Access Unified Music Free Scheme of work for SSS2. SS2 Syllabus Music for Senior Secondary School Lagos State –Schemeofwork.com
SSS2 Music Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | MUSIC PRACTICE AND PERFORMANCE TRAINING | By the end of the lesson students should be able to: – memorize and write simple tunes played. – listen, clap and write down rhythmic played. | Students as a class: i. memorize and notate simple tunes and internal played. ii. Listen, clap and write rhythmic pattern played on the keyboard or any other available instrument. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material Manuscript -Textbook – Charts – Audio Tape – Piano/Keyboard – Recorder, Saxophone. Web Site |
| MUSIC PRACTICE AND PERFORMANCE (AURAL TRAINING) | By the end of the lesson, students should be able to: – sing back and write tones played from intervals and triads. – sight read simple unfamiliar dynamics. – hear and name simple harmonic diatonic intervals | Students in groups : – Sing back and notate tones played from scores simple intervals – Sight-read simple unfamiliar melodies observing the dynamics – Hear and notate simple harmonic diatonic intervals | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material Manuscript -Textbook – Charts – Audio Tape – Piano/Keyboard – Recorder, Saxophone. Web Site |
| 2 | IDENTIFICATION INTERVALS AND THEIR INVERSIONS | By the end of the lesson, students should be able to: – identify intervals and their inversion in a given melody – explain the role of key Signatures (accidentals) in inversion of intervals – play melodic intervals and their inversions | Students as a class i. discuss and express the concept of inversion in an interval ii. name the qualities of given inverted intervals iii. explain the role of key signatures (accidentals) in inversion of intervals iv. express how intervals and their inversion makes an octave: M3 + m6 = 8ve i.e when M3 is inverted it becomes m6 | – Critical thinking – Problem solving – Collaboration | Local Instructional Material Manuscript -Textbook – Charts – Audio Tape – Piano/Keyboard – Recorder, Saxophone. Web Site www.essential.com music theory https://en.m.wikipedia.org Video Link https://youtu.be/V7wGlxpW5rM https://youtu.be/2V3bvZu2Xqon https://youtu.be/dg8eCHNaTE |
| 3 | REVIEW OF PRIMARY TRIADS AND INTRODUCTION OF SECONDARY TRIADS. | By the end of the lesson, students should be able to: – identify primary and secondary triads, from a group of triads. – invert a given triad. – analyze the interval structures of a triad and its inversion. | Students in group: i. discuss and express the concept of inversion in an interval ii. name the qualities of given inverted intervals iii. Explain the expression ‘root position’, 1st inversion, 2nd inversion’ of a triad In small groups: iv. analyze the internal structures of a triad its inversion. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material Manuscript -Textbook – Charts – Audio Tape – Piano/Keyboard – Recorder, Saxophone. Web Site https://en.m.wikipedia.org/wiki/Triadmusic Video Link. https://www.youtube.com/watchXWSeSUyBoEo https://www.youtube.com/JCXZsT3SIbY https://www.youtube.com/watch/JfD0nHrJDCO |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | MUSICAL INSTRUMENTS | By the end of the lesson: Students should be able to: – review and develop general knowledge of western instruments, voice, organ, recorder, piano, saxophone develop the technique of playing. – identify the different range of musical instruments and their relationship with other Musical instruments – classify the different types of musical instruments. – identify works of some composers | Students as a class: i. Revise and update their knowledge of western instruments. ii. develop the skill and techniques of playing the instruments iii. study their range and their relationship with each other iv. classify the instruments into their families v. identify works of some western composer | – Critical thinking and problem solving – Creativity and imagination | Local Instructional Material Manuscript -Textbook – Charts – Audio Tape – Piano/Keyboard – Recorder, Saxophone. Web Site https://www.hemsworthsbakalright.com https://classhall.com https://jster.com |
