Stewards Pooi Kei College Secondary One Music Teaching Schedule ( )

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1 Stewards Pooi Kei College Secondary One Music Teaching Schedule ( ) Subject Teacher: Ms SN Yeung No. of Periods/10-day Cycle: 15 Cycle Sept 2018 Cycle Dec Jan 2019 Cycle April 2019 Cycle Sept 2018 Cycle 8 21 Jan-15Feb 2019 Cycle May 2019 Cycle Oct 2018 Cycle 9 18 Feb- 1 Mar 2019 Cycle May 2019 (Sing Con Practice) Cycle Oct Nov 2018 Cycle 10 4 Mar- 15 Mar 2019 Cycle Nov 2018 Cycle Mar 2019 Cycle 6 27 Nov-7 Dec 2018 Cycle 12 1 Apr-12 Apr 2019

2 Topic: Introduction to music and National Anthem Cycles No. of Periods Teaching Topics/Content objectives (students can:) Teaching Activities Remarks 1 1 Course Introduction Understand the rules, regulations and practice of music lesson. Appreciation: -National Anthem performance on Teaching materials: 1. First Lesson PowerPoint Sing the national anthem and flag raising ceremony (video). school song. 2. Prepare for the first assessment Sing in proper posture. Sit as an orchestra Understand the course outline and subject requirements. Identify basic notes Singing: -sing school song -Creative activities: -sing the school song in small group and with whole class with different styles Other activities: -arrange seats for students to make sure they can sit as an orchestra. Topic: Introduction to percussion ensemble and basic rhythm patterns Cycles No. of Teaching objectives (students can :) Teaching Activities Remarks Periods Topics/Content 1 2 Introduction to percussion ensemble and basic rhythm patterns Identify basic notes, rests and music signs. Play in unison and parts of simple percussion ensembles. Play simple percussion instruments with proper posture. Appreciation: Percussion Band, Stomp Performance: School tailor-make percussion exercise Singing: Seek ye first When I looking to their holiness. Teaching Materials: 1. Stomp video 2. Drum sticks and mallets 3. Tailor-make percussion exercise Assignment: 1. Recite Chinese and English school song, PRC National Anthem 2. Prepare for the first assessment 3. Pre-study Unit 1

3 Creative activities: -play the percussion ensemble exercise "When the Saint Go Marching In" with a small group in different styles. Topic: First Performing Assessment Cycles No. of Periods Teaching Topics/Content 2 3 Performing Assignment objectives (students can:) Teaching Activities Remarks Sing in and play in unison and parts with Appreciation: Teaching Materials technical accuracy. Appreciate classmates 1. Peer Assessment Form Analyze the performing skills and music performance 2. Performing assessment form elements used in classmates performance listening, peer assessment and discussion. Analysis: Student Assignments Syllabus of performing test: Appreciate and analysis 1. Self-reflection worksheet. Group in 4-5 classmates performance 2. peer-assessment worksheet. -sing school song and the national anthem and give comment on the "Peer Assessment Form" Singing: -sing school song and national anthem

4 Cycle 3 Lesson 1-2 Module 1 Unit 1. They ve Got Rhythm Suggested 1. Sing in unison or two parts, songs in different metres, rhythms, scales and melodic contours. 2. Describe and analyze the metres, rhythms, scales and melodic contours of the selected music. 3. Compose a melody to use as a mobile ringtone. 4. Assess classmates work by using pre-determined criteria. Procedures Duration 3 lessons - Listen to bars 1 to 8 of Hope and pay attention to the metre and the strong and weak beat pattern. Put an accent > on each of the notes on strong beat. Then write the correct time signature in the box at the beginning of the score. - Sing Hope in unison with conduction. Then sing the song together. At the same time, accompany the song with the tambourine playing on strong beats and the maracas on weak beats. Identify the strong and weak best pattern of the song. (strong-weak-weak) - Listen to bars 1 to 8 of Do-Re-Mi, paying attention to the metre and the strong and weak beat pattern. Put an accent > on each of the notes on strong beat. - Sing Do-Re-Mi in unison with conduction. Sing the song again and play the given rhythmic ostinato while singing. Then introduce the simple duple time and simple triple time. After that, sing the given phrases according to the time signature. They are rearranged from Hope and Do-Re-Mi. Compare the rearranged version and the original version. - Listen to J. Strauss: Emperor Waltz (excerpt), Sichuan folk song: Kāng Dìng Qíng Gē ( 康定情歌 ) (excerpt) and A. W. Ketelbey: In a Persian Market (excerpt). Identify their beats. - Sing Lán Huā Cǎo, which is in simple quadruple time, in unison. Pay attention to the strong and weak beat pattern, and the rhythmic patterns of and in the song - Sing Aura Lee, which is in simple quadruple time, in unison or two-part. Then play the music by recorders. Pay attention to the strong and weak beat pattern and the rhythmic pattern of in the song. Then identify the strong and weak best pattern in quadruple time. (strong-weak-weak) - Sing Lán Huā Cǎo and Aura Lee again and conduction. Then explain and are dotted rhythms which give us an uneven feeling and Use the claves to play the given rhythmic ostinatos. - Listen to P. Tchaikovsky: The Swan Lake Suite: Dance of the Swan Queen (excerpt). Identify the rhythm of the first phrase of the excerpt. - Sing Lifelong Beauty (excerpt) and Home on the Range respectively. Pay attention to the metre, the strong and weak beat pattern, and the rhythmic patterns of and. Then introduce the compound duple time and clap or use the maracas to play the given rhythmic ostinatos. - Listen to Williams: Greensleeves Fantasy (excerpt). Identify the first phrase of the excerpt. - Listen to the Indian folk song: Indian Hawker (excerpt), F. Mendelssohn: On Wings of Song (excerpt) and English folk song: When Johnny Comes Marching Home (excerpt). Decide whether they are in simple or compound time. - Work in groups of two. Complete the given rhythmic phrases and clap or use an instrument to perform. Then complete the self-assessment. Generic Skills and Attitudes Creativity Critical thinking Problem solving skills Communication skills Collaboration skills Self management skills Respect others opinions Appreciate others performances Performing Repertoire The singing demonstrations and accompaniments of Hope, Do-Re-Mi, Lán Huā Cǎo, Aura Lee, Lifelong Beauty, When Johnny Comes Marching Home Excerpts of Strauss: Emperor Waltz, Sichuan folk song: Kāng Dìng Qíng Gē ( 康定情歌 ), Ketelbey: In a Persian Market, Tchaikovsky: The Swan Lake Suite: Dance of the Swan Queen, Williams: Greensleeves Fantasy, Indian folk song: Indian Hawker, Mendelssohn: On Wings of Song (excerpt) and English folk song: When Johnny Comes Marching Home Others Audio CD, Recorder, Percussion instruments 1. Observe students performances in singing and performing songs and identifying different rhythm. Assessment 2. Observe students performances in rearranging songs by applying duple time and triple time.

