COPYRIGHT

The Ministry of Education owns the copyright to this Year 3 Performing Arts Text-
book. Schools may reproduce this in part or in full for classroom purposes only. Ac-
knowledgement of the CDU Section of the Ministry of Education copyright must be
included on any reproductions. Any other use of this Students’ Workbook must be
referred to the Permanent Secretary for Education through the Director Curriculum
Advisory Services.

Issued free to schools by the Ministry of Education.

Trial Version 2016

© Ministry of Education, Fiji, 2016

Published by
Curriculum Development Unit
Ministry of Education
Waisomo House
Private Mail Bag
Government Buildings
Suva
Fij

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 ACKNOWLEDGEMENT

We would like to acknowledge the hard work and effort put in by the
following people:
• SEO Music Primary, Mr. Saula S Naivalu
• Tukana Suzuki, JICA volunteer @CDU KLA Arts
• The KLA Arts group year 1 and 2 for vetting and providing valuable sugges
tions
• Kalolaini N.Vuetaki, Lautoka School for Special Education
• Mr. Aminio Kaivuaqava( PEO) CDU
• Music Workgroup Committee
• Mrs. Adi Tikoigau, Senior Music Lecturer FNU Natabua Campus
• Mr. Lasarusa Daveta, Music Lecturer FNU Lautoka Campus
• Mr. Niko N. Turaganiqali, HOD Ba Provincial Free Bird Inst.
• Mrs. Raijeli. M. Delana, HOD Drasa Secondary School
• Mr. Timoci Ravaga, HOD Jasper William High School
• Mr. Melisio Camaitoga, HOD Votualevu College
• Mrs. Katarina I. Sisilia, AT Lautoka Muslim College
• Mr. Dhirish Aimal Kumar, AT Tilak High School
• Mrs. Ema Cinavilakeba, Amadiyya Muslim Primary Lautoka.
• Mrs. Miliana Tikoinavuso, Lautoka Primary School
• Mrs. Fulori Tora, Vuda District School
• Mr. Sakiusa Tabakau, Swami Vivekananda College
• Ms. Rino Aizawa, JICA volunteer Lautoka Education Office

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TABLE OF CONTENT
YEAR 3
Performing Arts

Unit CONTENTS Page No

Arts Ideas - Musical

1 1-6
Languages

Arts Skills and Process -

2 7-10
Sing and Dancing

Arts Appreciation -
3 Reconising own musical 11-12
tastes

Arts in Society and Cul-

4 ture - Own traditional 13-14
performance

5 Reference 15

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 SUB STRAND 1 : ARTS IDEA
Content Learning Outcome
• Explore and demonstrate proper pitch-intervals and their links with
musical notations in singing.
Mini Learning Outcomes
• Study the correct order and pitch of ‘Tonic Solfa (Sargam).’
• Perform solfa-singing for various combinations of pitches
Achievement Indicators
• Name the correct order of 7 main pitch names of Tonic Solfa / Sargam.
• Recite these pitches in simple ascending and descending order.
• Sing these pitches at random or to any known melodies confidently.
Achivement Indicators
• Name the correct order of 7 main pitch names of Tonic Solfa /
Sar gam.
• Recite these pitches in simple ascending and descending order.
• Sing these pitches at random or to any known melodies confidently.

UNIT 1 : MUSICAL LANGUAGES

Topic 1: Tonc Solfa
• Pitch: How high or low a sound appears to be.
• Tonic Solfa: The systems of music notation based on the use of the
signs do, re, mi, fa, so, la, ti, do. This is widely used in Fiji by Christian
churches, especially the Methodist Church.
Sing along to the tune do, re, mi, fa, so, la,
ti, do’ pretending that you are climbing up
the steps with your voice going a pitch
higher each step using CD Track 1.

Track 1

1
 Sing along to the tune do’ ti, la,
so, fa, mi, re, do pretending that
you are walking down the steps
with your voice going a pitch
lower each step using CD track 2

Track 2

Activity 1
Listen to the CD given and sing along to the order of the tonic solfa, using num-
bers 1 to 8.
1 2 3 4 5 6 7 8…………….. 8 7 6 5 4 3 2 1
Track 3
Activity 2
In your group, sing along to the tune do, re, mi, fa, so, la, ti, do’ with your voice
going a pitch higher when you are climbing up and going a pitch lower every
time you are walking down.

Track 4

2
Activity 3
Watch the DVD and practice singing do, re, mi, exercise with your teacher and
follow the actions shown below.

Activity 4 Fill in the blanks

Fill in the missing music notes below.

Activity 5
Listen to the CD or your teacher playing the piano and recite the pitches.
Track 5

3
Activity 6.

Track 6

4
 TOPIC 2 : SARGAM
Definition
• Sargam is the system of music notation used in Hindi music. (sa, re, ga, ma,
pa, dha, ni, sa•)
Listen to the CD track and sing along to the Hindi music notation.
Track 7

ACTIVITY 1
Sing along to the tune sa re ga ma pa
dha ni sa’ pretending that you are
walking up the steps with your voice
going a pitch higher each step.