| 5 | AFRICAN/ WESTERN MUSICAL INSTRUMENTS | By the end of the lesson, students should be able to: – identify tonality and pitch of Africa musical instruments. | Students in small groups: i. study the pitch and tonality of African musical instruments. ii. practice playing the local instruments by studying their different Skill. iii. review some exercises and known place on the instruments. | – Critical thinking and problem solving. – Creativity and imagination. | Local Instructional Material Music Manuscript -Textbook Piano/Keyboard – Recorder, Saxophone. https://classhall.com https ://jster. com |
| 6 | HISTORY AND LITERATURE OF MUSIC (AFRICAN ART MUSICIANS) | By the end of the lesson, students should be able to: – discuss the life history and works of songs African Art Musicians: i. Adam Floeresinma ii. Okechukwu Ncz iii. Popular, Musicians: i. Sikiru Ayinde Barrister ii. Ajijishola iii. Ezigbo Obiligbo iv. Victor Olaiya v. Bobby Benson etc. | Students in small groups: i. Listen to some local music on audio tapes. ii. study the rhythmic pattern of each instrument used and by playing the rhythmic flow of the music available local instruments. ii. narrate the history of the musicians iii. discuss the characteristics and styles of their music. iv. state their contribution to the development of African music. | – Critical thinking and problem solving. – Creativity and imagination. | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site Video Link https://youtu.be/dtu/g64B5KBO64https://youtu.be/K2.alOsJHSMo2Oc |
| TRANSPOSITION (Cleff and Key Transportation) | By the end of the lesson, students should be able to: -Practice the following Transposition: i. Clef Transposition ii. Key Transposition etc. | Students as a class: i. practice the technologies of transposing a piece of music from one clef to another. ii. write a musical example of clef transposition. -transpose short piece of music using both: clef transposition and key transposition | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site Video Link https://youtu.be/dycUSpcRJXA https://youtu.be/Cwalib5VsUU https://youtu.be/K2_gatOcRLQlekbdNH9Rs |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 8 | HARMONY /CADENCES (Elementary Harmony) | By the end of the lesson, students should be able to: – arrange elementary harmony and cadences. | Students as a class: highlight the basic rules of harmony i. avoid parallel 5th and actave. ii. doubling of the 3rd in major triad and doubling of the leading note of a key. iii. Move in contrary motion well as 3rd and 6th e.t.c In small groups: iv. explain the figured bass using Roman figures to indicate the triads to be used v. harmonize a 4 bars melody, using primary triad. vi. explain cadence, types and progressions. vii. build primary triad on a given root. vi. observe the rules of harmony. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site Video Link https://youtu.be/en/wikipedia.org/wiki/Harmony https://youtu.be.com/watch?v=OX1FyfZHWM https://www.youtu.be.com/watch?v=Bm/VJ-u7iDU https://www.youtu.be.com/watch?v=Fm5eEw9UcBQ |
| 9 | NIGERIAN AND WESTERN DANCE STYLES | By the end of the lesson, students should be able to: – demonstrated Nigerian and western dance styles. – Practice physical exercises and use of spaces – discuss the origin and historical development of Ballet. | Students in small groups: i. Study Nigerian traditional and western dance styles and steps. ii. Study the features of social dance as well as the kind of music, costume set associated with the dance etc. iii. highlight the various uses of dance and demonstrate some examples of ethnic dances through the process of choreography. iv. enumerate the context of Nigerian dances e.g. religious, social, economic, cultural etc v. list the functions of dance, and the context in which the dances are used. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site Video Link https://youtu.be/MyPKafBncxMhttps://youtu.be/VDMK#p3KvDU https://youtu.be/mKsepHWJsXw https://youtu.be/yarCasMO5mzO https://youtu.be/LotRF5MBJA |
| 10 | HISTORY OF MUSIC (WESTERN) | By the end of the lesson, students should be able to: -discuss the history of European or Western music. – Highlight the characteristics of Baroques. etc | Students as a class: i. analyse Baroque music. ii. explain the characteristics, features and musical style that dominate the period. iii. List the composers of Baroque period, their dates, works and contributions. iv. highlight the differentiate between Baroque music and other periods. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site Video Link https://youtu.be.com/watch?=v=bYQ4A yDgTK0 |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 11 | NIGERIAN AND OTHER DANCE STYLES | By the end of the lesson, students should be able to: – practice Nigerian and other dance styles, Physical exercise, use of space – discuss origin and historical development of Ballet. | Students as a class: i. explain the need for body exercise. ii. master the skills and exercises for free movement and loosening of the body. iii. identify the popular genres of western social and modern dance styles. iv. identify the differences between the various dance forms. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site Video Link https://youtu.be.com/watch?=v=bYQ4AyDgTK0 |
