Term 1
Module : General Musicianship Programme – Basics & Local Folk Songs I
Learning Objectives
- Sing the National Anthem and School Song in beat (O6)
- Sing simple children songs from various cultures (O5)
- Sing age-appropriate songs in unison (O1)
- Sing in basic solfege with handsigns up to pentatonic scale (O1)
- Practise and notate basic rhythm mnemonics (O1)
- Perform action songs and music games from various cultures (O1)
- Listen to music from various traditions (O5)
- Describe the mood of the music heard in simple terms (O4)
- Play in an ensemble using Orff instruments (O1)
- Experience pitch, timbre, dynamics, duration and tempo through music and movement (O4)
Wk
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Topic
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Remarks
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1
|
National Anthem and School Song
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Name Rhythm Game (Getting to Know You)
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2
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Steady Beat
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Button You Must Wander, Up Like a Rocket, Engine, Engine No. 9, Circle to the Left
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3
|
Food I ( Rhythm )
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Cho-co-la-te (Chilean children clapping game) + improvisation
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4
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Food II ( Rhythm – Long & Short
Mnemonics, e.g. ta, ta-a, ti-ti )
|
Lemon Lime, Come Butter, Hot Cross Buns
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5
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Food II ( Pitch – High & Low
D, R, M solfege )
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Hot Cross Buns / Kueh Pisang
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6
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Body Parts I ( Timbre – Quality of Sound )
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Buster, Buster, Clap Your Hands, Tepuk Amai-Amai
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7
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Body Parts I ( Dynamics – Loud & Soft )
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Here is the Baby (or Hush Little Baby), Sleep Baby Sleep
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8
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Body Parts II ( Tempo – Fast & Slow )
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Highway No. 1, Snail Snail, Aesop’s Fable The Tortoise and the Hare, Tempo Lesson Plan by Guan Xiao Ting
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Term 2
Module : General Musicianship Programme – Basics & Local Folk Songs I
Learning Objectives
v Sing simple children songs from various cultures (O5)
v Sing age-appropriate songs in unison (O1)
v Sing in and identify basic solfege with handsigns up to high doh (O1)
v Practise and notate basic rhythm mnemonics (O1)
v Perform action songs and music games from various cultures (O1)
v Listen to music from various traditions (O5)
v Describe the mood of the music heard in simple terms (O4)
v Play in an ensemble using Orff instruments (O1)
v Identify basic structures in music
v Describe pentatonic and diatonic tonalities as five-note and eight-note scales
v Identify basic rudiments in music (O4)
o Note value mnemonics (till quaver)
o Solfege handsigns (till high doh)
v Experience texture, structure and tonality through music and movement (O4)
Wk
|
Topic
|
Remarks
|
1
|
Body Parts III ( Structure – Phrase & Form* )
( Pitch – D, R, M, S, L solfege
D, R, M, F, S, L solfege )
Recap & extrapolate: Timbre, pitch
|
*Funga Alafia (Ghana), Perpetuum Jazzile body percussion piece (Africa), Dua Mata Saya (Malay & Chinese)
*ABAB form
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2
|
Funga Alafia (two-part canon)
Dua Mata Saya (melody & single bass note accompaniment)
| |
3
|
Animals I – Orff Textures ( Melody + Drone + Ostinato )
Pitch ( D, R, M, S, L solfege )
Rhythm ( Claps and mnemonics )
|
*Bow Wow Wow, The Boy Who Ate Dog Biscuits (EL storytelling)
*AABA form
|
4
|
Animals II – Structure ( ABAB form )
Pitch ( D, R, M, F, S, L, T, D )
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*Dho Dho Naai Kutty (Tamil), Enjit Enjit Semut (Malay)
*ABAB form – Actions, games, B/G groups = A/B
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5
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Animals III – Pitch ( Solfege till high doh )
Tonality ( Scales, for teacher reference )
Composition in pentatonic scale in some
forms (e.g. Pantun ABAB form, Rondo
form ABACA)
|
Penguins Attention, *Doh a Deer
*with actions, from low to high
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6
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Consolidation – Friendship Textures
( Singing and moving in unison )
Structure ( ABA Ternary Form )
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Tiyaya, *The More We Get Together (Chinese, Malay, Tamil)
*taught over three weeks, to Weeks 9-10
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7
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Rehearsal for Singing and Rhythm Test
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Choose one local folk song we have learnt (e.g. Tepuk Amai-Amai, Dua Mata Saya, Dho Dho Naai Kutty). Rehearse in groups.
To print lyrics + solfege pictures + rhythm mnemonics for pupils
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8
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Assessment – Singing & Rhythm Test
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Assessment sheets
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