Access free Senior Secondary School Music Scheme of work for SSS1. SS1 Syllabus Lagos State – Schemeofwork.com
SSS1 Music Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | REVISION (THEORY OF MUSIC) | By the end of the lesson, students should be able to: – review basic rudiments of music – identify Staff relations and other musical signs and symbols. -arrange and analyse rhythmic notes and time Signatures. -prepare table of Key Signatures. | Students as a class i. revise basic rudiments of music ii. identify Staff notations and other musical signs and symbols on the stave. iii. observe the values of rhythmic notes and time signatures. – prepare table of Key Signatures for sharps and flat series. | Critical thinking and problem solving Creativity and imagination. | Local instructional materials –Charts, manuscript -Textbooks Audio Tape Piano/Keyboard -Recorder, Saxophone Web Site https://concollection.edu https://www.courseera..org https://study.com https://www.earmaster.com/music-theory-online/h04/chapter-4-4-html Video Link https://www.youtube.com/watch?v+GrgZnRs6-d |
| THEORY OF M USIC (SCALES AND MUSICAL TERMS) | By the end of the lesson, students should be able to: -construct diatonic major are minor scales. – differentiate between harmonic and miodic minor scales – construct major and minor scales with and without e.g. signature e.g. F, Bb, Eb and Abmajor. – identify and explain Musical terms, signs, ornament and abbreviations | Students as a class: i. practice construction major scales with their, relate minor. In small groups: ii. construct major and minor scales with and without Key Signature, fixing the appropriate symbols on the stave. iii. identify and observe musical terms, signs, ornaments and abbreviations on the stave. | Critical thinking and problem solving Communication and collaboration. | Local Instructional Material – -Charts, Manuscript Web Site https://concollection.edu https://www.courseera..org https://study.com https://www.earmaster.com/music-theory-online/h04/chapter-4-4-html Video Link https://www.youtube.com/watch?v+GrgZnRs6-d | |
| 2 | TRANSCRIPTION | By the end of the lesson, students should be able to: -explain and illustrate the steps involved in transcribing a melody from one rotation to an another. – rewrite a given melody notated in staff into tonic solfa and vice-versa. | Students as a class explain and illustrate steps involved in transcribing a piece of music from one notation to another. ii. transcribe a simple melody from solfa to stave vice-versa. | Critical thinking and problem solving Communication and collaboration | Local Instructional Material Manuscript -Textbooks Charts Piano/Keyboard -Recorder, Saxophone Audio Tape Web Site Video Link https://youtube./tlyoqwOm–YbYhttps://you.be/O-w30oN9A=alw |
| TRANSPOSITION | By the end of the lesson, students should be able to: -explain the term transposition. -distinguish between transcription and transposition. -transpose a simple melody from one key to the next sharp or flat key. | Students as a class discuss the meaning of transposition. Students. in small groups, discuss a difference between transcription and transposition. Students, as a class transpose short melody from one key to the next sharp or flat. | Problem solving Communication and collaboration | Local Instructional Material Manuscript -Textbooks Charts Piano/Keyboard -Recorder, Saxophone Audio Tape Web Site Video Link https://youtube./dycUSpclRJXA, http://you.te/Owailb5VsUV |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| https://you.br/K2_gatOH9Rs. https://you.br/dycUSpcRJXAhttpS:///you.be/Cwailb5VsUU | |||||
| 3 | INTERVALS | By the end of the lesson, students should be able to: – explain the formation of intervals in major and minor keys. – differentiate between melodic and harmonic intervals. – identify number of semitones to classify types of intervals e.g. major, minor, perfect, augmented and diminished. | Students as a class discuss the concept of intervals. draw and explain the formation of intervals ii. determine both quantities and qualities of intervals. iv differentiate between melodic and harmonic intervals. ii. discuss and classify intervals into major, minor, perfect, augmented or diminished | Critical thinking and problem solving Communication and collaboration | Local Instructional Material – Music Manuscript – Textbook – Charts on Periods Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://www..abdulmusictheory.com https://en.wikipedia.org Video Link https://youtu.be/x4JhBsaUhw8 https://youtu.be/BYiHWTCvUgU https://youtu.be/aMuvMZHESU https://youtu.be/joxYG_10xXM |
