mr samuel lui cycle 11 4-15 march 2013 (performing test) …€¦ · cycle 7 3 14 december 2011...
TRANSCRIPT
v. 28/9/2012 Stewards Pooi Kei College
Secondary One Music Teaching Schedule (2012-2013)
Simplify Version Subject Teachers: Mr Samuel Lui No. of Periods/10-day Cycle: 16
Cycle 1 3-14 September 2012 Cycle 6 19-30 November 2011 Cycle 11 4-15 March 2013 (Performing Test) Cycle 2 17-28 September 2012 Cycle 7 3 14 December 2011 (Perf. Exam) Cycle 12 18-27 March 2013 (UT) Week X 3-5 October 2012 Week X 17-20 December 2-12 (Perf. Exam) Cycle 13 5-12 April 2013 (week B only) Cycle 3 8-19 October 2012 (Perf. Test) Cycle 8 14-25 January 2013 Cycle 14 15-26 April 2013 Cycle 4 22 Oct -2 Nov 2012 (S1-2 UT) Cycle 9 28 Jan -5 Feb 2013 Cycle 15 29 Apr-10 May 2013 Cycle 5 5 – 16 Nov 2011 (S3 UT) Cycle 10 18 Feb -1 Mar2013 Cycle 16 13-29 May 2013 (Performing Exam)
Reference codes: a: Appreciation b: Instrument Ensemble c: Singing d: Creative activity
Cycles No. of
Periods Teaching
Topics/Content Learning objectives (students can:) Teaching Activities Student Assignments
1 4 Course Introduction Sing the national anthem and school song.
Sing in proper posture. Sit as an orchestra Understand the course outline
and subject requirements. Play in unison and parts of
simple percussion ensembles.
a. National anthem and Flag raising ceremony
1. Recite Chinese and English school song, PRC National Anthem 2. Pre-study Unit 1
b: School design percussion exercises c. 1. Singing training (To learn the proper singing postures) 2. School Song 3. PRC National Anthem
Topic Two: Musical Notation (Text book Unit 1) Total Number of Periods: 4 periods
Date
Month Learning Objectives
Integrated Activities Assessment
Creating Performing Listening
2 Students will learn to: 1. sing in unison and
two parts with technical accuracy.
2. play pitched and non-pitched instruments with technical accuracy.
3. describe and analyse music of simple structure.
4. create a piece of music. 5. apply predetermined criteria
to appraise compositions and performances.
• •
Rewrite a tune by using the rhythmic patterns. Create a piece of music and notate it accurately.
• • • •
Sing ‘Do-Re- Mi’ in unison and two parts. Sing ‘Holla Hi! Holla Ho!’ in unison and two parts; sing ‘What Have They Done to the Rain?’ in unison. Sing ‘The Happy Wanderer’ in unison and two parts; sing ‘Home, Sweet Home’ in unison and play the accompaniment on non-pitched percussion instruments. Perform the creative works.
• • •
Watch/Listen to ‘Do-Re- Mi’. Listen to Scene and Introduction and the Royal march of the Lion. Conduct self/peer assessment according to the predetermined criteria.
• •
Observe students’ classroom performance, improve their music reading, notation, listening, singing and performing abilities. Assess students’ creative works and performances according to the predetermined criteria.
Understand and grasp the musical notation through the above playing and listening to the Integrated Activities.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Topic: Chinese Musical Instrument First Term Performing Test
Cycles No. of Periods
Teaching Topics/Content
Learning objectives (students can:) Teaching Activities Student Assignments
3A
2 Performing Test
Group in 4-5 Sing in and play in unison and parts with technical accuracy. Analyze the performing skills and music elements used in classmates’
performance listening, peer assessment and discussion. Syllabus: -singing: do-re-me (two parts) -performing: When the Saint Go Marching in
1. Self-reflection worksheet.
2. peer-assessment worksheet.
Topic Three: E-learning Cycles No. of
Periods Teaching Topics/Content
Learning objectives (students can:)
Teaching Activities Student Assignments
3B 2 e-learning materials
An introduction of e-learning materials and the composing software “MagicComposer”.
• Introduce software and websites • Introduce a music composing
software “MagicComposer” • Play e-learning activities and
interactive games with students.
1.Play one music game in assigned website. 2. Compose a short phrase and submit to teacher through the internet account.
Topic: Western Musical Instruments II and Marching Band
Cycles No. of Periods
Teaching Topics/Content
Learning objectives (students can:) Teaching Activities Student Assignments
4A 2 Western Musical Instruments I
Identify different families and timbres of Western musical instruments and the atmosphere created in different music through listening
Sing in unison, chorus and round with technical accuracy
Create rhythmic ostinato for specific contexts to demonstrate the grasp of creating skills
Identify four families of Western musical instruments, their playing methods and timbres
a. 1. Peter and the Wolf (VCD) 2. Rimsky-Korsakov: Scheherazade
Suite (Youtube)
1. Cross-subject activities: Create special instruments by any materials
2. Music appreciation and self reflection worksheet
a. 1. H114 God is there (Simple melodic pattern for ensemble training)
b. 1. H114 God is there c. Cross-subject activities: Create
special instruments by any materials
4B 2 Western Musical Instruments II and Marching Band
Perform the music accurately in unison and two parts.
Understand the characters of Marching band and marching music.
Analyze pieces of marching music.
Play in unison and parts with technical accuracy.
a. 1. Rimsky-Korsakov: ‘Scheherazade’ Suite, 3rd Movement (excerpt)
2.Marching band performances.
1. Cross-subject activities: Create special instruments by any materials
2. Music appreciation and self reflection worksheet
3. Pre-study Unit 6
b. 1. H171 He’s able (simple melody) 2. Latin Pop: (sectional rehearsal competition) (Sheet Music)
a. 1.H171 He’s able (simple melody) d.Cross-subject activities: Create special instruments by any materials
Topic: Chinese Musical Instrument Cycles No. of
Periods
Teaching Topics/Content
Learning objectives (students can:) Teaching Activities Student Assignments
5 2 Chinese Musical Instruments
Identify different families and timbres of Chinese musical instruments and the atmosphere created in different music through listening
Create rhythmic ostinato for specific contexts to demonstrate the grasp of creating skills
Identify four families of Chinese musical instruments, their playing methods and timbres.
Perform the music accurately in unison and two parts.
Appreciate, analyze and perform the following music: i) Moon Reflected in the Second Fountain ii) On the Prairie iii) A Flying Partridge iv) Three Variations of Plum Flowers v) Ambush from All Sides vi) Golden Ripples on the Silver Lake
1. Cross-subject activities: Create special instruments by any materials
2. Worksheet 3. Workbook
Topic: The Pulse of Music (Text book: Unit 2) Total Number of Periods: 4 periods
Date
Month Learning Objectives
Integrated Activities Assessment
Creating Performing Listening
6 Students will learn to: 1. identify the metres of
selected music excerpts. 2. sing songs in different
metres in unison and two parts with technical accuracy.
3. play pitched and non-pitched instruments with technical accuracy.
4. create music for specific purposes.
5. make use of IT to record music.
6. apply predetermined criteria and create specific criteria to appraise compositions.
•
Create a piece of music in simple time or compound duple time. Use MagicComposer to notate and play it.
