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Scheme of W ork (1)
Overall Objective:To consolidate students’ knowledge on and abilities to apply dynamics and rhythmic ostinati as well as to cultivate their creativity. Key Stage:Key Stage 1 Total Number of Periods: about 6 periods, 35 minutes per period *Learning Targets: CI - Developing Creativity and ImaginationSP - Developing Music Skills and ProcessesCR - Cultivating Critical Responses in MusicMC - Understanding Music in Context #Source: “He xinnian” is taken from= !"#$%&'()*do re mi !"#$%&'()*1994, p. 2.Learning Objectives Students will learn to: 1.sing and play instruments to develop basic performing skills through memorising or reading music. 2.create / improvise movements to reflect different qualities of music. 3.identify the characteristics of sound / music and describe its features using simple music terms. 4.create / improvise music using basic music skills, simple music ideas and different sounds. 5.express personal feelings to music.
•Improvise movements for “He xinnian” ( ) based on the dynamic changes played by teacher. •Improvise appropriate movements for “Sailong duojin
”(
). •Use rhythm cards to create rhythmic ostinati for “He xinnian” in groups.
•Listen to “He xinnian” played by teacher, and mark the dynamic changes like loud (f), soft (p), gradually getting louder (cresc.) and softer (dim.) on the score. •Listen to “Sailong duojin”, discuss its festive atmosphere, share personal feelings and describe the characteristics of the music by using simple music terms. •Identify the music characteristics of “Sailong duojin”, including the use of percussion instruments, dynamic changes and important rhythmic patterns, e.g.: •Assess peer performance according to the criteria set by the teacher. Criteria includes whether they could accurately: i.sing “He xinnian”; ii.play the created rhythmic ostinato; iii.demonstrate dynamic changes.
•Creativity •Critical thinking skills •Collaboration skills •Communication skills •Problem-solving skills •Respect others’ creative works and opinions
•Observe students’ classroom performance, improve their music reading, listening, singing and performing abilities. •Observe students’ created movements and see whether they follow the changes in music. •Observe how students use the rhythm cards to create ostinati and provide suggestions for improvment. •Assess students’ performances according to the predetermined criteria. •Observe students’ development of attitudes and generic skills, in order to adjust the learning and teaching strategies accordingly.
•Score and audio recording of “He xinnian” •Audio recording of “Sailong duojin” •Percussion instruments •Rhythm cards •Peer assessment form
CreatingPerformingListening
Generic Skills / Values and Attitudes
AssessmentResources#
Date Month
Learning Targets* CISPCRMC
Integrated Activities •Learn to sing “He xinnian”. Be familiarised with the rhythmic pattern by reading from the score, and use it as rhythmic ostinato. •Perform “He xinnian” with dynamic changes in groups, accompanied by the rhythmic ostinati created. (The original idea of this scheme was contributed by Miss TSANG Pui-sze of SKH Kei Hin Primary School (AM), who had also tried out the scheme.)
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Scheme of W ork (2)
To develop students’ singing and listening skills as well as to stimulate their imagination and creativity. Key Stage 1 Total Number of Periods: about 6 periods, 35 minutes per period gets: eativity and Imagination SP - Developing Music Skills and Processes CR - Cultivating Critical Responses in Music MC - Understanding Music in Context C - Creating P - Performing L - Listening is taken from Curriculum Development Committee, Primary Music, Education Department, Hong Kong, ed. Songs for Primary Classes I & II, Vol.I. (Rev. version. Hong Kong: and “Wanyao tiaowu” are taken from !"#$%&'()*do re mi !"#$%&'()*1994, p. 20 and 41.Learning Objectives Students will learn to: 1.identify different ways of voice production in singing, shouting and talking. 2.use appropriate ways of voice production to sing “Dindin dong” ( !), “Shewu” ( !) and “Wanyao tiaowu” ( !"#). 3.use different dynamics, tempi and expressions to interpret the songs.
•Creativity •Critical thinking skills •Communication skills •Respect others’ creative works and opinions
•Observe students’ performance in singing, such as (i) voice production, accuracy in pitch and rhythm; (ii) phrasing, dynamics, tempo and expressions, and adjust arrangements of learning and teaching accordingly. •Observe students’ development of attitudes and generic skills, in order to adjust the learning and teaching strategies accordingly.
•Scores of “Dindin dong”, “Shewu” and “Wanyao tiaowu”. •Video recordings of children choir per- formances.
