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MUSIC SYLLABUS

PRIMARY Curriculum Planning & Development Division Ministry of Education Singapore Ministry of Education All Rights Reserved Year of Implementation from 2002

CONTENTS Introduction 3 Aims and Objectives 4 Syllabus

Primary 1 and 2 6

Primary 3 and 4 11

Primary 5 and 6 19 Assessment 24

3

The music syllabus focuses on cultivating and developing ourpupils’ skills and knowledge through providing them directexperiences in the components of Listening and Music Making.While these components are interconnected, the learningoutcomes at each level delineate the progressive developmentin each component that would contribute to a holistic music experience.

Listening

Pupils are engaged in active listening as opposed to the passivehearing of music. They are provided with a variety of musicmaterials so that appreciation and understanding can beestablished and built upon. Pupils are also guided to observe,recognise and identify musical elements and featuresin music so that they can make informed comments and reasonedevaluation in their responses to music.

INTRODUCTION

Music Making

PerformingPupils sing and play instruments with good expression andtechnique. Through these activities, they are guided to cultivatea sensitive musical ear. In instrumental playing, they will playa variety of percussion instruments as well as a melodicinstrument. Opportunities abound for pupils to perform inensemble settings so that the experiences in collaborative musicmaking would enhance their abilities in listening out for accuracy,blending and balance.

CreatingPupils create and improvise rhythmic and melodic phrases aswell as sound effects. They will be guided to notate theircompositions in conventional and non-conventional forms forperformances.

Aims and Objectives UUxx

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Syllabus

Primary 1 and 2 UUxx

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SKILLSPupils will be able to: VALUES

PRIMARY 1 AND 2

COMPONENT CONTENT

*Pupils are required to understand and use the terms in bold.

*beat and rhythmduple and quadruple times

long and short

fast and slowgetting faster and getting slower

sound and silenceloud (f) and soft (p)

similar and different phrases

high and low

thick and thinsolo and group

quarter-note quarter-note rest

half-note half-note rest

dotted half-note

whole-note whole-note rest

• Metre

• Duration

• Tempo

• Dynamics

• Phrasing

• Pitch

• Texture

• Notevalues

Musical Elements• Identify beat and rhythm

• Respond to the strong and weakbeats in duple and quadruple times

• Describe music in terms ofduration, tempo, dynamics,phrasing, pitch and texture

• Identify similar and differentrhythmic and melodic patterns

• Enjoylistening tomusic

LISTENING

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Primary 1 and 2

8Primary 1 and 2

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SKILLSPupils will be able to: VALUESCOMPONENT CONTENT

1, 2, 3, 5, 6 (doh , ray , me, soh ,lah )

tuned and untuned percussioninstruments

• Understandthe role ofmusic infestivals ofdifferentraces

• Identify and reproduce intervals andshort melodic phrases usinghandsigns

• Recognise the sounds and describethe different moods created bypercussion instruments

• Differentiate between tuned anduntuned percussion instrumentsaurally

• Respond to different types of musicin the manner of marching, running,skipping and other body movements

• Respond to music of differentmoods

• Appreciate music which appeals toand relates to their experience

• Distinguish between the followingcharacteristics: Heavy and Light;Happy and Sad

• Pitchnames

• Timbre

Musical Cultures and Styles• Music depicting movement• Descriptive music• Traditional music depicting festivals of different

races

LISTENING(cont’d)

9Primary 1 and 2


• Enjoysingingandperforming

• Cooperatein groups

• Sing with enjoyment in thefollowing manner:- Softly and sensitively- Clearly and smoothly in the

manner of a phrase- Rhythmically- Tunefully- With projection- With correct phrasing- In tempo (with or without

accompaniment)

• Sing/sight-sing and experience thefollowing:- Echoing a melodic phrase- Reading pitch patterns from

staff and numeral notations- Reading rhythmic patterns in

simple duple and quadrupletimes

- Accompanying with rhythmicand melodic ostinati

• Demonstrate inner hearing throughsinging

PERFORMINGRepertoire• 6 core NE songs• Supplementary NE songs• Nursery rhymes• Singing games• Simple traditional songs from Singapore and

other countries• Action songs• Traditional songs depicting festivals of different

races

Arrangements• Speech, rhythmic and melodic ostinati• Simple 2-part canons (speech, rhythmic and

melodic)

MUSICMAKING

10Primary 1 and 2


• Play a variety of untunedpercussion instruments, using themto accompany singing whereappropriate

