curriculum for music & · pdf filenational curriculum for grades 7 to 9 music &...

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REPUBLIC OF LIBERIA

MINISTRY OF EDUCATION

NATIONAL CURRICULUM FOR GRADES 7 TO 9

MUSIC & CULTURE

February 2011

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MESSAGE FROM THE MINISTER OF EDUCATION

I wish to extend my thanks and appreciation to ECSEL, UNESCO and all our partners for their immense contribution to this important task of

revising and strengthening of the National Curriculum. Special thanks to USAID through LTTP for their funding and technical support in the

harmonization or realignment of the curriculum. We extend sincere thanks and appreciation to the Bureau of Curriculum Development and

Textbook Research, the National Curriculum Taskforce, and the subject specialists from various institutions for the level of professionalism that

went into this exercise.

The revision and strengthening of our National Curriculum comes at a time when our nation is faced with the Herculean task or challenge of

education transformation, national reconstruction, recovery and renewal in the aftermath of a devastating civil war. Hence, critical to this national

challenge is the rebuilding of the education sector as Liberians can not achieve the desired socio-economic progress in the absence of a strong,

vibrant and productive education and training system.

The revised national curriculum has two features which include the regular core subject areas of Mathematics, Science, Language Arts and Social

Studies and emphasis is being given to the global challenge of HIV/AIDS, Peace, Citizenship, Human Rights and Environmental education.

Secondly, the new curriculum is developed in line with international standards especially those practiced and enshrined in the curriculum of our

sisterly Republic of Nigeria and Ghana who are also members of the West African Examinations Council (WAEC) .

We wish to urge all our education partners including students, teachers, principals, proprietors of schools and members of school boards to use

this curriculum in our schools to enhance quality and relevant instruction and to enable our students to be adequately prepared to take the West

African Senior Secondary Certificate Examinations (WASSCE) come 2013 as envisaged by us in the education sector.

May I conclude by once again saying big thank-you to all those who contributed to make this project a success.

Hon. E. Othello Gongar

MINISTER

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PERIOD : ONE

UNIT : ONE

GRADE : SEVEN

TOPIC: MUSIC & CULTURE GENERAL OBJECTIVES

Upon the completion of this periods pupils should be able to:

1. Sing and play the first and second stanzas of:

a. the National Anthem

b. the Lone Star Forever

2. Define Music and state its importance

3. Sing and play the stanzas of their school Ode

4. Perfectly recite the words of the “Pledge of Allegiance”

5. Conduct Flag Ceremonies and general Devotions/Assemblies

6. Draw and name the parts of the keyboard.

FIRST MARKING PERIOD FIRST SEMESTER

INTENDED LEARNING OUTCOMES: The pupils should be able to:

1. Write the notes on the staff and sing the:

a. the National Anthem

b. the Lone Star Forever

c. the school Ode

2. Write perfectly and recite the words of the “Pledge”;

3. Play and produce perfect sounds from the keyboard;

4. Demonstrate love and care for the Nation;

5. Express their joy of playing and singing with the keyboard;

Specific Objectives:

1. Music Appreciation:

a. Definition

b. Significance

c. Features

2. Introduction to Notation and the keyboard

a. Drawing

b. Tonic solfa

3. Singing/Playing:

a. National Anthem

b. Lone Star Forever

c. School Ode

4. Writing Lyrics – the Pledge of Allegiance

5. Vocabularies

4

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1.Adapt the existence of a

new career of Music for

entertainment, restoration

and satisfaction;

2. Read and sing new songs –

Melodies on the staff, and

communicate the language of

Music;

3. Be patriotic and

demonstrate the loyalty to

Liberian Nation.

1. Music :

a. Definition:

- Composers

- Kinds of Music

b. Significance

c. Features

2. Notation/Keyboard

a. Staff & staves

b. Drawing

c. Tonic solfa

(Do, re, mi, fa, so, la, ti, do)

3. National Anthem, Lone

Star Forever, School Ode

4. Lyrics, Vocabularies

5. The Pledge

1. Write the definition of

Music on the chalk board;

2. Write names of some

Composers;

3. Write the various kinds of

Music on the board;

4. Write some significance of

Music on the chalk board;

5. Define Notation;

6. Draw staff and insert

notation of tonic solfa on

board;

7. Write National Anthem,

Lone Star, School Ode and

sing each of them;

8. Write 10 musical

vocabularies;

1. Color chalk & chart, etc.

2. Tape recorder with

National Anthem and Lone

Star Forever recorded

3. Teaching Music & Dance

BK. 2

4. Rudiments of Music Bk. 2

5. John Thompson Piano

Tutor Bk. 2

6. Small Woods Piano Tutor

(New Edition)

7. Hymnals

8. Key board (Organ)

9. Local musical instruments

1.Draw and name the parts of

an organ;

2. Ask each student to define

Music and state some kinds;

3. Ask each student to sing

and play the tonic solfa on the

staff;

4. Ask each student to stand

and sing:

- the National Anthem

- the Lone Star Forever

- the school Ode

5. Defining and naming kinds

of music

PERIOD : ONE

UNIT : ONE

GRADE : SEVEN

TOPIC : MUSIC & CULTURE SECOND MARKING PERIOD FIRST SEMESTER


1. Define and write Poems;

2. Name and define the various kinds of Poems;

3. Define and demonstrate rhythm;

4. Name and draw the kinds of instruments;

5. Write at least 10 words and syllabicate same;

6. Compose at least one song and play;

7. Write the Biographies of some famous Liberian Composers;

8. Draw and list the functions of the parts of the keyboard;

9. Draw and name the parts of the body;

SPECIFIC OBJECTIVES:

1. Introduction to Poetry

2. Introduction to sound and rhythm

3. Syllabication and Melodies

4. Instrumentation

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5. Composition

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Empathetic or

compassionate in the making

of National decisions;

2. Encourage and promote

togetherness through

reconciliation, etc.;

3. Control the level of pitch

and develop a new way of

speaking and performing with

the Tonic solfa;

4. Initiative and responsive to

the musical stimulus of the

Artistic values of Composers;

1.Introduction to Poetry:

a. Definition

b. Kinds of Poems:

- Psalms

- Song

- Ode

- Ballad

- Elegy, etc.

2. Sound and rhythm

a. Kinds of rhythm

b. Metric feet

c. Onomatopoeia

- Beasts of England, etc.

3. Syllabication & Melodies

– Tonic solfa

4. Instrumentation

a. Keyboard (stringed)

b. Guitar (stringed)

c. Drums (Kinds)

5. Composition

1. Write the definition of

Poetry and Poems.

2. Define the kinds of Poetry

and Poems.

3. Write examples of each

Poem

4. Define sound and rhythm,

and distinguish between

them.

5. Demonstrate the various

sounds from creatures,

objects – using the idea of

onomatopoeia.(naming of

things

6. Produce melodies.

7. Draw each instrument.

8. Write a composition and

sing it.

1. Color chalk

2. Literature Books

(Adventure in English

Literature)


BK. 2



Tutor Bk. 2


(New Edition)

7. Overhead Projector


9. Guitar (Acoustic)

10. Black board

1. Demonstrate the sounds of:

Dog, cat, car, cow, snake,

duck, etc.; Put them into a

song and sing.

2. Sing the Beast of England

suing the animals sound.

Draw organ, Trumpet, Guitar

and Conga drum.

PERIOD : ONE

UNIT : ONE

GRADE : SEVEN

TOPIC: MUSIC & CULTURE THIRD MARKING PERIOD FIRST SEMESTER


1. Compose, sing and play the soprano notes of a song;

2. Sing and play the soprano notes of the National Anthem;


4. Define and state the examples of at least 5 Musical vocabularies;

5. Draw and name the functions of the parts of musical instruments

(Xylophone, Flute, Trumpet, etc.);

6. Draw and name the functions of the parts of the Keyboard;

7. Draw and name body parts;


1. Composition and Poetry

2. Instrumentation

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3. Syllabication and melodies (Part II)

4. Sound and rhythm (PartII)

5. The parts of the body used for Music

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Imitate and respond to the

artistic values of composition

with reference to Poetry;

2. Demonstrate artists playing

and singing using musical

instruments.

4. Speak and translate rhythm

into sound, etc.

5. Innovative and

appreciative of Music.

1. Composition & Poetry

a. Kinds of composition

b. Steps/Procedures

2. Instrumentation

a. Drawing and naming the

parts and functions of: i.

Xylophone

ii. Flute

iii. Trumpet

b. Distinction between Jazz

Band and marching Band.

3. Syllabication & melodies

– Tonic solfa

4. Sound and rhythm

a. Iambic meter

b. Dactylic “

c. Trochaic “

d. Anapestic “

5. Body parts and Music

1. Write a short Poem using

Psalms 150 and create

melodies, and sing the song

in class;

2. Define Composition

- Write the kinds of

composition

-Write the steps in

composing a song on Board

(Explain);

3. Draw Xylophone, Flute

and Trumpet

- Explain their functions

4. Distinguish between two

types of Bands;

5. Write 10 sets of

10 - 12 letter-words, and use

the scansion method.

1. Color chalk

2. Xylophone, Flute,

Trumpet, etc.


BK. 2



Tutor Bk. 2


(New Edition)



9. Drawing of Bands

1. Composition and its basic

steps in composing a song

2.Sing a composition each.

PERIOD : ONE

UNIT : ONE

GRADE : SEVEN

TOPIC: MUSIC & CULTURE FOURTH MARKING PERIOD SECOND SEMESTER


1. Distinguish between culture and tradition;

2. Distinguish between western and traditional dances;

3. Produce sound and rhythm from the keyboard;

4. Write the history of the Musical contributions during the Centuries as

compared to present day Music;

5. Write the history of the Musical contributions of famous Liberian Musicians

and Composers during the Centuries to present;

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1. Culture & Tradition (Distinction)

2. Western Music & Dance

3. Traditional Music & Dance

4. Sound and Rhythm (Part III)

5. Instrumentation and Rhythm

6. Instrumentation and sound

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION

1. Describe and

compassionate in the

dramatization of the culture

and tradition, and initiate the

western and traditional ways

of dancing;

2. Adapt the artistic way of

dancing or performing on

stage before an audience;

3. Write and translate a Poem

into melodies using

syllabication method;

4. Acquaint and appreciate

the maintenance and usage of

the Musical instruments.