• • • • • • •
Clap/play the rhythmic ostinato to accompany Blacksmith in the Woods. Play the rhythmic ostinato to accompany The Blue Danube. Sing ‘Sing-a-ling-a-ling’ in two parts. Sing ‘Shepherdess’ in unison and clap or play the interlude on non- pitched percussion instruments; sing ‘Whatever Will Be, Will Be’ in unison. Sing ‘Truly Loving You’ in unison and clap/play the tambourine to accompany the introduction. Sing/play ‘Set Me Free’ in unison and two parts. Sing ‘Charley, He’s a Dandy’ in unison.
• • • • • •
Listen to Blacksmith in the Woods, experience the pulse of music and simple duple time. Listen to The Blue Danube, experience the simple triple time. Listen to Dragon Boats, The Night of the Torch Festival and The White Snow of Yangchun, identify the metre of the tunes. Listen to Syncopated Clock, March of the Little Leaden Soldiers and Overture to William Tell, identify their time. Listen to Whistler and His Dog, Songs My Mother Taught Me and Barcarolle, identify their time. Conduct self/peer assessment according to the predetermined criteria.
• • •
Observe students’ classroom performance and the ability on using notation software. Assess students’ creative works and performances according to the predetermined criteria. Observe students’ development of attitudes and generic skills, in order to adjust the learning and teaching strategies accordingly.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’. First Term Performing Examination Cycles No. of
Periods Teaching Topics/Content
Learning objectives (students can:) Teaching Activities Student Assignments
7 2 Performing Test
Sing in and play in unison and parts with technical accuracy. Analyze the performing skills and music elements used in classmates’
performance listening, peer assessment and discussion. Syllabus: To be confirmed
1. Self-reflection worksheet. 2. peer-assessment worksheet. 3. Pre-study Unit 5
Topic: Christmas Carols Cycles No. of
Periods
Teaching Topics/Content
Learning objectives (students can:) Teaching Activities Student Assignments
Week X 2 Christmas Carol Analyze the musical elements used in the Christmas songs through listening and discussion.
Sing and play in unison and two parts with technical accuracy.
Create music for specific contexts to demonstrate the grasp of creating skills.
Develop a list of assessment criteria to appraise compositions and performances.
Prepare a performance for Christmas service and Carol night.
a,b,c. Christmas Carols d. -Compose percussion
accompaniments for Christmas Carols.
-Prepare a performance for Christmas service and Carol night.
1. Practical exercise 2. Music appreciation
worksheet
The Major Scale and Melody (Textbook: Unit 3) Total Number of Periods: 4 periods
Date
Month Learning Objectives
Integrated Activities Assessment
Creating Performing Listening
8 Students will learn to: 1. sing in unison and two parts
with technical accuracy. 2. play pitched and
non-pitched instruments with technical accuracy.
3. identify the melodic progressions of chosen music.
4. create a melody consisting of repeated notes and notes moving by steps and leaps
5. apply predetermined criteria and create specific criteria to appraise compositions and performances.
•
Create a melody consisting of repeated notes and notes moving by steps and leaps.
• • • •
Sing ‘That Doggie in the Window’ and ‘Aura Lee’ in unison. Sing ‘Seeking Plum Blossoms in Snow’ in two parts and play the accompaniment on non- pitched percussion instruments; sing ‘She Wore A Yellow Ribbon’ in unison and two parts. Sing ‘Childhood’, ‘Edelweiss’ and ‘Vive L’Amour’ in unison. Perform the creative works.
• • •
Listen to Eine Kleine Nachtmusik, identify the keys of the themes, and legato and staccato articulations. Listen to In the Hall of the Mountain King and The Moldau, identify the main melodic progression. Conduct self/peer assessment according to the predetermined criteria.
• •
Observe students’ listening, singing and performing abilities. Assess students’ creative works and performances according to the predetermined criteria.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Topic: Vocal Music of Cantonese Opera Cycles No. of
Periods Teaching
Topics/Content Learning objectives (students can:) Teaching Activities Student Assignments
9 2 Vocal Music of Cantonese Opera
Identify the voice production methods, singing styles and shuobai of Cantonese opera through listening and singing
Sing songs in unison and according to gongchepu with technical accuracy
Create bailan for specific contexts, and perform accompaniment with non-pitched percussion instruments
Develop a list of assessment criteria to appraise compositions and performances
d. 劍雪浮生 (片段) Disc 3 Time: 0001-0444, 0815-1225.
e. 任白片段(see remark)
1. Music appreciation and self reflection worksheet
b. 1. 帝女花:香夭
c. 1. 帝女花:香夭
d. Rehearsal for an excerpt of Cantonese opera
2 Vocal Music of Cantonese Opera
1. 劍雪浮生 (片段) 1.workbook 2.Pre-study unit c. 1. 金縷衣
2. 月光光 d. Perform an excerpt of
Cantonese opera
Topic: Creating Music Is Fun (Text book: Unit 4) Total Number of Periods: 4 periods
Date
Month Learning Objectives
Integrated Activities Assessment
Creating Performing Listening
10 Students will learn to: 1. sing in unison and
two parts with technical accuracy.
2. play pitched instruments with technical accuracy.
3. describe and analyse music of simple structure.
4. create music in 2-part form or 3-part form.
5. apply predetermined criteria to appraise compositions and performances.
• • •
Create sequences. Create answering phrases. Create a piece of music in 2-part or 3-part form.
• • • • •
Sing ‘The Drunken Sailor’ in unison and two parts. Sing ‘Dream Angel’ and ‘Encouragement’ in unison. Divide the class into two groups and sing ‘When a Child is Born’ in antiphonal style. Sing ‘The People Descended from the Dragon’ in unison and play the countermelody on the recorder. Sing ‘Over the Rainbow’ and ‘Nobody’s Child’ in unison; sing ‘Over the Meadows’ in unison and two parts. Perform the creative works.
• • • • •
Listen to Dance of the Little Swans and Hungarian Dance, identify the sequences. Listen to ‘When a Child is Born’ and ‘The People Descended from the Dragon’, experience the question-and-answer formation of phrases. Listen to Cradle Song and The Mill in the Forest, identify their musical forms. Listen to Fantasy Impromptu in C Sharp Minor, identify its musical form. Conduct self/peer assessment according to the predetermined criteria
• • •
Observe students’ classroom performance, improve their music creating abilities. Assess students’ creative works and performances according to the predetermined criteria. Observe students’ development of attitudes and generic skills, in order to adjust the learning and teaching strategies accordingly.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’. Second Term Performing Test Cycles No. of
Periods Teaching Topics/Content Learning objectives (students can:) Teaching Activities Student Assignments
11 2 Performing Test
Sing in and play in unison and parts with technical accuracy. Analyze the performing skills and music elements used in
classmates’ performance listening, peer assessment and discussion.
Syllabus: -singing: Cantonese Opera 帝女花:香夭 (both Pinghou and Zihou)
-performing: To be confirmed
1. Self-reflection worksheet.
2. peer-assessment worksheet.
3. Pre-study Unit 5
Topic: Vocal Music (Textbook: Unit 5) Total Number of Periods: 4 periods
Date
Month Learning Objectives
Integrated Activities Assessment
Creating Performing Listening
12 Students will learn to: 1. describe and
analyse music of simple structure.
2. sing in solo, unison and two parts with technical accuracy.
3. play pitched and non-pitched instruments with technical accuracy.