• Create:- new verses to songs- different movements using

levels of body percussion andpercussion instruments toaccompany songs

- rhythmic and melodic patterns

Instruments• Untuned percussion instruments, e.g.:

- Tambourine, Castanets, Triangle, Sleighbells, 2-tone block and Claves

CREATING• Movements• Sound pictures• Rhythmic patterns• Melodic patterns• Words

MUSICMAKING(cont’d)

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Syllabus

Primary 3 and 4

12Primary 3 and 4

SKILLSPupils will be able to: VALUES

PRIMARY 3 AND 4

COMPONENT CONTENT

*triple timeanacrusis

a tempo

pause

getting louder and gettingsofter

repeated phrasesquestion and answer phrases

unison and parts

• Metre

• Tempo

• Articulation

• Dynamics

• Phrasing

• Texture

Musical Elements• Identify duple, triple and quadruple

times

• Conduct music in duple and tripletimes

• Identify anacrusis in music

• Describe music in terms of tempo,articulation, dynamics, phrasing,texture and modes

• Identify repeated rhythmic andmelodic phrases

• Identify question and answerphrases


LISTENING

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13Primary 3 and 4

dotted quarter-note

eighth-note

eighth-note rest

dotted eighth-note

sixteenth-note

sixteenth-note rest

4, 7, 1 (fah , te, high doh )

pentatonic scale andmajor scale

Ternary and BinaryIntroduction

• Notevalues

• Pitchnames

• Modes

• Form

• Identify rhythmic patterns

• Identify and reproduce intervals andshort melodic phrases using handsigns

• Identify pentatonic and major scales

• Identify the three sections in TernaryForm

• Identify the two sections in Binary Form

• Distinguish between Binary and TernaryForms

• Identify the Introduction section

LISTENING(cont’d)

Primary 3 and 4

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14Primary 3 and 4

percussion instrumentsmade of wood, metal andskin

singing voices

string instruments playedby bowing , plucking andstriking

• Timbre • Recognise the sounds and describe thedifferent moods created by percussioninstruments of different materials

• Differentiate between wood, metal andskin percussion instruments aurally andvisually

• Differentiate between the differentsinging voices aurally

• Recognise the sounds and describe thedifferent moods created by stringinstruments when bowed, plucked andstruck

• Differentiate between bowed, pluckedand struck string instruments aurally andvisually

• Understand the role of string instrumentsin different contexts

LISTENING(cont’d)

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15Primary 3 and 4

Musical Cultures and Styles• Dance music of Malay, Chinese, Indian

and Western cultures, e.g. joget, waltz,lotus dance (from China) and kuchipudi(dance from Andhra Pradesh)

• Identify the music of the Malay, Chinese,Indian and Western cultures

• Appreciate and recognise dance music

• Appreciate and respond to differentstyles of music from the Malay, Chinese,Indian and Western cultures

• Distinguish between the followingcharacteristics: Jerky and Smooth; Livelyand Graceful

LISTENING(cont’d)


• Understandthe role ofmusic indance

• Appreciatelocal ethnicmusic aspart of ourhistory andculturalroots

• Develop asense ofpride inlocal music

16Primary 3 and 4

PERFORMINGRepertoire• 6 core NE songs• Supplementary NE songs• Folk songs• Songs from musicals

Arrangements• 2-part canons• Partner songs• Simple 2-part songs

• Sing with enjoyment in the followingmanner:- Expressively through appropriate

dynamics and feelings- With appropriate interpretation- With good breath control and support- With appropriate phrasing- With good intonation- With accurate pitch- In tempo (with or without

accompaniment)- With awareness of blending in part-

singing

• Sing/play/sight-read and experience thefollowing:- Reading melodic patterns in C major

from staff and numeral notations- Reading rhythmic patterns in simple

triple time- Accompanying with rhythmic and

melodic ostinati- Simple 2-part phrases from handsigns

(one part moving stepwise while theother remains sustained)

MUSICMAKING


• Enjoysinging andplayingmusic


17Primary 3 and 4

Instruments• Tuned and untuned percussion

instruments, e.g.:- Maracas, Hand drum, Glockenspiel

and Xylophone

• One melodic instrument, e.g.:- Recorder- Harmonica- Keyboard

CREATING• Rhythmic phrases• Melodic phrases• Introduction and Coda

• Play a variety of tuned and untunedpercussion instruments in the correctmanner, using them to accompanysinging where appropriate

