general music education curriculum of singapore

7/25/2019 General Music Education Curriculum of Singapore

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MUSIC TEACHING AND LEARNING SYLLABUSPrimary & Lower Secondary


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Introduction

!

The syllabus is developed on the premise that all children

are musical and have the innate ability to listen, sing,

dance, play and express themselves musically.

!

Music has the potential to develop extra-musical skills,

including critical thinking skills, psychomotor skills,

social awareness, and moral and cultural values.

!

Music contributes to the future development andpreservation of Singapores cultural heritage, and also

provides a means to raise global awareness amongst

students.


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Philosophical Framework

! The aims of the General Music Programme (GMP)

are as follows:

a. Develop awareness and appreciation of music inlocal and global cultures

b. Develop ability for creative expression and

communication through music

c. Provide the basis to develop an informed and life-

long involvement in music


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Critique-Analysis

!Apparently, multicultural music is evident in

the syllabus. The learning development can

be said to be a holistic approach because offocus not only in the learner cognitive aspect

of learning music but also to social,

emotional and other aspects of life.


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The syllabus spans across four key stages from Primary One to

Secondary Two. Each stage comprises two levels. The expected

knowledge and skills that students should acquire over the two

years of each stage are detailed in the learning outcomes. Each

stage builds upon the competencies from the previous stage(s).


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Framework for teaching and learning in the GMP


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Learning Objectives

!

The learning outcomes are organized around five

overarching Learning Objectives (LOs).

LO1: Perform Music in both instrumental and vocalsettings, individually and in groups.

LO2: Create Music in both instrumental and vocal

settings, individually and in groups.

LO3: Listen and Respond to Music

LO4: Appreciate Music in local and global cultures

LO5: Understand musical elements and concepts


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LO1: Perform Music in both instrumental and

vocal settings, individually and in groups.

! Through performing music, students will be equipped with the

musical capacities to express themselves. They will be exposed

to an array of music repertoire to expand their musical

experiences.

! By the end of Stage Three (Primary Six), students will have

played a range of classroom music instruments and can

perform on a main melodic instrument (e.g. recorder, guitar)

with good tone and expression.

! By the end of Stage Four (Secondary Two), students will have

performance experience with an array of instruments of their

choice, such as the guitar, keyboards and drums.


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Suggested list of instruments for schools


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LO2: Create Music in both instrumental and

vocal settings, individually and in groups.

! Through musical activities such as improvisation and music

composition, students will apply the musical skills and

concepts that they have acquired through listening and

performing, thus drawing a connection and relevance to all

that they are learning.

! By the end of Stage Three, students will be able to compose a

simple melody and be adept at rhythmic and melodic

improvisation within a given structure.

! By the end of Stage Four, students will be more adept at

exploring music materials freely both as a group and an

individual. Students will also be able to communicate their

ideas through music.


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LO4: Listen and Respond to Music

! Through listening, students experience new sound worlds and

the different sound components of musical genres and

traditions. Learning to listen attentively and thoughtfully

during performing and creating also allows students to reflecton their own works and respond to those of their peers and

other musicians.

! By the end of Stage Three, students will be able to evaluate

and comment on the music that they have heard, describingthe qualities of the music using appropriate musical terms.

! By the end of Stage Four, students will be able to discuss and

provide personal responses to the music at greater depth.


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LO4: Appreciate Music in local and global cultures

! Through a wide exposure to music from both local and global

cultures from a young 6 age, students will be able to gain

insights to other cultures and be open to the different types of

music available. They will have an understanding of the

different roles musicians play in society as well as the role of

music in different cultures.

! By the end of Stage Three, students will be able to appreciate

music from the Singapore culture, regional cultures as well asrepertoire from the Western classical tradition.

! By the end of Stage Four, students will be able to discuss in

greater detail their responses towards music from different

genres and cultures.