| 12 | Revision | ||||
| 13 | Examination |
Access Unified Music Free Scheme of work for SSS2. SS2 Syllabus Music for Senior Secondary School Lagos State –Schemeofwork.com
Music Scheme of Work SSS2 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | TRIADS | By the end of the lesson, students should be able to: Identify and differentiate qualities of primary and secondary triads in root positions. Write 1st and 2nd (invasion of triads II and VI and inventions. | Students in small groups: i. Build the triads on the various degrees of the diatonic scale. ii. Harmonise a simple melody using primary and secondary hands II and V. iii. play the primary and secondary triads on the plane of any other keyboard instrument. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript, -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://en/wikipedia.org/wiki/Triad(music) Video Link https://youtu.be.com/watch?v=XWSeSUyBoEo https://youtu.be.com/watch?v=JCXs137/SbY https://youtu.be.com/watch?v=JfD0hHrJDC0 |
| 2 | MUSIC COMPOSITION | By the end of the lesson, students should be able to: Compose a given melody in major or minor key note less than 12 bars and hot more than 16 bars. Modulate to at least one related key. | Students as a class: i. Study the rules guiding ten parts writing e.g. avoidance of parallel 5th and 6th. ii. learn voice range for soprano, afro, tenor and bass. iii. compose a 8 bar passage for soprano and alto. iv. state the steps to be used for solo instrument and accompaniment. vi. arrange a folk song for the xylophone with accompaniment with other keyboard instrument. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://en/wikipedia.org Video Link https://youtu.be.YAiu6f8vughttps://youtu.b/Cdk6-joiTug |
| 3 | HARMONY | By the end of the lesson, students should be able to harmonize a given piece of music harmonize a 4 bar melody using primary. and secondary triads ii, vi, and vii. | Students in small groups: i. harmonic a melody of 4 bars using primary triads. ii. spell the notes of a given secondary triad. iii. study a given score of music and pick out the secondary triads used. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://en/wikipedia.org/wiki/Harmony Video Link https://youtu.be.com/watch?v=OX1FyfZHWM https://youtu.be.com/watch?v=BmlVU-u-7iDU https://youtu.be.com/watch?v=FM5eEw9JcBQ |
| 4 | PRACTICAL AND PERFORMANCE | By the end of the lesson, students should be able to: -play simple tunes with choice musical instrument. -identify Triads ii. Tonality | Students in small groups: i. develop skills of playing musical instruments. ii. Play a known piece on any instrument. iii. identify type of triad in primary and secondary. iv. write a piece of music in both close and open score. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://musicmotivation.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | ORNAMENTS AND ABBREVIATIONS | By the end of the lesson, students should be able to: – notate and interpret the performance of the following. ornaments and abbreviations in any given piece of music: i. Mordents ii. Trill iii. Appoggiatura iv. Turns v. Passing Note vi. Acciaccatura etc. | Students as a class i.. list are different types dynamics abbreviations. ii. use a given melody to interpret the performance of the dynamics, symbols end abbreviations. iii. sight read a simple music, interpreting the dynamics used. iv. sight read music written in both close and open score. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://musicmotivation.com |
| 6 | MODULATION | By the end of the lesson, students should be able to: – review modulation to related keys. – Dominant – Subdominant – Minor | Students as a class: i. explain modulation and differentiate it from transposition. ii. discuss the different types of modulation, i.e. diatonic/pivot chord, abrupt, implied. iii. explain the use of accidentals in modulation. iv. show the point at which modulation occurs in a musical score. v. identify the point of modulation in a piece of music during performance. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://libraryprinceton.edu/databases/subject/music-literature Video link https://youtu.be.com/watch?v=bYQA4yDgTKO https://youtu.be.com/watch?v=LYeCwxsT15M |
