SPICER ADVENTIST UNIVERSITY DEPARTMENT …spiceradventistuniversity.com/index/wp-content/uploads/2017/06/1st...... Aims in Education, Curriculum, ... Idealism, Realism, ... The Christian

ENGL111: Compulsory English

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SPICER ADVENTIST UNIVERSITY

DEPARTMENT OF EDUCATION

COURSE OUTLINE BACHELOR OF ARTS (ELEMENTARY EDUCATION)

ENGL 111: Compulsory English (3 Credits)

Course Instructor:

Email:

Telephone:

Course Description

This course enables the learners to develop their skills in critical reading of the text; listening

to thematic, related content as “a lead in” when listened to the CD before the passage and

strengthen their understanding when listened after the passage; the speaking exercises are

intended to promote the learners ability to participate in a class discussion or to take part in

small group activities; vocabulary exercises are provided to enrich and increase their words

actively in their communication and also to help the learners to express their thoughts in

writing.

Objectives

The aims and the objectives of this course is as follows:

1. to help the learners to develop their communication skills in English with sufficient

proficiency

2. to develop the learners’ understanding in self-reading

3. to develop the learners’ ability- to be interactive in the classroom and to appreciate the

student-centred classroom

COURSE CONTENT

Part I

Comprehension passages

1. A Little Bit of What You Fancy ---Desmond Morris

2 The Avenger---Anton Chekhov

ENGL111: Compulsory English

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3. Leave This Chanting and Singing—Rabindranath Tagore

4. To Know When to Say ‘It’s None of Your Business’—Mark McCormack

5. The Second Crucifixion – Larry Collins & Dominique Lapierre

6. Next, Please—Philip Larkin

7. The Model Millionaire—Oscar Wilde

8. Mirror—Sylvia Plath

9. Refund—Fritz Karinthy

10. Two Gentlemen of Verona—A.J. Cronin

11. The Town by the Sea—Amitav Ghosh

12. The Affliction of Margaret—William Wordsworth

13. Uncle Podger Hangs a Picture—Jerome K. Jerome

14. How to Escape from Intellectual Rubbish—Bertrand Russel

15. All the World’s a Stage—William Shakespeare

16. The Conjurer’s Revenge—Stephen Leacock

17. Gather Ye Rosebuds while Ye May---Robert Herrick

18. The Boy Comes Home—A. A. Milne

Part II

Grammar

Part III

Vocabulary

Part IV

Composition

Text: Nair, P.B., Rajeevan, G., & Pillai, G.R. (2010). Reflections I: an anthology of

prose, poetry, drama and fiction. Delhi: Foundation Books.

MLPR 111 Moral Principles

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2016-2019, FIRST SEMESTER

MLPR 111 Moral Principles (3 Credits)

Course Instructor:

Email:

Telephone:

Course Description

An introduction to the moral Principles of life.

Text Book

Jemison T Housel Christian Beliefs. Pune, India:OWPH, 1963.

Reference Books

Ministerial Association of General Conference of Seventh-day Adventists. Seventhday Adventist

Believe: A Biblical Exposition of Fundamental Doctrines. Boise, ID: Pacific Press, 1988.

Philosophy and Integration of Faith and Learning

This course is based on a redemptive Christian world view that cultivates the balanced spiritual,

mental, and physical, and social development of persons. Biblical principles are upheld as a

guide, for personal and professional relationships. The specific objectives of this course are

intended to reflect this framework.

Course Objectives

At the end of this course, students will be able to:


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1. 1 To inculcate values of morality, ethics and spirituality by looking at the teachings of

various leaders, reformers, and spiritual leaders and the life and contribution of various

missionaries along with an emphasis on the life and teachings of Jesus Christ.