| TRIADS | By the end of the lesson, students should be able to: – explain triad. – identify types of triads. – describe structures of melodic and harmonic intervals, – explain triads in root position for both major and moor keys. – identity | i. Student as a class discuss the definition of triad. b. identify the number of semitone in major and minor intervals ii. Small groups discuss on differences between melodic and harmonic intervals. iii. Individuals students arrange the three note chord in root position using both major and minor keys. | Critical thinking and problem solving Communication and collaboration | Local Instructional Material – Manuscript – Textbook – Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://en.wikipedia.org/wiki/Traid(music) https://youtu.be/watch?v=XWSsSUyNoEo https://youtu.be/watch?v=JCXsT37SIbY https://youtu.be/watch?v=JdD0NHrJDC0 |
| 4 | HISTORY / LITERATURE (PRECOLONIAL AFRICAN MUSIC) | By the end of the lesson, students should be able to: -acquaint themselves with the musical practice of Africans before the colonial era | Students as a class: i. narrates the history of African music itemizing the musical genre that existed before colonialism i.e. folk music, work song, etc | Critical thinking and problem solving Communication and collaboration | Local Instructional Material – Music Manuscript – Textbook – Charts on Periods Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site Video Link https://youtu.be/007_iA1cchhttps://youtu.be/h6HeOMWKJvk |
| HSTORY/ LITERATURE (WESTERN MUSIC:MEDIEVAL PERIOD). | By the end of the lesson, students should be able to: – familiarize themselves with the types of music in the Medieval period | Students as a class: i. narrate the history of music before 1400. ii. list the composers of the Medieval period and share their thought. | Critical thinking and problem solving Communication and collaboration | Local Instructional Material – Music Manuscript – Textbooks -Charts on Periods Audio Tape |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| (800-1400). – appreciate the various forms and styles of Medieval period e.g. use of chord, modes and -features of Carla music. | i. analyze the features of the music and their contribution in the development of musical form and instruments. | Piano/Keyboard -Recorder, Saxophone Web Site Video Link https://youtu.be/5F5dog1eeGEhtpps://youtu.be/DEeAN471boQhttps://youtu.be/E7538zxf9X8 | |||
| 5 | MAINTENANCE CARE AND TOOLS | By the end of the lesson, students should be able to: – classify traditional musical instruments. explain physical features of any traditional musical instruments, – learn the names of the tools used in the construction maintenance, care and repair of named traditional musical instruments. | Students as a class: i. name traditional musical instruments and group them into their families. ii. draw the instrument and’ name parts of the instrument. ii. learn the names and usage of some of the’ tools for the construction of some the traditional musical instruments | Critical thinking and problem solving Communication and collaboration – Creativity | – Music Manuscript – Textbooks – Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://en.wikipedia.org https://www.britannica.com Video Link https://youtu.be510ibJSZAgkkhhttps://youtu.beXfwGzXpu72Uhttps://youtu.be/PGU96agOFaU |
| REPAIR SERVICING | By the end of the lesson, . students should be able to: identify some common problems associated with named traditional musical instruments e.g. ‘sekere’ (Rattle), Ekwe (wooden slit drum) “molo’( Xylophone). | Students is a class: i. identify some common problems associated ‘with named traditional musical instruments. ii. attempt to repair damaged musical instruments. . | Critical thinking and problem solving Communication and collaboration – Creativity | Local Instructional Material – Music Manuscript , – Textbooks – Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site VideoLink https://youtu.be/5101b35ZAgkhttps://youtu.be/XfwGzXouT2Uhttps://youtu.be/P6U96agCFsU |
| 6 | MUSICAL INSTRUMENTS (STUDY SKILLS) | By the end of the lesson, students should be able to: – learn the requisite skills for playing chosen instrument (African and Western). | Student as a class: i. acquire and demonstrate the skills for playing simple melodies on chosen instruments. . | Critical thinking and problem solving Communication and collaboration – Creativity | Local Instructional Material – Music Manuscript – Textbooks – Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site Video Link https://youtu.be/x5S9RPVZywzhttps://youtu.be/rzckp/SaE4https://youtu.be/cyslK76ohttps://youtu.be/CPxSzxyIPChttps://youtu.be/h9ven4N670 |
