and repairs should be handled immediately as needed. Playing on poor quality instruments that cannot produce a characteristic tone or hold intonation properly is unacceptable. University instruments and lockers may be reserved by filling out these . See
Musical Fitness: Playing well in rehearsal and performance requires a daily approach that includes time outside of rehearsal. Relying only on scheduled ensemble times to become a successful musician is always an unsuccessful, and unacceptable, strategy. Practice outside of rehearsal times, and always start rehearsal/performance warmed up. Make listening to reference recordings of orchestra music a regular part of your playlist.
Sheet Music: Music will be checked out to musicians from the Music Library. Sheet music should be cared for like a library book. Treat it with care so it can last many years. Mark your parts with pencil only and add measure numbers if none are published on the part. A fine system is in place for damaged/lost music and late turn-ins (see Music Exchange link above).
Etiquette: Never allow your mobile device to detract from rehearsal. Do not socialize when the ensemble is working. Never interrupt the conductor’s flow - if you have a question or comment, choose your moment judiciously. Do not occupy the conductor with questions that are easily answered by another ensemble member.
Collegiality: Always speak and act toward one another from a position of mutual respect, deference, kindness, and caring.
Social Media: As a member of this organization, you should “like” and commit to spreading the word in your social media networks about our concerts.
Personal Wellness: Performances are hampered by musicians who are not in a proper mental and physical state. Therefore, never, ever perform on less than 5 hours of sleep and never go more than two consecutive nights on less than 7 hours of sleep per night. Choose healthy foods and exercise.

V. Grading
Evaluation
Grades will be based on the basis of time and work described in “Ensemble Commitment” above.
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Grading rubric
A = Student is on time and is always reliable for meeting attendance requirements. It is obvious that the music has been prepared and that musical fitness is prioritized so that performances may be well-executed. A professional approach to communication, appearance, instrument upkeep, and management of sheet music is evident. Collegiality and good etiquette are the norm. The student cares to share our performance announcements with friends and family and engages in personal wellness toward peak performance.
B = The student has not fulfilled the description of ‘A’ above, but has not reached the significance of ‘C’ below.
C = Characterized by any of the following: patterns/repeated tardiness or absences, a significant absence that hampers the success of the ensemble, notable lack of preparation of parts that student is capable of learning.
F = 5 or more absences, for any reason, from any required activity on the Official Schedule.
Please note: If you have an ongoing class conflict with no option of resolution by taking another section or an alternate class, please make a special agreement with Dr. Held at the beginning of the semester.
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VI. Course Management
A. “Reasonable Accommodation” Statement
Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact the Disability and Learning Resource Center (DLRC). The DLRC is located in Suite 114 on the1st floor of the Administration Building. You can reach the DLRC by dialing extension 3039.
B. Carnegie Unit Policy
Ensembles: A semester credit hour shall consist of 2.5 or more weekly hours of regularly-scheduled, professor-guided rehearsal plus a minimum of 30 minutes of individual learning related to ensemble repertoire (not including practice materials assigned for private lessons - those not taking lessons will need to consider how to address their musical fitness with additional practice time beyond the 30 minutes). The co-curricular commitment of ensemble participation will typically require significant additional time engaged in performing, additional ad hoc rehearsals including final rehearsals to prepare for concerts, ensemble warm-up and set-up time, and other required group activities. Some of these time requirements may occur during vacation days during the academic term and/or days outside of the academic term. Ensembles are co-curricular in nature. Ensembles are granted credit of 0.5 or 1 unit based on factors such as, but not limited to the nature and size of the ensemble; whether the ensemble is coached or conducted; the amount of student preparation required; and relationships to other credit requirements in the total curricular program. Students may petition to take any ensemble for 0 credits to avoid overload tuition charges if they are already taking a full academic load.
C. Wellness Center
The Wellness Center is dedicated to providing high quality medical and psychological care to CUI students in a private, confidential and safe setting. The staff is committed to the total wellness of our students. The Wellness Center is located on the first floor of the Student Union building (next to the Mail Room). For an appointment or for more information, please contact the Wellness Center at:
Phone: (949) 214-3102
Email:wellness@cui.edu
Protecting Your Hearing Health
An NASM_PAMA Student Information Sheet on Noise-Induced Hearing Loss
This information is provided by the National Association of Schools of Music (NASM) and the Performing Arts Medicine Association (PAMA). For more information, check out the other NASMPAMA hearing health documents, located on the NASM Web site at the URL linked below.
· Hearing health is essential to your lifelong success as a musician.
· Your hearing can be permanently damaged by loud sounds, including music. Technically, this is called Noise-Induced Hearing Loss (NIHL). Such danger is constant.
· Noise-induced hearing loss is generally preventable. You must avoid overexposure to loud sounds, especially for long periods of time.
· The closer you are to the source of a loud sound, the greater the risk of damage to your hearing mechanisms.