4. arrange different types of vocal performance for the songs.
5. develop a list of criteria to appraise compositions and performances.
• • •
Create a 2-part rhythm pattern to accompany ‘I’d Like to Teach the World to Sing’. Create a rhythmic pattern to accompany ‘Youth Dance’. Arrange different types of vocal music performance for the song ‘I’d Like to Teach the World to Sing’ and ‘Youth Dance’.
• • • •
Sing ‘Kookaburra’ in unison and in various pitch levels. Sing the song ‘Sing’ in unison and two parts and play the countermelody and melody on pitched instruments. Sing ‘I’d Like to Teach the World to Sing’ in unison and play the rhythmic pattern on non- pitched percussion instruments. Sing ‘Youth Dance’ in two parts and play the rhythmic patterns on tambourines. Sing ‘I’d Like to Teach the World to Sing’ or ‘Youth Dance’ in groups according to the new arrangements.
• • • • •
Listen to A Crescent Moon is Rising, explore its music elements. Listen to A Place Far Away, identify the vocal timbres of the two singers. Listen to Five Hundred Miles, identify the timbre and type of each singer’s voice. Listen to ‘My Country’, identify the vocal music performances. Conduct peer assessment according to the predetermined criteria.
• •
Observe students’ classroom performance, assess their singing skills in order to adjust the learning and teaching strategies accordingly. Assess students’ performances according to the predetermined criteria.
Date
Month Learning Objectives
Integrated Activities Assessment
Creating Performing Listening
13 Students will learn to: 1. describe and analyse music
with a story. 2. describe the ways
the instrument is used in different contexts.
3. create music for specific purposes.
4. play pitched and non-pitched instruments with technical accuracy.
5. develop a list of criteria to appraise compositions and performances.
•
Create the sound project ‘Grave Yard’ at Midnight’.
•
Perform the creative works in groups.
• •
Watch/listen to The Sorcerer’s Apprentic, and Danse Macabre, experience how music is being used to depict scenes and atmosphere and the ways the instruments is used in different contexts. Conduct peer assessment according to the predetermined criteria.
• • •
Observe students’ development of attitudes and generic skills, in order to adjust the learning and teaching strategies accordingly. Use listening worksheet to assess the students’ listening abilities. Assess students’ creative works and performances according to the predetermined criteria.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
Topic: Texture Cycles No. of
Periods
Teaching Topics/Content
Learning objectives (students can:) Teaching Activities Student Assignments
14 2 Texture I (thick and thin) Identify thick and thin textures of music through listening and singing.
Sing in unison, two parts, three parts and round with technical accuracy.
Use recorders to perform songs in
round. Create music with changes in
textures. Make use of IT to create music Develop a list of assessment
criteria to appraise compositions and performances
Identify the thick and thin textures of instrumental and vocal music.
Sing and play songs accurately in unison and four-part round
a. Mussorgsky: ‘Promenade’ from ‘Pictures at an Exhibition’ (excerpt)
1. Create chord and harmonies by trial and error.
2. Music appreciation and self reflection worksheet
b .Latin Pop Collection c. 1.H35 Love was when
(sing in two parts) 2. H123 Seek ye first
(sing in round and parts)
d. Create chord and harmonies by trial and error.
2 Texture I (thick and thin) a. 1. Verdi: ‘Libiamo’ from ‘La Traviata’
1. Create some accompaniments for a hymn.
2. Music appreciation and self reflection worksheet
3. Prepare a short presentation of a nation anthem.
b. 1. Latin Pop Collection (Sheet Music)
2. Hand chime: H31 He lives
3.H 84 Shine, Jesus shine (treble clef only)
c.1. H109 Like a melody (Repeat notes, steps, phrase: Q >Q> A)
d. 1. Create some accompaniments for a hymn.
Topic: Form Cycles No. of
Periods
Teaching Topics/Content Learning objectives (students can:) Teaching Activities Student Assignments
15 2 Music Form I (Phrase, sentence and Section)
Identify binary and ternary forms through listening and singing
Sing in unison and two parts with technical accuracy
Create music in binary and ternary forms for specific contexts to demonstrate the grasp of creating skills
Make use of IT to create music Develop a list of assessment criteria
to appraise compositions and performances
Identify the theme sections in the music and the atmosphere created by different sections
Identify the musical form of the songs and music
Sing the songs and perform the music accurately in unison
a. 1. Chopin: ‘ Waltz No.1’ in Db major
1.Composition: Question and answer phrases
2. Music appreciation and self reflection worksheet
b. 1. H135 Everybody ought to know (2parts, AB form)
e. 1. H135 Everybody ought to know (2parts, AB form)
f. Question and answer phrases composition
2 Music Form I ( Phrase, sentence and Section)
a. 1. Liszt: ‘ Hungarian Rhapsody No. 2’ in C# minor (excerpt)
1. Compose a singing song with so-fa names in steps and leaps.
2. Workbook b. 1. H162 His sheep am I (2 parts and ABA form)
2. H143 Pass it one (repeated phrases, Tie)
c. 1. H162 His sheep am I (2 parts and ABA form)
2. H143 Pass it one (repeated phrases, Tie)
3.H181 誰造(short phrases, repeat signs)
4. All S1 students will perform “Who would send a
baby” on the Carol Night d. compose a singing song with so-fa names in steps and leaps.
Second Term Performing Examination Cycles No. of
Periods Teaching Topics/Content
Learning objectives (students can:) Teaching Activities Student Assignments
16A 2 Performing Exam (Sound Project)
Choice a story which they learn from English lesson or a Bible story. Create sound effects for different scenario Compose background music for the narrator Play the music and different sound effects when the narrator is presenting Prepare a ppt with picture as a “Big Story Book” for the presentation.
1. Self-reflection worksheet.
2. peer-assessment worksheet.
3. Pre-study Unit 5 16B 2 Revision for final
written exam Revision for second term written examination Conclusion of all topics
1. prepare a own revision note for written exam.
v: 28/9/2012 Stewards Pooi Kei College
Secondary Two Music Teacher Schedule (2012-2013)
Simplify Version Subject Teachers: Ms Siu-nam Yeung No. of Periods/10-day Cycle: 16
Cycle 1 3-14 September 2012 Cycle 6 19-30 November 2011 Cycle 11 4-15 March 2013 (Performing Test) Cycle 2 17-28 September 2012 Cycle 7 3 14 December 2011 (Perf. Exam) Cycle 12 18-27 March 2013 (UT) Week X 3-5 October 2012 Week X 17-20 December 2-12 (Perf. Exam) Cycle 13 5-12 April 2013 (week B only) Cycle 3 8-19 October 2012 (Perf. Test) Cycle 8 14-25 January 2013 Cycle 14 15-26 April 2013 Cycle 4 22 Oct -2 Nov 2012 (S1-2 UT) Cycle 9 28 Jan -5 Feb 2013 Cycle 15 29 Apr-10 May 2013 Cycle 5 5 – 16 Nov 2011 (S3 UT) Cycle 10 18 Feb -1 Mar2013 Cycle 16 13-29 May 2013 (Performing Exam)
Reference codes: a: Appreciation b: Instrument Ensemble c: Singing d: Creative activity
Topic: Introduction, School Song and National Anthem
Cycles No. of Periods
Teaching Topics/Content
Learning Objectives (Students can:)
Teaching Activities Student Assignments
1 2 Course Introduction
Sing the national anthem and school song.