| ENSEMBLE ‘PLAYING (AFRICAN) | At the end of the lesson, students should be able to: – exhibit confidence iii their handling of African musical . instruments e.g. pot drum, wooden drum, maracas, flute etc. – play together irrespective of gender. | . . Student in small groups:’, i. master the techniques of handling African musical instruments. ‘ ii. form ensembles with African musical instruments, playing favorite fcilk tunes. ii. play different rhythms | Critical thinking and problem solving Communication and collaboration – Creativity | Local Instructional Material Music Manuscript – Textbooks – Charts Audio/tape Piano/Keyboard – Recorder. Saxophone. Web Site |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| – form groups of instrumentalists | with African musical instruments to accompany folk songs. | Video Link https://youtu.be/UrcxrQoN_w https://youtu.be/cKHcMEHPm10 | |||
| 7 | MID – TERM BREAK | ||||
| 8 | CHORDS | At the end of the lesson, students should be able to: Build primary triads on any given note as root.Recognize primary triads on the stave.Write two or more different kinds of triads on the stave. | Students as a class: i. discuss the structure of primary triad. Students in small groups: h. arrange notes to form primary triads on the treble and bass stave: i.e. a root, a major 3th and a perfect 5th. | – Critical thinking and problem solving – Communication and collaboration – Creativity | Local Instructional Material – Music Manuscript -Textbook – Charts, Audio Tape Piano/Keyboard – Recorder, Saxophone Web Site https://wikipedia.org/wiki/Chord(music) https://www.liveabout.com/chord-detinition-2701891 Video Link https://www.youtu.be.com/watch?v=3JgQuObrvmc https://www.youtu.be.com/watch?v=imj7FnRzyY https://www.youtu.be.com/watch?v=hsRQMNV11bw |
| CADENCES | At the end of the lesson, students should be able to: – explain cadence. – identify cadences in a written -recognize cadences in e four part harmony. -write cadences on both close and open score. | Students as a class: i. explain the structure of the cadence ii. write the duff ore ice between plagal and perfect cadence. Students in small groups: iii. write (a) plagal cadence(IV-l) (b) perfect cadence (V-I) | – Critical thinking and problem solving – Communication and collaboration – Creativity | Local Instructional Material – Music Manuscript -Textbook – Charts, Audio Tape Piano/Keyboard – Recorder, Saxophone Web Site https://en.wikipedia.org/wiki/Chord_music https://www.liveabout.com/chord_definition-2701 91 Video Link https://.youtube.com/watch?=hsRDMNV11bw https://.youtube.com/watch?=3JgOu0brvmc https://.youtube.com/watch?=mi7FniRzyY | |
| 9 | RHYTHM DICTATION | At the end of the lesson, students should be able to: – clap a simple rhythmic pattern i simple duple time, – write down a simple rhythmic pattern from dictation. | Students Students as a class i. clap a rhythmic pattern in simple duple observing the time value. Students in small groups: ii. write down a rhythmic pattern in simple duple time inserting the time signature and observing the note valued for each bar: | – Critical thinking and problem solving – Communication and collaboration – Creativity | Local Instructional Material – Music Manuscript -Textbook – Charts Audio Tape Piano/Keyboard – Recorder, Saxophone Web Site https://.youtube.com/watch?= |
| AURAL TRAINING | At the end of the lesson, students should be able to: i. recognize melodic features of major and minor keys ad reproduce 4 bars melody in major and minor keys. | Students as a class: i. discuss the ability to perceive and the skill for inner representation of sound on the staves, ii discuss when a melody is major or minor. b. when a melody resolves towards the end of the | – Critical thinking and problem solving – Communication and collaboration – Creativity | – Charts Audio Tape Piano/Keyboard – Recorder Saxophone. Web Site https://en.wikipedia.org/wiki/Aar_Training https://en.wikipedia.org/wiki/Aural_Training |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| ii. Sight read a piece of music in key C, G,F and Bb major | Composition into its relative major or minor. In small group: iii. practice and develop sight reading skill in – some major keys: e.g, C,G,F and Bb major | Video Link https://youtube.com/watch?=v7cXM_C5bbkB https://youtube.com/watch?=vJvyKf55hQhc https://youtube.com/watch?=vBSlOrXsMs30 https://youtube.com/watch?=vBSkOfXsMs30 | |||
