Mr Samuel Lui Cycle 11 4-15 March 2013 (Performing Test) …€¦ · Cycle 7 3 14 December 2011...

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




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.



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



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


2. Worksheet 3. Workbook

Topic: The Pulse of Music (Text book: Unit 2) Total Number of Periods: 4 periods

Date




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.


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



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



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




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)


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




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



3. Pre-study Unit 5

Topic: Vocal Music (Textbook: Unit 5) Total Number of Periods: 4 periods

Date




12 Students will learn to: 1. describe and

analyse music of simple structure.

2. sing in solo, unison and two parts 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




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.


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



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.


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.


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


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



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.



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



Topic: Introduction, School Song and National Anthem



Learning Objectives (Students can:)


1 2 Course Introduction

Sing the national anthem and school song.




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.


SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.

First Term Performing Test Cycles No. of


Learning Objectives (Students can:) Teaching Activities Student Assignments

3A 2 Performing Test





3. Pre-study Unit 5 Topic Three: E-learning Cycles No. of



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.


Topic: Chinese Instrumental Music. Cycles No. of



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


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




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


their listening, singing

and performing

abilities.

Observe students’

development of

attitudes and generic

skills, in order to

adjust the learning and

teaching strategies

accordingly.



Topic: Dance Music Cycles No. of

Periods



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


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


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



7 2 Performing Test





3. Pre-study Unit 5 2 Chinese folk Music. Describe and analyze the

characteristic of Chinese folk music through listening.






Song list: i) Kangding Love Song ii) Autumn Harvest iii) The Thirty-mile Hamlet


4. Workbook


Periods



week X

2 Christmas Carol Analyze the musical elements used in the Christmas songs through listening and discussion.








1. Practical exercise 2. Music appreciation

worksheet

Topic: Major and Minor Tonalities (Textbook: Unit 3) Total Number of Periods: 4 periods

Date

Month




1. sing songs in major and

minor tonalities in unison with

technical accuracy.


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


criteria.

•

•

Observe students’

classroom


their abilities on

identifying major and

minor tonalities.

Assess students’

creative works

according to the




Topic: Promotional Song Cycles No. of

Periods



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




1. sing in unison with

technical accuracy.

2. play pitched instruments


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.


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.



criteria.

•

•

Observe students’

classroom


their abilities on

creating chordal

accompaniment.

Assess students’

creative works

according to the




Second Term Performing Test Cycles No. of




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.



3. Pre-study Unit 5 11 2 Lyrics of Cantonese

Opera Describe and analyze the

characteristic of Cantonese Opera music through listening.






Compose Cantonese Opera lyrics


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


Conduct peer assessment

according to the


•

•

•

•

•

•

•

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



Topic: Music and the Stage (Textbook: Unit 7) Total Number of Periods: 4 periods Date

Month





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.


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


criteria.

•

•

Observe students’

classroom

performance,

improve their

listening, singing

and performing

abilities.

Assess students’

creative activities

and performances

according to the

predetermined

criteria.



Topic: Movie Music Cycles No. of

Periods



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 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.


Topic: The Pentatonic Scale (Textbook: Unit 4) Total Number of Periods: 4 periods

Date

Month




1. sing in unison and

two parts with technical

accuracy.


scales of selected excerpts.

3. create music using

pentatonic scale.





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.



criteria.

•

•

Observe students’

classroom


their listening, singing

and performing

abilities.

Assess students’

creative works and

performance according

to the predetermined

criteria.


SD-CD : The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.

Second Term Performing Examination




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



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.




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





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.


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.



First Term Performing Test Cycles No. of



3A 2 Performing Test


performance listening, peer assessment and discussion. Syllabus: pending



3. Pre-study Unit 5 Topic Three: E-learning Cycles No. of



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.


Topic: Melody (Textbook Unit 2) Total Number of Periods: 3 periods Date

Month




1. sing in unison



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.




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.


•

•

•

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.



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



SD-CD : The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.

Topic: Chinese and Western Orchestral music Cycles No. of

Periods



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


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


a. Beethoven Sym.no.5 b. - H39 Majesty

- Dvorak: New World Symphonic.

c. H39 Majesty d. Perform a song with

different instruments combinations.


2. Workbook 3. Practical exercise

Topic: The Atmosphere of Music (Textbook: Unit 3) Total Number of Periods: 3 periods

Date

Month





three parts with technical

accuracy.

2. play pitched and




dynamics, tempi and

atmosphere of selected

excerpts.

4. create music for specific

purposes, and add

appropriate performance

markings.

5. apply predetermined criteria to


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.


•

•

•

•

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.



criteria.

•

•

Observe students’

classroom


their abilities on

identifying tempo,

dynamics and

atmosphere .

Assess students’

creative works and

performance according


criteria.



First Term Performing Examination Cycles No. of



7 2 Performing Exam


classmates’ performance listening, peer assessment and discussion. Syllabus: To be confirmed



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


Periods



Week X

2 Christmas Carol Analyze the musical elements used in the Christmas songs through listening and discussion.








1. Practical exercise

2. Music appreciation worksheet

Topic: Chinese Music Cycles No. of

Periods



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





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.


3. Workbook 2 Chinese Folk songs (module inside workbook)

Topic: Musical Texture (Textbook: Unit 4) Total Number of Periods: 3 periods Date

Month




1. sing in unison and three

parts with technical accuracy.

2. play pitched and



3. describe and analyse

textures in chosen music.

4. create a second melody for

a song.



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


•

•

Observe students’

classroom


their abilities on

identifying texture.

Assess students’

creative works and

performances according


criteria.



Topic: Modulation Musical Form (Textbook: Unit 6) Total Number of Periods: 3 periods Date

Month




1. sing in unison with technical

accuracy.

2. describe and analyse chosen

music.

3. create music with structure

and organization.





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


criteria.

Observe students’

development of

attitudes and generic

skills, in order to adjust

the learning and

teaching strategies

accordingly.



Second Performing Test Cycles No. of

Periods Teaching Topics/Content Learning Objectives (Students can:) Teaching Activities Student Assignments



classmates’ performance listening, peer assessment and discussion.

Syllabus: To be confirmed



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.


Haydn Mozart


The Emperor Quartet, 2nd Mov.(Haydn)

Chamber Music(Haydn) Eine Kleine

Nachtmusik, 1st Mov.(Mozart)

Sonata(Mozart)


2. workbook

Topic: Minor Scale and Primary Triads (Textbook: Unit 5) Total Number of Periods: 3 periods

Date

Month



12

(UT)

Students will learn to:

1. sing in unison with

technical accuracy.

2. play pitched and



3. identify minor scales and

chords I, IV, V.

4. create a chordal

accompaniment for a

melody in minor key.




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


•

•

Observe students’

listening, singing and

performing abilities.

Assess students’

creative works and

performances

according to the




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.


Schubert Chopin Tchaikovsky


The Erlking (Schubert) Waltz in C Sharp Minor

(Chopin) 1812 Overture

(Tchaikovsky)

Appreciation worksheet

workbook

Topic: Rock and Roll



Learning Objectives (Students can:)


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


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



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.



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.

Mr Samuel Lui Cycle 11 4-15 March 2013 (Performing Test) …€¦ · Cycle 7 3 14 December 2011...

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Transcript of Mr Samuel Lui Cycle 11 4-15 March 2013 (Performing Test) …€¦ · Cycle 7 3 14 December 2011...