| TRANSPOSITION | By the end of the lesson, students should be able to: – review modulation to related keys. – Dominant – Subdominant – Minor | Students as a class: i. explain transposition ii. state reasons for transposition. iii. list transposing instruments e.g. trumpet, saxophone, tuba, clarinet. iv. give the range of some common transposing instruments. v. play a short place on a transforming instrument, observing the new key. Students in small groups: vi. write simple melodies for the following transposing instruments. i. trumpets, ii. Saxophone iii. clarinet | – Critical thinking and problem solving – Creativity and imagination | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site | |
| 7 | MID TERM BREAK |
| 8 | MUSIC PRACTICE AND PERFORMANCE NIGERIAN DANCE STYLES) | By the end of the le in students should be able to: write a case study the following dance i. Nigerian traditional dance) ii. Bata dance (cultural Dance. a Western dance style e.g. Ballet dance | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://musicmotivation.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| MUSIC PRACTICE AND PERFORMANCE WESTERN DANCE STYLES) | By the end of the lesson, student should be able to: – perform a European or American Ballet. | – Communication and Collaboration – Spatial skill | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://youtu.be/yarCsMo5mzohttps://youtu.be/LotRFL5M9JA | ||
| 9 | TRIADS | By the end of the lesson, student should be able to: – discuss and analyse periods of music history. e.g. Baroque, Classical Romantic and 20th Century – mention and explain types of music before 1600. – analyse instrumental and vocal music of Baroque period. – list and discuss the life history of Baroque composers e.g. G. F. Handel, J.S. Bach etc. | Students as a class: i. develop their knowledge of a. performance practice b. compositional techniques. i. characteristics and features of vocal and instrumental music period ii. identify their compositional techniques and styles e g Baroque composers: (S.F Handel, J.S Bach etc | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://libraryprinceton.edu/databases/subject/music-literature Video link https://youtu.be.com/watch?v=bYQA4yDgTKO https://youtu.be.com/watch?v=LYeCwxsT15M |
| HISTORY LITERATURE (CLASSICAL PERIOD 1760-1820) | By the end of the lesson, student should be able to: – Explain the term classicism Identify the characteristics of the music of the classical period. Discuss the live and works of same named composers of the period. | Students as a class: i. explain the meaning of the term classical ii. highlight the musical styles of the period iii. enumerate the characteristics of classical music. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site | |
| 10 | HISTORY AND LITERATURE (AFRICAN VOCAL AND INSTRUMENTAL MUSIC) | By the end of the lesson, student should be able to: – highlight the history and literature of African Vocal and Instrumental Music. list and explain the features of African Vocal and Instrumental Music. | Students as a class: i. explain the stage to follow in arranging for a solo, instrument and accompaniment ii. discuss the features of vocal instrumental music. iii. take a folk song and arrange it for a local instrument (e.g. the xylophone, and opi, tobe accompanied by other instrument of their choice. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://libraryprinceton.edu/databases/subject/music-literature Video link https://youtu.be.com/watch?v=bYQA4yDgTKO https://youtu.be.com/watch?v=LYeCwxsT15M |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| NIGERIAN MUSICAL INSTRUMENT ETHNIC GROUPS | By the end of the lesson, students should be able to: – identify and differentiate the various instruments of different ethnic groups. – discuss the reason for their concentration on a particular ethnic group. | Students as a class i. name the various musical instruments in Nigeria. ii. group the musical instruments according to their ethnic origin. iii. list the source of Nigerian musical instruments e.g. calabash instrument (Northern Nigeria) drum (West) – Wooden instruments (South) etc. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site Video link https://youtu.be/cfa2Afz2Mks https://youtu.be/RVwJTXz7j98 https://youtu.be/CxcrKPij7cc https://youtu.be/Fzhvgsdwc https://youtu/be/gXjS59aavg0 | |