Generic Skills / Values and Attitudes
AssessmentResources#gets* MCLearning and Teaching Procedures 1.Identify different ways of voice production in singing, shouting and talking through listening and voice production activities. 2.Gain basic understanding of the correct ways of voice production in singing by watching performances of children choirs. 3.Learn to sing “Dindin dong” and “Shewu” using appropriate voice production. 4.Pay attention to the phrasings and improve voice production while singing. 5.Sing “Dindin dong” and “Shewu” with movements. 6.Identify loud (f) and soft (p); gradually getting louder (cresc.) and softer (dim.); fast and slow; gradually getting faster (accel.) and slower (rit.); smooth (legato) and detached (stacc.) through listening and singing demonstrations. 7.Follow teacher’s instructions, apply the above changes in dynamics, tempo and expression to interpret “Dindin dong” and “Shewu”. 8.Learn to sing “Wanyao tiaowu”. 9.Suggest different changes in dynamics, tempo and expression to interpret “Wanyao tiaowu” with movements.
Integrated Activities† CPL (The original idea of this scheme was contributed by Mr CHEUNG Chi-hong of Tak Sun School (PM), who had also tried out the scheme.)
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94
Scheme of W ork (3)
Overall Objective:To strengthen students’ skills on recorder playing and to improvise accompaniment on recorders. Key Stage:Key Stage 2 Total Number of Periods: about 6 periods, 35 minutes per period *Learning Targets: CI - Developing Creativity and Imagination SP - Developing Music Skills and Processes CR - Cultivating Critical Responses in Music MC - Understanding Music in ContextLearning Objectives Students will learn to: 1.play pitched instruments with technical accuracy. 2.improvise music with structure and organisation. 3.apply predetermined criteria to appraise performances using appropriate music terms.
•Create a two-bar rhythmic ostinato for “Amazing Grace” in groups. •Accompany “Amazing Grace” by using the pentatonic scale of the song to improvise with the created rhythmic ostinati.
•Listen to different versions of the performance of “Amazing Grace” or other songs and point out the characteristics of these versions. •Listen to teacher’s demonstration on improvising an accompaniment for “Amazing Grace” using the pentatonic scale of the song. •Assess peer improvisation and the overall performance according to the criteria developed by teacher. Criteria includes: i.whether rhythms, pitches and dynamics are accurately played; ii.whether the improvisation accords with given criteria, e.g. the ending notes of the piece must be consonant; iii.whether the improvisation is smoothly played and creative.
•Creativity •Critical thinking skills •Problem-solving skills •Communication skills •Collaboration skills •Respect others’ creative works and opinions
•Observe students’ classroom performance, improve their music reading and instrumental playing skills. •Assess students’ improvisation and their overall performance by using predetermined criteria. •Observe students’ development of attitudes and generic skills, in order to adjust the learning and teaching strategies accordingly.
•Library and online resources •Peer assessment form
CreatingPerformingListening
Generic Skills / Values and Attitudes
AssessmentResources
Date Month
Learning Targets* CISPCRMC
Integrated Activities •Sing the learnt song “Amazing Grace”. •Review tonguing technique in recorder playing and fingerings on the notes D, E, G, A, B. •Play “Amazing Grace” on recorders at sight. •Practise and perform the improvised accompaniment in groups. (The original idea of this scheme was contributed by Miss MAH Wing-yee of TWGH Wong Yee Jar Jat Memorial Primary School, who had also tried out the scheme.)
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(The original idea of this scheme was contributed by Ms IP Wan-ting of Sha Tin Government Primary School (AM), who had also tried out the scheme.)
