PLA Course Subjects

Prior Learning Assessment Course Subjects

sound

More *'s indicate a better match.

Courses 1-7 of 7 matches.
Creative Sound Design   (FIL-300)   3.00 s.h.  
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Course Description
Fund raising for nonprofit organizations: corporate, individual and foundation giving. Grant writing.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Explain why nonprofits exist.
  • Define a philanthropic gift and discuss why people make philanthropic gifts.
  • Discuss the importance of an organization's mission in fundraising and the role of a “case for giving” in any fundraising effort.
  • Name, describe and give examples of at least five methods of fundraising from individuals and/or organizations.
  • Use the fundraising cycle to describe the activities possible to secure a charitable gift from an individual.
  • Outline the grant proposal process.
  • Describe the methods to identify a grant prospect and discuss the importance of mission match in this process.
  • Name how volunteers, board members and staff are used in a fundraising effort, and provide a job description of at least one volunteer role.
  • Talk about why commissions are not appropriate in fundraising.
  • Explain why the AFP (Association of Fundraising Professionals) Code of Ethics is an important guide to staff, board and volunteers who engage in charitable gift fundraising.
 
History of Sound Film   (FIL-354)   3.00 s.h.  
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Course Description
Fund raising for nonprofit organizations: corporate, individual and foundation giving. Grant writing.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Explain why nonprofits exist.
  • Define a philanthropic gift and discuss why people make philanthropic gifts.
  • Discuss the importance of an organization's mission in fundraising and the role of a “case for giving” in any fundraising effort.
  • Name, describe and give examples of at least five methods of fundraising from individuals and/or organizations.
  • Use the fundraising cycle to describe the activities possible to secure a charitable gift from an individual.
  • Outline the grant proposal process.
  • Describe the methods to identify a grant prospect and discuss the importance of mission match in this process.
  • Name how volunteers, board members and staff are used in a fundraising effort, and provide a job description of at least one volunteer role.
  • Talk about why commissions are not appropriate in fundraising.
  • Explain why the AFP (Association of Fundraising Professionals) Code of Ethics is an important guide to staff, board and volunteers who engage in charitable gift fundraising.
 
Physics of Sound and Music   (PHY-103)   3.00 s.h.  
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Course Description
Fund raising for nonprofit organizations: corporate, individual and foundation giving. Grant writing.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Explain why nonprofits exist.
  • Define a philanthropic gift and discuss why people make philanthropic gifts.
  • Discuss the importance of an organization's mission in fundraising and the role of a “case for giving” in any fundraising effort.
  • Name, describe and give examples of at least five methods of fundraising from individuals and/or organizations.
  • Use the fundraising cycle to describe the activities possible to secure a charitable gift from an individual.
  • Outline the grant proposal process.
  • Describe the methods to identify a grant prospect and discuss the importance of mission match in this process.
  • Name how volunteers, board members and staff are used in a fundraising effort, and provide a job description of at least one volunteer role.
  • Talk about why commissions are not appropriate in fundraising.
  • Explain why the AFP (Association of Fundraising Professionals) Code of Ethics is an important guide to staff, board and volunteers who engage in charitable gift fundraising.
 
Advanced Sound Studio Techniques   (ELM-311)   3.00 s.h.  
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Course Description
Fund raising for nonprofit organizations: corporate, individual and foundation giving. Grant writing.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Explain why nonprofits exist.
  • Define a philanthropic gift and discuss why people make philanthropic gifts.
  • Discuss the importance of an organization's mission in fundraising and the role of a “case for giving” in any fundraising effort.
  • Name, describe and give examples of at least five methods of fundraising from individuals and/or organizations.
  • Use the fundraising cycle to describe the activities possible to secure a charitable gift from an individual.
  • Outline the grant proposal process.
  • Describe the methods to identify a grant prospect and discuss the importance of mission match in this process.
  • Name how volunteers, board members and staff are used in a fundraising effort, and provide a job description of at least one volunteer role.
  • Talk about why commissions are not appropriate in fundraising.
  • Explain why the AFP (Association of Fundraising Professionals) Code of Ethics is an important guide to staff, board and volunteers who engage in charitable gift fundraising.
 