• Play and read the following notes on amelodic instrument with correct techniqueand phrasing, differentiating between agood and a harsh tone:

• Play simple tunes in unison and in twoparts on the melodic instrument

• Create:- different movements using levels of

body percussion and percussioninstruments to accompany songs

- rhythmic and melodic patterns asIntroduction and Coda for songs

- new percussion instruments using rawmaterials



18Primary 3 and 4

• Create, improvise and notate 3- or 4-beatrhythmic and melodic phrases usingconventional and non-conventionalnotations

• Create rhythmic and melodic patterns asIntroduction and Coda for songs



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Syllabus

Primary 5 and 6

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Primary 5 and 6

*legato and staccatoaccents >

sequential phrases

5, 6, 7 (low soh , low lah , lowte)

wind and electronicinstruments

• Articulation

• Phrasing

• Pitchnames

• Timbre

• Conduct music in duple, triple andquadruple times confidently

• Describe music in terms of articulationand phrasing

• Identify sequential melodic phrases in music

• Identify rhythmic patterns

• Identify and reproduce intervals andmelodic phrases using handsigns

• Recognise the sounds and describe thedifferent moods created by wind andelectronic instruments

• Differentiate between string and windinstruments aurally and visually

• Understand the role of string and windinstruments in different contexts

• Understand the role of electronicinstruments in different contexts

LISTENING

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Musical Elements

PRIMARY 5 AND 6

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21Primary 5 and 6

Musical Cultures and Styles• Programme music, including instrumental

and vocal music of Malay, Chinese,Indian and Western cultures

• Narrative and dramatic music associatedwith theatrical art forms, e.g. musicals,Wayang Kulit and Chinese opera

• Appreciate and describe differentsituations and emotions depicted in music

• Appreciate narrative and dramatic music

• Distinguish between the followingcharacteristics: Serious and Playful;Frightening and Peaceful

LISTENING(cont’d)


• Show anawarenessof the roleof music intheir dailylives

• Understandthe role ofmusic indrama

• Appreciatelocal ethnicmusic aspart of ourhistory andculturalroots

• Develop asense ofpride inlocal music

PRIMARY 5 AND 6

22Primary 5 and 6

PERFORMINGRepertoire• 6 core NE songs• Supplementary NE songs

Arrangements• 3- and 4-part canons• Simple 2-part songs and instrumental

arrangements

Instruments• Tuned and untuned percussion

instruments• One melodic instrument

• Sing with enjoyment in the followingmanner:- Expressively and with feeling- With appropriate interpretation- With good tone quality and projection- With good breath control and support- With correct phrasing- With good intonation- With accurate pitch and tempo (with or

without accompaniment)- With awareness of blending and tempo

in part-singing

• Sing/play/sight-read the following:- Reading melodic patterns in F and G

majors from staff and numeralnotations

- Reading rhythmic patterns involving theuse of tied notes

- Simple 2-part phrases from handsigns

• Play a variety of tuned and untunedpercussion instruments in the correctmanner, using them to accompanysinging where appropriate

MUSICMAKING


• Enjoysinging andplayingmusic


• Work ingroups

PRIMARY 5 AND 6

23Primary 5 and 6

CREATING• Rhythmic phrases• Melodic phrases

• Play and read the following notes on amelodic instrument with correct technique,even tone and good phrasing,differentiating between a good and aharsh tone:

• Play simple 2-part arrangements on themelodic instrument

• Create, improvise and notate 2- to 4-barrhythmic and melodic phrases usingconventional and non-conventionalnotations

• Perform their own compositions using avariety of traditional, non-traditional andelectronic sound sources

• Evaluate each other’s compositions andperformances with adequately expressedreasons



• Work ingroups

• Demonstrateacceptablebehaviourstowardsmusicalperformances

PRIMARY 5 AND 6

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Assessment

ASSESSMENT

The following are guidelines on the assessment of pupils’ progress in the Learning Outcomes of the two components:

Grade

A

B

C

Component

LISTENING

Pupils are able to: describe music using the

appropriate terms with accuracy and minimal guidance


appropriate terms with some accuracy and some guidance


appropriate terms with a little accuracy and much guidance

identify music of different cultures and styles with good understanding

identify music of different cultures and styles with average understanding

identify music of different cultures and styles with fair understanding

MUSIC MAKING

perform with good techniques and expression

perform with average techniques and expression

perform with fair techniques and expression

create using many musical

elements with many original ideas

create using some musical elements with some original ideas

create using few musical elements with few original ideas

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