5 Cycle 4 lesson 1-2 Module 1 Unit 2. Useful Scales Suggested 1. Sing in unison or two parts, songs in different metres, rhythms, scales and melodic contours. 2 Describe and analyze the metres, rhythms, scales and melodic contours of the selected music. 3. Compose a melody to use as a mobile ringtone. 4. Assess classmates work by using pre-determined criteria. Procedures Duration 3 lessons - Sing Ask Me and Planting Rice in unison respectively and pay attention to their ending note. Write the sol-fa names used in the songs and the sol-fa name of the ending note. Then introduce the sol-fa names. - Listen to the teacher playing the given melodies in C major. Fill in the missing notes by writing their sol-fa names in the brackets. Then notate the melody on the staff. - Sing Mango Walk in unison. Pay attention to the key signature and its ending note. Write the sol-fa name of the ending note. - Sing Lóng De Chuán Rén in unison or two-part. Pay attention to the key signature and its ending note. Write the sol-fa name of the ending note and compare the key signature of Mango Walk and Lóng De Chuán Rén. Then introduce F major scale and D natural minor scale. - Sing Mango Walk in the tempo of =110, then sing Lóng De Chuán Rén consecutively, joining the two songs together. Describe the effect. - Transpose the melody of Lóng De Chuán Rén from D natural minor to F major, and then sing. - Write down the sol-fa names of the given melodies and sing. Then identify its scale. - Listen to the teacher playing the melodies. Fill in the missing notes and write their sol-fa names in the brackets. Identify its scale. - Sing My Love Will Get They Home in unison. Pay attention to and write the sol-fa names used. - Sing Sakura in unison. Pay attention to and write the sol-fa names used. Then introduce the Pentatonic scale in F. - Sing the melodies that are written in two different kinds of pentatonic scales. - Try to search for different examples of music or songs written in major, minor or pentatonic scales from song books or through the internet. Print them out and share with classmates. - Listen to J. Haydn: Symphony No. 94 Surprise : 2 nd Movement (excerpt), Indian folk song: Canoe Song (excerpt), G. Bizet: L'Arlesienne Suites: March of the Kings (excerpt) and Finland folk song: Strawberries (excerpt) and decide whether they uses major, minor or pentatonic scale. - Divide into groups of two. Use the given rhythmic phrase to compose a melody in C major / F major / D natural minor / C or F pentatonic scale. Then write the melody on the staff. Sing the melody out or invite other classmates to sing it. Generic Skills and Attitudes Creativity Critical thinking Problem solving skills Communication skills Collaboration skills Self management skills Study skills Respect others opinions Appreciate others performances Performing Repertoire The singing demonstrations and accompaniments of Ask Me, Planting Rice, Mango Walk, Lóng De Chuán Rén, My Love Will Get They Home, Sakura Excerpts of Haydn: Symphony No. 94 Surprise : 2 Movt., Indian folk song: Canoe Song, Bizet: L'Arlesienne Suites: March of the Kings, Finland folk song: Strawberries Others Audio CD, Recorder, Percussion instruments 1. Observe students performances in singing and performing songs and identifying different scales. Assessment 2. Observe students performances in rearranging songs by altering scales.

6 Cycle 5 lesson 1-2 Module 1 Unit 3. Melody Is All Around Suggested 1. Sing in unison or two parts, songs in different metres, rhythms, scales and melodic contours. 2 Describe and analyze the metres, rhythms, scales and melodic contours of the selected music. 3. Compose a melody to use as a mobile ringtone. 4. Assess classmates work by using pre-determined criteria. Procedures Duration 3 lessons - Sing in unison or twp-part. Pay attention to the pitch change of the purple notes. - Sing Proud of They in unison and pay attention to the pitch change of the pink notes. Then introduce the repeated notes and stepwise intervals - Work in groups of two. Circle the phrases which include repeated notes and stepwise intervals simultaneously in the songs Over and Over and Proud of They. Then sing them. - Sing the song Precious Lives in unison, paying attention to the pitch change of the brown notes and the stepwise intervals used in the first three notes. Then introduce leaps. - Work in pair. Circle some repeated notes, stepwise intervals and leaps in different colours on the score of Precious Lives and sing them out loud. - Listen to M. Clementi: Sonatina in C: Rondo (excerpt), Chinese folk song: Zĭ Zhū Diào (excerpt) and A. Khachaturian: Sabre Dance (excerpt). Identify the pitch changes of the melodies. - Sight sing the given melodies, and then sing melody 1 to 4 again. Draw the melodic contours of the four melodies in different colors and match them with their corresponding melodies. Then introduce melodic contours. - Sing Wishing Star and That Doggie in the Window in unison, paying attention to the melodic contour of the first phrase. Then match the melodic contour of the first phrase with the corresponding song and compare the pitches of the first phrase of these songs. - Listen to the excerpt from Marriage of Figaro: Overture by Mozart and fill in the missing notes. Then fill in the blanks with sol-fa names of the missing notes and identify that the melody mainly consists of repeated notes and stepwise intervals. - Work in pairs. Use the given rhythmic phrase and C major scale to compose a melody. Repeated notes, stepwise intervals and leaps can be used. Write the melody on the staff, and sing the work or invite other classmates to sing it. Then complete the self-reflection Generic Skills and Attitudes Creativity Critical thinking Problem solving skills Communication skills Collaboration skills Self management skills Respect others opinions Appreciate others performances Performing Repertoire The singing demonstrations and accompaniments of Over and Over, Proud of They, Precious Lives, Wishing Star, That Doggie in the Window Excerpts of Clementi: Sonatina in C: Rondo, Chinese folk song: Zĭ Zhū Diào, Khachaturian: Sabre Dance, Mozart: Marriage of Figaro: Overture Others Audio CD, Recorder, Percussion instruments 1. Observe students performances in singing and performing songs and identifying different pitch changes. Assessment 2. Observe students performances in rearranging songs by altering repeated notes, stepwise intervals and leaps.