Production II - Crew   (THA-252)   3.00 s.h.  
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Course Description
Continued participation both on and off the stage in various aspects of play production with a goal of understanding theatre as a synthetic art, and the impact of a variety of play production crew assignments on the performance. Production crew participation is interpreted to mean involvement in the crew's activities from the planning stages through the final performance, including final strike.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Articulate proper shop and theater safety rules as part of a production team
  • Identify theater shop tools used in the construction of scenic elements/ lighting design/sound design/costume construction and/or make-up
  • Identify examples of a director's or stage manager's script breakdown, lighting plots, sound design with explanation of design outcomes, or costume designs
  • Demonstrate proper technical knowledge and backstage conduct in the process of performing running crew duties for productions
  • Present an analysis of a scene or production through the lens of one of the crew positions (noted at the end of this list)
  • Discuss key factors in location scouting
  • Identify historical figures and benchmarks in Western theatre, and theatre /entertainment arts in terms of commercial vs. art -- what constitutes each, and where their own personal aesthetic falls.
  • Articulate the value of production credit
  • Relate the significance of theatre as a collaborative art form and as a “mirror” of the society that produces it
  • Provide evidence of skills required in the different technical areas in terms of ability to work as part of a crew, and an ability to work collaboratively towards a common goal

Students should show this through exemplification of performance, design, analytical or technical skills leading to performance in the capacity of at least one of the following roles in at least one production: Director, Stage Manager, Set/Light/Sound/Costume/Make-Up Designer, or Stage Technician.

 
Music in Children's Lives   (MUS-200)   3.00 s.h.  
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Course Description
Exploration and discovery in sound, rhythm, body movement, melody, harmony and playing instruments. Emphasis on listening, creativity, increasing individual musical independence and fostering the aesthetic value of music in children's growth and development.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Articulate thorough knowledge of basic music principles including rhythm, melody, harmony, dynamics, and timbre as they would be taught to children
  • Explain the role and benefits (cognitive, developmental, behavioral, and social) of music education for children and their development (birth to Kindergarten)
  • Discuss the use of various pedagogical methods (Orff/Schulwerk, Dalcroze, Kodaly, Suzuki, etc.) that have been used to communicate and teach music to children
  • Describe and provide examples of five activities that encourage musicality (listening, creativity, and performance) in young children based on the above pedagogical methods
  • Identify and demonstrate knowledge of body movement and play in the musical lives of children
 
Directing for Film and TV   (COM-421)   3.00 s.h.  
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Course Description
This course offers an in-depth examination of the director's role. Explores the art, skill, authority, and responsibility of the director for preproduction planning, budgeting, casting, location scouting, and rehearsing in feature films, TV series, commercials, business and educational films, documentaries, news films, and videotape. Students work on assignments and exercises in scripts breakdown, shot determination, character description for casting call, sound stage utilization, camera placement, action blocking, and the preparation of a director's work script.

Learning Outcomes
Through the Portfolio Assessment process, students will demonstrate that they can appropriately address the following outcomes:

  • Discuss and demonstrate an in depth knowledge of director duties in pre-production, production and post-production
  • Analyze and breakdown a script, creating character breakdowns and shooting schedule
  • Create a budget for production and crew needs
  • Prepare and present a directors works script and shot list
  • Discuss the proper coverage of a scene, plan mise en scene, blocking and shot determination.
  • Discuss key factors in casting
  • Discuss key factors in location scouting
  • Identify key issues relevant to rehearsals
  • Articulate how these differ for feature films, TV series, commercials, business/educational films, documentaries, news, videotape
 
Courses 1-7 of 7