1. Culture & Tradition

a. Definition

b. Differentiation

c. Custom and tribes

2. Western Music and dance:

a. Pop Music

b. Reggae Music

c. Soul Music

3. Traditional Music/Dance:

a. Songs in dialect/Dance

b. Tribal affiliation

4. Sound & Rhythm

a. Poetic phrases

b. Syllabication

c. Songs of phrases

5. Instrumentation & Rhythm –

Keyboard and Drum

6. Instrumentation keyboard, etc.

1. Discuss traditional

and western music

and dance;

2. Draw the staff and

insert the rhythm

pattern of keyboard

and drum;

1. Color chalk

2. Adventure in English

Literature – New Edition


BK. 2


- 2


Tutor Bk. 2


(New Edition)



9. Video, T-V set

10. Tape recorder

1. Ask each student to

distinguish between culture

and tradition;

2. Ask students to distinguish

between western and

traditional music;

3. Ask students to distinguish

between sound and rhythm

with emphasis on keyboard

and drums;

4. Ask students to

demonstrate western and

traditional dances.

PERIOD : ONE

UNIT : ONE

GRADE : SEVEN

TOPIC: MUSIC & CULTURE FIFTH MARKING PERIOD SECOND SEMESTER


1. Define and name the different kinds of drama;

2. Perform Drama with emphasis in Melodrama and Ballads;

3. Produce various sounds & rhythms from western, traditional, etc.;

4. Write at least 6 pairs of rhyming words and translate them into music

accompanied by rhythm and melodies;

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5. Distinguish between culture/Tradition with emphasis on:

a. Folk music b. Folklore c. Folktale

6. Define and interpret at least 12 vocabularies;

7. Draw, name and state the functions of at least 7 musical symbols;


1. Drama & Music (Melodrama, Ballad, etc.)

2. Rhymes and Music

3. Culture and Tradition (Part II)

4. Rhythm and sound (part IV)

5. Musical symbols & vocabularies

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Innovative and empathetic

in portraying the norms and

cultural values of the Liberian

Society;

2. Maintain the prestige of

singing and dancing rap

Music;

3. Cohabitate, stimulate and

invigorate the cohesiveness

love in the Family in a

particular tribe;

4. Artistic in the production

of sound to attract the

audience for reconciliation,

etc.

1. Drama & Music

a. Melodrama

b. Ballads

i. Folk Ballad/Popular

ii. Literary Ballad

c. Mood, speeches, etc.

2. Rhymes and Music

a. Definition

b. Kinds (examples)

c. Rhyme scheme

3. Culture/Tradition

a. Folk Music

b. Folklore

c. Folktale, etc.

4. Rhythm and sound

a. Traditional rhythm

b. Western rhythm

c. Liberian type

5. Musical symbols &

vocabularies:

1. Defining musical terms and

the kinds of dance

2. Kinds of ballads;

3. List the kinds of Ballads

and state their examples;

4. State the moods, speeches

used in Drama – (Explain)

5. Defining words like

Rhymes/Scheme

6. Write 6 pairs of rhymes

and use them in some poetic

phrases, and write melodies

7. Distinguish between the

three simple kinds of rhythms

listed.

8. Draw the staff and insert

at least 10 musical symbols,

and define 15 vocabularies.

1. Color chalk

2. Adventures in English



BK. 2

4. Rudiments of Music Bk.1 -

2


Tutor Bk. 2


(New Edition)



9. Video, T-V

10. Tape recorder

1. Definition of musical

terms;

2. Discussing drama and its

kinds;

3. Ask students to write at

least 3 sets of rhymed words

and sing them into songs;

4 Ask students to sing and

dance western, Liberian and

traditional songs.

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BIBLIOGRAPHY

1. Kennedy, Michael; “Concise Oxford Dictionary of Music”, third Edition, Oxford, N. Y., University Press, 1980.

2. Robin, D. (1994) Future Music, Making music with modern technology: balh, UK: Future Publishing Issue 21, July 1994.

3. National Standards for Arts Education, “Dance, Music, Theatre, and visual Arts”, Reston, V.A. Music Educators’ National; conference

(MENC) 1994

4. Howard; Bertrand: Fundamentals of Music Theory (Second Edition), Harcourt Brace Janavich Inc. New York, N.Y. Chicago, San Francisco,

Atlanta, 1966 (1975).

5. Nketia; J.H. Kwabena (Ed.) A Guide for the Preparation of Primary school African Music Teaching Manuals; Accra Ghana; Afram

Publications Ltd. for UNESCO – 1999.

6. Mensah, A.A.; Folk song for schools, Accra Ghana Publishing Company, 1971.

7. Anderson, R; and North, G., Gospel Music Encyclopedia, New York, NY, Sterling Publishing Co. Inc., 1979.

8. Campbell, P.S. and Scott-Kanssner, G., Music in Childhood, New York, N.Y., Schimer Books.

9. Mereku, Cosmas, W.K.; Addo. George W.; Okoutah Michael-Ohene, Teaching Music and Dance in the Junior Secondary Schools, Legon,

Accra,l Ghana, Adwmsa Publications (Gh.) Ltd., 2005.