| 10 | FORM ANO ANALYSIS | By the end of the lesson, students should be able to: – identify Nigerian dance styles and chorography – analyze the structure Form of Nigerian dance – plan Nigeria for any of the Ethnic group. – identify, discuss and analyse the structural forms of Nigerian vocal and instruments music i. Recitation ii. Opera iii. Oratonic iv. Affamande v. Courante vi. De capo Aria. White Melodic structure on Nigerian: i. Monotone and staff notation ii. writing a melody to a given word. | i. Students as a class i. discuss the structure of pattern and features of Nigeria traditional dances. ii. analyse the form of vocal and instrumental music and share with class. iii. discuss classes of music from their structural plan, features and categories e.g. Recitative, Oratonic, Aria, Allamande, Courante, etc. iv. small groups activities on composition and arrangement of music to given words and also set words to given melody. | – Critical thinking and problem solving – Communication and collaboration – Creativity | Local Instructional Material – Manuscript – Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://joshuarosapiona.com/musical_forms/ Video link https://youtube.com/watch?v=T6wTgFlaQVY https://www.youtu.be.com/watch?v=gPtGXG2Vghw |
| 11 & 12 | Revision and Examination |
Access free Senior Secondary School Music Scheme of work for SSS1. SS1 Syllabus Lagos State – Schemeofwork.com
Music Scheme of Work SSS1 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | REVISION (SCALES) | By the end of the lesson, students should be able to: – Review construction of scales both with and without key signatures: i. diatomc ii. thronatic iii. pertonic | Students as a class.: i. revise construction of scales with and without key signatures observing the position of tones and emitones: a. diatonic major and minor scales. b. chronatic scales. c. pesitatocis scales. | – Critical thinking and problem solving. -Communication and Collaboration: | Local Instructional Material – Manuscript -Textbook, Charts Audio Tape Keyboard, Recorder Web Site https://www.earthater.com/music-theory-onlinech04/chapter-4-4.html Video Link https://youtube.corn/watch?v=GrgZhRs6-xj https://youtube.corn/watch?v=HWpyKljjNpA hpps://youtu.be.com/watch?v=eF2JAYKaRUw |
| 2 | MUSIC TECHNOLOGY (Maintenance and Care of African Musical instruments)6 | By the end of the lesson, students should be able to: i. identify common problems associated with named musical instruments. ii. identify the various grouping of orchestral instruments | i. Students as a class discuss and proffer solution to the problems associated with named associated musical instruments. ii. Whole class discuss the groups of instruments in the study of music technology iii. Students in a small groups, carry out maintenance procedures of musical instruments | -Critical thinking and problem solving. – Creativity and Imagination -Communication and Collaboration: | Local Instructional Material -Charts on maintenance and repair. -Repair tools etc. Video Link https://youtu.be/5Qjb3SZAgk https://youtu.be/XfwGzXoUT2U https://youtu.be/P6U96aOFsU |
| 3 | MUSIC TECHNOLOGY (Computer music software) | By the end of the lesson, students should be able to: operate and install a soft ware gram in the computer e.g. finale and Sibelius – Use the computer to write music | i. Students in small groups ii. learn to operate and Install a software on a computer iii. recount the procedures in booting and installing musical software iv. explain the importance of software especially the finale, in writing music | Critical thinking and problem solving. -Communication and Collaboration: | Local Instructional Material Computer charts -Computer software. Video Link https://youtu.be /L9sRTzDzlHEht https://youtu.be/9VLntOsiWnQ https://youtu.be/9AP8RtOUhhcM |
| TRAIDS | By the end of the lesson, students should be able to: i. distinguish between a primary and a secondary triad. ii. spell the notes of a primary triad on a given root. – build a primary traid on the tonic of a given diatonic scale. | Students in small groups i. write the scale of C major and build a triad on each of the seven degrees. ii. discuss the structure of each of the triads. iii. identify the degree of datonic scale with Roman numerals iv. discuss the convention in naming primary (I, IV, V) and secondary (ii, iii, iv, vii triads) | – Critical thinking and problem solving. -Communication and Collaboration: | Local Instructional Material -Manuscript – Textbook -Charts Piano/Keyboard – Recorder Web Site https://en.wikiedia.org https:/www.britannica.com Video Link