Sing in proper posture. Sit as an orchestra Understand the course outline
and subject requirements. Play in unison and parts of
simple percussion ensembles.
a. National anthem and Flag raising ceremony 1. Recite Chinese and English school song, PRC National Anthem 2. Pre-study Unit 2
b: 1. School design percussion exercises 2. Percussion parts of PRC National Anthem c. 1. Singing training (To learn the proper singing postures) 2. School Song 3. PRC National Anthem
Topic: Performing with Expression (Textbook: Unit one) Total Number of Periods: 4 periods
Date
Month
Learning Objectives Integrated Activities
Assessment Creating Performing Listening
2 Students will learn to:
1. describe and analyse
dynamics, tempi and
atmosphere of selected
music.
2. sing in unison and two
parts with technical
accuracy.
3. play non-pitched
percussion instruments with
technical accuracy.
4. add suitable performance
markings to a song.
5. develop a list of criteria to
appraise creating activities
and performances.
•
•
Add suitable tempo and
performance markings to ‘The
Jolly Cart’.
Create a percussion
accompaniment for ‘The Jolly
Cart’.
•
•
•
Sing ‘It’s a Small World’ in
unison and two parts.
Sing ‘All Kinds of Everything’
in unison; sing ‘The Path of
Life’ in unison and play the
accompaniment on non- pitched
percussion instruments.
Sing in groups ‘The Jolly Cart’
in unison and two parts and play
the percussion accompaniment.
•
•
•
•
Listen to ‘O Fortuna’, identify
the change of tempo, dynamics
and mood.
Listen to ‘Woman is Fickle’ and
‘The Miller’s Flowers’, add
suitable performance markings to
them.
Listen to ‘It’s a Small World’,
identify the change of tempo,
dynamics and atmosphere.
Conduct peer assessment
according to the predetermined
criteria.
•
•
Observe students’
classroom
performance, improve
their abilities on
performing with
expression.
Assess students’
performances
according to the
predetermined criteria.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
First Term Performing Test Cycles No. of
Periods Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
3A 2 Performing Test
Sing in and play in unison and parts with technical accuracy. Analyze the performing skills and music elements used in classmates’
performance listening, peer assessment and discussion. Syllabus: To be confirmed
1. Self-reflection worksheet.
2. peer-assessment worksheet.
3. Pre-study Unit 5 Topic Three: E-learning Cycles No. of
Periods Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
3b 2 e-learning materials An introduction of e-learning materials and the composing software “MagicComposer”.
• Introduce software and websites
• Introduce a music composing software “MagicComposer”
• Play e-learning activities and interactive games with students.
1.Play one music game in assigned website. 2. Compose a short phrase and submit to teacher through the internet account.
Topic: Chinese Instrumental Music. Cycles No. of
Periods Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
4 2 Chinese Instrumental Music.
Identify different Chinese music styles. Describe and analyze the atmosphere
created in different Chinese music through listening
Sing and play in unison and parts with technical accuracy and perform accompaniment of the songs with instruments
Create accompaniments and variation for specific songs
Create music for specific contexts with human voices and percussion instruments
Develop a list of assessment criteria to appraise compositions and performances
Music appreciation, analyze and performing.
Song list: i) Wild Dance of the
Golden Snake ii) The Yao Dance
1. Appreciation worksheet
2. Workbook
Topic: Introduction, Interlude and Coda (Textbook: Unit 2) Total Number of Periods: 4 periods
Date
Month
Learning Objectives Integrated Activities
Assessment Creating Performing Listening
5 Students will learn to:
1. describe and analyse the
introduction, interlude and
coda of selected songs.
2. sing in unison and two
parts with technical
accuracy.
3. play pitched and
non-pitched instruments
with technical accuracy.
4. create introductions for the
songs.
•
•
Create a 2-part rhythmic pattern to
accompany the introduction and
coda of ‘Top of the World’.
Rewrite the introduction of ‘Puff,
the Magic Dragon’.
•
•
•
•
Sing ‘Take Off Your Veil’ and
clap or play on the tambourine
the introduction and interludes 1
and 2 of the song.
Sing ‘Shining Friends’, ‘Top of th
World’ and
‘Love Changes Everything’ in
unison; play the 2-part rhythmic
pattern to accompany the
introduction and coda of
‘Top of the World’.
Sing ‘Puff, the Magic Dragon’ in
unison and
two parts.
Play the introduction of ‘Puff, the
Magic Dragon’ on pitched
instruments.
•
Watch ‘Take Off Your Veil’,
experience the functions of
introduction, interlude and coda
in a song.
•
•
Observe students’
classroom
performance, improve
their listening, singing
and performing
abilities.
Observe students’
development of
attitudes and generic
skills, in order to
adjust the learning and
teaching strategies
accordingly.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Topic: Dance Music Cycles No. of
Periods
Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
6 2 Dance music I (Traditional dance)
Describe and analyse the features of traditional dances through appreciation.
Play in unison and parts with technical accuracy
Create music for specific contexts to demonstrate the grasp of creating skills.
Develop a list of assessment criteria to appraise dance compositions and performances.
a.Ballet music and traditional dances
b.Tchaikovsky: Swan Lake and The Nutcracker.
c./ d.Compose a music excerpt in traditional dace style.
Self reflection and music appreciation worksheets.
2 Dance music II (modern dance)
Describe and analyse the features of modern dances through appreciation.
Play in unison and parts with technical accuracy
Create music for specific contexts to demonstrate the grasp of creating skills.
Develop a list of assessment criteria to appraise dance compositions and performances.
a. Hip-hop dance and jess dance(e.g. Michael Jackson)
b. Modern dance music c./ d. Compose a music excerpt in hip-hop dance style.
1. Worksheets
First Term Performing Examination Cycles No. of
Periods Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
7 2 Performing Test
Sing in and play in unison and parts with technical accuracy. Analyze the performing skills and music elements used in classmates’
performance listening, peer assessment and discussion. Syllabus: To be confirmed
1. Self-reflection worksheet.
2. peer-assessment worksheet.
3. Pre-study Unit 5 2 Chinese folk Music. Describe and analyze the
characteristic of Chinese folk music through listening.
Sing and play in unison and parts with technical accuracy and perform accompaniment of the songs with instruments
Create accompaniments and variation for specific songs
Create music for specific contexts with human voices and percussion instruments
Develop a list of assessment criteria to appraise compositions and performances
Music appreciation, analyze and performing.
Song list: i) Kangding Love Song ii) Autumn Harvest iii) The Thirty-mile Hamlet
3. Appreciation worksheet
4. Workbook
Topic: Christmas Carols Cycles No. of
Periods
Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
week X
2 Christmas Carol Analyze the musical elements used in the Christmas songs through listening and discussion.
Sing and play in unison and two parts with technical accuracy.
Create music for specific contexts to demonstrate the grasp of creating skills.
Develop a list of assessment criteria to appraise compositions and performances.
Prepare a performance for Christmas service and Carol night.
a,b,c. Christmas Carols d. -Compose percussion
accompaniments for Christmas Carols.
-Prepare a performance for Christmas service and Carol night.