10. Land, L. R.; and Vaugham, M.A., Music in today’s classroom (Creating, Listening, Performing;) second Edition New York; NY Harcourt

Brace Jananovich Inc. 1975.

11. Robin, A.D., Koo Nimo. In; “African Music: Traditions and Innovations; (3 – 4 August Conference Brochure), Accra; Martin Luther King Jr.

Library, United States Information Services (USIS), 1993.

12. Music Education/Culture (Basic Education committee) “basic Music Appreciation Manuals for Liberian schools(with reference Information

from Trinity College of Music – London; 2006.

13. Glover, J.; Teaching Music in the Primary Schools; London, Cassell - 1994

10

PERIOD : ONE

UNIT : ONE

GRADE : EIGHT


Upon completion of the periods the pupils will be able to:

1. Define at least 15 Musical vocabularies;

2. Interpret parables and proverbs from some folktales and folklores;

3. Narrate and interpret some traditional riddles;

4. Practice culture and perform cultural dance;

5. Wear the African attires and portray the culture of Liberia;

6. Sing and play the National Anthem of Liberia;

7. Sing and play the Lone Star Forever;

8. Sing and play the school Ode;



1. Write the notes on the staff and sing the:

a. National Anthem of Liberia

b. Lone Star Forever

c. School Ode

2. Write perfectly and recite the words of the “Pledge”;

3. Write their own proverbs and parables from folktales and folklores;

4. Distinguish between tradition and culture;

5. Play and produce perfect sounds from the keyboard;

6. Demonstrate love and care for Liberia;

7. Defend the cultural heritage of Liberia


1. Music Appreciation – Rudiments of Music;

2. Introduction to Notation

3. Singing and playing – Pattern II

4. Writing Lyrics & vocabularies

5. Culture/Tradition

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Adopt the new career of

Music for life.

2. Read and sing new

melodies on the staff and

communicate the language of


a. Rudiments of Music

b. Significance

c. Definition

d. Features, etc.

1. Define Music and all

Rudiments of Music;

2. Define Notation;


Tonic solfa, Musical symbols,

1. Color chalk




BK. 2


Music and state the basic

significant features;

2. Ask students to define

notation, and state the various

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OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION Music.

3. Become patriotic and loyal

to their heritage or country.

4. Translate in portraying the

cultural values of their

country in interpreting

parables, proverbs, folktales,

etc.

2. Introduction to Notation:

a. Staff

b. Drawing

c. Tonic solfa

d. Musical symbols

3. Singing & playing:

a. Keyboard

b. National Anthem

c. Lone Star Forever

d. School Ode

4. Culture/ Tradition

a. Parables

b. Proverbs

c. Folktales

d. Folklores

etc.

4. Draw the keyboard and

draw the staff and insert the

Tonic solfa of the National

Anthem and the Lone Star

Forever.

5. Define Culture and

tradition. Distinguish

between parables and

proverbs; and between

folktale and folklore.


2


Tutor Bk. 2


(New Edition)



9. Tape recorder

10. Tape recorder

notes on the staff;

3.Ask the students to draw

the various notes on the staff,

and locate the basic symbols;


at least 15 Musical

vocabularies.

PERIOD : ONE

UNIT : ONE

GRADE : EIGHT

TOPIC: MUSIC & CULTURE SECOND MARKING PERIOD FIRST SEMESTER

INTENDED LEARNING OUTCOMES: At the end of this period, pupils should be able to:

1. Write Poems and transform them into songs;

2. Name the other various kinds of Poems;

3. Write at least 8 pairs of rhymes and transform them into songs;

4. produce various sounds and rhythms with emphasis in metric feet, onomatopoeia; and other

kinds of rhythms;

5. Write at least 10 words and use scansion method to syllabicate and use the words in

sentences;


7. Define instrumentation and draw some instruments like the organ, guitar, xylophone, etc.


1. Poems/Poetry in Music

2. Rhymes and rhyme scheme

3. Sound and rhythm

4. Scansion and syllabication

5. Biographies of Composers and Performers, etc.

12

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Empathetic or

compassionate in making

decisions;

2. Write and translate their

own Poems in order to

socially affect the audience;

3. Speak the Music language

using syllabication and

scansion;

4. Imitate the artistic values

of other Composers and

Performers;

5. Portray the Liberian form

of Music , etc.

1. Poetry & Poems in Music:

a. Definition

b. Kinds of Poetry

c. Kinds of Poems

d. Elements of Music

e. Figures of speech used in Music

2. Rhymes & Rhyme scheme:

a. Definition

b. Kinds of Rhymes

c. Usages – Music

3. Sound & Rhythm

a. Definition

b. Kinds, examples

c. Measurement

– metric feet

4. Scansion & syllabication

5. Biographies of Composers and

Performers, etc.

1. Writing

definitions of

musical words

2. Writing Poetry

and Poems

3. Elements and

figures of speech

used in Music

4.Drawing and

naming parts of

musical instruments

1. Color chalk




BK. 2


2


Tutor Bk. 2


(New Edition)



9. Video, T-V

10. Tape recorder

1. Defining various musical

words.

2. Scanning words.

3. Narrate the history and

name the musical

contributions of some famous

Composers.