https://youtube.corn/watch?v=KWSeSUyBoEo https://youtube.corn/watch?v=JCXsT37SlbY https://youtube.corn/watch?v=JfD0nHrJDC0 |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | HARMONY COUNTERPOINTS | By the end of the lesson, students should be able to: – explain triad – identify types of triads – describe students of melodic and harmonic intervals — explain triads in root position for both major and minor keys. – identify | i. Student as a class: a. discuss the definition of triad. b. identify the number of semitones in major and minor intervals, ii. Small groups discuss on differences between melodic and harmonic intervals. iii. Individual students arrange the three notes chord in root position using both major and minor keys. | – Critical thinking and problem solving. -Communication and Collaboration – Creativity | Local instructional Material – Manuscript – Textbooks -Charts Audio Tape piano/Keyboard – Recorder, Saxophone. Web Site https://en.wikiedia.org/wiki/Triad (music) Video Link https://www.youtu.be.com/watch?v=XWSe9UyBoEo https://www.youtu.be.com/watch?v=JCs7375ibY https://www.youtu.be.com/watch?v=JfD0nlHrJDD0 |
| AURAL TRAINING/ CADENCES | By the end of the lesson, students should be able to: -form and arrange cadences: a. perfect cadence V-I b. imperfect cadence I-V c. plagal cadence V-I d. interrupted cadence V-VI | Students as a class i. apply aural training and. music psychological principles to improve their compositional techniques and their selection of chords and cadences in basic harmony. | – Critical thinking and problem solving. -Communication and Collaboration – Creativity | Local instructional Material – Manuscript – Textbooks -Charts Audio Tape piano/Keyboard – Recorder, Saxophone. Web Site https://en.wikiedia.org/wiki/Mura-Training https://en.wikiversity.org/wiki/Aural-Training Video Link https://www.youtu.be.com/watch?v=7cXM_C5bbkB |
| 6 | HISTORY AND LITERATURE (Pre-Colonial African Music) | By the end of the lesson, students should be able to: i. List the features of the music of Pre-colonial African especially Nigerian. ii. List the types of music in Nigeria. | Students as a class: – i. list the types of music in of Nigeria which include Rara, Oriki, Aru, folk tale songs, minstrel songs etc. ii. discuss the context in which music is used in African setting, ritual, lullaby, ceremonies, palliative music etc. Students in small groups: iii. Discuss the benefits of folk songs that teaches moral values. | -Communication and Collaboration | Local instructional Material – Manuscript – Textbooks -Charts Audio Tape piano/Keyboard – Recorder, Saxophone. Web Site https://www.youtu.be.com/watch?v=be/h6HeOMWKKvk |
| 7. | MID-TERM BREAK |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 8 | FORMS AND ANALYSIS | By the end of the lesson, students should be able to: – compose lance putting together Motifs for Minuet and Trio. – identify and discuss the general characteristics of the local and instrumental forms. | Students in small groups: I. demonstrate their compositional skills on different dance styles, considering the motifs. ii. apply the idea of musical form and the concept of phrasing to analyze characteristics of vocal and instrumental music e.g. Minuet and Trio. | – Critical thinking and problem solving. -Communication and Collaboration – Creativity | Local Instructional Material – Manuscript – Textbook Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. https:/www.aboutmusictheory.com Video Link https://youtu.be/T5wTqftQyYhttps://youtu.be/D8j8bYe3Wk |
| HISTORY / LITERATURE | By the end of the lesson, students should be able to: i. discuss life and words of classical and romantic components with particular reference to Gluck. – compare Baroque period with Classical and Romantic period. | Students as a class: ii. discuss life and work of Christopher C1uck whose work the path of opera and brought reformation to classical music. ii. discuss the historical development of | – Critical thinking and problem solving. -Communication and Collaboration – Creativity | Local lnstructio1ial Material Manuscript texttbook Audio Tape Piano/Keyboard Recorder Saxophone. Web Site Open music theory. com Music theory pugat sound.edu https//en.wikipedia.org |