7 Cycle 6 Lesson 3 Module 1 Unit Creative Workshop and Performance Assessment Suggested Duration 3 lessons A. objective: (Students can:) 1. apply what they have learnt in pervious topics in this creative workshop. 2. develop their create and music through composition 3. will be assigned to create melodies among different ringtones. 4. appreciate and analysis classmates composing work and performance through peer-assignment form and discussions. 5. evaluate and amend their own works at the end of the lesson. 6. teacher will grade students performance and count as part of term one continuous assessment. B. activities: Task 1. Rearrange the tempo, dynamics and articulation of the song and perform accordingly; OR 2. Rearrange the orchestration (use of instruments) of the song and create two to three part rhythmic ostinato for the song, then perform accordingly. Song for rearrangement I Really Love You It is a famous Hong Kong pop song. It praises the great love of mothers and so it is usually heard on Mother s Day. 3. Sing the song and play the instruments in unison, then divide into groups of four to five. Hints: (a) Think of the mood to be created and decide on the tempo to be used. It is better to choose a slower tempo as the melody consists of short notes. (b) Put dynamic marks at different sections of the music according to its mood. (c) Students may add staccato and/or ornaments (e.g. acciaccatura) to the melody and perform on the recorder or any other pitched instrument. (d) Notate the melody by using notation software and arrange it for suitable Chinese or Western instruments according to the mood of the music. Different instruments can be chosen for different sections (e.g. trumpet for the chorus section). (e) Make use of notation software to create a percussion accompaniment to each or one of the sections (e.g. the chorus). Students may create two or three part rhythmic ostinato.

8 C. Appreciation and Evaluation 1. Perform classmates composition or play it using notation software. Teacher will assess students performance according to the following criteria. Students and their classmates may develop more. Grade criteria: (i) Good use of dynamics (ii) Good choice of tempo (iii) Suitable articulation (iv) Proper orchestration (v) Good _ow of performance with co-operation (vi) Other comments 2. Complete the following self-assessment: Sample questions: In this activity, our group did well in because I have learnt in this activity: 3. Choose the best work of the class (it could be more than one). Students of other groups will perform the elected work together.

9 Cycles No. of Periods Teaching Topics/Content 7 3 1) Christmas Carols objectives (students can:) Teaching Activities Student Assignments Sing Christmas Carols and analysis the Carols through the knowledge 1. Self-reflection worksheet. learnt in module one. 2. peer-assessment worksheet. Design percussion accompaniment for the Christmas Carols. Prepare the whole-school performance (perform on Christmas Service with 2) Performing Test Group in 4-5 Use the knowledge and composing skill learnt in module one, prepare a mini performance related to Christmas. 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.

10 Module 2 4. How Much Do They Know About Tempo and Cycle 8 Lesson 3 Unit Dynamics? Focus Suggested Duration 1. Sing and perform songs in unison according to different tempos, dynamics and articulations. 2. Describe and analyze selected music in different tempos, with different dynamics, articulations and timbre of instruments. 3. Rearrange songs by altering tempos, dynamics, articulations and orchestration. 4. Assess classmates work and performance by using pre-determined and self-developed criteria. Procedures 3 lessons Creating Performing Listening - Sing Cradle Song in unison. Pay attention to the tempo and the moods being created. Then introduce the tempo marks and the words describing moods. - Lu a phrase or play on the recorder, in the tempo of Adagio, Moderato and Presto. Select the most suitable tempo. - Listen to W. A. Mozart: Clarinet Concerto: 2 nd Movement (excerpt), J. Haydn: E b Trumpet Concerto, 3 rd movement (excerpt) and M. Ravel: Bolero (excerpt) and write down the correct tempo marks. - Sing Hedge Rose and I Will Follow Him in unison. Pay attention to the tempo changes. Then introduce some commonly used marks of tempo change. - Listen to Donna Donna and write the correct tempo marks on the score. Sing it in unison according to the tempo marks, then delete the tempo change marks and sing the song again. Describe how the tempo marks affect the song. - Sing Look at the World (excerpt) in unison or two-part. Pay attention to the dynamic marks and describe how the dynamic marks express the mood of the song appropriately and effectively. Then introduce the dynamic marks. - Listen to J. S. Bach: Jesu, Joy of Man s Desiring (excerpt), J. Brahms: Hungarian Dances, No.5 (excerpt) and J. Offenbach: Tales of Hoffman: Barcarole (excerpt) and select the music with the most obvious dynamics. - Listen to the excerpt from Symphony No. 40 by Mozart and write the appropriate dynamic marks (pp, p, mf, sf, cresc., dim.) in the boxes. - Divide into groups of four to six. Choose one song from the unit and rearrange the tempo and dynamics of the song. Specify the dynamic and tempo marks and sing the rearranged song together. Finally, complete the self-assessment. Generic Skills and Attitudes Creativity Critical thinking Problem solving skills Communication skills Collaboration skills Self management skills Respect others opinions Appreciate others performances Performing Repertoire The singing demonstrations and accompaniments of Cradle Song, Hedge Rose, I Will Follow Him, Donna Donna and Look at the World Excerpts of Mozart: Clarinet Concerto: 2 nd Movt., Haydn: E b Trumpet Concerto: 3 rd Movt., Ravel: Bolero, Bach: Jesu, Joy of Man s Desiring, Brahms: Hungarian Dances, No.5, Offenbach: Tales of Hoffman: Barcarole), Mozart: Symphony No.40: 1 st Movt. Full version of Donna Donna Others Audio CD, Teacher s Interactive CD-ROM, Percussion instruments Assessment Remarks: Actual Timing/Evaluation/Others 1. Observe students performances in singing and performing songs and in identifying different tempos and dynamics. 2. Observe students performances in rearranging songs by altering tempos and dynamics.