1. Practical exercise 2. Music appreciation
worksheet
Topic: Major and Minor Tonalities (Textbook: Unit 3) Total Number of Periods: 4 periods
Date
Month
Learning Objectives Integrated Activities
Assessment Creating Performing Listening
8 Students will learn to:
1. sing songs in major and
minor tonalities in unison with
technical accuracy.
2. describe and analyse the
selected music.
3. create music in major and
minor tonalities.
4. make use of IT to record
music.
5. apply predetermined criteria
and create specific criteria to
appraise compositions.
•
Create a piece of music in major
and minor tonalities. Use
MagicComposer to notate and
play it.
•
•
Sing ‘Love is Blue’ and ‘Sailing’
in unison.
Sing ‘Today’ and ‘Over and
Over’.
•
•
•
Listen to L’ Arlésienne Suite,
identify the keys of the tunes.
Listen to Intermezzo and Les
Dragons de Alcala, identify their
tonalities
—major or minor.
Conduct self/peer assessment
according to the predetermined
criteria.
•
•
Observe students’
classroom
performance, improve
their abilities on
identifying major and
minor tonalities.
Assess students’
creative works
according to the
predetermined criteria.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Topic: Promotional Song Cycles No. of
Periods
Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
9A 2 Promotion song and advertising music I
Performing various promotion songs and advertising music.
Analyze the relationship between musical elements and the scenes.
Play and sing in unison and parts with technical accuracy of some movie songs.
Compose simple music phrases by improvisation approach.
a. 1. We are ready 2. (The most popular
promotion song)
1. Music appreciation and self reflection worksheet b. NA
c. H74 Jesus Christ is risen today
d. Compose simple music phrases by improvisation approach.
9B 2 Music composition project (Compose a promotion song for and advertisement)
Compose music by improvisation approach.
Use different music elements to create different atmosphere.
Create music excerpt for specific contexts to demonstrate the grasp of creating skills and music elements.
Compose a promotion song for one TV advertisement.
a. Some TV advertisements 1. Music appreciation and self reflection worksheet
b. NA c. 1. H78 Because he live
(Major song, Easter song) d. Compose a promotion
song for one TV advertisement.
Topic: Creating Chordal Accompaniment (Textbook: Unit 6) Total Number of Periods: 4 periods
Date
Month
Learning Objectives Integrated Activities
Assessment Creating Performing Listening
10 Students will learn to:
1. sing in unison with
technical accuracy.
2. play pitched instruments
with technical accuracy.
3. identify chords I, IV and V in
major keys.
4. create a chordal
accompaniment for a
melody in major key.
5. make use of IT to record the
music.
6. develop a list of criteria to
appraise performances.
•
•
Create a chordal
accompaniment for ‘Home on
the Range’.
Create a chordal accompaniment
for ‘The Red Rose’. Use
MagicComposer to notate and
play it.
•
•
•
Sing ‘Sha-la-la-la-la’ in
unison and play the
accompaniment on
pitched instruments.
Sing ‘Home on the Range’ in
unison and play the chordal
accompaniment on a pitched
instrument.
Sing ‘Mango Walk’ in unison.
•
•
•
Listen to ‘Home on the Range’,
identify chords I, IV, V in a major
key.
Listen to Trumpet Concerto in E
Major, 3rd movement and
Alla Hornpipe, identify chords I, IV,
V in major keys.
Conduct self/peer assessment
according to the predetermined
criteria.
•
•
Observe students’
classroom
performance, improve
their abilities on
creating chordal
accompaniment.
Assess students’
creative works
according to the
predetermined criteria.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Second Term Performing Test Cycles No. of
Periods Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
11 2 Performing Test
Syllabus: Compose a promotional song and perform with a small group Sing in and play in unison and parts with technical accuracy. Analyze the performing skills and music elements used in classmates’
performance listening, peer assessment and discussion.
1. Self-reflection worksheet.
2. peer-assessment worksheet.
3. Pre-study Unit 5 11 2 Lyrics of Cantonese
Opera Describe and analyze the
characteristic of Cantonese Opera music through listening.
Sing and play in unison and parts with technical accuracy and perform accompaniment of the songs with instruments
Create accompaniments and variation for specific songs
Create music for specific contexts with human voices and percussion instruments
Develop a list of assessment criteria to appraise compositions and performances
Music appreciation, analyze and performing.
Compose Cantonese Opera lyrics
1. Appreciation worksheet
2. Workbook 3. Compose
Cantonese Opera lyrics
Topic: Write Chinese Lyric for a Tune (Textbook: Unit 5) Total Number of Periods: 4 periods
Date
Month
Learning Targets* Learning Objectives
Integrated Activities Generic Skills/
Values and
Attitudes
Assessment Resources CI SP CR MC Creating Performing Listening
12
Students will learn to:
1. sing in unison
with technical
accuracy.
2. describe and
analyse the lyrics of
selected songs.
3. write lyrics for a
specific topic.
4. apply
predetermined
criteria to appraise
compositions and
performances.
•
Write lyrics for ‘Class
Song’.
•
•
•
•
•
Sing ‘Under the Lion
Mountain’ and ‘Gratitude
to Parents’ in unison.
Sing ‘A Whole New
World’ in unison.
Sing ‘A Bright Future’ in
unison.
Sing ‘All I Have To Do
Is Dream’ in unison.
Perform ‘Class Song’ in
groups.
•
•
Listen to ‘A Bright
Future’, appraise the
lyrics according to the
predetermined criteria.
Conduct peer assessment
according to the
predetermined criteria.
•
•
•
•
•
•
•
Creativity
Critical
thinking skills
Problem-
solving skills
Communication
skills
Collaboration
skills
Study skills
Respect
others’
creative works
and opinions
•
•
Observe
students’
classroom
performance,
check whether
the students can
grasp the tones
of Cantonese
dialect with the
use of the
exercises on
P.66-67.
Assess students’
creative works
and performance
according to the
predetermined
criteria.
•
•
•
•
Interactive
teaching—
CD-Rom
SD-CD
‘One-stop’
listening CD
Assessment
form
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Topic: Music and the Stage (Textbook: Unit 7) Total Number of Periods: 4 periods Date
Month
Learning Objectives Integrated Activities
Assessment Creating Performing Listening
13 Students will learn to:
1. describe and analyse the
elements of selected excerpts
from ballet, opera and
musical.
2. sing songs from the musical
in unison with technical
accuracy.
3. create rhythms, lyrics and
add dramatic elements to ‘In
a Persian Market’.
4. play pitched and
non-pitched instruments with
technical accuracy.
5. apply predetermined criteria
to appraise creating activities
and performances.
•
•
•
Complete the 2-part rhythmic
pattern for accompanying
sections A and C of ‘Do You
Hear the people Sing?’
Write lyrics for a tune in The
beautiful Princess approaches.
Create percussion
accompaniments for In a
Persian Market.
•
•
•
•
Sing ‘Castle on a Cloud’ and
‘Do You Hear the people
Sing?’ in unison.
Play the percussion
accompaniments of In a Persian
Market.
Sing the vocal sections of In a
Persian Market.
Perform the musical
In a Persian Market in groups.
•
•
•
Watch Coda and Scene and
Danse Bohème, identify their
elements.
Watch Habañera and Wouldn’t
It Be Lovely?, identify their
elements.
Assess the creating activities and
performances of the musical
according to the predetermined
criteria.