| 9 | HARMONY AND COUNTER POINT MODULATION. | By the end of the lesson, students should be able to: – determine types of tonality writing – identify modulation passages from a given key to its closest related key or keys: i. subdominant key ii Dominant key and their relative major or minor. | Students, in small groups i. modulate from one way to another using common shorts, dried, modulation, parallel and chromatic enharmonic modulation. ii. use pivot chords modulate to new keys in a common chord modulation. | – Critical thinking and problem solving. -Communication and Collaboration – Creativity | Local Instructional Material Manuscript Textbook Charts Audio Tape Piano/Keyboard Saxophpne. Web Site https//en.wikipedia.org https://www.britannica.com Video Link https://www.youtu.be/Tgyc6RfF6ch https://youtu.befdRLBleScUE https://www.youtu.bes4XEg7kES https://www.youtu.bedyclUSpcRJXA |
| AURAL TRAINING IDENTIFICATION OF TONES | By the end of the lesson, students should be able to: – write short meladic dictations in major and minor keys. – sight read Short piece of music in different keys e.g. D, A, E, Major. -Review cadences | Students, in small groups i. Write rhythmic dictation in simple meter ii Write with intervals from diatonic triads iii. Identify major – major, major- minor, minor- rumor, diminished to minor and diminished. iv. Write harmonic dictations of progressions. | – Critical thinking and problem solving. -Communication and Collaboration – Creativity | Local instructional Material – Manuscript -Textbook -Charts-. Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://en.wikiedia.org/wiki/Ear-Training https://en.wikiversity.org/wiki/Aural-Training https://youtu.be.com/watch?v=7cXM_C5bbkS Video Link https://youtu.be/r-giryDx1nY https://youtu.be/OBBDtMzlmao |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10 | HISTORY AND LITERATURE | By the end of the lesson, Students should be able to: – discuss life and works of Ludwig Van Beethoven and Fela Sowande. | Students as a class: i. discuss the life pd work of Ludwig Van Beethoven and Fela Sowande. ii. Describe Romanticism and influence of Beethovens works. iii. Discuss the contribution and influence of Fela Sowande on the development of Art | – Critical thinking and problem Solving -Communication and Collaboration – Creativity | Local Instructional Material -.Manuscript – Textbook -Charts Audiotape Piano/Keyboard. – Recorder, Saxophone Web Site https://www.jster.org |
| FORM AND ANALYSIS | By the end of the lesson, Students should be able to: -analyze Contrapuntal Forms -discuss African and Western Dance Styles and Steps. | Students: i. Re-adapt African music and dance form to: contrapuntal arrangement ii. discuss the influence of western classical music on African music and dances. | – Critical thinking and problem Solving -Communication and Collaboration | Local Instructional Material – Manuscript -Textbook -Charts Piano/Keyboard Recorder, Saxophone. Web site https://music.edu.ng https://aboutmusictheory.com Video Link https://youtu.be/MPKaf8r https://youtu.be/VDMJ#p3Kv0U https://youtu.be/mKsepWJsX | |
| 11 & 12 | Revision and Examination |
Access free Senior Secondary School Music Scheme of work for SSS1. SS1 Syllabus Lagos State – Schemeofwork.com
Music Scheme of Work SSS1 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | REVISION: Pitch, Transcription Aural training Rhythmic pattern | By the end of the lesson students should be able to: – revise last term topics on: i. Pitch. ii. Transcription of Melodies iii. Aural Training N. rhythmic pattern. | Students in small groups: – practice more exercises transcription of difficult melodies. – learn more melodic exercises to improve their skill on music rotation and rhythmic patter | – Critical thinking and problem Solving – Creativity and Imagination -Communication and Collaboration | Local Instructional Material -Manuscript -Textbooks – Chart -Keyboard Recorder, Saxophone. Web Site https://en.wikipedia.org https://www.musical-u-com. Video Link https://youtu.be/lyoqwOmYbYhttps://youtu.be/O_w3OcN9alw |
| 2 | SCALES | By the end of the lesson, students should be able to: -write diatonic major and minor scale (natural) on given tonic. – draw a keyboard and show the position of tones and semitones. – explain the concept of trtra chord in the constitution of scales. – study the circle of 5ths. | Students as a class. i. write diatonic major and minor scales following the order of their tones and semitones. ii. draw the circle of 5th showing numbers of sharps and flats. | – Critical thinking and problem Solving – Creativity and Imagination -Communication and Collaboration | Local Instructional Material -Manuscript -Textbooks – Chart on scales -Keyboard Recorder Web Site https://www.earmaster.com/music-theory-online/gh04/chapter-4-4-html Video Link https://www.youtu.be.com/watch?v=GrgZnRs6- https://www.youtu.be.com/watch?v=HWpyKlijNpA https://www.youtu.be.com/watch?v=FZJAYKaRUw |