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LO5: Understand musical elements and concepts

! With the fundamental understanding of the building blocks

and concepts that constitute music, students will be able to

better understand and appreciate the music they listen to. In

addition, they will have had sufficient skills to explore the

subject further.

! By the end of Stage Three, students will be able to describe

and express the musical elements and concepts when

listening, performing and creating music of various genres and

cultures.

! By the end of Stage Four, students will be able to demonstrate

and articulate an understanding of the elements and concepts

of music through listening, performing and creating music.


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Critique-Analysis

!In their sequence of learning objectives,

they pr ior i t ized appl icat ion and

performance over concepts and theoriesfor they believe that learners will be able to

understand concepts with ease once they

have already experienced the concept firsthand.


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Suggested Pedagogies for Teaching Music

!

A musical music lesson refers to one where the

instructional experience revolves around the

music itself. The teacher should involve the

students aurally and kinesthetically in the music.

Principles of music specific pedagogies such as

Kodaly,Dalcrozeand Orffshould be harnessed in

the teaching of music. These are three distinctapproaches which could be adapted and

delivered in the primary and secondary

classrooms.


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Assesssment

! Music assessments could be carried out through a

variety of ways to facilitate students learning.

These include listening activities (which could

include responding through movement), music

performances, improvisation or composition tasks,

written assignments or reflection journals.

!

While it is not necessary to assess all the learningoutcomes in one specific assessment task, teachers

should ensure that all five Learning Objectives are

addressed in the course of the year.


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Critique-Analysis

!

Performance rubric's not provided.

Grade basis were not clearly stated. It

all comes at the discretion of teachersto manifest the 5 learning objectives

in order to have a successful lesson.


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The use of ICT in Teaching

and Learning of Music

! The use of ICT can enrich and support the teaching and

learning of music in different ways:

a. ICT to manage non-music specific teaching and

learning (E-Learning music packages, Forums, Blogs,

Podcasts, Facebook and Youtube)

b. ICT as a tool to develop specific musicianship

skills - There are available software and dedicated websites

which focus on music theory and aural skills.

c. ICT as a tool to develop music creating skills -

includes dedicated music creating software and hardware (e.g.

electronic keyboards)


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Critique-Analysis

!

It is important to highlight that in order for

students to fully benefit from such tools, they

should first gain adequate experience in music

making (performing and creating) with actual

musical instruments, whether on an individual

basis or in a group setting.

!

This prior hands-on experience in music making

will then provide a good foundation and

valuable reference for further development.


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Framework for 21st Century Competencies

and Student Outcomes


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21st Century Competencies

in the Music Classroom

! Values shape a persons character, beliefs, attitudes

and actions. Ones knowledge and skills must be

underpinned by values. Hence values form the core

of the framework of 21st Century Competencies.

! Together, these competencies will enable our

students to tap into the opportunities of the digital

age while staying committed to Singapore. Thedesired outcomes are attributes for Singaporeans

upon completion of their formal education in

Singapore.


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Critique-Analysis

! The syllabus envisioned not only the growth of

musical talents of the students but also the

development of their social and emotionalaspects of life.

!

Their syllabus can be compared with the UBD

(Understanding by Design) of the Philippines. In

this manner, it's not only within knowledge and

content but also the essence and contribution of

concepts in the society.


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Content & CompetenciesPrimary 1 and 2


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Content & CompetenciesSecondary 1 and 2


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Content & CompetenciesSecondary 1 and 2


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Critique-Analysis

! In the second and third learning objective, they

started musical skills with imitation then

responding which will finally end at creating orexpressing musical ideas.

! In the fourth objective, appreciation to music

starts with understanding the role of music in

society, then appreciation of the culture of music

in Singapore, and finally appreciating music of

other cultures.


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Critique-Analysis

!Finally, in the fifth learning objective,

the teaching of elements of musicstarts from the basics of rhythm down

to a complex concept of texture.

general music education curriculum of singapore

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