•
•
Observe students’
classroom
performance,
improve their
listening, singing
and performing
abilities.
Assess students’
creative activities
and performances
according to the
predetermined
criteria.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Topic: Movie Music Cycles No. of
Periods
Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
14 2 Movie music
Performing various animations theme songs which are written by Hisashi Jo
Analyze the relationship between musical elements and the scenes
a.1.Live concert of Hisashi Jo 2.臥虎藏龍 (excerpt) b.1. Japanese song: Totoro c.1. H139 橋 d. Create a rhythmic phrase for an excerpt from 臥虎藏龍
1. Create a rhythmic phrase for an excerpt from臥虎藏龍
2. Music appreciation and self reflection worksheet
2 Movie music
Performing various movies theme songs which are written by John Williams
Analyze the relationship between musical elements and the scenes.
Play in unison and parts with technical accuracy of some movie songs.
a.1. Star Wars 2.Schindler’s List
a. Star Wars b. H73 十架路 (Triplet,
complicate repeat signs, dramatic melody and lyrics)
c. Create a music excerpt for a movie excerpt.
1. Create a music excerpt for a movie excerpt.
2. Music appreciation and self reflection worksheet
Topic: The Pentatonic Scale (Textbook: Unit 4) Total Number of Periods: 4 periods
Date
Month
Learning Objectives Integrated Activities
Assessment Creating Performing Listening
15 Students will learn to:
1. sing in unison and
two parts with technical
accuracy.
2. describe and analyse the
scales of selected excerpts.
3. create music using
pentatonic scale.
4. play pitched instruments
with technical accuracy.
5. apply predetermined criteria
and create specific criteria to
appraise compositions and
performances.
•
•
Complete the tune in accordance
with the style of ‘Sakura’.
Complete a melody by using the
pentatonic scale.
•
•
•
Sing ‘Sakura’ in two parts.
Sing ‘Fengyang Flower- drum’
and ‘Hope’ in unison; sing ‘We
Shall Overcome’ in two parts.
Perform the creative works.
•
•
•
Listen to The Yao Dance,
Blooming Flowers and Full
Moon, Ascending Step by Step and
Spring River at Moonlit Night,
identify the excerpts composed in
the pentatonic scale.
Listen to Joy at Sunrise, Give Me
a Rose and A Song from Midu,
identify the folk songs composed
in the pentatonic scale.
Conduct self/peer assessment
according to the predetermined
criteria.
•
•
Observe students’
classroom
performance, improve
their listening, singing
and performing
abilities.
Assess students’
creative works and
performance according
to the predetermined
criteria.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD : The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Second Term Performing Examination
Cycles No. of Periods
Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
16 2 Performing Exam. Sing in and play in unison and parts with technical accuracy with a small group.
Analyze the performing skills and music elements used in classmates’ performance through listening, peer assessment and discussion.
Perform an innovative promotion song with a small group.
-Compose and perform a song by all the music literacy they have learnt through out the year. .
-Listen, peer assessment and discussion.
1. Peer-assessment report 2. Refection worksheet. 3. Attend a musical
concert and complete a concert repot during summer holiday.
2 Revision for final written exam
Revision for second term written examination Conclusion of all topics
Prepare an own revision note for written exam.
v: 28/9/2012 Stewards Pooi Kei College
Secondary Three Music Teaching Schedule (2012-2013)
Simplify Version
Subject Teachers: Ms Siu-nam Yeung No. of Periods/10-day Cycle: 16
Cycle 1 3-14 September 2012 Cycle 6 19-30 November 2011 Cycle 11 4-15 March 2013 (Performing Test) Cycle 2 17-28 September 2012 Cycle 7 3 14 December 2011 (Perf. Exam) Cycle 12 18-27 March 2013 (UT) Week X 3-5 October 2012 Week X 17-20 December 2-12 (Perf. Exam) Cycle 13 5-12 April 2013 (week B only) Cycle 3 8-19 October 2012 (Perf. Test) Cycle 8 14-25 January 2013 Cycle 14 15-26 April 2013 Cycle 4 22 Oct -2 Nov 2012 (S1-2 UT) Cycle 9 28 Jan -5 Feb 2013 Cycle 15 29 Apr-10 May 2013 Cycle 5 5 – 16 Nov 2011 (S3 UT) Cycle 10 18 Feb -1 Mar2013 Cycle 16 13-29 May 2013 (Performing Exam)
Reference codes: a: Appreciation b: Instrument Ensemble c: Singing d: Creative activity
Topic: National Anthem and School Song Cycles No. of
Periods Teaching
Topics/Content Learning Objectives (Students can:) Teaching Activities Student Assignments
1 3 Course Introduction Sing the national anthem and school song.
Sing in proper posture. Sit as an orchestra Understand the course outline
and subject requirements. Play in unison and parts of
simple percussion ensembles.
a. National anthem and Flag raising ceremony
1. Recite Chinese and English school song, PRC National Anthem 2. Pre-study WB p.6-7
b: 1.PRC National Anthem 2. Percussion ensemble c. 1. Singing training (To learn the proper singing postures) 2. School Song 3. PRC National Anthem -Play the school song and National Anthem by different instruments
Topic: Rhythm (Textbook: Unit 1) Total Number of Periods: 3 periods
Date
Month
Learning Objectives Integrated Activities
Assessment Creating Performing Listening
2 Students will learn to:
1. sing in unison and
two parts with technical
accuracy.
2. play instruments
in parts with increasing
control of techniques.
3. describe and analyse rhythms
of selected excerpts.
4. create a piece of music by
applying syncopation.
5. make use of IT to record
music.
6. develop a list of criteria to
appraise compositions.
•
Rewrite a piece of music’
by applying syncopation.
Use MagicComposer to
notate and play it.
•
•
•
Sing ‘Any Dream Will Do’
in unison and two parts;
sing ‘My Sunshine’ in
unison. Play pitched and
non- pitched instruments to
accompany ‘Yellow Bird’.
Sing ‘Colors of the Wind’,
‘Yesterday Once More’ and
‘We Are the World’ in
unison.
•
•
•
Listen to ‘Spanish Dance’, identify the
rhythmic patterns of the
accompaniment.
Listen to Night on the Bare Mountain,
identify the rhythm of the melody.
Listen to Wild Dance of the Golden
Snake, Thunder in Drought, Lan Hua-hua
and Give Me A Rose, identify the excerpts
with syncopation.
Conduct self/peer assessment according
to the predetermined criteria.
•
•
Observe
students’
classroom
performance,
improve their
music reading,
listening, singing
and performing
abilities.
Assess students’
creative works
according to the
predetermined
criteria.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
First Term Performing Test Cycles No. of
Periods Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
3A 2 Performing Test
Sing in and play in unison and parts with technical accuracy. Analyze the performing skills and music elements used in classmates’
performance listening, peer assessment and discussion. Syllabus: pending
1. Self-reflection worksheet.
2. peer-assessment worksheet.
3. Pre-study Unit 5 Topic Three: E-learning Cycles No. of
Periods Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
3B 1 e-learning materials An introduction of e-learning materials and the composing software “MagicComposer”.
• Introduce software and websites
• Introduce a music composing software “MagicComposer”
• Play e-learning activities and interactive games with students.
1.Play one music game in assigned website. 2. Compose a short phrase and submit to teacher through the internet account.