11 Cycle 9 Lesson 3 Module 2 Unit 5. Amazing Articulation Suggested Focus Duration 1. Sing and perform songs in unison according to different tempos, dynamics and articulations. 2. Describe and analyze selected music in different tempos, with different dynamics, articulations and timbre of instruments. 3. Rearrange songs by altering tempos, dynamics, articulations and orchestration. 4. Assess classmates work and performance by using pre-determined and self-developed criteria. Procedures 3 lessons - Sing Gōng Xĭ Gōng Xĭ ( 恭喜恭喜 ) and Mid-Autumn Moon ( 中秋月 ) in unison. Pay attention to the legato and staccato. - Lu the two versions of Mid-Autumn Moon and compare the effect with the original version. Analyze the feeling brought out by the legato singing and staccato. Then introduce legato and staccato. - Listen to Sài Lóng Duó Jĭn ( 賽龍奪錦 ) (excerpt), then put a fermata and write the dynamic mark in the box. Describe the atmosphere of the music. - Play Sài Lóng Duó Jĭn (excerpt) on the recorder. Then, divide into pairs. Arrange legato and/or staccato to the above score, and then perform accordingly to see the effect. - Sing Jesus Christ is Risen Today and play the song on the recorder in unison, paying attention to the phrase marks and slurs. - Sing the Christmas carol, Angels We Have Heard on High, in unison or two-part. Pay attention to the phrase marks and slurs. - Sing Chinese Dream in unison. Pay attention to the phrase marks and slurs. Then introduce the phrase marks and slurs. - Listen to an English Christmas carol, The First Noel, played on the recorder. Draw slurs on the notes, then play the melody on the recorder and pay attention to the slurs used. - Sing Gratitude to Parents ( 父母恩 ) in unison. After that, listen to the phrases from Gratitude to Parents played by the teacher on the recorder, then use recorders or other pitched instruments to play the same phrases. Compare the rearranged versions with the original one. Then introduce ornaments. - Play the melodies with ornaments on the recorder or other pitched instruments. Compare the effects created by different ornaments. - Divide into groups of four. Choose one of the songs in this unit. Add staccato or ornaments to the whole song or part of it. Perform the song by singing or playing instruments. Finally, complete the self-assessment. Generic Skills and Attitudes Creativity Critical thinking Problem solving skills Communication skills Collaboration skills Self management skills Respect others opinions Appreciate others performances Performing Repertoire The singing demonstrations and accompaniments of Gōng Xĭ Gōng Xĭ, Mid-Autumn Moon, Sài Lóng Duó Jĭn( 賽龍奪錦 )(excerpt), Jesus Christ is Risen Today, Angels We Have Heard In High, Chinese Dream,The First Noel, Gratitude to Parents He Liu-tang: Sài Lóng Duó Jĭn (excerpt), The First Noel Others Audio CD, Recorder, Percussion instruments Assessment 1. Observe students performances in singing and performing songs and identifying different articulations. 2. Observe students performances in rearranging songs by altering articulations.

12 Cycle 10 Lesson 3 Module 2 Unit 6. Timbre of Instruments Makes Music Colourful Suggested Focus Duration 1. Sing and perform songs in unison according to different tempos, dynamics and articulations. 2. Describe and analyze selected music in different tempos, with different dynamics, articulations and timbre of instruments. 3. Rearrange songs by altering tempos, dynamics, articulations and orchestration. 4. Assess classmates work and performance by using pre-determined and self-developed criteria. Procedures 3 lessons - Watch the videos of the Western orchestral instruments being played, state their timbre (tone colour) by writing descriptions, then discuss the mood created. - Listen to J. Massenet: Thais: Méditation (excerpt), G. Bizet: Carmen: Intermezzo (excerpt) and A. Dvorak: Symphony No. 9 New World Symphony: Finale (excerpt), then identify the solo instruments used. Match them with the pictures according to the timbre and moods created and explain the choices. - Sing Triumphal March in unison and play the melody by using pitched instruments. Then, listen to Triumphal March (excerpt) and identify the solo instrument. Compare the effect of this excerpt with that played on recorders. - Watch the demonstration videos of the Western orchestral instruments. Pay attention to the timbre of the instruments and state the mood and atmosphere they create. Then introduce the four different families of Western orchestral instruments. - Listen to P. I. Tchaikovsky: Piano Concerto No.1: 1 st Movement (excerpt) and identify the instruments and the metre used. - Listen to E. Grieg: Peer Gynt Suite: Morning (excerpt) and identify the metre, dynamics and instruments used. - Use pitched instruments to play the melody of My Neighbour Totoro. Identify and explain whether the recorders are suitable for creating the right mood for the music. - Listen to another version of My Neighbour Totoro with a percussion accompaniment. Identify the percussion instruments used for the rhythmic ostinati and describe how the percussion accompaniment can bring out the mood of the music. - Watch the demonstration videos of the erhu, pipa and dizi respectively. Then listen to Shí Miàn Mái Fú ( 十面埋伏 ) (excerpt), Gū Sū Xíng( 姑蘇行 )(excerpt) and Hua Yan-jun: Èr Quán Yĭng Yuè( 二泉映月 )(excerpt). Identify the solo instruments and their timbre and match the music with the pictures according to the timbre and moods created. Then explain the choices. - Watch the demonstration videos of the Chinese instruments. Pay attention to their timbre and state the families they belong to. Search for an example of musical work played on each of the instruments, then choose the instrument they like most and describe the mood it brings out. Then introduce the four families of Chinese instruments. - Listen to Yáng Chūn Bái Xuě ( 陽春白雪 ), Hán Yā Xì Shuǐ ( 寒鴉戲水 ) (excerpt), Liu Tian-hua: Kōng Shān Niǎo Yǔ ( 空山鳥語 ) (excerpt), Zhè Gū Fēi ( 鷓鴣 飛 ) (excerpt) and Bái Niǎo Cháo Fèng ( 百鳥朝鳳 ) (excerpt). Match them with the solo instruments used. - Listen to The General's Command ( 將軍令 ) and identify the instruments and dynamics used and the mood created. - Play the rearranged version of The General's Command, A Man Should Better Himself (excerpt), by using recorders in two-part and then sing in unison. - Divide into groups of four. Carry out a research on Chinese or Western instruments. Read books, search through the internet, attend concerts, visit music centres, etc. to observe and get authentic information on the classification of Chinese or Western instruments. Organise the information by using information technology, e.g. ppt., and conduct an oral presentation in class. Analyse the obtained information and compose a 30-second melody. The notation software can be used to arrange a Chinese or Western instrument to play the melody. Briefly introduce the musical work and then perform it. The teacher will assess the work by the melody and the appropriateness of orchestration to bring out the mood of music and students need to complete their own peer and self assessment and conclusion. Organise all the information in the form of a written report in less than 600 words.