2. To prepares students to be good citizens in the community.

3. To introduce Adventist beliefs and practices to all students.

4. To introduce holistic development of individuals.

COURSE OUTLINE

The life and teachings of Mahatma Gandhi

The life and teachings of Swani Vivekananda

The life and teachings of Gauthama Buddha

The life and teachings of Sadhu Sunder Singh

The life and teachings of Jesus Christ

State of the dead in different religions

The life and works of Mother Theresa

The life and works of Nelson Mandela

The ministry of reconciliation

God’s plan for man’s salvation

The Christian way of life

o Life as a gift

o Life of faith and new life in Christ

o The Christian and God’s law

o Baptism

o Christian Growth

o The Lord’s Supper Essentials for Christian living – Health, Stewardship and Christian Home

The Sabbath


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Sabbath in the New Testament

Sabbath Authenticity

Sabbath Sign and its observance

The Last Day church

Introduction to Prophecy

Study of the end time

Three Angels’ Message

God’s Church over the world

Message for the Church

Christian Eschatology

Crisis in the Last Days

Second coming of Jesus

iii, 1000 years – reign of God

Battle’s end and final home

EXPECTATIONS

Attendance: Absence from more than 20% of class time for whatever reason may result in the

assignment of an “F” grade.

Participation: Students are expected to make creative contribution to classroom dialogue by

being well prepared and ready to discuss in the classroom. A significant part of the final grade is

based on participation by the individual student in class discussion. This is assessed by the

instructor after each class period.

Assignment and Reading: There are written assignments to be completed by the beginning of the

class on the due date as noted in the assignment scheduled. One period late will be accepted

with a penalty after which the assignment will not be accepted.

Each semester, the student will attend all lecture periods; submit a book review of not less than

350 pages of non-textbook reading at the end of the semester; take regular tests, present reports


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on assigned topics and write a full-period midterm examination and a two-hour final

examination.

GRADING

Grades are normally assigned according to the table below.

O 70 and above

A 60-69

B 55-59

C 50-54

D 45-49

E 40-44

F 39 and below

EDUC 111: Philosophy of Education

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2016-17, FIRST SEMESTER

EDUC 111: Philosophy of Education (2 credits)

Course Instructor:

Email:

Telephone:

Course Description

This course designed to acquaint the student with the meaning of philosophy of education. This

course intends to give the student a clear understanding of the Adventist philosophy of

education, which will help the student to have a better foundation for their own philosophy of

education.

Course Outcomes/Objectives Learners will:

1. To define philosophy of education.

2. Knows the nature of philosophy and education

3. Understand the philosophical issues in education

4. Analyze the traditional modern and postmodern philosophies

5. Describe various contemporary theories of education

6. To develop an understanding of the philosophy of education.

7. To explain the Adventist philosophy of education.

8. To describe the different aspects of Adventist philosophy of education.

9. To encourage the student to imbibe into his own personality the principles in order that

he may more aptly teach to others.

Course Outline

1. Introduction to Philosophy of Education

Definition, Meaning and Purpose of education

Definition of educational Philosophy

Meaning and concept of Philosophy

Educational Philosophies of Distinguished Philosophers

Aspects of Philosophy - Content Attitude Activities

Interdependence of Philosophy and Education

Branches of Philosophy - (Philosophy of Religion, Science, Mathematics, Art,

Languages, & History)

Significance of Philosophy of Education


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Bearing of Philosophy on Education, Aims in Education, Curriculum, and the Teachers

Relationship between Science and Philosophy

Metaphysics Questions - Criterion for Knowledge - Sources of Knowledge

2. Philosophies of Education

Idealism, Realism, Naturalism, Pragmatism, and Existentialism

(Meaning, Basic Concepts, Philosophical Principles in Education & Contribution of the

philosophy to Education. )

3. Contemporary Theories on Educational Value

Futurism, Reconstructionism, Humanism, Progressivism, Perennialism, & Behaviorism

(Definition, Meaning and Purpose of education)

4. Christian Education

1) Seventh-Day Adventist Philosophy of Education.

The Aims of Seventh - day Adventist Education

Are most Philosophers Atheists?

Every Rational person is a Philosopher

2) Goals for Curriculum in Seventh-Day Adventist Schools

3) Objectives of Seventh - day Adventist Education

4) Agencies of Education

Home, Local Church, School, College & University, & world church, the Role of

Seventh-Day Adventist Schools, College University

5) a. key components in Educational Institutions

The Students, The Teacher, Knowledge, Curriculum, Instruction, Discipline,

School life, Assessment

b. Responsibilities and outcomes

Elementary Schools - Secondary Schools - Tertiary Institutions - lifelong

Learning.