| 11 | Revision | ||||
| 12-13 | Examination |
Access Unified Music Free Scheme of work for SSS2. SS2 Syllabus Music for Senior Secondary School Lagos State –Schemeofwork.com
Music Scheme of Work SSS2 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | THE DOMINANT 7TH CHORD. | By the end of the lesson, students should be able to: – build a dominant 7th chord on a given root. -spell the tones of a dominant 7th chord on a given root. | Students as a class: i. discuss the meaning of 7th chord as a 4-tone chord, consisting of a root, the major 3d, the perfect 5th and the minor 7th above the foot. ii. explain where and how it should be used. iii. identify the chord as a discord when played and should know how to handle it. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://youtu.be/jnBCuYsqnxk https://youtu.be/8Db4wjABazO |
| 2 | AFRICAN MUSIC (Colonial post colonial and independent of date) | By the end of the lesson, student should be able to -discuss the development of Art Music in Nigeria. -list and explain Nigerian Art musicians and their work -highlight the economic importance of Nigerian musicians. -list differences between Nigerian music of colonial era and contemporary era. | Students as a class i. discuss the term Art Music ii. highlight the development of art music in Nigeria and the constitution of Nigerian Art musicians in the economic development of Nigeria. iii. give the historical account of the following Nigerian art musicians and Is their works: a) Adam Fiberesima b) Akin Euba c) Joshua Uzoigwo d) Fela Showande etc | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://www.jstor.org Video Link https://youtu.be/jXSwnFaHKa |
| 3 | INTERVAL (Harmonic) | By the end of the lesson, students should be able to: – recognise harmonic intervals – write harmonic intervals when played to them – gives the given harmonic intervals | Students in small groups i. explain the difference between melodic and harmonic intervals ii. play a M3# harmonically and asks the students to sing the two notes. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site Video link https://youtu.be/OATHOuchttps://youtu.be/PIFQnyY5Ptg https://youtu/be/VT7wGlxqW5x https://youtu/be/2V3bwZu2Xqx https://youtu.be/dYg8eCHNaTE |
| CADENCE | By the end of the lesson, students should be able to: – recognize the interrupted cadence when played. write the Roman figures associated with the interrupted cadence,0 | Students as a class: i. discuss interrupted cadence as a cadence of non finality. ii. list alternative interrupted cadence iii. play selected songs containing interrupted cadence. iv. write the root line of an interrupted cadence (3-1) v-vi). | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site Video link https://youtu.be/EThxPbEprQhttps://youtu.be/vtAwpynolzB |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | ANALYSIS OF NIGERIAN AND WESTER DANCE | By the end of the lesson, students should be able to: -explain and demonstrate Nigerian Dance style a. Choreography patterns b. Spatial Patterns c. Costumes d. Music Western Dance Styles a. Choreography b. Spatial Patterns c. Costumes d. Music | Students as a class: i. explain the various form of dance styles. ii. analyse the fundamentals differences in Choreographic device and other aspects of both Western and Nigerian dance. iii. listen and practice the performance of both Western and Nigerian dance styles. | – Critical thinking and problem solving – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://www.britannica.com Video link https://youtu.be/MyPKafBncxMhttps://youtu.be/VDMK#p3KvOUhttps://youtu/be/mKsepHWJsXwhttps://youtu/be/CsM35mzOhttps://youtu.be/LotRFL5M9JA |
| 5 | FORMS AND ANALYSIS | By the end of the lesson, students should be able to: – analyse the following music forms Binary – Ternary, Rondo, Variations, Sonata and Sonatina etc. | i. Students as a class are guided to discuss the forms and variations in music. ii. Students, in small groups differentiate and highlight the features of: Binary, Ternary, Rondo. Variation, sonata and Sonatina form. | – Critical thinking and problem solving – Creativity and imagination | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://www.britannica.com Video link https://youtu.be/D8j8bYe3Wk |