PERIOD : ONE

UNIT : ONE

GRADE : EIGHT



1. Draw, name and state the functions of the parts of an organ, Flute, Guitar, xylophone, Jazz

drums, etc.

2. Distinguish between western and traditional dances;

3. Sing and play the National Anthem, Lone Star Forever and the School Ode;

4. Compose, arrange, sing and play a song on the staff;

5. Compose, arrange, sing and play a song on the keyboard;

6. Compose, arrange, sing and play a song on the guitar using the staff;

7. Poems and composition in Music;


1. Instrumentation: Functions of the parts of organ, guitar, flute, xylophone, Jazz drum

2. Differentiation: Western & traditional dances

3. Singing and playing of National Anthem (Parts I & II)

4. Compositions

5. Poems & Compositions, etc.

13

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Imitate and responsive to

the artistic values of some

Liberia’s famous

Composers and Musicians.

2. Acquaint themselves

with the instruments to be

used for Music Laboratory.

3. Become patriotic and

loyal to the existence of a

proud country.

4. Control the pitch and

make musical decisions and

melodies from the

composition.

1.Instrumentation/Composition:

a. Functions of parts

b. Drawings of the organ, flute,

guitar, xylophone

2. Differentiation

a. Western dance

b. Traditional dance

3. National Anthem

a. Part I

b. Part II

c. Sing and play

4. Composition (Arrange, sing and

play):

a. On staff

b. On keyboard

c. Guitar

5. Poem, Poetry & Composition:

Arrangement of poetic devices and

melodie

1. Define Music with emphasis on

function

2. Draw all instruments listed in

the contents; name parts ands state

functions

3. Differentiate between:

a. Western dance

b. Traditional dance

4. Write all stanzas of the National

Anthem on the board. Sing and

play soprano notes on keyboard.

Call each student to play it.

5. Define composition

6. Write a simple melody –

Arrange, sing and play on

keyboard.

7. Differentiate between Poetry &

composition.

1. Color chalk



3. Teaching Music & Dance BK.

2,3

4. Rudiments of Music Bk.1, 2, 3

5. John Thompson Piano Tutor

Bk. 2


(New Edition)



9. Instruments:

a. Organ

b. Flute

c. Xylophone

d. Guitar

e. Drum

1. Review students on all

elements listed in the

contents..

2. Write at least 30 questions

for the entire period for

quizzes, Assignment, Tests

and Exams.

3. Ask students to draw the

instruments listed in the

contents. Name all parts and

state their basic functions


the National Anthem

5. Ask students to compose

and sing a song.

s

PERIOD : ONE

UNIT : ONE

GRADE : EIGHT



1. Perform and be adjusted to stage performances;

2. Dramatize melodrama;

3. Distinguish between tradition and culture (custom);

4. Write some pairs of rhyming words and use the rhyme scheme –process to

create melodies;

5. Name the body parts and write a song on the HIV/AIDS;

6. Produce sound and rhythm from Guitar, organ, xylophone, etc.

7. write at least one song and play it on the keyboard;


1. Stage ethics (Performances)

2. Drama and Music

3. Tradition and HIV/aids

14

4. Tradition and Culture (Folktale, Folklore, Folk song, etc.)

5. Sound and Rhythm

6. Rhyme and rhyme scheme

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. avoid stage phobia and

achieve the objective of

dramatizing their talents

before an audience;

2. Articulate clearly with

distinction of musical

vocabulary;

3. Develop the joy and

pleasure of dancing and

singing;

4. Maintain the cultural and

traditional values of the

Liberian society;

Control their level of sound

production when singing and

playing;

1. Stage Ethics:

a. Performances

b. Dancing

c. Speaking, etc.

2. Dance & Music

a. Melodrama

b. Speeches, etc.

3. Tradition and Culture

a. Folktale

b. Folklore

c. Folk song, etc.

4.Tradition& HIV/AIDS

- Songs – Dialect & western

5. Sound & Rhythm

a. Traditional rhythm

b. Western rhythm

c. Liberian rhythm, etc.

6. Rhyme and rhyme scheme:

a. Couplet singing

b. Quatrain singing

1. Define stage.

2. List various rules involving stage

performances.

3. Name the other kinds of stages,

etc..

4. Name the elements of stage usages.

5. Define speech and dance; state

kinds.

6. Dramatize the various Dramas, etc.;

7. Distinguish between tradition and

culture, etc.

8. Define sound-rhythm with

emphasis on:

-Traditional rhythm

- Western rhythm

- Liberian rhythm

9. Define rhyme and rhyme scheme;

review examples.

1. Color chalk



3. Teaching Music &

Dance BK. 2,3

4. Rudiments of Music

Bk.1, 2, 3


Tutor Bk. 2

6. Small Woods Piano

Tutor (New Edition)



9. Video, T-V

10. Chalkboard

1.Name the various kinds

of Drama.

2.Distinguish between

Folktale, Folklore and

Folksong with emphasis

in Music.

3. Draw at least 20

questions for the entire

period.

