Skip to main content

Welcome to the Ministry of

Youth Development, Sports, Culture & The Arts

Music Programme

Music Programme

Rational

  • Music plays a vital part in a child’s personality. This ‘Art’ Form also offers enjoyment and recreation, intellectual and emotional satisfaction and an opportunity to express and expand the child’s creative abilities.
  • Music is something which has to be learnt, not something which just comes naturally and should be taken very seriously.
  • Music should also be an essential part of the education of every child. Teachers of music must be very careful to create a proper love for the subject by having the students become actively engaged in musical experience form an early age.
  • There are many areas of music to be explored, and it is hoped that teachers are willing to actively participate and enjoy their musical experience with their students.

Aims

  • To help students to develop their own individual aesthetic potential.
  • To help students make music and listen to it so that it may form a lifelong source of pleasure and personal enrichment.
  • To cultivate the skills of the music discipline in order to enhance the development of music in the students.
  • To provide an outlet for creativity and self-expression.
  • To develop aural, visual and motor co-ordinations.
  • To help students become acquainted with their own culture as well as other cultures.
  • To help in the social development of students.

Objectives

The students should demonstrate an increasing ability to:

  • Respond to the rhythmic component of music
  • Respond to the pulse or recurring beat of the music as in (4/4) time
  • Write the steady beat
  • Demonstrate an awareness of the duration of sounds and silences
  • Read and write patterns of quarter note and quarter rest 3
  • Respond to rhythmic pattern
  • Distinguish between beat and rhythmic patterns (e.g.)
  • Read and write simple rhythmic patterns (e.g.)
  • Demonstrate accent or stronger beats in music(accent is written as >)
  • Read and write the accepted or stronger beats in music
  • Recognize the following signs and symbols
    • Accent > Measure l____l
    • Bar line l Repeat sign: ll: ll:
    • Double bar ll Time signature 
  • Distinguish between different tempos
  • Respond to a changing tempo
  • Differentiate between high and low pitches
  • Recognize that melodies are made up of ascending, descending and repeated patterns or repeated tones.
  • Recognize upward and downward movement of the melody by step and skip
  • Recognize repeated tones
  • Sing melodies on pitch as accurately as possible 
  • Associate syllable notation with relationship to pitch
  • Recognize ‘sol’, ‘mi’ and ‘a’ on a five line staff in the keys of C,F and G
  • Recognize aurally previously learned melodies
  • Recognize that harmony is a combination of two or more musical tones
  • Differentiate between a melody and an accompaniment
  • Recognize that most music is divided into phrases 
  • Recognize the difference between long and short phrases
  • Recognize aurally that music is made up of parts that are alike and parts that are different
  • Differentiate sound qualities of percussion instruments
  • Recognize that all music has dynamics 
  • Recognize symbols for dynamics 
    • Loud-f
    • Soft-p
    • Crescendo-<
    • Decrescendo->
  • Remember melodic phrases (inner hearing)
  • Respond to some of the technical attributes required to play ant one instruments

Syllabus

  • Basic Components of Music Notation 
    • Staff and the Great Staff
    • Treble and Bass Cleft Signs
    • Bar Lines and Measures/ Bar
    • Time Values of Notes and Rests
    • Range of Notes
    • Performances and Dynamic Markings
  • Notational Components of Rhythm
    • Rhythm Identified. A definition of rhythm
    • Mathematical Relationship of Musical Notes
    • Tied and Dotted Notes
    • Meter/ Time Signature and how they determine Measure contents pick-up/Notes
    • Accent, Stacatto, Tenuto and Slur Markings
  • Notational Components of Melody
    • Definition of Pitch
    • Names of Notes on the treble and bass clefts 
    • Sharps, Flats, Naturals and Ledger Lines Octaves
    • Names of notes on the piano keyboards
    • Notes of a major scale
  • Harmonic Structure of Music
    • Definition of Harmony, Chord and Intervals
    • Two parts songs
    • Rounds
    • Note-written sign representing pitch and duration of musical sound
    • Harmony- combination of notes to form chords, melodious sound
    • Choral-combination of notes sound together
    • Interval-difference of pitch between two notes
  • Singing
    • Developing tonal qualities in own voices
    • Following and conducting Rhythmic patterns
  • Song Repertoire
    • Collections by students and teachers 
    • Own compositions
    • Hymns, Carols and other Religious Songs
    • Nursery Songs and Singing Games
    • Folk Music/ Songs-Local and Caribbean 
  • Instruments Playing
    • Develop some interest in playing the recorder, piano, guitar percussion instruments, wood, wind and brass instruments and the steel orchestra.
  • General Music Knowledge
    • Instruments of orchestra-percussion and brass
    • History of African Music 
    • History of West Indian Folklore 
  • Creative Work
    • The making of percussion instruments
    • Composing songs-Nursery Rhymes, Calypso etc.
  • Music and Other Subjects
    • Relating songs with Arts, Science, Poetry