African and Western dance styles
Students should able to identify the forms of choreography
analyze the fundamental differences between African and western dances
perform a dance from any of the two dance styles
Ensemble
Students should be able to sing and play together in a group supervised by the teacher.
Musical instruments(Western)
Students should be able to learn how to play some Western musical instruments e.g. recorder, flute, trumpet, piano etc.
learn the skills of playing the musical “. instruments of their choice.
Play some known melodies in duets, trios and Quartets.
Candences
Students should be able to recognize the semi cadenced- V),(ii-V).
recognize the evaded/ deceptive/surprise/interrupted cadence on the board or manuscript paper.
explain why the cadences-are so named
Triads
Students should be able to identify primary and secondary triads from a group of triads.
invert a’given triad.
Pre-colonial African music
Students should be able to List the features of the musk of Pre- colonial Africa ‘ especially Nigeria.
Computer music (software)
Students should be able to operate and install a soft ware program in the computer e.g., finale or sibelio.
use the computer to write music
Intervals
Students should be able to List and describe the. different types of intervals
identify the number of semitones in major and minor intervals
differentiate between melodic and harmonic intervals.
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.
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
Melody writing
Students should be able to learn the requisite skills for playing a chosen instrument.
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.
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