PERIOD : ONE

UNIT : ONE

GRADE : EIGHT

TOPIC: MUSIC & CULTURE FIFTH MARKING PERIOD SECOND SEMESTER

INTENDED LEARNING OUTCOMES: At the end of this period pupils should be able to:

1. Dramatize some cultural dances and sing some traditional songs;

2. Differentiate and distinguish parables proverbs and riddles;

3. Sing at least two compositions and play on the keyboard;

4. Show relationship between the members of a Family, the Community, neighbor and various

ethnic tribes, etc.

5. Define Music and list the various kinds with examples;

6. Define notation and draw staff;

7. Play the tonic solfa on staff;

15

8. Sing and play the sopranos of the Lone Star Forever, the National Anthem and the School

Ode;

9. Sing some songs: Patriotic, social, Reconciliation, Parties, Funeral/wedding


1. Culture and cultural Dance

2. Rhythm & Sound (Metric measurement)

3. Differentiation (Parables, Riddles, Proverbs)

4. Relationships b(Family neighbors, ethnicity, etc.)

5. Music appreciation (Notation, etc.)

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Discover and restore

the kinds of culture and

dances of each tribal

foundation;

2. Control the level of

sound and rhythm

produced using

measurement as a means

of speaking and

developing new

sentences & Music;

3. Strengthen the

relationship that exists in

the Family, Community,

etc.

4. Nationalistic and

produce good leadership

in the society;

1. Culture & cultural Dance:

a. Costumes (attire)

b. Kinds of culture

2. Sound and Rhythm

- Metric measurement

i. Iambic feet

ii. Trochaic feet

iii. Dactylic feet

iv. Anapestic feet

3. Differentiation

a. Parables

b. Proverbs

c. Riddles

4. Relationship

a. Families

b. Neighborhood

c. Ethnicity

5. Kinds of Music

a. Patriotic song b. National song

1. Distinguish between

culture and cultural Dance;

2. Write the various metric

feet and use scansion

method;

3. Translate them into

Music;

4. Differentiate between

Parable, Riddle and

Proverb;

5. Write and describe the

relationship between

members of the Family, etc.

6. List the type of Music

and play a Tape illustrating

each;

1. Color chalk



3. Teaching Music & Dance BK.

2,3

4. Rudiments of Music Bk.1, 2, 3

5. John Thompson Piano Tutor

Bk. 2


(New Edition)



9. Instruments:

a. Xylophone

b. Guitar

10. Tape recorder

11. Chart showing scansion of

wor

1. Review all topics for

the period by asking

and entertaining

questions;

2. Draw at least 25

questions using all test

types for the entire

period;

3. Ask students to draw

and present all Musical

Labs; report for the

period.

4. Ask students to sing

the three basic kinds of

Music.

16

BIBLIOGRAPHY



3. National Standards for Arts Education, “Dance, Music, Theatre, and visual Arts”, Reston, V.A. Music Educators’ National; conference

(MENC) 1994


Atlanta, 1966 (1975).

5. Nketia; J.H. Kwabena (Ed.) A Guide for the Preparation of Primary school African Music Teaching Manuals; Accra Ghana; Afram

Publications Ltd. for UNESCO – 1999.



8. Campbell, P.S. and Scott-Kanssner, G., Music in Childhood, New York, N.Y., Schimer Books.







12. Music Education/Culture (Basic Education committee) “basic Music Appreciation Manuals for Liberian schools(with reference Information


13. Glover, J.; Teaching Music in the Primary Schools; London, Cassell – 1994

14. Robin J., Transcribing Melodies in the talking Drum (No. 18) School of Music University, Natal, South Africa, Dec., 2002.

17

PERIOD : ONE

UNIT : ONE

GRADE : NINE


Upon completion of the academic work of the period, the pupils will be able to:

1. Define Music and name the various kinds.

2. Interpret Parables and Proverbs from Folktales and Folklores.

3. Sing and dance in appreciation of the culture/Tradition.

4. Dramatize and protect the culture/heritage of Liberia.

5. Define at least 20 Musical vocabularies and describe the symbols.

6. Sing and play the Liberian National Anthem on keyboard.

7. Sing and play the Lone Star Forever on keyboard.

8. Sing and play the School Ode.



1. Write and play the soprano notes on staff and sing the:

a. Lone Star Forever

b. National Anthem of Liberia

c. School Ode

2. Write and interpret their proverbs, parables, folktales and folklores.

3. Write and perfectly recite the words of the Pledge.

4. Demonstrate the love and care of their Nation.

5. Express their joy of playing and singing with the instrument (keyboard).

6. Acquaint themselves with and use Musical terms to express themselves.


1. Music appreciation

2. Interpretations

3. Differentiation

4. Vocabularies

5. Notation & Tonic solfa


1. Adopt the new career

of Music for life;

2. Translate and portray


a. Definition

b. Rudiments

1. Define Music and state

the significance;

2. Define interpretation

1. Color chalk




define Music and state the

different significant

18


their culture with the use

of parables, proverbs,

etc.;

3. Perform western and

traditional dances;

4. Communicate and

speak the Music language

when it comes to

terminologies;

5. Read and sing notes on

the staff.

c. Features

d. Significance

2. Interpretations

a. Definition

b. Parables

c. Folktales

d. Folklores

e. Proverbs

3. Differentiation

a. Western

b. Traditional

4. Vocabularies

a. Syllabication

b. Scansion

5. Notation

a. Staff

b. Tonic solfa

and state the differences

between Parables &

Proverbs; folktale &

folklore;

3. Explain the great

difference between

western and traditional

Dance;

4. Define Dance;

5. Write 25 musical

vocabularies and explain

using

scansion/syllabication;

6. Define Notation and

draw the staff.