13 Generic Skills and Attitudes Performing Repertoire Creativity Critical thinking Problem solving skills Communication skills Collaboration skills Information technology skills Self management skills Study skills Respect others opinions Appreciate others performances The singing demonstrations and accompaniments of Triumphal March, My Neighbour Totoro, A Man Should Better Himself Excerpts of J. Massenet: Thais: Méditation, G. Bizet: Carmen: Intermezzo, A. Dvorak: Symphony No. 9 New World Symphony: Finale, Triumphal March, P.I. Tchaikovsky: Piano Concerto No.1: 1 st Movement, E. Grieg: Peer Gynt Suite: Morning, Shí Miàn Mái Fú ( 十面埋伏 ), Gū Sū Xíng( 姑蘇行 ), Hua Yan-jun: Èr Quán Yĭng Yuè ( 二泉映月 ), Yáng Chūn Bái Xuě ( 陽春白雪 ), Hán Yā Xì Shuǐ ( 寒鴉戲水 ), Liu Tian-hua: Kōng Shān Niǎo Yǔ ( 空山鳥語 ), Zhè Gū Fēi ( 鷓鴣飛 ), Bái Niǎo Cháo Fèng ( 百鳥朝鳳 ), The General's Command. Others Audio CD, Recorder, Percussion instruments Assessment 1. Observe students performances in singing and performing songs and identifying different tone colour of instruments. 2. Assess students performances in rearranging songs and choosing instruments. Remarks: Actual Timing/Evaluation/Others Cycle 11 Lesson 3 Module 2 6. Timbre of Instruments Makes Music Colourful Suggested Unit Duration Focus CI SP CR MC Students will learn t 1. Sing and perform songs in unison according to different tempos, dynamics and articulations. 2. Describe and analyze selected music in different tempos, with different dynamics, articulations and timbre of instruments. 3. Rearrange songs by altering tempos, dynamics, articulations and orchestration. 4. Assess classmates work and performance by using pre-determined and self-developed criteria. 3 lessons

14 - Divide into groups of four. Carry out a research on Chinese or Western instruments. Read books, search through the internet, attend concerts, visit music centres, etc. to observe and get authentic information on the classification of Chinese or Western instruments. Organise the information by using information technology, e.g. ppt., and conduct an oral presentation in class. Analyse the obtained information and compose a 30-second melody. The notation software can be used to arrange a Chinese or Western instrument to play the melody. Briefly introduce the musical work and then perform it. The teacher will assess the work by the melody and the appropriateness of orchestration to bring out the mood of music and students need to complete their own peer and self assessment and conclusion. Organise all the information in the form of a written report in less than 600 words. Generic Skills and Attitudes - Sing Triumphal March in unison and play the melody by using pitched instruments. Then, listen to Triumphal March (excerpt) and identify the solo instrument. Compare the effect of this excerpt with that played on recorders. - Use pitched instruments to play the melody of My Neighbour Totoro. Identify and explain whether the recorders are suitable for creating the right mood for the music. - Play the rearranged version of The General's Command, A Man Should Better Himself (excerpt), by using recorders in two-part and then sing in unison. - Watch the videos of the Western orchestral instruments being played, state their timbre (tone colour) by writing descriptions, then discuss the mood created. - Listen to J. Massenet: Thais: Méditation (excerpt), G. Bizet: Carmen: Intermezzo (excerpt) and A. Dvorak: Symphony No. 9 New World Symphony: Finale (excerpt), then identify the solo instruments used. Match them with the pictures according to the timbre and moods created and explain the choices. - Watch the demonstration videos of the Western orchestral instruments. Pay attention to the timbre of the instruments and state the mood and atmosphere they create. - Listen to P. I. Tchaikovsky: Piano Concerto No.1: 1 st Movement (excerpt) and identify the instruments and the metre used. - Listen to E. Grieg: Peer Gynt Suite: Morning (excerpt) and identify the metre, dynamics and instruments used. - Listen to another version of My Neighbour Totoro with a percussion accompaniment. Identify the percussion instruments used for the rhythmic ostinati and describe how the percussion accompaniment can bring out the mood of the music. - Watch the demonstration videos of the erhu, pipa and dizi respectively. Then listen to Shí Miàn Mái Fú ( 十面埋伏 ) (excerpt), Gū Sū Xíng( 姑蘇行 )(excerpt) and Hua Yan-jun: Èr Quán Yĭng Yuè( 二泉映月 )(excerpt). Identify the solo instruments and their timbre and match the music with the pictures according to the timbre and moods created. Then explain the choices. - Watch the demonstration videos of the Chinese instruments. Pay attention to their timbre and state the families they belong to. Search for an example of musical work played on each of the instruments, then choose the instrument they like most and describe the mood it brings out. Then introduce the four families of Chinese instruments. - Listen to Yáng Chūn Bái Xuě ( 陽春白雪 ), Hán Yā Xì Shuǐ ( 寒鴉戲水 ) (excerpt), Liu Tian-hua: Kōng Shān Niǎo Yǔ ( 空山鳥語 ) (excerpt), Zhè Gū Fēi ( 鷓鴣飛 ) (excerpt) and Bái Niǎo Cháo Fèng ( 百鳥朝鳳 ) (excerpt). Match them with the solo instruments used. - Listen to The General's Command ( 將軍令 ) and identify the instruments and dynamics used and the mood created. Creativity Critical thinking Problem solving skills Communication skills Collaboration skills Information technology skills Self management skills Study skills Respect others opinions Appreciate others performances Performing Repertoire The singing demonstrations and accompaniments of Triumphal March, My Neighbour Totoro, A Man Should Better Himself Excerpts of J. Massenet: Thais: Méditation, G. Bizet: Carmen: Intermezzo, A. Dvorak: Symphony No. 9 New World Symphony: Finale, Triumphal March, P.I. Tchaikovsky: Piano Concerto No.1: 1 st Movement, E. Grieg: Peer Gynt Suite: Morning, Shí Miàn Mái Fú ( 十面埋伏 ), Gū Sū Xíng( 姑蘇行 ), Hua Yan-jun: Èr Quán Yĭng Yuè ( 二泉映月 ), Yáng Chūn Bái Xuě ( 陽春白雪 ), Hán Yā Xì Shuǐ ( 寒鴉戲水 ), Liu Tian-hua: Kōng Shān Niǎo Yǔ ( 空山鳥語 ), Zhè Gū Fēi ( 鷓鴣飛 ), Bái Niǎo Cháo Fèng ( 百鳥朝鳳 ), The General's Command. Others Audio CD, Recorder, Percussion instruments Assessment 1. Observe students performances in singing and performing songs and identifying different tone colour of instruments. 2. Assess students performances in rearranging songs and choosing instruments. Remarks: Actual Timing/Evaluation/Others