· Sounds over 85 dB (your typical vacuum cleaner) in intensity post the greatest risk to your hearing.
· Risk of hearing loss is based on a combination of sound or loudness, intensity and duration.
· Recommended maximum daily exposure times (NIOSH) to sounds at or above 85 dB are as follows:
o 85 dB (vacuum cleaner, MP3 player at 1/3 volume) – 8 hours
o 90 dB (blender, hair dryer) – 2 hours
o 94 dB (MP3 player at ½ volume) – 1 hour
o 100 dB (MP3 player at full volume, lawnmower) – 15 minutes
o 110 dB (rock concert, power tools) – 2 minutes
o 120 dB (jet planes at take-off) – without ear protection, sound damage is almost immediate
· Certain behaviors (controlling volume levels in practice and rehearsal, avoiding noisy environments, turning down the volume) reduce your risk of hearing loss. Be mindful of those MP3 earbuds. See chart above.
· The use of earplugs and earmuffs helps to protect your hearing health.
· Day-to-day decisions can impact your hearing health, both now and in the future. Since sound exposure occurs in and out of school, you also need to learn more and take care of your own hearing health on a daily, even hourly basis.
· It is important to follow basic hearing health guidelines.
· It is also important to study this issue and learn more.
· If you are concerned about your personal hearing health, talk with a medical professional.
· If you are concerned about your hearing health in relationship to your program of study, consult the appropriate contact person at your institution.

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The MISSION of Concordia University Irvine
Concordia University, guided by the Great Commission of Christ Jesus and the Lutheran Confessions, empowers students through the liberal arts and professional studies for lives of learning, service and leadership.
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Institutional Learning Outcomes for Undergraduate Students (ULOs)
Written Communication (WC): Students will compose focused and coherent written content; organize and logically develop their ideas; find, analyze and integrate appropriate sources; and demonstrate facility in discipline- or genre-specific conventions of writing.
Oral Communication (OC): Students will make verbal presentations in which they articulate a central message, organize main ideas, integrate appropriate supporting information, employ language appropriate for the topic and audience, and utilize delivery techniques that enhance the presentation.
Systematic Inquiry (SI)—Critical Thinking & Information Literacy: Students will explain a problem, articulate a (hypo)thesis, investigate using appropriate sources, analyze the information, and craft logical conclusions and creative solutions to the problem.
Quantitative Reasoning (QR): Students will demonstrate understanding of quantitative facts and concepts, perform calculations successfully, and apply problem solving strategies to analyze quantitative data and to draw appropriate conclusions.
Christian Literacy and Faith (CLF): Students will describe the contents and contexts of the Bible, Christianity’s major teachings, how the Christian faith connects to their academic discipline(s) and vocations in life, and have many opportunities to receive instruction in the Christian faith.
Service to Society and Church (SSC): Students will serve society in ethical and merciful ways, examining benefits gained and challenges encountered, and Christian students have many opportunities to serve the church.
Informed and Responsive Citizenship (IRC): Students will explain how political and economic systems have influenced citizenship in the United States and the world; interact effectively and ethically with people of various cultural/global contexts; engage with and analyze the arts; articulate how the culture of scientific knowledge relates to other disciplines; and describe healthy lifestyles.
Specialized Knowledge (SK): Students will apply knowledge in a specific field that draws on current research, scholarship and/or techniques in the field.
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PURPOSE of the Music Department
The Music Department trains students to improve their communities with meaningful, beautiful, and edifying musical activity. This is accomplished through coursework designed to develop broadly-skilled musicians and frequent public performances in different contexts, especially where our music can help to share the Christian faith.
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Program Learning Outcomes (PLOs)
PLO 1 - Practical Musicianship: Develop musical skills that reflect competent applications of the materials and conventions of music. (ULO: Systematic Inquiry, Quantitative Reasoning, Specialized Knowledge)
PLO 2 - Performance Musicianship: Generate musical performances that are technically adept and artistic. (ULO: Systematic Inquiry; Quantitative Reasoning, Specialized Knowledge)
PLO 3 - Leadership and Collaboration: Utilize the techniques, philosophies, and best practices of musical leadership and collaboration in order to enhance a community. (ULO: Oral Communication, Systematic Inquiry, Service to Society and Church, Informed and Responsive Citizenship, Specialized Knowledge)
PLO 4 - Critical Listening: Interpret, analyze, and evaluate musical works and performances. (ULO: Written Communication, Oral Communication, Systematic Inquiry, Quantitative Reasoning, Informed and Responsive Citizenship, Specialized Knowledge)
PLO 5 – Contextualization of Music: Evaluate the significance of music in various contexts (e.g. spiritual, social, historical, ritual, cultural). (ULO: Written Communication, Oral Communication, Systematic Inquiry, Christian Literacy and Faith, Informed and Responsive Citizenship, Specialized Knowledge)
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