6) Significance of True Christian Education

5. First principles of Education

A. Harmonious development

B. Objectives of Education by White

C. Relation of Education to Redemption

D. Nature of the student and the goal of Christian education.

6. Illustrations of model schools from the Bible

A. Eden school

B. Education of Israelites

C. Schools of the prophets

7. The Master teacher

A. Christ, the teacher sent from God

B. Transforming power of Christ


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C. Teaching from nature

8. The Christian teacher

A. Teacher’s qualities

B. Role and responsibilities of a Christian teacher

C. Methodological considerations

D. Methods of discipline

E. Integration of Faith in Learning

9. Bible as an Educator

A. Bible and Business principles

B. Bible and history and prophecy

C. Bible teaching and study

10. The Christian Curriculum

A. Wholistic curriculum

B. Balanced, service oriented, character driven curriculum

C. Consideration before making a Christian curriculum

11. The mental development

A. A knowledge of Fundamentals

B. Use of time

C. Understanding of the natural world

D. Mental activities

12. The Spiritual development

A. A knowledge of God and Bible

B. Spiritual, devotional exercises

C. Spiritual activities

13. Physical development

A. Manual Labor

B. Physical activities

14. Social development

A. Christian student body

B. Useful living

C. Loyalty to the country

D. The development of abilities

E. Harmonious living in the society

F. Social function of Christian Education

15. Character Building

A. Importance of character development

B. High standards of Christian conduct

C. Lessons from Great men of the Bible


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D. The choice of life work

16. The school of the hereafter

A. The glory of the school

B. The conditions in the school

C. Students of the new school

D. The relation of the student to the creator of the universe

Course requirements

1. Attendance

Regular attendance to class is very important. Each student is expected to attend classes

regularly. Marks (5) are allotted for attendance and class participation in the internal

marks.

2. Class tests

The students are required to write two classes tests, one before the mid semester

examination and the other after mid semester examination. Each of these tests carry five

marks. Adding to total of (10) marks in the internal marks.

3. Examination

The students are expected to write a mid semester examination for a period of one hour.

15% of these marks will be included in the internal marks

4. Assignments

Material for reading reports, assignments and group presentations can be taken from the

course reference.

(a) Reading reports (10)

Each student is expected to read the selected reading material. A typed, referenced report

including a personal evaluation is due on assigned dates. Each report should be about

two pages in length.

Recommended topics for Reading Reports

1. Study of Physiology

2. Temperance and Dietetics

3. Recreation

4. Manual Training

5. Education and Character

6. Methods of Teaching

7. Deportment

8. Relation of Dress to Education

9. Co-operation

10. Science and The Bible


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Each student’s s expected to read assigned chapters from book Education by Mrs. E.G. White. A

typed answers on each questions, is due on assigned dates (i.e., a total of 10 reports). Each report

should be about two pages in length.

1. What did you find as the philosophy of education beneficial to you in this

chapter? – 2 marks

2. What is the curriculum principle theory you get from this chapter? -2 marks

3. What did you really like in this chapter and why? - 2 marks

4. What do you agree and disagree the most in this chapter and why? - 2 marks

5. What is the implication of the chapter in your life and profession? - 2 marks

Total - 10 marks

(b) Recommended topics for Term Paper

1. Biography of E.G. White

2. Character development

3. Parent’s and teacher’s responsibilities in training 4. Competitive sports

5. Discipline in the home and in the school

6. Importance of early training of children

7. Role of school in the society

8. Teachers and character

9. Christian music and secular music

10. Christian Education

11. Methods of Teachings of Christ

12 Essentials of a Christian School

Students will work individually on the Term paper based on the individual topic. A term paper

should be typed 10 pages including introduction, Content, practical lessons and conclusion.

