N(T) Music Syllabus Implementation Workshop

Objectives of Workshop

Interpret the GCE N(T) Music syllabus

Plan the N(T) Music course

Teach the N(T) Music course

Workshop Overview

Day 1Introduction to the N(T) SyllabusUnderstanding the assessment demandsTeaching pop music & music technology

Day 2Planning the coursePanel DiscussionSoftware Demonstration

The N(T) Music Syllabus

To offer opportunity for N(T) students to pursue music as an examinable subject

To provide broad-based music education

To equip students with relevant skills

WHY

The N(T) Music SyllabusHOW

Came About

SRC

Trial

Specimen Papers

Syllabus Guide

Considerations

Profile of Profile of N(T) N(T)

Students Students Progression

to

ITE

Progression from GMP

Educational Trends and

Goals

DOE

Broad-based Music Ed

RequiremeRequirements of nts of IndustryIndustry

Considerations

Profile of N(T) Students– Hands-on– Shorter attentions span– Enjoy IT– Prefer popular music– No private instrumental lessons– Weaker understanding of music theory– Musically creative– Aspirations (composers, music teachers,

performing artists)

Considerations

Requirements of Industry– Broad exposure – Basic music rudiments– Basic music literacy and notation skills– Music technology skills– Basic music making skills (performing and

creating)– Listening skills– Creativity and Innovation

The N(T) Music Syllabus

Acquire range of musical skills & knowledge

Develop basic music technology skills

Develop creativity & critical thinking skills

Appreciate the function of music in society

Provide basis for further training in music

WHAT

Aims To Do

Interpreting the Syllabus

N(T) Music

Listening Music Making

Performing Creating

Syllabus Framework

Music Technology

Interpreting the SyllabusAssessment

Interpreting the SyllabusAssessment

Paper 1 [50%]– Part 1 (40 min): 5-6 short listening extracts

• Short answer questions, MCQs, fill-in-the-blanks questions

– Part 2 (30 min): Type-setting task

Interpreting the SyllabusAssessment

Paper 2: Coursework [50%]– Create backing track (3-5 parts)– Background study– Perform the final arrangements

Interpreting the Syllabus

Music Content:– Wide Range of Music

Instructional Objectives

Vocabulary List

Syllabus Content

N(T) Music Syllabus

Change

Function

Identity

Evolution and differences in musical styles and features

Music associated with particular groups of people

Music in performing and multi-media arts

Content & Approach

N(T) Music Syllabus

Innovation

Open Mind

Relevance

Content & Approach

Interpreting the SyllabusAssessment

Paper 1 [50%]– Part 1 (40 min): 5-6 short listening extracts [35%]

• Short answer questions, MCQs, fill-in-the-blanks questions

– Part 2 (30 min): Type-setting task [15%]

Paper 1: Part 1

Conducted in the computer lab

Each candidate to have musical extracts recorded on CD, no limit to number of times a candidate may play the recording

Assess aural perception skills & understanding of music rudiments

Interpreting the SyllabusAssessment

Paper 1 [50%]– Part 1 (40 min): 5-6 short listening extracts [35%]

• Short answer questions, MCQs, fill-in-the-blanks questions

– Part 2 (30 min): Type-setting task [15%]

Paper 1: Part 2

Short break between Part 1 & Part 2

Question: 8-16 bars of a keyboard score with chord symbols

Candidates are to use a notation software to typeset an identical copy

Assessment criteria based on accuracy

Interpreting the SyllabusAssessment

Paper 2: Coursework [50%]– Create backing track (3-5 parts)– Background study– Performance

Coursework

Question paper provides 3 contexts

Candidates choose 2 contexts to work on, and select appropriate music for their coursework

They should be able to perform one of the lines with the backing track they create

Final arrangements should be of contrasting styles

Backing TrackEach arrangement should last 1-2 minutes

Each arrangement should consist of the following:– Melody– Harmony– Bass Line– Drum Part (if appropriate)– Sound Effects (optional)

Students are given 30 hours over 5 months (March – July) to complete

Background Study

The background study should include:– How their pieces/arrangements relate to the

context– Focus on musical features– Any other relevant information

Can be presented as prose, point-form, mind-map, etc.

Performance

Recording of students’ performance with their backing track

Students allowed 3 trials for the live recording

Teaching popular music and music technology

• Introduction

• Music Appreciation

• Composition with Music Technology

Introduction

Classical or “art” music Popular music

Study of composers’ intentions

• Music devices

• Structure

• Instrumentation

Study of music performing practices

• Improvisation

• Singing styles

• Technologically-mediated sound effects

Score-reading and analysis

Listening and understanding music practices and technology

Teaching popular music and music technology

Music Appreciation

Teaching popular music and music technology

Give emphasis to aural training

Provide context for music making

Develop intrinsic motivation through personally meaningful engagement

Composing with Music Technology

Making value judgments

Editing

Listening

Composition

Process

Teaching popular music and music technology

Planning the Course

• Introduction• Curriculum time• Course plan• Scheme of work

Planning the course

Scheme of work

2-year course plan

Introduction

Planning the courseCurriculum time

Planning the courseCourse Plan

Music rudiments and elements» Rhythm and tempo» Pitch, melody and harmony» Texture» Shape and structure» Timbre» Notation

Musical Styles

Music Technology

THINK – PAIR- SHARE-

SQUARE

Planning the courseScheme of Work

Students’ learning profile

Listening, performing and creating

Sequence music skills and knowledge

Use of themes (change, identity, function)

Connect music concepts and ‘real’ music

Use assessment to improve learning

C O N S I D E R A T I O N S

Approach ALearn through

creating & music technology

Approach BLearn through performing

Approach CLearn through

listening

Planning the courseScheme of Work

Strategies for Teaching & Learning

S c a f f o l d i n g

D i f f e r e n t i a t e dI n s t r u c t i o n

C o - o p e r a t i v eL e a r n i n g

D e v e l o p i n gS o c i a l & E m o t i o n a l S k i l l s

DI SEL

S c a f f o l d i n g

Teacher models and talks through strategy

Teacher engages in the task with students helping out

Students take over the task using the strategy

Students use the procedure independently

D i f f e r e n t i a t e d

I n s t r u c t i o nDI

C o n t e n t

P r o c e s s

P r o d u c t s

C o - o p e r a t i v eL e a r n i n g

Individual Accountability

Simultaneous Interaction

Positive Interdependence

Equal Participation

Principles of Co-operative Learning

D e v e l o p i n g S o c i a l & E m o t i o n a l S k i l l s

Self AwarenessSocial AwarenessSelf ManagementRelationship ManagementResponsible Decision Making

SEL