Scheme of W ork (4)
To understand the relationship between the timbre of different instruments and their materials as well as ways of playing, and to nurture creativity through instrumental playing / improvisation. Key Stage 2 Total Number of Periods: about 8 periods, 35 minutes per period gets: eativity and Imagination SP - Developing Music Skills and Processes CR - Cultivating Critical Responses in Music MC - Understanding Music in Context C - Creating P - Performing L - Listening (It is suggested that the following learning and teaching activities are to be held in the form of alternate periods.) Learning Objectives Students will learn to: 1.identify the materials of different instruments and ways of playing them, and illustrate the relationship between the two aspects. 2.play / improvise accompaniment for a self-chosen song on instruments, employing traditional / non-traditional ways of playing. 3.appraise peer performances.•Creativity •Critical thinking skills •Problem-solving skills •Communication skills •Collaboration skills •Study skills •IT skills •Respect others’ creative works and opinions
gets* MCLearning and Teaching Procedures 1.Listen to the theme of Benjamin Britten’s “Young Persons’ Guide to the Orchestra” and identify the timbre of the four families of Western orchestral instruments: strings, woodwinds, brass and percussions. 2.Watch the video excerpt of “Young Persons’ Guide to the Orchestra”, and identify the materials and sizes of different instruments, as well as ways of playing them. 3.Search on the Internet for pictures and music / video excerpts of instruments from different cultures (except Western instruments) in groups and present the findings in class. 4.Understand the relationship between the timbre of different instruments and their materials as well as ways of playing by viewing pictures and listening to music excerpts or watching the video excerpts being collected. 5.Complete listening worksheets to consolidate the understanding of the timbre of different instruments and their ways of playing. 6.Explore the traditional and non-traditional ways of playing self-chosen melodic and percussion instruments in groups. 7.Apply the explored ways of playing to perform a familiar self- chosen song. 8.Understand the assessment criteria on performance set by teacher: i.whether the use of explored timbre of the instrument is creative; ii.whether the explored timbre suits the atmosphere of the chosen piece effectively; iii.whether the performance is fluent and with variety. 9.Perform in groups and assess peer performances according to the predetermined criteria.
Integrated Activities† CPL ✔
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•Observe students’ classroom performance and their development of attitudes and generic skills, in order to adjust the learning and teaching strategies accordingly. •Assess students’ presentations to see whether the information are relevant and accurate. •Use the listening worksheets to assess whether the students can identify the media of the sounds produced and their ways of playing. •Assess students’ performances according to the predetermined criteria set by teacher.
•Audio and video recordings of Benjamin Britten’s “Young Persons’ Guide to the Orchestra” •Online resources •Melodic and percussion instruments •Listening worksheets •Peer assessment form
AssessmentResourcesGeneric Skills / Values and Attitudes
96
Scheme of W ork (5)
Overall Objective:To develop students’ creating skills on theme and variations. Key Stage:Key Stage 3 Total Number of Periods: about 6 periods, 40 minutes per period *Learning Targets: CI - Developing Creativity and Imagination SP - Developing Music Skills and Processes CR - Cultivating Critical Responses in Music MC - Understanding Music in Context #Sources: The Music Connection. vol. 7. Parsippany: Silver Burdett Ginn, 1995. Bennett, Roy. Form and Design. Cambridge: Cambridge University Press, 1980. Kamien, Roger, ed. The Norton Scores: An Anthology for Listening. New York: W. W. Norton, 3rd ed. 1977.Learning Objectives Students will learn to: 1.sing in unison with technical accuracy. 2.create music for specific purposes to demonstrate the grasp of creating skills. 3.describe and analyse music in chosen genres. 4.develop a list of criteria to appraise compositions. 5.make use of IT to create and record music.
•Select a familiar piece or its excerpt as the theme, and by varying its metre, rhythm and tonality with the use of notation software to develop three instrumental variations. •Use notation software to notate and play the theme and variations.
•Listen to “Row, Row, Row Your Boat” in , , and in tonic minor key, identify their different effects and characteristics. •Listen to excerpts of different sets of theme and variations, identify their form and different ways of variation such as changes in tempo, metre, rhythm, tonality, texture and instrumentation, accompaniment patterns or the counter-melody along with the theme. •Listen to the second movement of “Surprise Symphony” by Joseph Haydn, identify its ways of variation by completing the listening worksheet. •Report the self-developed assessment criteria on developing variations in groups. •Summarise opinions from the whole class to develop a common set of assessment criteria, which may include the following items: i.whether the selected phrase is suitable for developing variations; ii.whether the three chosen ways to develop variations are used effectively. •Introduce creative works in groups, and assess other’s works according to the predetermined criteria.
•Creativity •Critical thinking skills •Problem- solving skills •Communicat- ion skills •Collaboration skills •Numeracy skills •IT skills •Respect others’ creative works and opinions
•Observe students’ classroom performance, and improve their music reading and singing skills. •Use listening worksheets to assess students’ abilities on identifying the ways of variation. •Assess creative works by groups according to the predetermined criteria, and conduct peer assessment. •Observe students’ development in attitudes and generic skills, in order to adjust the learning and teaching strategies accordingly.