| 3 | HISTORY AND LITERATURE (Pre-colonial African Music Nigeria) | By the end of the lesson, students should be able to: – identify traditional musical instruments. – recognize them in any traditional ensemble – develop improvisational skills and techniques. | Students as a class. i. discuss traditional musical instruments and know their functions. ii. discus the features and play them together in any ensemble forming parts duets. trios. quartet, etc. iii. play each instrument to produce its distinct qualities. E.g. gantain, ugogo, gogo, ese, udu, obadom, etc. | -Communication and Collaboration | Local Instructional Material – Manuscript V – Textbooks – Chart on pre-colonial history. – Set of African musical Web Site Video link https://youtu.be/007_jA1cc https://youtu.be/h6HeOMWKKvk |
| 4 | HISTORY AND LITERATURE (Medieval and Renaissance periods) | By the end of the lesson, students should be able to: – discuss the history of the period – describe the works and musical constitutions of selected composers of the periods. | Students as a class. i. discuss history of the medieval and renaissance periods. ii. discuss the works and musical contributions of a. Popo Gregory b. Palestrina c. William Byrd d. highlight the influence of that music on the period. | – Critical thinking and problem Solving – Creativity and Imagination -Communication and Collaboration | Local Instructional Material Manuscript Textbooks -Pictorial chart on Medieval and Renaissance history. Web Site Video Link https://youtu.be/5F5dgg/eeGEhtts https://youtu.be/DEeA471boQi https://youtu.be/IE753Bzxf9X8 https://youtu.be/Dm7DTTAMERU https://youtu.be/xpga6sBYYo |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | TRANSPOSITION | By the end of the lesson, students should be able to: – transpose a simple 2 part piece of music an octave higher or lower transpose a given melody from treble into bass stave and from one key td another. | Students as a class practice transposing simple 2 part piece of music an octave higher or lower ii. transpose given melody from treble to bass and from one to another. | – Critical thinking and problem Solving – Creativity and Imagination -Communication and Collaboration | Local Instructional Material Manuscript Textbooks -Chart Paino Keyboard Recorder Saxophone. Web site Video link https://youtu.be/dycUSpcRJXA https://youtu.be/Qwalib5VsUU https://youtu.be/K2_gatOH9Rs |
| 6 | CADENCES | By the end of the lesson, students should be able to: – explain the term cadence – list types of cadence, – recognize the semi Cadence (l-V), (il-V1. – recognize the evaded/ deceptive/surprise/Interrupted cadence. – introduce the interrupted cadence in major key. | Students as a class i. term the term cadence ii. demonstrate the introduction of interrupted cadence in major key (V – VI) ii. practice writing the two outer part of a semi cadence and an interrupted cadence. | – Critical thinking and problem Solving -Communication and Collaboration | Local Instructional Material – Manuscript -Textbooks -Chart Piano/keyboard Recorder, Sexaphone Web site Video link https://youtu.be/EThxPpEprQs |
| 7 | MID TERM BREAK |
| 8 | FORMS AND ANALYSIS (Structural analysis of Nigerian Dance) | By the end of the lesson, students should be able to: – study the structural analysis of Nigerian dance choreographic devices. – use mortif phrase, repetition and transposition. – study History/Literature on co-operation between poets a musicians text must relationship. | Students as a class: I. study and analyse Nigerian choreographic dance styles. ii. use notations from rhythmic and melodic pattern previously practiced to create their own idea of music composition. In small groups: ii Use collaborative ideas for their compositions. | – Critical thinking and problem Solving -Communication and Collaboration | Local Instructional Material – Manuscript -Textbooks -Chart. Piano/Keyboard Recorder, Saxophone. : Site Links https://www.wikipedia.org https://www.britannica.com Video Site https://youtu.be/EThxPpEprQs https://youtu.be/vtAwpymolzB |
