Western music (a) Medieval period (b) Renaissance
Students should be able to familiarize themselves with the types of music in the Medieval period (800-1400)
appreciate the various forms and styles of Medieval period e.g. use of chord, modes and charts.
Pre-colonial African music
Students should be able to acquaint themselves with the musical practice of Africans before the colonial era.
Pre-colonial African music
Students should be able to acquaint themselves with the musical practice of Africans before the colonial era.
Repair/servicing
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)
Maintenance care and tools
Students “should be
able to
name particular
traditional musical
instruments and
group them
accordingly
2
explain the
physical features of
any traditional
musical instrument
in use in the class
3
learn the names of
the tools used in the
construction,
maintenance, care
and repair of named
traditional musical
instruments.
Maintenance care and tools
Students “should be
able to
name particular
traditional musical
instruments and
group them
accordingly
2
explain the
physical features of
any traditional
musical instrument
in use in the class
3
learn the names of
the tools used in the
construction,
maintenance, care
and repair of named
traditional musical
instruments.
Ensemble playing (African)
Students should be able to exhibit confidence in their handling of musical instruments.
play together irrespective of gender
form groups of 2,3, 4, 0″ more instrumentalists
Ensemble playing (African)
Students should be able to exhibit confidence in their handling of musical instruments.
play together irrespective of gender
form groups of 2,3, 4, 0″ more instrumentalists
Melody writing
Students should be able to learn the requisite skills for playing a chosen instrument.
Diatonic intervals(melodic)
Students should be able to identify interval movements in a given melody.
Melody dictation
Students should be able to write down simple melodies dictated to them.
analyze the structure of a simple melody as an aid to dictation
Sight reading
Students should be able to read the score ofa simple piece of music with little time of study.
sing a simple melody from staff and solfa notation.
Sight reading
Students should be able to read the score ofa simple piece of music with little time of study.
sing a simple melody from staff and solfa notation.
Identification of tones/pitches
Students should be able to identify different pitches from their sounds.
differentiate between pitches by singing them, e.g. doh (C) and doh'(C)
Cadences
Students should be able to recognize cadences written on the board.
write cadences
Scales
Students should be
able to
identify major
and minor scales
(natural; melodic
and harmonic)
2
distinguish
between African
and Western
scales.
use a pentatonic scale to compose a simple melody
Scales
Students should be
able to
identify major
and minor scales
(natural; melodic
and harmonic)
2
distinguish
between African
and Western
scales.
use a pentatonic scale to compose a simple melody
Transcription
Students should be able to rewrite a given melody notated in staff into tonic solfa and vice- versa.
Notation : Staff and Tonic solfa
Students should be able to recognize a familiar melody notated in staff or tonic solfa.
write a simple familiar melody in staff or tonic solfa notation
Chords
write a root, a major 3rd and a perfect s” above it in their manuscript paper.
identify primary triads from among the triads written on the board by the teacher.