Topic: Melody (Textbook Unit 2) Total Number of Periods: 3 periods Date
Month
Learning Objectives Integrated Activities
Assessment Creating Performing Listening
4 Students will learn to:
1. sing in unison
with technical accuracy.
2. describe and analyse the
melodic contours and
compositional devices in
chosen music.
3. make use of IT to create and
record music.
4. create a melody with steps,
leaps and repeated notes as
well as by using imitation or
sequence.
5. play pitched instruments
with technical accuracy.
6. apply predetermined criteria
to appraise compositions and
performances.
•
•
Transcribe a melody from
simple time to compound
time. Use MagicComposer to
notate and play it.
Create a melody with steps,
leaps and repeated notes as
well as by using imitation or
sequence.
•
•
•
•
Sing ‘Red Sun’ and ‘Tonight’
in unison.
Sing ‘Can You Feel the Love
Tonight’and ‘Memory’ in
unison. Sing ‘Perhaps Love’
and ‘Words’ in unison.
Perform the creative works.
•
•
•
Listen to Autumn,1st Movement and
Sabre Dance, identify the main
type of melodic progression.
Listen to ‘Skip to My Lou’,
analyse its compositional devices.
Conduct self/peer assessment
according to the predetermined
criteria.
Observe students’
classroom performance
and their development of
attitudes and generic skills,
in order to adjust the
learning and teaching
strategies accordingly.
Assess students’ creative
works and performance
according to the
predetermined criteria.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD : The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Topic: Chinese and Western Orchestral music Cycles No. of
Periods
Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
5 (UT) 2 Chinese and Western Orchestra
Identify the similarities and differences of the seating arrangements between Western Symphonic Orchestra and Chinese Orchestra through listening
Analyze pieces of music performed by Chinese Orchestra
Play in unison and parts with technical accuracy.
a. 梁祝 賽馬
1. Self reflection and music appreciation worksheets.
2. Practical exercise
b. 梁祝 賽馬
c. 茉莉花 d.Perform a song with different Chinese instruments combinations
1 Chinese and Western Orchestra
Identify the similarities and differences of the seating arrangements between Western Symphonic Orchestra and Chinese Orchestra through appreciation.
Analyze pieces of music performed by Western Symphonic Orchestra
Play in unison and parts with technical accuracy.
a. Beethoven Sym.no.5 b. - H39 Majesty
- Dvorak: New World Symphonic.
c. H39 Majesty d. Perform a song with
different instruments combinations.
1. Self reflection and music appreciation worksheets.
2. Workbook 3. Practical exercise
Topic: The Atmosphere of Music (Textbook: Unit 3) Total Number of Periods: 3 periods
Date
Month
Learning Objectives Integrated Activities
Assessment Creating Performing Listening
6 Students will learn to:
1. sing in unison and
three parts with technical
accuracy.
2. play pitched and
non-pitched instruments
with technical accuracy.
3. describe and analyse the
dynamics, tempi and
atmosphere of selected
excerpts.
4. create music for specific
purposes, and add
appropriate performance
markings.
5. apply predetermined criteria to
appraise compositions and
performances.
•
Create a piece of music entitled
‘The Dance of the Princesses’.
•
•
•
Sing ‘Those Were The Days’ in
unison and play the
accompaniment on drum set.
Sing ‘Friends for Life’, ‘I Will
Follow Him’ and ‘The Circle
Game’ in unison.
Perform the creative works.
•
•
•
•
Listen to ‘Those Were The
Days’, identify the changes of
tempo and dynamics.
Listen to Hungarian Dance No.5,
identify the changes of tempo,
dynamics and atmosphere.
Listen to The Firebird, experience
the atmosphere of each section.
Conduct self/peer assessment
according to the predetermined
criteria.
•
•
Observe students’
classroom
performance, improve
their abilities on
identifying tempo,
dynamics and
atmosphere .
Assess students’
creative works and
performance according
to the predetermined
criteria.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
First Term Performing Examination Cycles No. of
Periods Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
7 2 Performing Exam
Sing in and play in unison and parts with technical accuracy. Analyze the performing skills and music elements used in
classmates’ performance listening, peer assessment and discussion. Syllabus: To be confirmed
1. Self-reflection worksheet.
2. peer-assessment worksheet.
3. Pre-study Unit 5 1 Music style and
musicians of Baroque period. (reference: workbook)
Describe, appreciate and analyze the music style of Baroque period.
Describe, appreciate and analyze the music style of the following composers”
Vivaldi J.S. Bach
Music appreciation and analyze:
Four Seasons (Vivadi) Badinerie from Orchestral
Suite No.2 (Bach) Toccata in D Minor (Bach) Choral from St. Matthew
Pasion (Bach)
• Appreciation worksheet
• workbook
Topic: Christmas Carols Cycles No. of
Periods
Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
Week X
2 Christmas Carol Analyze the musical elements used in the Christmas songs through listening and discussion.
Sing and play in unison and two parts with technical accuracy.
Create music for specific contexts to demonstrate the grasp of creating skills.
Develop a list of assessment criteria to appraise compositions and performances.
Prepare a performance for Christmas service and Carol night.
a,b,c. Christmas Carols d. -Compose percussion
accompaniments for Christmas Carols.
-Prepare a performance for Christmas service and Carol night.
1. Practical exercise
2. Music appreciation worksheet
Topic: Chinese Music Cycles No. of
Periods
Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
8 (UT)
1 Chinese Instrumental music (module inside workbook)
Identify different Chinese music styles.
Describe and analyze the atmosphere created in different Chinese music through listening
Sing and play in unison and parts with technical accuracy and perform accompaniment of the songs with instruments
Create accompaniments and variation for specific songs
Create music for specific contexts with human voices and percussion instruments
Develop a list of assessment criteria to appraise compositions and performances
Chinese Instrumental Music -Dragon-boat Race
Championship -All Birds Paying Tribute to the
Phoenix. -Spring River at Moonlit Night Chinese Folk Songs -Four Seasons -The Girl from Daban Town -The Pastoral Song
1. Compose and perform accompaniment for specify songs.
2. Music appreciation and self reflection worksheet
3. Workbook 2 Chinese Folk songs (module inside workbook)
Topic: Musical Texture (Textbook: Unit 4) Total Number of Periods: 3 periods Date
Month
Learning Objectives Integrated Activities
Assessment Creating Performing Listening
9 Students will learn to:
1. sing in unison and three
parts with technical accuracy.
2. play pitched and
non-pitched instruments
with technical accuracy.
3. describe and analyse
textures in chosen music.
4. create a second melody for
a song.
5. develop a list of criteria to
appraise compositions and
performances.
•
Create a 2nd melody for
‘Susie Brown’
•
•
•
•
Sing ‘Sunrise, Sunset’ in unison
and two parts.
Sing ‘Scarborough Fair’ in two
parts.
Sing ‘Donna Donna’ and ‘Jamaica
Farewell’ in unison and two parts
and play the accompaniment on
non-pitched
percussion instruments; sing
‘Amazing Grace’ in
two parts.
Perform the creative works in
groups.
•
•
•
•
•
Listen to ‘Sunrise, Sunset’,
identify the vocal music
performances.
Listen to ‘Scarborough Fair’,
experience the different effects of
the introduction and the voice
with a chordal accompaniment.