Criteria Marks

Introduction - 2

Sequencing Information - 3

Various sub topics - 3

Approach to the topic - 3


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Designing the paper - 3

Practical Lessons - 3

Conclusion - 2

Total 20

Pedagogy

Lecture

Discussion

Reading

Student presentations

Reflective practice/ Investigation

Required Technology Tools

Multimedia computer (can be in a computer lab)

MS Word & PowerPoint Software (can be in a computer lab)

Text Books

Aggarwal, J.C. (2002). Theory and Principles of Education, Philosophical and Sociological

Bases of Education. New Delhi. Vikas Publishing House Pvt. Ldt.

White, Ellen G. (1903), Education. California. Pacific Press Publishing Association.

Suggested Readings

Bhatia & Bhatia (2007) The Philosophical & Sociological foundations of Education. DOABA

House. Delhi.

Chaube S.P& Akhilesh Chaube (2006) Philosophical & Sociological Foundations of Education.

Light publisher. Delhi.

Knight, G.R., Philosophy and Education. Berrien springs, Michigan: Andrews University Press,

1989.

Ram Nath Sharma (2008). Text book of Educational Philosophy. Kanishka Publishers. Delhi.

White, Ellen G. (1923). Fundamentals of Christian Education. Tennessee. Southern Publishing

Association.

White, Ellen G. (1943). Counsels to parents, teachers and Students. California. Pacific Press

Publishing Association.

White, Ellen G. (1968). Counsels on Education.Califirnia.Pacific Press Publishing Association.

EDUC 113 Introduction to Teaching

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2016-2017, First Semester

EDUC 113 Introduction to Teaching (3 Credits)

Course Lecturer

Class Time

E-mail

COURSE DESCRIPTION

This course is designed to equip students with a theoretical understanding of teaching as well

as a certain degree of practical training. Topics encompass modern principles, methods,

techniques of elementary school classroom teaching management and philosophy of

education and psychology of elementary school children and learning.

COURSE OUTCOMES/GOALS

Upon completion of this course students will be able to:

● Formulate appropriate aims, goals and objectives for education in Christian

elementary schools.

● Demonstrate effective teaching practices, methods and strategies in the elementary

classroom.

● Identify various factors involved in maintaining order, discipline and atmosphere

conducive in effective teaching-learning situation

● Demonstrate the necessary skills related to the preparation and writing of instructional

objectives and lesson plans.

● Recognize factors that are involved in effective teaching.

COURSE CONTENT

Unit 1 Introduction

- The Concept of Teaching

- Teaching as a Profession vs Teaching as a Calling

- A Christian Approach to Teaching

- General Characteristics of 21st Century Teachers

Unit 2 Essentials of Teaching

- The Pillars of Teaching

- The Phases of Teaching

- The Phases of Teaching-Learning

- Skills of Teaching

EDUC 113 Introduction to Teaching

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Unit 3 Communication

- The Process

- The Elements

- The Barriers

- The role in teaching

Unit 4 Planning

- Aims and Objectives

- Lesson Plans

- Unit Plan

- Yearly Plan

- Instructional Plans

Unit 5 The Learning Environment

- Cooperative learning

- Motivation

- Individual Differences

- The Peer Group

- Home and Family

COURSE REQUIREMENTS

Tests and Examinations All students must appear for one test and two

examinations—mid semester and final exam.

Assignments- A total of four assignments must be submitted by all students in

order to complete the course. Assignments may include case studies, reading

reports, and group activities.

COURSE DELIVERY

Lecture

Discussion

Cooperative Strategies

SUGGESTED READINGS

1. Bouch, Gary D, Effective teaching Methods , 1992, New York

2. Bhatia & Bhatia, The Principles and Methods of teaching, 2003, Delhi, Radha Press

3. Siddiqir M.A.R Practical Guide to Principles of teaching, 2003, Delhi

4. White E.G, Counsel to Parents teachers and students

5. Mangal, SK, Psychology of Teaching and learning, Ludhiana Tandon Publications

PSYC 114

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Department of Psychology

Choice Based Credit System [CBCS]

Syllabus- Implemented from 2016

B. A.[Psychology] : First Semester

PSYC 114 Introduction to Psychology[ Generic Specific Elective ]

Credit Hours: 3

Course Description:

An introductory course in the field of.Psychology that leads to a greater understanding of

human behavior. This course will familiarize students with the key concepts, basic

psychological processes and theories underlying human behavior. A variety of practical

applications are included.