3. Teaching Music &

Dance BK. 2


Bk.1, 2, 3


Tutor Bk. 2


Tutor (New Edition)




National Anthem, Lone

Star Forever, and School

Ode

features.

2. Draw at least 30

questions using all test

types for the entire

period.

3. Ask students to report

all lab assignments,

homework, etc.

4. Ask students to

interpret parables,

proverbs, etc.

5. Ask students to draw

the staff.

PERIOD : ONE

UNIT : ONE

GRADE : NINE

TOPIC : MUSIC & CULTURE SECOND MARKING PERIOD FIRST SEMESTER

INTENDED LEARNING OUTCOMES: The pupils will be able to:

1. Define composition and list its kinds;

2. Name and state the musical contributions of some Liberian and western Composers;

3. Scan and syllabicate at least 15 vocabularies on environmental and health science, and

translate them into Music;

4. Define Poetry and Poems;

5. Write the various Poetry and Poems and list some kinds;

6. Write at least 20 paired health and sanitation rhymed words;

7. Produce sound and rhythm from the keyboard.


1. Biographies & Composition

2. Scansion and syllabication

19

3. Poetry in Music

4. Rhymes and Rhyme scheme in Music

5. Rhythm and sound in Music Education


1. Imitate the artistic

values of the Composers;

2. Write and sing their

own composition;

3. Speak the music

language using new

vocabularies;

4. Write their own Poems

and translate them into

songs;

5. Sing Rap songs with

the use of Rhymes and

Rhyme scheme.

1. Biographies

- definition

2. Composition

a. Definition

b. Composers crafts

c. Kinds of

compositions

3. Scansion and

Syllabication:

a. Definition

b. Vocabularies (Ctd.)

4. Poetry in Music

Kinds of Poems:

i. Ode (Lyrical)

ii. Psalms

iii. Elegy

5. Rhymes & Scheme

6. Rhythm & Sound

1. Define Biography

2. Name some examples

3. Define Composition

4. List the names of some

Composers

5. List the various kinds of

songs written and sung

6. Define syllabication and

scansion

7. Write 5 words from health

vocabulary and put them into

melodies

8. Define Poetry and name

some Poems

9. Write your own Poem

10. Translate them into song

11. Use Rhymes in songs

12. Define Rhyme and

Sound

1. Adventures in

English Literature –

New Edition

2. Teaching Music &

Dance BK. 2


Bk.1, 2, 3

4. John Thompson

Piano Tutor Bk. 2


Tutor (New Edition)



School Ode, etc.

8. The Concise Oxford

Dictionary of Music

(Third Edition)


define Biography

2. Ask students to name

at least 10 Musicians

And Composers

3. Draw at least 30

questions from all test

types for quizzes, tests,

assignments, class work

and exam for the entire

period

4. Ask students to sing

and play the National

Anthem.

PERIOD: ONE

UNIT : ONE

GRADE : NINE



1. Name and sing songs of some Liberia’s famous Composers;

2. List, draw and name the parts and functions of the organ, xylophone, flute, etc.;

3. Distinguish between Culture and tradition;

4. Wear a traditional costume and dance;

5. Interpret the culture and tradition or the way of life of each tribe;

6. Sing and do western and traditional dances;

7. Sing the national Anthem using the scales of the tonic solfa;

20

8. Produce sounds and rhythm using the Measurement theory.


1. Composition (II)

2. Instrumentations

3. Culture and tradition

4. Sound and rhythm (II) Measurement

5. Tonic solfa and National Anthem

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Imitate the artistic values

of some Liberia’s famous

Musicians;

2. Acquaint themselves with

the kinds of instruments used

to play music;

3. Maintain the values of the

Liberian culture and tradition;

.

1. Composition II

a. Liberian Composers

b. Performers

c. Liberian Musicians

2. Instrumentation

a. Drawing, naming

b. Xylophone, organ, guitar, flute, etc.

3. Culture & Tradition

a. Definitions

b. Songs

c. Dances

4. Sound & Rhythm

- Measurement

i. Iambic feet

ii. Dactylic feet

iii. Trochaic feet

iv. Anapestic feet

5. Tonic solfa and National Anthem:

a. Wordings

b. Playing

1. Define

Composition with

reference to

Performer &

Musician;

2. Draw the staff

on the board and

insert the tonic

solfa scale with

sopranos of the

National Anthem.



2. Teaching Music &

Dance BK. 2


Bk.2, 3


Tutor Bk. 2


Tutor (New Edition)

6. Key board, flute,

xylophone, Guitar

7. Tape recorder


Dictionary of Music

(Third Edition)

1. Ask students to name at

least five Liberian Composers

and their musical

contributions.

2. Draw at last 30 questions

from all test types for all

quizzes, tests, assignments,

class work, and exams for the

entire period.


and play the National

Anthem.

