Music 9: Music Theory and Aesthetics for the General Student 

Purpose: to help other instructors teaching the same course

Common Course ID: MUS 9
CSU Instructor Open Textbook Adoption Portrait

Abstract: This open textbook is being utilized in a Music course for undergraduate or graduate students by Maria Briggs at Fresno State. The open textbook provides Theory lessons and general music overview. The main motivation to adopt an open textbook was to create a zero cost GE music course. Most students access the open textbook in PDF document format.

Course Title and Number - Music 9: Theory and Aesthetics for the General Student
Brief Description of course highlights: This course introduces non-music majors to the fundamentals of music theory and appreciation through practical engagement. Students learn to read and write musical notation, develop solfège and vocal skills, compose using online tools, and critically analyze musical performances. With a focus on singing, ear training, and active listening, the course fosters both creative expression and intellectual reflection on music across cultures and genres.

Student Population: Undergraduate students - non music majors.

Learning or student outcomes: 
1.  Respond orally and in writing to aesthetic experiences, both subjectively and objectively, validating the integrity of both emotional and intellectual responses. In preparation for their essays, students will discuss and analyze musical elements that they hear and then, in their writing, show a linkage between those elements and their responses to the music.

2. Recognize and explain the relationship between the self and the arts in a given cultural context. In the activity described above, and in the essays assigned, Music 9 will give opportunities for this type of reflection. Students will demonstrate in their analysis and writing that they hear and can describe the differences in music from different times and places and the different purposes for which the music is/was written.

3.  Recognize, describe, and interpret works of art and performance; students may engage in skill development and/or participate in artistic creation. Music 9 students will pursue and reach basic skill development checkpoints in music theory, music reading, music performance and in the creation of at least one music composition.

Key Challenges and they were resolved:  
1. Wide Range of Musical Backgrounds
Challenge: Students enter with varying degrees of musical experience—some have never studied music, while others may have basic training.
Resolution:
- The course starts with foundational concepts (notation, major scales) to ensure all students have a common baseline.
- Solfège and singing are taught gradually, beginning with simple scales and progressing to triads and progressions
-  Open Educational Resources (OER) and free tools like musictheory.net and Noteflight allow for self-paced reinforcement outside of class.

2. Performance Anxiety in Non-Majors
Challenge:  Students may be uncomfortable singing or performing, especially in front of others.
Resolution: 
-  Performance assessments are recorded and submitted individually, reducing the pressure of live performance.
- Feedback focuses on effort, growth, and critical listening rather than perfection.
- The critique assignments help students become more comfortable expressing aesthetic judgments and evaluating music in constructive ways.

3. Engagement and Attendance in a Hands-On Course
Challenge: In an online, practice-based course, low attendance or multitasking can derail progress.
Resolution:
- A strict attendance policy holds students accountable.
- Each class includes multiple activities (theory, solfège, singing, discussion) to keep sessions dynamic and engaging.
-  Consistent grading for participation, effort, and attitude reinforces the importance of showing up and being present.

OER/Low Cost Adoption Process

Provide an explanation or what motivated you to use this textbook or OER/Low Cost option. Save money to students and improve my teaching

How did you find and select the open textbook for this course?
I did an online search and consulted my colleagues.

Sharing Best Practices: 
1. Start Small
- Replace one chapter, one assignment, or one module before redesigning an entire course.
- Try remixing existing OER instead of creating from scratch.
2. Use Trusted Repositories
- OER Commons – https://www.oercommons.org
- MERLOT – https://www.merlot.org
- OpenStax – https://www.openstax.org
- LibreTexts – https://libretexts.org
- VIVA Open Music Theory – https://viva.pressbooks.pub/openmusictheory/
3. Prioritize Accessibility and Engagement
- Choose or create materials that are mobile-friendly, ADA-compliant, and interactive (e.g., with audio or video).
- Encourage students to interact with the material through annotations or discussion tools like Hypothes.is.
4. Partner with Your Library or Center for Teaching
- Many institutions have an OER librarian or teaching & learning center that can help locate materials or offer stipends/grants.
-  Ask if your campus has a low-cost course marking system for student visibility.

Describe any key challenges you experienced, how they were resolved  and lessons learned. Some OER textbooks or modules may lack depth in certain areas, especially in creative or highly specialized subjects like music theory, composition, or applied skills.
Lesson Learned:
- Use multiple sources to “patch the gaps” (e.g., combine LibreTexts theory content with musictheory.net for exercises).
- Consider supplementing with your own materials (slides, recordings, worksheets).
-  Always vet the OER thoroughly before assigning it to students.