Course Objectives:

1. To introduce the terminology and principles of Psychology.

2. To familiarize students with basic concepts of Psychology

3. To provide an overview of various psychological processes.

4. To appreciate the extensive range of applications of Psychology .

Text Books :

1. Ciccarelli , Saundra, White N. (2011). Psychology: An Exploration (2nd edition),

Pearson Publications

2. David G. Myers. Exploring Psychology - New York - Worth Publishers - 2008 -

7th Ed.

3. Feldman, Robert (2009). Understanding Psychology, 9th edition, Tata McGraw

Hill.

COURSE OUTLINE

UNIT -1 Introduction to Psychology

1.1 Psychology as a Discipline

1.2 Origins and Evolution of Psychology

1.3 Development of Psychology in India

1.4 Psychology and Other Disciplines

1.5 Subfields of Psychology

1.6 Applications : Psychology in Everyday Life

UNIT -2 Consciousness and Altered States of Consciousness [ASC]

2.1 Consciousness and Altered States of Consciousness [ASC ]

Nature , Characteristics and Types

PSYC 114

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2.2 Sleep - Stages , Sleep Cycle, Sleep Disturbances

2.3 Dreams – Nature and Theories

2.4 Hypnosis and Meditation – Nature, Process and Benefits.

2.5 Psychoactive Drugs.-Types, Effects of chronic use.

2.6 Applications: Dealing with Drug Abuse

UNIT -3 Bases of Human Behaviour

3.1 Evolutionary Basis of Behaviour

3.2 Structure and Functions of Nervous System

3.3 Endocrine System and Behaviour

3.4 Heredity: Genes and Behaviour

3.5 Socio-Cultural Shaping of Behaviour

3.6 Application: Wholistic Approach to Human Behavior

UNIT -4 Knowing the World: Sensation and Attention

4.1 Stimulus and Sense Modalities : Nature and Types

4.2 Visual, Auditory and Other Human Senses

4.3 Attention – Nature, Types

4.4 Determinants of Attention

4.5 Sustained Attention and Distraction of Attention

4.6 Application: Attention Deficit Hyperactivity Disorder

UNIT -5 Understanding the World: Perception

5.1 Perception: Nature and Perceptual Processes

5.2 Processing Approaches in Perception

5.3 Principles of Perceptual Organisation

5.4 Perceptual Illusions

5.5 Socio-Cultural Influences on Perception

5.6 Application : Extrasensory Perception [ ESP]

UNIT -6 Motivation

6.1 Motivation – Nature and Characteristics of motivated behavior

6.2 Motivation Cycle and Types of Motives

6.3 Biological Motives- Hunger, Thirst and Sleep etc

6.4 Psychosocial Motives – Affiliation, Achievement, Power

6.5 Maslow’s Hierarchy of Needs

6.6 Application: Self-Motivation

UNIT -7 Emotion

7.1 Nature and Physiological Bases of Emotions

7.2 Cognitive Bases of Emotions

7.3 Cultural Bases and Expression of Emotions

7.4 Managing Negative Emotions

7.5 Enhancing Positive Emotions

7.6 Applications: Dealing with Exam Anxiety

PSYC 114

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UNIT -8 Learning

8.1 Learning : Nature and Characteristics

8.2 Paradigms of Learning

8.3 Types of Learning

8.4 Principles of Learning

8.5 Factors Facilitating Learning

8.6 Applications : The Learner and Learning Styles

UNIT -9 Human Memory

9.1 Nature and Process of Memory

9.2 Information Processing Approach : The Stage Model

9.3 Memory Systems : Sensory, Short-term and Long-term

9.4 Types of Long-term Memory

9.5 Nature and Causes of Forgetting

9.6 Applications: Mnemonics and Enhancing Memory

UNIT -10 Thinking , Problem Solving and Creativity

10.1 Nature and Tools of Thinking

10.2 The Processes of Thinking

10.3 Problem Solving and Reasoning

10.4 Creative Thinking : Nature and Process

10.5 Developing Creative Thinking

10.6 Application: Lateral Thinking

Reference Books:

1. Baron, R. A. (2001). Psychology. New Delhi: Pearson Ed. Pvt. Ltd.

2. Ciccarelli , Saundra, White N. (2011). Psychology: An Exploration (2nd

edition), Pearson Publications

3. Ciccarelli, S and Meyer, G. E. (2011).Psychology , Pearson Publications, New

Delhi.