•Score of “Row, Row, Row Your Boat” •Recordings of different sets of theme and variations •Audio recording, score and listening worksheet on the second movement of “Surprise Symphony” by Joseph Haydn •A set of computer with notation software installed •Peer assessment form
CreatingPerformingListening
Generic Skills / Values and Attitudes
AssessmentResources
Date Month
Learning Targets* CISPCRMC
Integrated Activities (The original idea of this scheme was contributed by Miss KAM Yi-fong of Hotung Secondary School, who had also tried out the scheme.)
•Sing “Row, Row, Row Your Boat” in , , and in tonic minor key accurately. i. ii. iii. iv.
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Scheme of W ork (6)
To create simple propaganda songs with reference to the characteristics of Cantonese dialect. Key Stage 3 Total Number of Periods: about 8 periods, 40 minutes per period gets: eativity and Imagination SP - Developing Music Skills and Processes CR - Cultivating Critical Responses in Music MC - Understanding Music in Context C - Creating P - Performing L - Listening(The original idea of this scheme was contributed by Ms LIU Yuet-ming of HKTA Ching Chung Secondary School, who had also tried out the scheme.)
Learning Objectives Students will learn to: 1.describe and analyse the relationship between the content and the music of different commercials. 2.analyse the characteristics of propaganda songs. 3.sing propaganda songs with correct tones of Cantonese dialect. 4.create a Cantonese propaganda song for a self-chosen merchandise or activity. 5.develop a list of criteria to assess the effectiveness of the propaganda performance.
•Creativity •Critical thinking skills •Collaboration skills •Communication skills •Problem-solving skills •Respect others’ creative works and opinions
Generic Skills / Values and Attitudes
gets* MCLearning and Teaching Procedures 1.Watch excerpts of TV commercials and sing the propaganda songs such as Café de Coral, Mopiko Cream, Wai Yuen Tong Young Yum Pills and Hong Kong Red Cross commercials, and discuss the main focuses of these advertisements. 2.Discuss and analyse the arrangement of the captioned propaganda songs in the commercials and their characteristics of lyrics and music, for example: i.the same melody and lyrics recur frequently; ii.the range and intervals are easy to grasp; iii.the lyrics closely match the tones of Cantonese dialect; and iv.the name of the merchandise or the main focus of the advertisement appears frequently in the lyrics. 3.Complete the melody and lyrics creating worksheet with the correct tones of Cantonese dialect. 4.Create a Cantonese propaganda song for the chosen merchandise or activity which should last more than ten seconds, and other media could be employed in the performance. 5.Develop a list of assessment criteria in groups for the Cantonese propaganda song and the performance before the creating process. 6.Summarise the opinions from the whole class to develop a common set of assessment criteria, which may include the following items: i.whether the lyrics match with the tones of Cantonese dialect; ii.whether the performance can highlight the main focus of the propaganda; iii.whether the overall performance is creative. 7.Perform creative works in groups and assess other’s works as well as performances according to the predetermined criteria.
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•Observe students’ classroom performance and their development of attitudes and generic skills, in order to adjust the learning and teaching strategies accordingly. •Check whether the students can grasp the tones of Cantonese dialect with the use of the melody and lyrics creating worksheet. •Assess students’ creative works and performances according to the predetermined criteria.
•Video recordings of Café de Coral, Mopiko Cream, Wai Yuen Tong Young Yum Pills and Hong Kong Red Cross commercials •Melody and lyrics creating worksheet •Peer assessment form
AssessmentResources
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Scheme of W ork (7)
Overall Objective:To cultivate students’ creativity through the understanding and appreciation of two national anthems. Key Stage:Key Stage 2 or 3Total Number of Periods: about 6 periods, 35 minutes per period *Learning Targets: CI - Developing Creativity and Imagination SP - Developing Music Skills and Processes CR - Cultivating Critical Responses in Music MC - Understanding Music in ContextLearning Objectives Students will learn to: 1.sing in unison with technical accuracy. 2.describe music of different styles / cultures in relation to its contexts. 3.describe and analyse music of simple structures. 4.create music with structure and organisation. 5.develop a list of criteria to appraise compositions and performances.
•Create a 30- second piece or sound project with apparent structure in groups, based on the music characteristics of the national anthem of the People’s Republic of China “Yiyongjun Jinxingqu
”(
!") and of Australia “Advance Australia Fair”, using human voice, percussion, electronic and/or self-made instruments.
