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Programme includes: |
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Term 1 |
Term 2 |
| Rec - Std. 2 (Rainbow class) |
- Beat and rhythm.
- Rhythmic development: single, two and no sounds on one beat (rhythm names
used i.e. Ta, ti-ti and zah).
- Singing and speaking voices: development of in-tune singing.
- Percussion Instruments: names, and aural recognition.
- Introduction to solfa (soh, mi, lah and doh).
- Various practical activities and music games
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- Rhythmic development: four sounds on one beat, one sound lasting
for two beats.
- Introduction to time signatures.
- Solfa development: Doh, reh, mi, soh and lah
- Ensembles: Understanding of and participation in (simple, percussive parts).
- Part keeping: ostinatos and singing in canon (simple, two-part).
- Various practical activities and music games.
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| Std. 3 - 4 (Diamond class) |
- Instruments within the string and woodwind families.
- Staff, treble clef, note reading within the staff.
- Solfa development: Singing known songs in solfa with handsigns (pentatonic).
Putting doh, mi and soh onto the staff. Learning to recognize the sound
of each note by ear, singing intervals within an octave (doh-reh is a second
etc…)
- Rhythmic development: deriving rhythm from known songs and dictations.
- Conducting in three.
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- Instruments within the brass and percussion families.
- Recognition of different brass styles (fanfare, marching band, jazz etc)
and instruments.
- Percussion ensembles: reading rhythms, holding parts, practicing and performing.
- Solfa development: Continuation of last term
- Rhythmic development: three sounds on one beat (tik-a-ti- and ti-tik-a)
- Keeping an ostinato while singing.
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| Std. 5 |
- Basics in recorder playing.
- Musical signs and symbols.
- Pentatonic scale (doh pentatonic)… solfa, handsigns, note placement
- Major/minor recognition
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- Continuation with recorder
- Composition unit using the pentatonic scale.
- Basics in writing music (stems, note heads etc).
- Famous composers
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| Std. 6 |
- Recorder
- Class ensembles.
- Folk music – lots of singing of folk songs (esp. in 2-3 parts)
- Sea shanties.
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- Continuation with recorder.
- Compound time
- Conducting (simple time and corresponding compound time beat patterns)
- Solfa development: full use of major scale when singing known songs with
handsigns.
- Proper terminology for rhythms introduced (English: semibreve, minim,
crotchet etc, American names also mentioned)
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| Std. 7 |
- THEORY: Students work through ABRSM theory books at their own level
and pace.
- WRITTEN: History of Spirituals (African American)
- AURAL/LISTENING: Rhythmic dictations; Spirituals analysis.
- PRACTICAL: Basics of keyboarding with practical examination (scales
and simple pieces). Singing of spirituals, some in parts. Small group
ensembles: practice and performance of a spiritual with instrumental
accompaniment.
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- THEORY: Students continue to work through their theory books (ABRSM
theory exams are usually sat in February/March – students’ choice
to enter).
- WRITTEN: Musical history overview (Medieval – Twentieth century):
periods, composers, and musical styles.
- AURAL/LISTENING: Transcription of easy melodic lines; Analysis of pieces
in periods; textural understanding (mono/homo/polyphonic).
- PRACTICAL: More Keyboarding.
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| Std. 8 |
- THEORY: Students work through ABRSM theory books at their own
pace and level.
- WRITTEN: African Music (and influence on Spirituals)
- AURAL/LISTENING: Rhythmic dictations; analysis of African pieces
- COMPOSITION: Three-part rhythmic composition
- PRACTICAL: Individual performance of 2-3 part rhythms. Trio practice and
perform compositions.
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- THEORY: Students continue to work through their theory books (ABRSM
theory exams are usually sat in February/March – students’ choice
to enter).
- WRITTEN: Jazz - development of styles, general characteristics and terminology.
- AURAL/LISTENING: Analysis of jazz styles.
- COMPOSITION: A blues piece with melody line and basic, chordal, piano
accompaniment (12 bar blues).
- PRACTICAL: Small group practice and perform a blues piece.
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