15 Cycle 12 Lesson 3 Module 2 Unit Creative Workshop and Performance Assessment II Suggested Duration 3 lessons A. objective: (Students can:) 1. apply what they have learnt in pervious topics in this creative workshop. 2. develop their create and music through composition 3. will be assigned to create melodies among different ringtones. 4. appreciate and analysis classmates composing work and performance through peer-assignment form and discussions. 5. evaluate and amend their own works at the end of the lesson. 6. teacher will grade students performance and count as part of term one continuous assessment. B. activities: 1. Task Students will be assigned to create melodies among different ringtones. They should work in groups and refer to the hints below to: i) complete one of the following given melodies (i) or (ii); OR ii) choose a specific time signature, scale and different melodic contours to compose a melody of four to eight bars. Notate their work on the given staff or with notation software, then create a sound file (mp3). They may use it as their unique ringtone. 2. Procedures 1. Standard melodies will be given to them. Hints (a) Choose one of the melodies below. Sing and analyze the characteristics of its time signature, rhythm, scale and melodic contours. (b) Use different rhythmic patterns (e.g. ) and different pitch changes (e.g. stepwise intervals, leaps and repeated notes) to complete the melody. (c) Suggested range: (d) Use part of the given melody and rhythm for the composition. (e) Sing the melody and make necessary amendments. (i) Use major or pentatonic scale (d r m s l). (ii) Use natural minor scale. Teachers may ask students to work on the composition in class and play some of their works to get comments from other students. Teachers may also give comments as guidance and remind students about common errors, e.g. the melodic contour of a phrase is not solely

16 ascending or descending but both. 2. Choose a specific time signature, scale and different melodic contours to compose a melody of four to eight bars. Notate their work on the given staff or with notation software, then create a sound _le (e.g. mp3). They may use it as their unique ringtone. Hints (a) Decide on the time signature, rhythm and scale (e.g. major) to be used. (b) They may create rhythm phrases and compose in sol-fa names first. If they use major or pentatonic scale, start with d/d' m s and end with d/d'. Start their melody with l' d or m and use l'/l to end the melody if they use a minor scale to compose. They may include repeated notes. C. Appreciation and Evaluation 1. Sing their work in groups with lu or use the notation software to notate the melody and play it to their teacher and classmates. They will assess their work according to the following criteria. (i) Proper use of repeated notes, stepwise, intervals and leaps (ii) Good melody (iii) Attractive melody (iv) Accurate singing of the composition 2. Complete the self-assessment: Sample questions: We are (satisfied / not satisfied) with our composition because and we (could / could not) use the metre, rhythm, scale, repeated notes, stepwise intervals and leaps properly. Choose the best work of the class (it could be more than one). Students of other groups analyse its metre and scale. Use it as their ringtone.

