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
Maintenance and care
Students should be able to identify common problems associated with named musical instruments.
identify the various groupings of. orchestral instruments:
Western dance styles
Students should be able to: differentiate between the social, balletic and modern dance stvles
Nigerian dance styles
Students should be able to state the uses and functions of dance in the Nigerian society
state the form of traditional dance
Diatonic interval(harmonic)
Students should be able to hear simple harmonic, diatonic intervals and name them.
Rhythm dictation
Students should be able to Iisten to and write down a rhythmic pattern played/clapped by the teacher.
Melodic dictation
Students should be able to memorize and repeat a sim pie tune played several times.
Write down simple melodies several times
Sight reading
Students should be able to sing a simple unfamiliar melody at sight.
apply dynamics in a given piece”
Identification of tones/pitches
Students should be able to sing the tones that make up a triad.
sing the tones of different intervals.
Transposition
Students should be able to l.define the term ‘transposition’ .
distinguish between transcription and transposition.
transpose a melody from one key to the next sharp or flat key.
Transcription
Students should be able to explain the meaning of transcription
Notation : solfa
Students should be able to identify music written in tonic solfa.
write a simple melody in .solfa
Triads
Students should be able to distinguish between a primary and a secondary triad
spell the notes of a primary triad ona given root.
build a primary triad on the tonic of a given diatonic scale.
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.
Period (1400-1600)
identify the characteristics of the Renaissance period.
acquaint themselves with some composers of the Renaissance period and their works.
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.
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.