Course Requirements

Attendance : You are expected to attend class sessions regularly, and participate

meaningfully in class activities.

1. Class Tests : Class tests must be taken on the assigned dates. Make up tests may

be administered on presentation of a medical report and must be completed before

the next scheduled examination.

2. Examinations : Mid-Semester and Final examination must be taken on the

assigned dates.

3. Assignments :

a. Reading reports

b. Assignments

c. Presentations

d. Project/ Term paper

PSYC 114

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e. Review of Research Articles

Course Evaluation and Grading:

The following scheme will be used in evaluation and grading of student performance.

A. Internal Assessment: 20 %

1. Class tests 5%

2. Mid-semester Examination 5%

3. Assignments Reading Reports 5%

4. Project / Term Paper 5%

B. External Assessment[Final Examination] 80%

Total 100 %

_

ENGL 116 Introduction to English Language

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SPICER ADVENTIST UNIVERSITY DEPARTMENT OF EDUCATION


2016-2017 (First Semester)

ENGL 116 Introduction to English Language (3 Credit Hours)

Course Lecturer :

Class Time :

Email :

COURSE DESCRIPTION This course focuses on the basic rules of writing sentences and paragraphs. Attention is given to

developing reading comprehension and vocabulary and to foster interest in reading, refining reading

strategies: differentiate literal and inferential meaning, apply critical thinking skills to analyze

characters and identify facts and opinions. It prepares the student for the demands of academic writing

courses through reading, writing and research.

COURSE OBJECTIVES

1. Acquire and use accurately general academic and domain-specific words and phrases, sufficient

for reading, writing, speaking, and listening at the college and career readiness level;

demonstrate independence in gathering vocabulary knowledge when considering a word or

phrase important to comprehension or expression.

2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and

spelling when writing.

3. Distinguish main ideas from specific details and identify author’s purpose and tone. 4. Summarize, paraphrase, discuss and response to the content information of the text or listening

passage orally and in writing.

5. Determine of clarify the meaning of unknown and multiple-meaning words and phrases.

6. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning, and relevant and sufficient evidence.

COURSE CONTENT

Unit I: Part of speech

A. Definitions and kinds of speech

B. Syntax: Subject Verb Agreement

C. Articles and Determiners

Unit II: Types of sentences

A. Direct and Indirect Speech

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B. Different ways of writing a sentence

C. Time and Tense with mood

D. Frequent mistakes

A. Correct use of pronouns

B. Politeness!!

C. Using the correct word

D. Homophones & homonyms

E. Frequently heard mispronounced words

Unit III: Reading Comprehension

A. Context clues

a. Synonyms and antonyms

b. Words with more than one meaning

B. Author’s purpose

C. Main Idea

D. Comprehension

a. Vocabulary

b. Phonological awareness and phonemes

Unit IV: Writing

A. Paragraph writing

B. Essay

C. Transactional writing

D. Editing and proofreading

COURSE REQUIREMENTS

1. Four (4) class test

2. 2 Presentations

3. Four (4) Assignments

Text Books

Das, P. C. (2007). Applied English Grammar and Composition. Oxford Press.

Kachchhap. L. (2016). Course Compendium: English Grammar.

Resources

Dobbs, C. S. & Dobbs, F. (2010). More Reasons for Reading. Northeastern Illinois University.

Byrne. D. (2005). Basic Comprehension Passages. (10th Ed.) Pearson Longman.

Joseph, D. J. & Myall, E. G. (2008). A Comprehensive Grammar of Current English. Inter University

Press (p) Ltd.

Chandra, R. (n.d). Self Help to English conversation. Goodwill publishing house.

GEOG 115 Geography of Indian Sub-Continent

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2016-2019, SECOND SEMESTER

GEOG 115 Geography of Indian Sub-Continent (3 Credits)

Course Instructor:

Office Hours:

Telephone:

Class Time:

Course Description

A detailed study of the Indian Sub-Continent with a special emphasis on India.