PERIOD : ONE

UNIT : ONE

GRADE : NINE



1. Acquaint themselves with theory and ethics of stage performance and theatre;

2. Write some simple pairs of rhyming words and develop melodies;

3. Dramatize and perform the western and traditional dancing;

4. Dramatize Melodrama with an accompaniment;

5. Explain audience and state its functions;

21

6. Distinguish between arts and artists;

7. Develop a new speech language with new musical vocabularies.

SPECIFIC OBJECTIVE:

1. The Theater and stage ethics

2. Music and Drama

3. Rhyme and Melodies

4. Sound & Rhythm (III)

5. Oral Communication

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Get rid of phobia and dramatize

their talents before an audience in

a theatre.

2. Develop new skills in

performing before an audience.

3. Sing Acappella music without

an accompaniment.

4. Dance the various kinds of

rhythms.

5. Communicate by listening and

speaking.

1. Stage Ethics

a. Audience

b. Speaking & listening skills

c. Performer’s skills

d. The Theatre

2. Music & Drama

a. Kinds of Drama

b. Melodrama

c. Farce

d. Satire

e. Comedy/Tragedy

3. Rhyme and Melodies

a. Couplet (sing)

b Quatrain (sing)

4. Sound & Rhythm

a. Traditional Rhythm

b. Western “

c. Liberian “

5. Oral Communication (Speeches):

- Dialogue

- Monologue

1. List the basic elements

of the theatre and stage.

3. List the basic functions

of the Performer.

4. Define Music/Drama

and list the kinds.

5. Write some rhymes and

create melodies.

6. List the kinds of

rhythm and sound.

.



2. Teaching Music &

Dance BK. 2


Bk.2, 3


Tutor Bk. 2


Tutor (New Edition)

6. Key board, flute,

xylophone, Guitar

7. Tape recorder


Dictionary of Music

(Third Edition)

1.Define stage and

theatre.

2. Having oral

communication.

PERIOD : ONE

UNIT : ONE

GRADE : NINE

GRADE NINE MUSIC & CULTURE FIFTH MARKING PERIOD SECOND SEMESTER

INTENDED LEARNING OUTCOMES: At the end of this period pupils should be able to:

1. List the various kinds of relationships;

2. Distinguish between relationship and inter-relationship;

22

3. State the kinds of relationships that exist between families, neighborhoods and other

communities, etc. ;

4. Distinguish between culture and cultural dance;

5. Portray the traditional practices and beliefs of each ethnic group;

6. Sing and play the tunes of the National Anthem, Lone Star Forever, and the school’s Ode.


1. Relationship & Inter-relationship

2. Music Appreciation

3. Culture and Cultural Dance

4. Traditional Practices & beliefs

5. Singing and playing the National Anthem, Lone Star Forever, and the school’s Ode.

OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Cohabitate and live as a

Family in the society and

become good leaders.

2. Adapt the new career as a

way of life.

3. Develop new skills in

performing before an

audience.

4. Maintain the cultural ties

that bind the tribes together.

1. Relationship & Inter-

relationship:

a. Families (Kinds)

b. Society (Kinds)

c. Neighborhoods

2. Music Appreciation

- Notations Ctd.

3. Culture/Cultural Dance:

a. Body parts

b. Body Movements

c. Styles of Artists

4. Traditional Practices and

beliefs

5. National Anthem, Lone

Star Forever, and the school

Ode.

1. Define relationship and

inter-relationship;

2. Name the various kinds of

Families, societies, etc.


the Notations using the tonic

solfa scales, etc.

4. Dramatize the types of

cultural dances;

5. Write the various tribes

and their beliefs and

practices;

6.Sing and play each line of

the National Anthem, Lone

Star Forever , and the School

Ode; Call each student to do

the same.




BK. 2

3. Rudiments of Music Bk. 2,

3


Tutor Bk. 2


(New Edition)


7. Tape recorder


Dictionary of Music (Third

Edition)

1. Explain the kinds of

relationship that exists

between tribal members in

the society.

2.Sing and play the School

Ode.

23

BIBLIOGRAPHY



3. National Standards for Arts Education, “Dance, Music, Theatre, and visual Arts”, Reston, V.A. Music Educators’ National; conference (MENC)

1994


Atlanta, 1966 (1975).

5. Nketia; J.H. Kwabena (Ed.) A Guide for the Preparation of Primary school African Music Teaching Manuals; Accra Ghana; Afram Publications

Ltd. for UNESCO – 1999.



8. Campbell, P.S. and Scott-Kanssner, G., Music in Childhood, New York, N.Y., Schimer Books, 1995.







1. Music Education/Culture (Basic Education committee) “basic Music Appreciation Manuals for Liberian schools (with reference Information


2. Glover, J.; Teaching Music in the Primary Schools; London, Cassell – 1994

14. Robin J., Transcribing Melodies in the talking Drum (No. 18) School of Music University, Natal, South Africa, Dec., 2002.

15. Mereku C.W. K., New Music & Dance Syllabuses for primary and Junior Secondary schools (Presented at workshop for teaching of African

Music and Dance) University of Ghana; Legon; International Center of African Music and Dance (ICAMD) 15th – 17th December, 1999.

The printing of the National Liberian Curriculum is provided by ECSEL - European Commission Support for Education in Liberia

curriculum for music & · pdf filenational curriculum for grades 7 to 9 music &...

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