| 6 | MODULATION | By the end of the lesson, students should be able to: – review modulation and differentiate it from transition. – explain types of modulation diatonic/pivot-chord, abrupt, implied etc. | Student as a class i. discuss the meaning of modulation in and differentiate between types of modulation. ii. small groups discuss on the use of accidentals in modulation iii. indicate the point at which modulation occurs in a musical score. iv. Students, as a class, listen to a piece of music and identify points of modulation. v. play and analyze a short piece of music indicating points of modulation. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://en.wikipedia.org/wiki/Modulation_(music) Video link https://youtu.be.com/watch?v=BThitegblxx |
| 7 | MID TERM BREAK |
| 8 | AURAL TEST | At the end of the lesson, students should be able to: – identify and play harmonic interval a. major intervals 2nd , 3rd, 6th b. Perfect interval, 4th 5th octave write: i. melody in simple and compound double time. ii. aural Test on cadences. Such as plagal, interrupted, perfect etc. – Rhythmic Dictation in Monotonia. | Students as a class: – discuss the differences- between melodic and harmonic intervals; play a M 3rd harmonically; – play Major and Perfect • intervals; – discuss the interrupted cadence as a cadence of non finality; – writes the root (bass line) of an interrupted cadence (SS-I), (V-VI). | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site Video link https://youtu.be/earmaster.comwiki/ear-training/what-is–ear-training https://en.wikipedia.org/wikiAural_Training |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| – identification of modulation when played Dominant, subdominant and relative mirror Melodic writing in simple and compound duple time. | |||||
| 9 | PRACTICAL(sight reading of musical scores) | At the end of the lesson, students should be able to i. review practical: ii. Sight reading of musical scores ii. Playing of choice instrument | – practice sight reading a given piece of music (four bars) – sight play a given piece of music (four bars) on choice instrument. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://www.hearandpay.com Video link https://youtu.be/TSwTqfteQrvYhttps://youtu.be/08j8bYe3VVk |
| 10 | MUSIC ANALYSIS | By the end of the lesson, students should be able to: – analyze Set pieces | Students – develop their skill of listening, in order to analyze given piece of music. – analyze a selected piece of music played on audio tape. -explain the theme – identify the form, features, instruments used and style of the music. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Site link https://en.wikipedia.org |
| 11 | AURAL TRAINING | By the end of the lesson, students should be able to: Develops Aural skills on: identification of modulations when played in Dominant subdominant and relative mirror. | Students, as a class review types of: – modulations as well as the use of accidentals in modulation. – indicate the point at which modulation occur in a musical score. – Small groups activities on how to play a piece of music observing change of keys, clefs, and other instructions in the piece – modulate to the dominant, subdominant and relative mirror of any given key. | – Critical thinking and problem solving – Creativity and imagination – Communication and Collaboration | Local Instructional Material -Manuscript -Textbook -Charts Audio Tape Piano/Keyboard – Recorder, Saxophone. Web Site https://en.wikipedia.org/wiki/Aural_Training Video link https://www.youtu.be.com/watch?v=7cXM_C5bbkB |
ACHIEVEMENT STANDARDS
At the end of the Session, Students are able to:
i. read and clay unfamiliar melodies observing dynamics.
ii. Identify intervals and their inversions in a given piece of music.
iii. analyze the interval structures of triads and their inversions.
iv. write simple rhythmic pattern,
v. write and arrange simple intervals, triads and chords.
vi. discuss the life and works of both Western and African musicians
vii, compose, transcribe and transpose simple melodies in major a and minor keys
viii . harmonize four parts melodies using primary and secondary triads
ix. sight play unknown simple tunes with choice musical instruments
x. notate and interpret the performance of ornaments and abbreviations in a given piece of music.
Students are prepared for external exams if they wish:
1. Associate Board of Royal Schools of Music London. Grade 4
2. MUSON Exam. Grade 4
