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AIMS
OBJECTIVES
To fulfill the aims of GMP, the syllabus is organised
around six objectives that describe the music skills and
knowledge students should acquire. These are the six
objectives:
O1 : Sing and play melodic and rhythmic instruments
individually and in groups
Learning Outcomes
Each objective is defined by a set of learning outcomes
which detail the music competencies students should
acquire and be able to demonstrate. The learning
outcomes are accompanied by a list of music elements/
concepts, music instruments and repertoire that
provides the scope of learning.
The learning outcomes have been designed in a
progressive manner over the stages. Learning outcomes
at the higher stages build upon those of the lower
stages. Only new learning outcomes and new music
elements/concepts, music instruments and repertoire are
reflected in the higher stages. Lessons should build on
knowledge and skills acquired earlier.
APPROACH
SYLLABUS STRUCTURE
ASSESSMENT
Stage
Levels (Streams)
Stage 5
Stage 4
(S/E/NA/NT)
Stage 3
Stage 2
Stage 1
Sec 1 - 2
(S/E/NA/NT)
Pri 5- 6
Pri 1 - 4
Portfolio
Written assignments
Practical performances
Reflection journals
O4: Develop
Understanding of
Music Elements/
Concepts
Sing in unison
Sing 2-part canons
Use solfege names and
handsigns
Identify selected
percussion, string,
woodwind and brass
instruments of Malay,
Chinese and Indian
music
Evaluate music
performances
(e.g. students own
performance)
Distinguish contrasts in
music (e.g. quick/slow, high/
low, thick/thin, long/short,
loud/soft, silence/sounded)
Identify similar and different
rhythmic and melodic
patterns
Identify simple structures
(e.g. binary, ternary)
Cartoon
Computer game
Community and home
events
Festive and cultural
events
Describe the role of music in
dance
Music Instruments
Repertoire
String instruments
- bowed, e.g. erhu
- plucked, e.g. sitar
- bowed and plucked, e.g. cello, violin
Wind instruments
- blown, e.g. clarinet, flute, trumpet
Voice
Folk songs
Nursery rhymes
Action songs
Singing games
2-part canons
Speech, rhythmic & melodic ostinati
Accompaniment patterns/rhythms
Music of classical traditions
Traditional festival music
Dance music
Music of large ensembles (e.g. band, choir)
O4: Develop
Understanding of
Music Elements/
Concepts
Internet
Sing individually
Sing canons
(Up to four parts)
Sing in two parts
Use a variety of
instruments (including
voice) for different effects
Create different sounds to
enhance effects in stories
and visuals
Mobile phone
Describe the role of music
in theatrical art forms (e.g.
musicals, wayang kulit)
Music Instruments
Repertoire
String instruments
- bowed & plucked, e.g. doublebass, viola
- plucked and strummed, e.g. guitar, guzheng,
pipa
Wind instruments
- blown, e.g. piccolo, suling, trombone, tuba
Electronic instruments, e.g. electric guitar, bass
guitar, synthesiser
Tuned Percussion
- C, D, F, G & B-flat Majors (one octave)
- A, E, D, B, & G Minors (one octave)
O4: Develop
Understanding of
Music Elements/
Concepts
MTV
Accompany a melody
using simple chord
patterns or a bass line/
descant
Add melodic/rhythmic
embellishments to music
Sound qualities
(timbre, tone)
Modes
(major, minor, pentatonic)
Structure
(e.g. interlocking rhythmic
parts)
Sequence a variety of
electronic sound sources
Repertoire
Compound time
Basic chords (e.g. I, IV, V, C, G)
Advertisement
Film
Documentary
O4: Develop
Understanding of
Music Elements/
Concepts
Organisation of pitches
Organisation of time (e.g.
simple versus compound
time)
CD/MD
MP3
Sampled Sound
MIDI
Performer
Composer
Repertoire
10
O4: Develop
Understanding of
Music Elements/
Concepts
Programme a performance
according to a given context
(e.g. select and perform
music for a school event)
Different systems of
instrumental classification
Group identity
(e.g. cultural identity,
national identity)
Personal identity
Arranger
Music producer and
engineer
Audience/Consumer
Note
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Note