•Understand the structure and compositional devices and experience the different atmosphere of the two national anthems through listening to singing demonstrations and recordings. •Collect information on contexts, biographies of authors and composers of the two national anthems individually or in groups, make written reports or oral presentations. •Teachers and students develop a list of criteria together to assess the creative works and performances such as: i.whether the work has adopted some compositional devices of the two national anthems; ii.whether the work has an apparent structure; iii.whether the work has a particular style /atmosphere; iv.whether the rhythm, pitch and dynamics in the performance are accurate; v.whether the performance is fluent and attractive. •Conduct self and peer assessment according to the predetermined criteria.
•Creativity •Critical thinking skills •Communi- cation skills •Problem- solving skills •IT skills •National awareness •Respect others’ creative works and opinions
•Assess students’ singing skills in order to adjust the learning and teaching strategies accordingly. •Assess the written reports or oral presentations. •Assess students’ creative works and performances according to the predetermined criteria. •Observe students’ development in attitudes and generic skills, in order to adjust the learning and teaching strategies accordingly.
•Scores, audio or video recordings of the two national anthems •Percussion, electronic and/or self-made instruments •Online resources •Self and peer assessment form
CreatingPerformingListening
Generic Skills / Values and Attitudes
AssessmentResources
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Learning Targets* CISPCRMC
Integrated Activities Remarks:Different countries have different conventions in the official performance of their national anthems, for instance, the lyrics of some national anthems will not be sung in certain contexts. Teachers should be aware of these conventions when using the national anthems of some countries as learning and teaching materials. Students have to be reminded to respect the performance of national anthems.
•Sing the two national anthems with technical accuracy in pitch, rhythm, dynamics and expressions such as: i.the dotted rhythms and triplets as well as mf, f and > in the national anthem of the People’s Republic of China; ii.the dotted rhythms as well as pp, f and ff in the national anthem of Australia. •Perform creative works in groups.
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Scheme of W ork (8)
To cultivate students’ creativity through the understanding and appreciation of two national anthems. Key Stage 2 or 3 Total Number of Periods: about 6 periods, 35 minutes per period gets: eativity and Imagination SP - Developing Music Skills and Processes CR - Cultivating Critical Responses in Music MC - Understanding Music in Context C - Creating P - Performing L - ListeningLearning Objectives Students will learn to: 1.sing the national anthem of the People’s Republic of China “Yiyongjun Jinxingqu” ( !"#$%) and of Australia “Advance Australia Fair” with technical accuracy. 2.describe the contexts, structures, compositional devices used and atmosphere of the two national anthems. 3.create a 30-second piece or sound project of apparent structure based on the music characteristics of the two national anthems. 4.develop a list of criteria to appraise compositions and performances.
•Creativity •Critical thinking skills •Communication skills •Problem- solving skills •IT skills •National awareness •Respect others’ creative works and opinions
•Assess students’ singing skills in order to adjust the learning and teaching strategies accordingly. •Assess the written reports or oral presentations. •Assess students’ creative works and performances according to the predetermined criteria. •Observe students’ development in attitudes and generic skills, in order to adjust the learning and teaching strategies accordingly.
Generic Skills / Values and Attitudes
Assessmentgets* MCLearning and Teaching Procedures 1.Sing the two national anthems with technical accuracy in pitch, rhythm, dynamics and expression such as: i.the dotted rhythms and triplets as well as mf, f and > in the national anthem of the People’s Republic of China; ii.the dotted rhythms as well as pp, f and ff in the national anthem of Australia. 2.Understand the structure and compositional devices and experience the different atmosphere of the two national anthems through listening to singing demonstrations and recordings. 3.Collect information on contexts, biographies of authors and composers of the two national anthems individually or in groups, make written reports or oral presentation. 4.Create a 30-second piece or sound project with apparent structure in groups, based on the music characteristics of the two national anthems, using human voice, percussion, electronic and/or self-made instruments. 5.Teachers and students develop a list of criteria together to assess the creative works and performances such as: i.whether the work has adopted some compositional devices of the two national anthems; ii.whether the work has an apparent structure; iii.whether the work has a particular style / atmosphere; iv.whether the rhythm, pitch and dynamics in the performance are accurate; v.whether the performance is fluent and attractive. 6.Perform the creative works in groups, conduct self and peer assessment according to the predetermined criteria.
Integrated Activities† CPL ✔ ✔
•Scores, audio or video recordings of the two national anthems •Percussion, electronic and/or self-made instruments •Online resources •Self and peer assessment form
Resources ✔✔ ✔ ✔ ✔✔✔ ✔ ✔✔ ferent countries have different conventions in the official performance of their national anthems, for instance, the lyrics of some national anthems will not be sung in certain contexts. als. Students have to be reminded to respect the