| FORM AND ANALYSIS choreographic appendages History! Literature | By the end of the lesson, students should be able to: – review the following choreographic appendage: Objects e.g. Props ii. Costume and light iii. Dance and Drama iv. Sound accompaniment. – review the history of major composers of Art music, their works and style: Shubert, Schuman, Brahma ii. Contemporary Nigerian Art music composer, K. E. Philips, Fela Sans, Ayo Bankole, Dayo Dedeke, Ekwueme, Sam Ojukwu, Akin Euba, Harcout Whyte W.W. C Echezona | Students as a class revise the principles of dance composition form, space and time. ii. Students in small groups create dance based on structural limitation, music, props, sonic or costume production. – Students in pairs discuss the life and work of Nigerian Art composers. Give account of their contribution to western and Nigerian Art music and music education. | – Critical thinking and problem Solving -Communication and Collaboration | Local Instructional Material – Manuscript -Textbooks -Chart. Piano/Keyboard Recorder, Saxophone. : Site Links https://www.britannica.com Video Site |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | HARMONY COUNTERPOINT i. Two part writhing ii. Accompani-ment iii. Aural Training | By the end of the lesson, students should be able to: – improve the following: i. two parts writing and scoring. ii, accompaniment of selected songs: play traditional instruments / western. iii. aural Training: practice more melodic dictation of in major and minor keys. and writing cadences, perfect imperfect, plagal and interrupted cadence. | Students as a class: i. observe the rules to creative writing, including knowledge on scales, key signatures, intervals and inversions for compositions and accompaniments and discus their thought – transcribe from piano score to opon score ii rhythmic and melodic harmony. iv. use knowledge of modes: figured bass and part writhing to select and form cadences. | – Critical thinking and problem Solving -Communication and Collaboration | Local Instructional Material -.Manuscript -Textbook -Charts Audio Tape -Keyboard – Recorder, Saxophone. Web Site https://www.wikipedia.org/Ear_training https://www.britannica.com/Aural_Training Video Link |
| AURAL TRAINING Diatonic intervals (Harmonic) | By the end of the lesson, students should be able to: – review aural training, practicing more exercises on diatonic intervals , (harmonic); minor, minor 2nd, minor 3rd and minor 7th. revision of harmony/counterpoint and forms as in week 9 & 10 | Students as a class: i. calculate the intervallic, distance between any two pitches both numerical and quality. ii. master the selection chords, the of dissonance in local harmony. | – Critical thinking and problem Solving -Communication and Collaboration | Local Instructional Material – Manuscript -Textbooks -Chart. Piano/Keyboard Recorder, Saxophone. : Site Links https://www.britannica.com Video Site https://youtu.be/V7wGixpW5rMhttps://youtu.be/2V3bvZu2Xqohttps://youtu.be/dXgBeCHNaTE |
| 10 | FORM AND ANALYSIS Choreographic appendages History! Literature | By the end of the lesson, students should be able to: – review the following choreographic appendage: i. Objects e.g. Props ii. Costume and light iii. Dance and Drama iv. Sound accompaniment – Review the history of major composers of Art music, their works and style: Shubert, Schuman, Brahms ii. Contemporary Nigerian Art music composers: T. K. E Philips, Fela Sowande,vo Bankole, Dayo Dedeke, Laz Ekwueme, Sam Ojukwu, Akin Euba, Harcout Whyte W.W.C Echezona | Students as a class: i. revise the principles of dance composition form, space and time. ii. create dance based on structural limitation, music, props, sonic or consume production. iii. understand dance Terminologies and their usage. -highlight life and work – of Nigerian Art of composers. – give account of contribution to western and Nigerian Art music and music education. iv. Analyze works of Western Art composers. | – Critical thinking and problem Solving -Communication and Collaboration | Local Instructional Material – Manuscript Textbook -Charts Audio Tape -Keyboard – Recorder, Saxophone. Web site Music.ku.edu https://www.aboutmusictheory.com |
| 11-12 | Revision and Examination |
ACHIEVEMENT STANDARDS
The end of the session, students are able to:
- Identify and observe musical signs, terms, ornaments and abbreviations.
- Construct diatonic and pentatonic scales.
- Modulate, transcribe, and transpose simple melodies.
- Identify, arrange and analyze intervals, triads and chords
- familiarize with music practice of various pie and post colonial periods
- Write and arrange short melodic dictations on the stave
- Compose and analyze African and Western dance i.e. local and instruments 1 forms
- Develop improvisational skill and techniques for traditional musical instruments
- Identify the general features of instruments and vocal music.
- Read and play unfamiliar melodies observe
- Students are prepared for external examination
1. Associate Board of Royal Schools of Music London, Grade 3
2. MUSON Exam. Grade 3