17 Cycle 13 Lesson 3 Module 3 Unit 7. Variety in Musical Phrases Suggested Focus Duration CI SP CR MC Students will learn 1. Sing songs, in unison, two-part or round with repetitions, imitations and sequences, in different forms and in different contexts. 2 Describe and analyze repetitions, imitations and sequences and forms of selected music. 3. Compose a sone on a specific theme. 4. Assess classmates work by using pre-determined and self-developed criteria. Procedures 3 lessons - Sing Mò Lì Huā in unison, paying attention to the repeating phrases. Circle the repetitions in the song. Divide the whole class into 2 groups and sing the song. One group sings the repetition only. Then write down the advantages of using repetition in songs. - Sing We Shall Overcome in unison or two-part, paying attention to the repeating phrases. Circle the repetitions in the song. Divide the whole class into 2 groups and sing the song. One group sings the repetition only. Then write down the advantages of using repetition in songs. - Listen to Israeli folk song: Hava Naguila Hora (excerpt), Korean folk song: Little White Boat (excerpt) and Chinese folk song: Cǎi Chá Yáo (excerpt) and identify whether the excerpt contains repetition. - Sing Australian folk song Kookaburra in unison and two-part round. Pay attention to the melodic contour of phrase 1 and phrase 2. Then join the coloured notes of phrase 1 and 2 respectively in different colours and compare their melodic contours and their pitch of the phrases. - Compose a sequence for each of the given phrases and sing or perform by using recorders. - Sing the Irish folk song Danny Boy in unison, paying attention to phrase 1 and phrase 2. Compare the rhythms and pitches of phrase 1 and phrase 2. Then introduce imitation. Circle the imitations on the score and write the advantages of using imitation in music. - Listen to the British folk song: Sing-a-ling-a-ling which includes imitations. Fill in the missing notes in the boxes of the score, and then fill in the blanks with the sol-fa names. Then sing the above song and play the recorder in unison. Complete the given phrase with imitation. - Write sol-fa names on top of the rhythmic phrase of Sing-a-ling-a-ling and sing. Then make necessary amendments to the phrase and Record the composition on the staff given. Or create a rhythmic phrase on their own and then write the sol-fa names. Generic Skills and Attitudes Creativity Critical thinking Problem solving skills Communication skills Collaboration skills Self management skills Respect others opinions Appreciate others performances Performing Repertoire The singing demonstrations and accompaniments of Mò Lì Huā, We Shall Overcome, Kookaburra, Danny Boy Excerpts of Israeli folk song: Hava Naguila Hora, Korean folk song: Little White Boat, Chinese folk song: Cǎi Chá Yáo. Full song of British folk song: Sing-a-ling-a-ling Others Audio CD, Recorder, Percussion instruments Assessment 1. Observe students performances in singing and performing songs and identifying repetition, sequence and imitation.. 2. Observe students performances in completing melodies by applying imitation.

18 Cycle 14 Lesson 3 Module 3 Unit 7. Variety in Musical Phrases Suggested Focus Duration CI SP CR MC Students will learn 1. Sing songs, in unison, two-part or round with repetitions, imitations and sequences, in different forms and in different contexts. 2 Describe and analyze repetitions, imitations and sequences and forms of selected music. 3. Compose a sone on a specific theme. 4. Assess classmates work by using pre-determined and self-developed criteria. - Write sol-fa names on top of the rhythmic phrase of - Sing Mò Lì Huā in unison, paying attention to the repeating phrases. Circle the repetitions in the song. Divide the whole class into 2 groups and sing the song. One group sings the repetition only. Then write down the advantages of using repetition in songs. Sing-a-ling-a-ling and sing. Then make necessary amendments - Sing We Shall Overcome in unison or two-part, paying attention to the repeating phrases. Circle the repetitions in the song. Divide the whole class into 2 groups and sing the song. One group sings the repetition only. Then write down the advantages of using repetition in songs. to the phrase and Record the composition on the staff given. Or - Sing Australian folk song Kookaburra in unison and two-part round. Pay attention to the melodic contour of phrase 1 and phrase 2. Then join the coloured notes of phrase 1 and 2 respectively in different colours and compare their melodic contours and their pitch of the phrases. create a rhythmic phrase - Compose a sequence for each of the given phrases and sing or perform by using recorders. on their own and then write the sol-fa names. - Sing the Irish folk song Danny Boy in unison, paying attention to phrase 1 and phrase 2. Compare the rhythms and pitches of phrase 1 and phrase 2. Then introduce imitation. Circle the imitations on the score and write the advantages of using imitation in music. 3 lessons - Listen to Israeli folk song: Hava Naguila Hora (excerpt), Korean folk song: Little White Boat (excerpt) and Chinese folk song: Cǎi Chá Yáo (excerpt) and identify whether the excerpt contains repetition. - Listen to the British folk song: Sing-a-ling-a-ling which includes imitations. Fill in the missing notes in the boxes of the score, and then fill in the blanks with the sol-fa names. Then sing the above song and play the recorder in unison. Complete the given phrase with imitation. Generic Skills and Attitudes Creativity Critical thinking Problem solving skills Communication skills Collaboration skills Self management skills Respect others opinions Appreciate others performances Performing Repertoire The singing demonstrations and accompaniments of Mò Lì Huā, We Shall Overcome, Kookaburra, Danny Boy Excerpts of Israeli folk song: Hava Naguila Hora, Korean folk song: Little White Boat, Chinese folk song: Cǎi Chá Yáo. Full song of British folk song: Sing-a-ling-a-ling Others Audio CD, Recorder, Percussion instruments Assessment 1. Observe students performances in singing and performing songs and identifying repetition, sequence and imitation.. 2. Observe students performances in completing melodies by applying imitation.

19 A. objective: (Students can:) 1. apply what they have learnt in pervious topics in this creative workshop. 2. develop their create and music through composition 3. will be assigned to create melodies among different ringtones. 4. appreciate and analysis classmates composing work and performance through peer-assignment form and discussions. 5. evaluate and amend their own works at the end of the lesson. 6. teacher will grade students performance and count as part of term one continuous assessment. B. activities: Background of the creative project Recently, there have been numerous natural disasters and wars around the world. People lost their homes, relatives and friends. Others had to leave their home to search for a safe place to live. Divide into groups of four. Complete one of the following creative tasks: Task 1. Sing the song and complete section A and section B of the melody for the song on P.134 (a) then write new lyrics for it (you may write English, Cantonese or Putonghua lyrics); OR 2. Apply the composition techniques of sequence or imitation to complete section A and section B of the melody on P.135 (b) Rewrite the lyrics to express the feeling of those people who were forced to leave their home. Perform your work in group. Hints for lesson one: (i) With reference to section A, apply the technique of imitation to complete the composing. refer to Unit 7 on P.110 for imitation techniques, altering the rhythm and the pitch of the melody. (ii) When composing section B, rst compose the rhythm and then the sol-fa names. Lastly, notate the melody on the staff. (iii) Write English, Cantonese or Putonghua lyrics for the theme (refer to Unit 9 on P.124). (iv) Student may put in dynamic marks and articulations.