Listen to Chinese Dance,
Two-Part Invention No.8, On the
Prairie and Paizi Tunes from
Qinqiang Opera, identify their
texture.
Listen to Hallelujah, identify the
texture.
Assess others’ works and
performances according to the
predetermined criteria.
•
•
Observe students’
classroom
performance, improve
their abilities on
identifying texture.
Assess students’
creative works and
performances according
to the predetermined
criteria.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Topic: Modulation Musical Form (Textbook: Unit 6) Total Number of Periods: 3 periods Date
Month
Learning Objectives Integrated Activities
Assessment Creating Performing Listening
10 Students will learn to:
1. sing in unison with technical
accuracy.
2. describe and analyse chosen
music.
3. create music with structure
and organization.
4. play pitched instruments
with technical accuracy.
5. develop a list of criteria to
appraise compositions and
performances.
•
Create a piece of
music in rondo form.
•
•
•
•
Sing ‘The Trout’ in unison.
Sing ‘Lemon Tree’ in
unison
Sing ‘The Sun Cheers Up
My Spirit’ in unison.
Perform the creative works
in groups.
•
•
•
•
Listen to ‘Her Bright Smile Haunts Me
Still’, identify modulation .
Listen to Eine Kleine Nachtmusik, 1st
Movement, identify modulation.
Listen to Angel of Music
and The Phantom of the Opera, identify
modulation and the common device in
developing the melodies.
Listen to The Trout Quintet, 4th Movement
identify the modulation
of the theme and the ways by which the
composer varies the theme in the
variations.
Listen to Prelude,
identify the repeated sections and the
modulation.
Assess others’ works and performances
according to the predetermined criteria.
•
•
•
Use listening
worksheet to assess
students’ abilities on
identifying modulation
and musical form.
Assess students’
creative works and
performances according
to the predetermined
criteria.
Observe students’
development of
attitudes and generic
skills, in order to adjust
the learning and
teaching strategies
accordingly.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Second Performing Test Cycles No. of
Periods Teaching Topics/Content Learning Objectives (Students can:) Teaching Activities Student Assignments
11 2 Performing Test
Sing in and play in unison and parts with technical accuracy. Analyze the performing skills and music elements used in
classmates’ performance listening, peer assessment and discussion.
Syllabus: To be confirmed
1. Self-reflection worksheet.
2. peer-assessment worksheet.
3. Pre-study Unit 5 1 Music style and musicians of
Classical period. (supplementary module in workbook)
Describe, appreciate and analyze the music style of Classical period.
Describe, appreciate and analyze the music style of the following composers”
Haydn Mozart
Music appreciation and analyze:
The Emperor Quartet, 2nd Mov.(Haydn)
Chamber Music(Haydn) Eine Kleine
Nachtmusik, 1st Mov.(Mozart)
Sonata(Mozart)
1. Appreciation worksheet
2. workbook
Topic: Minor Scale and Primary Triads (Textbook: Unit 5) Total Number of Periods: 3 periods
Date
Month
Learning Objectives Integrated Activities
Assessment Creating Performing Listening
12
(UT)
Students will learn to:
1. sing in unison with
technical accuracy.
2. play pitched and
non-pitched instruments
with technical accuracy.
3. identify minor scales and
chords I, IV, V.
4. create a chordal
accompaniment for a
melody in minor key.
5. apply predetermined criteria
and create specific criteria to
appraise compositions and
performances.
•
Create a chordal accompaniment for
‘A Night in Spain’.
•
•
•
•
Sing ‘Carry On Till Tomorrow’,
‘Let’s Be Happy’ and
‘Yesterday’ in unison.
Sing/play on instruments the
melody of ‘Song of the Rover’.
Sing ‘No More Sorrow’, in
unison and play the
accompaniment on non-pitched
percussion instruments.
Perform the creative works in
groups.
•
•
•
Listen to ‘Greensleeves’ and
‘Johnny Has Gone for a Soldier’,
identify the scales they use.
Listen to ‘Find Work, My
Daughter’, identify chords I, IV,
V.
Assess others’ works and
performances according to the
predetermined criteria.
•
•
Observe students’
listening, singing and
performing abilities.
Assess students’
creative works and
performances
according to the
predetermined criteria.
*CI – Developing Creativity and Imagination SP – Developing Music Skills and Processes CR – Cultivating Critical Responses in Music MC – Understanding Music in Context
SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Topic: Romantic Period Cycles No. of
Periods Teaching Topics/Content Learning Objectives (Students can:) Teaching Activities Student
Assignments 13 (UT)
1 Music style and musicians of Romantic period. (reference: workbook)
Describe, appreciate and analyze the music style of Romantic period.
Describe, appreciate and analyze the music style of the following composers”
Schubert Chopin Tchaikovsky
Music appreciation and analyze:
The Erlking (Schubert) Waltz in C Sharp Minor
(Chopin) 1812 Overture
(Tchaikovsky)
Appreciation worksheet
workbook
Topic: Rock and Roll
Cycles No. of Periods
Teaching Topics/Content
Learning Objectives (Students can:)
Teaching Activities Student Assignments
14 2 Rock and Roll • Analyze the musical characteristics of the Rock n’ Roll music
• Introduce the local band – Beyond and a famous banc, The Beatles
• Identify the positive and negative impacts of Rock n’ Roll music.
a. 1. Movie “ School of Rock”
2. Beyond, Eagles, Beatles b. 1. Yesterday 2. 海闊天空 c. 1. Yesterday d. Group discussion about the
positive and negative impacts of Rock n’ Roll music
1. Presentation about a Rock n’ Roll band with its history, music style, songs, and positive and negative impacts on teenagers
2. Self reflection and music appreciation worksheets.
3. Pre-study about festival music
2 Rock and Roll (prepare for performance and presentation)
• Rearrange a pop song in and prepare a performance. • Prepare for the presentation to introduce a rock band (focus on
the characteristic of the music)
Prepare a presentation and performance.
Perform on 9-20 May 2011 music lesson as second term performing examination.
Topic: Music style and musicians of 20th Century (Reference: workbook) Cycles No. of
Periods Teaching
Topics/Content Learning Objectives (Students can:) Teaching Activities Student Assignments
15 3 Modern music 1) Jazz 2) Jazz Big Band 3) 20th Century. 4) other modern style
Describe, appreciate and analyze the music style of 20th Century.
Describe, appreciate and analyze the music style of the following composers:
Debussy Schoenberg Geog Gershwin
Music appreciation and analyze.
Prelude to the Afternoon of a Faun (Debussy)
Suite for Piano(Schoenberg)
Rhapsody in Blue (Geog Gershwin)
-Appreciation worksheet -workbook
Second Term Performing Examination Cycles No. of
Periods Teaching Topics/Content
Learning Objectives (Students can:) Teaching Activities Student Assignments
16A 2 Performing Exam
Group in 4-5 Sing in and play in unison and parts with technical accuracy. Analyze the performing skills and music elements used in classmates’
performance listening, peer assessment and discussion. Syllabus:
i) Presentation: introduce a pop band or music ensemble group (focus in the characteristic of the music style)
ii) Rearrange a pop song and perform in a small group. The song and band chosen should be approved be teachers before.
1. Self-reflection worksheet.
2. peer-assessment worksheet.
16B 1 Revision for final written exam
Revision for second term written examination Conclusion of all topics
Prepare an own revision note for written exam.