Objectives:

To introduce the basic concepts in Geography.

To acquaint student with the region of Indian Sub-Continent.

To enable the learner to understand about the physical and human geography of India.

To help the learner to acquire a knowledge of the natural resources of the country.

To develop in students an understanding of the country’s demography. To guide students to transform their Geography knowledge into skills that could help them in

teaching Geography.

COURSE OUTLINE

1. Introduction to Indian Sub-Continent

A. Physical Aspects

B. Climate

C. Resources

D. Population and Settlements

E. Education

F. Economy

G. Agriculture

H. Industry

I. Trade & Transport

J. Regional Development and Planning

K. Communication

L. Contemporary Issues

M. Future Plans

GEOG 115 Geography of Indian Sub-Continent

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2. Detailed Study of India – its States and Union Territories

A. Physical Aspects

B. Climate

C. Resources

D. Population and Settlements

E. Education

F. Economy

G. Agriculture

H. Industry

I. Trade & Transport

J. Regional Development and Planning

K. Communication

L. Contemporary Issues

M. Future Plans

3. Indian Sub-Continent & Global Scenario

A. Globalization

B. Geo Politics

C. Climate Chance

D. Peace

E. Economic Development

Text-Books :

1. Tikkha, R; P.K. Bali., M.S Sekhon. “World Regional Geography”. New Academic Publishing Co. Main Hiran Gate, Jalandhar.

2. Negi. B.S. Regional Geography of India, Kedar North Ram Nath Publisher, Meerut.

3. Husain, Majid. Geography of India, 4th

Edition. McGraw Hill Education, India Private

Limited.,2013.

MUCT 113 Music I

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SPICER ADVENTIST UNIVERSITY DEPARTMENT OF EDUCATION

COURSE OUTLINE

2016-2017 (First Semester)

MUCT 113 Music I (3 Credit Hours)

Course Lecturer :

Class Time :

Email :

COURSE DESCRIPTION

This course is design to impart the joy of creating music and sharing it with others. It includes

lesson that will give knowledge and skills needed to understand basic music theory. The course is

divided into two parts: theory and practical, whereby the student will experience by being a part

of a worship service.

COURSE OBJECTIVES

Upon completion of the course, the student will be able to:

1) Know the position and names of notes for each clef

2) Demonstrate familiarity with basic musical concepts and terminology

3) Construct major and minor scales

4) Identify, analyze intervals

COURSE CONTENT

I. Introduction

a. The Stave

b. Writing high and low notes

c. Treble and bass clefs

d. Middle C

II. Grade 1 Notes

a. Note Values

b. Rests

c. Bars, bar lines and time signatures

III. Tones and semitones

IV. Keys and Triads

a. Accidentals

b. Keys – C Major

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c. The tonic triad in the key of C major

d. Other major keys – G and F

e. Key Signatures

V. Intervals

a. The circle of 5ths

b. Arpeggios

VI. Grouping

a. Grouping notes and beaming quavers

b. Grouping rests

VII. Rhythm

a. Answering a given rhythm

b. Ostinato

c. Musical words and symbols

d. Analysis

e. Different words – same meaning

COURSE REQUIRMENTS

1. Attendance –

2. Four (4) tests – 2 tests before the internal and two before the final exam.

3. Practical

a. In consultation with the course instructor student must be a part of weekend

/church worship service.

b. Be a member of the University choir or the Pune Musical (one must go thru

audition to be a member of these choirs). In the event where a student did not

qualify for the choir, the student with the approval of the course instructor will be

assigned project/activity in lieu of this.

COURSE DELIVERY

In this course lectures, tutorials, group discussions, , cooperative learning, singing and games will

be utilized.

TEXT BOOKS

Yandell, N. (2007). Theory of Music: Grade 1. Trinity College London. London.

SUGGESTED READINGS.

Documents

SPICER ADVENTIST UNIVERSITY DEPARTMENT …spiceradventistuniversity.com/index/wp-content/uploads/2017/06/1st...... Aims in Education, Curriculum, ... Idealism, Realism, ... The Christian