20 Hints for lesson two: (i) You may use sequence or imitation for composing the melody (refer to Unit 7 on P.107 and P.110). (ii) Arrange the melody in binary or ternary form and use l,/l as the ending note. (iii) Write lyrics for your melody in English, Cantonese or Putonghua (refer to Unit 9 on P.124). C. Appreciation and Evaluation 1. Sing the work in groups. Teacher and classmates will assess your work according to the following criteria. You and your classmates may develop more. (i) Good melody (ii) Proper use of sequence and/or imitation (iii) Good technique of lyrics writing (iv) Good performance (v) Good overall effect (vi) Cooperative among group members 2. Complete the self-assessment

21 Stewards Pooi Kei College Secondary Two Music Teaching Schedule ( ) Subject Teacher: Ms SN Yeung No. of Periods/10-day Cycle: 15 Cycle Sept 2018 Cycle Dec Jan 2019 Cycle April 2019 Cycle Sept 2018 Cycle 8 21 Jan-15Feb 2019 Cycle May 2019 Cycle Oct 2018 Cycle 9 18 Feb- 1 Mar 2019 Cycle May 2019 (Sing Con Practice) Cycle Oct Nov 2018 Cycle 10 4 Mar- 15 Mar 2019 Cycle Nov 2018 Cycle Mar 2019 Cycle 6 27 Nov-7 Dec 2018 Cycle 12 1 Apr-12 Apr 2019 Topic: Introduction to music and National Anthem Cycles No. of Periods Teaching Topics/Content objectives (students can:) Teaching Activities Remarks 1-2 Cycle one: 4 Course Introduction Understand the rules, regulations and practice of music lesson. Appreciation: -National Anthem performance on Teaching materials: 1. First Lesson PowerPoint lessons Sing the national anthem and flag raising ceremony (video). and school song with suitable music direction. Singing: Student Assignments 1. Recite Chinese and English 第 1 頁, 共 21 頁

22 Sing in proper posture. -sing school song and national school song, PRC National 1-2 Sit as an orchestra anthem Anthem lessons Understand the course outline 2. Prepare for the first assessment of cycle and subject requirements. Instrumental Performing: 2 Play the percussion parts of the - Play the percussion parts of the National Anthem. National Anthem -Play school song in different parts by different instruments. Creative activities: -Play the school song in small group and with whole class with different styles 第 2 頁, 共 21 頁

23 Topic: First Performing Assessment Cycles No. of Periods Teaching Topics/Content objectives (students can :) Teaching Activities Remarks 2 2 (last Performing Sing in and play in unison and parts with Appreciation: Teaching Materials two Assignment technical accuracy. Appreciate classmates 1. Peer Assessment Form lesson of Analyze the performing skills and music performance 2. Performing assessment form cycle elements used in classmates performance two ) listening, peer assessment and discussion. Analysis: Student Assignments Syllabus of performing test: Appreciate and analysis 1. Self-reflection worksheet. Group in 4-5 classmates performance 2. peer-assessment worksheet. -sing school song in with English version and give comment on the - Play the percussion parts of the National "Peer Assessment Form" Anthem Singing: -sing school song and national anthem Instrumental Performing: -Play the school song in different parts by different instruments. 第 3 頁, 共 21 頁

24 Cycle 3 Lesson 3 Module 3 Unit 6. Music for Different Occasions Suggested Duration 3 lessons 1. Sing songs in different contexts, promotional songs and movies theme songs in unison and two-part. 2. Describe and analyze the characteristics of selected music. 3. Compose songs by the way of melody prior to lyrics or lyrics prior to melody. 4. Assess classmates work by using pre-determined and self-developed criteria. Procedures Creating Performing Listening - Listen to S. Rachmaninov: Rhapsody on a Theme of Paganini, A. Rossini: William Tell Overture, African folk son: Dianka Bi and Zhōng Huā Liù Bǎn. Pay attention to the mood created by the dynamics, tempo and timbre of instruments. - Sing Don t Frighten Love, Yesterday and Shining Friends. Discuss the characteristics of the music and the places that can use the music. - Listen to E. Satie: Gymnopédie No. 1. Pay attention to the metre, tempo, mood created, etc. - Play The Bridal Chorus (excerpt) in unison on the recorder. - Listen to The Bridal Chorus with percussion accompaniment. Pay attention to the percussion instruments used and fill in the missing notes. - Sing Perhaps Love and I Believe Love is Eternal in unison or two-part. - Listen to E. Elgar: Salut d Amour and J. Pachelbel: Canon in D. Discuss how the moods of them match with the given context. - Listen to Luán Fèng Hé Míng and Paul Simon: Bridge Over Troubled Water. Discuss how the moods of them match with the given context. - Sing Shall We Talk in unison and share your personal feeling about the theme of the lyrics. Generic Skills and Attitudes Creativity Critical thinking Communication skills Collaboration skills Respect others opinions Appreciate others performances Performing Repertoire The singing demonstrations and accompaniments of Don t Frighten Love, Yesterday, Shining Friends, The Bridal Chorus, Perhaps Love, I Believe Love is Eternal, Shall We Talk Excerpts of S. Rachmaninov: Rhapsody on a Theme of Paganini, A. Rossini: William Tell Overture, African folk son: Dianka Bi, Anonymous: Zhōng Huā Liù Bǎn, E. Satie: Gymnopédie No. 1, E. Elgar: Salut d Amour, J. Pachelbel: Canon in D, Anonymous: Luán Fèng Hé Míng, Paul Simon: Bridge Over Troubled Water Others Audio CD, Recorder, Percussion instruments 1. Observe students performances in singing and performing songs matched with different moods. Assessment 2. Observe students performances in writing one or more rhythmic ostinati for selected song based on its percussion accompaniment. 第 4 頁, 共 21 頁