ACTIVITY 2
Sing along to the tune sa, ni, dha, pa, ma,
ga, re, sa· pretending that you are walking
down the steps with voice going a pitch
lower each step. Track 8

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ACTIVITY 3
Use CD track 9 to sing along and follow the actions using Sargam notes. Track 9

sa re ga ma pa dha ni sa’

ACTIVITY 4
Listen to the CD or your teacher playing the piano and recite the pitches.
Track 10
ACTIVITY 5
Fill in the missing music notes below.

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 SUB STRAND 2 : ART SKILLS
AND PROCESSESS
Content Learning Outcome
• Demonstrate the basic performing skills confidently
Mini Learning Outcomes
• Sing confidently to an audience
• Present well-coordinated dances to the songs.
Achivement Indicators
• Recite dfferent songs to others.
• Demonstarte som actions song
• Create some movements that go along with he selected song
• Show their original action-songs

TOPIC : SINGING AND DANCING

Song Selection
1. If you’re happy and you know it
2. Head Shoulders, knees and toes
3. Row row row your boat
4. Twinkle Twinkle Little Star Track 11-16
5. Raju bhaiya
6. Kana mada

ACTIVITY 1
Keep in mind that when you are performing any item you must create some movements
to go along with the song of your choice. Be CONFIDENT!!!!!

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 If You’re Happy and You Know It

ACTIVITY 2
Head, Shoulders, Knees and Toes

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 Row, Row, Row Your Boat

Row, row, row

your boat
gently down the stream
Merrily, merrily, mer-
rily, merrily,
Life is but a dream.

ACTIVITY 4
Twinkle, Twinkle, Little
Star

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ACTIVITY 5

Raju Bhaiya
Raju bhaiya, Raju
bhaiya, Jaldi aao, jaldi
aao, Khana ka samaye
hua, khana ka samaye
hua Dhal bhaat khao.
Dhal bhaat khao.

Kana Mada
Kana mada, kana mada
Tavioka, Tavioka
Ke naicoi na bele
Ke naicoi n abele
Na ika, na ika

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SUB STRAND 3: ARTS
APPRECIATION
Content Learning Outcome
• Discover and demonstrate the abilities to express themselves in aesthetic
activities
Mini Learning Outcomes
• Examine the pleasure of performing arts through participating in
musical activities.
• Express their musical preference in performing activities
.
Achivement Indicators
• Actively take part in any musical activities of their choice.
• Select some performances that they like.
• Show own musical preferences in the performance.

Children love listening to beautiful music or watching exciting performance. You are to
per-form any musical activities of your choice. It is important to learn to appreciate
good music from an early age.

ACTIVITY 1
Complete the following table to evaluate the songs listed below.
Activity 1
Complete the following table to evaluate the songs listed below.
Listening Self-Evaluation Sheet
Names of songs  = Like  = Explain how you feel while
Dislike listening to the music.
E.g.( happy, sad, bored)
If you’re happy and
you know it
Head shoulders
knees and toes
Row your boat
Raju bhaiya
Twinkle twinkle
little star

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ACTIVITY 2 Group Presentation
Select one of the songs listed above and then discuss in your group the following
ques-tions. Present to the class when completed.

i.) Which songs do you like the most? Why?

ii.) Which songs do you like the least? Why?

ACTIVITY 3
Choose any known song of your taste and sing the song to the class. If you are not
com-fortable singing on your own than find a friend to sing with you.

(Source: http://www.clipartpanda.com)

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 SUB STRAND 4: ARTS IN SOCIETY
AND CULTURE
Content Learning Outcome
• Explore and present simple traditional items with suitable attires.
Mini Learning Outcomes
• Research familiar songs and dances in their community.
• Perform their traditional items in their costumes.
Achivement Indicators
• Study their own cultural songs, dances and attires.
• Prepare for the traditional items (songs, dances and attires).
• Demonstrate traditional items to others in their community.

You are to perform your OWN cultural dance and wear your
cultural attire with pride and respect.

ACTIVITY 1 Show and tell

You are to wear your cultural attire, describe what you are wearing if possible explain what
it is made of. An example is given below to help you.

Malo bula class, my name is Faith Vuetaki. I

am in Year 3 at Lautoka Central Primary
School. I am wearing a traditional Fijian
costume known as masi. It is worn during
weddings and meke ceremony. My paternal
grandmother who hails from Oneata in Lau
made this attire especially for me. The
salusalu is called vono made too by my
grandmother. Vinaka!

(Source: primary source)

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ACTIVITY 2
Gather information about your own traditional songs or dances from home.

ACTIVITY 3
In your own ethnic group, perform your own cultural songs and dances at school or in
your community.
e.g. iTaukei – meke: Drau ni uto bota toka

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REFERENCE
• Curriculum Development Unit, (1973) Here’s Music; Ministry of Education, Fiji
• Curriculum Development Unit, (2005) Music – Prescription; Ministry of
Educa tion, Fiji
• JICA volunteers, (2013) PEMAC IDEA Book; Japan International Cooperation
Agency, Japan
• Curriculum Development Unit, (2016) Arts Syllabi Year 3 – 8; Ministry of
Education

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