Instructor Name - Maria Briggs
I am a voice Associate Professor of Voice  at Fresno State. I teach voice, opera and other related courses.
Please provide a link to your university page.
https://cah.fresnostate.edu/about/directory/music/briggs-maria.html

Please describe the courses/course numbers that you teach.
Opera, Vocal Lessons, Vocal Masterclass, Lyric Diction, Music 9, Music Theory, Ear Training.

Describe your teaching philosophy and any research interests related to your discipline or teaching.  My teaching philosophy is grounded in the belief that musical understanding and artistic growth flourish through active participation, critical thinking, and a supportive learning environment. Whether working with general education students or advanced vocalists, I aim to cultivate musicianship that is both expressive and intellectually engaged. I emphasize strong vocal technique, historical and cultural context, and reflective critique as tools for lifelong learning and personal transformation.

I believe in the power of music to connect disciplines and communities. My teaching fosters interdisciplinary curiosity, collaborative creativity, and rigorous practice habits. I create inclusive, student-centered spaces where learners at all levels feel valued, challenged, and inspired to take ownership of their growth. I also see technological tools (such as Noteflight, AI-assisted critique writing, and virtual collaboration platforms) as opportunities to enhance learning, access, and creativity.  My research interests include opera, vocal health and vocal pedagogy. 

Noteflight Notation Software
Brief Description:  Noteflight: Overview for Educational Use
Noteflight is a cloud-based music notation software that allows users to compose, edit, share, and play back music directly in a web browser. It is widely used in music education for interactive learning and creative engagement in music theory, composition, and performance.

Key Concepts Taught Through Noteflight
- Music notation (pitch, rhythm, dynamics, articulations)
- Melody and harmony writing
- Chord progressions and voice leading
- Form and structure in composition
- Instrument-specific scoring and transposition
- Playback and aural skills training
Pedagogical Approach
- Interactive Learning: Students actively compose and edit music using visual notation tools, hearing immediate playback of their work.=
- Creativity-Centered: Emphasizes hands-on learning through original composition and arrangement projects.
- Collaborative: Supports teacher-student and peer-to-peer collaboration through sharing, commenting, and real-time updates.
Formative Assessment: Instructors can review, annotate, and assess compositions directly within the platform, providing timely feedback.
- Differentiated Instruction: Teachers can assign varied tasks based on skill level, from simple melodies to complex multi-instrument scores.
Problem Sets / Assignments Examples
- Notating major and minor scales using correct key signatures
- Creating melodies over given chord progressions
- Composing a short 8- or 16-measure piece using a specific form (e.g., ABA)
- Harmonizing a melody with block chords or broken chords
- Transposing a melody to a different key
- Identifying and correcting notation errors in a given exercise
Structure and Platform Features
- User Interface: Intuitive drag-and-drop and keyboard input for notation
- Playback Engine: Realistic instrument sounds, tempo control, looping, and metronome
- Educational Platform (Noteflight Learn):

• Private, FERPA-compliant learning environment
• Integration with Google Classroom and other LMS platforms
• Teacher dashboard for assignment creation, tracking, and assessment
• Embedded lessons and method books for self-paced learning

Library Access: Public and private libraries of scores for performance, study, and remixing

Accessibility: Works on any device with internet access; no software installation needed

Please provide a link to the resource  
You can access Noteflight at the following link:
👉 https://www.noteflight.com
For educational use and classroom features, visit Noteflight Learn:
  👉 https://www.noteflight.com/learn

Authors:  Noteflight is a product of Hal Leonard, one of the largest music publishers globally. The educational platform, Noteflight Learn, is subscription-based but offers various licensing options for schools and institutions, including integration with digital textbooks and print materials published by Hal Leonard.

Use in Music 9 Context:   For general education students, Noteflight supports foundational composition skills, creative exploration, and individualized learning. It aligns well with Music 9's emphasis on notation, solfège, performance preparation, and the development of musical literacy through active music-making.

Student access:  Students access this resource through a link on CANVAS

Supplemental resources:
Theory book: https://viva.pressbooks.pub/openmusictheory/
Teded: https://ed.ted.com/on/L0zQYr5U
Fresno State library resources: https://library.fresnostate.edu/ 

Provide the cost savings from that of a traditional textbook.  $50-$150

License*: The materials are copyrighted, but they are free to our students