New Trend in Music - Stewards Pooi Kei College

Transcription

v.1. 1/9/2016
Stewards Pooi Kei College
Secondary One Music
Teaching Schedule (2016-2017)
Subject Teacher: Mr Samuel Lui
No. of Periods/10-day Cycle: 15
Cycle 1
5-15 September 2016
Cycle 7
5 - 19 Dec 2016
Cycle 2
19-30 September 2016
Cycle 8
16 Jan 2017, 23 Jan 2017 (week A+2 Cycle 14 4-12May 2017
Days of week B)
Cycle 3
3 -14 Oct 2016
Cycle 9
6-17 January 2017
Cycle 4
17-28 October 2016
Cycle 10
20 Feb -3 Mar 2017
Cycle 5
31Oct-18Nov 2016 (Week B Cycle 11
UT)
6 -17 Mar 2017
Cycle 6
20 Nov-2 Dec 2016
24Mar-7Apr2017 (Week A UT)
Cycle 12
Cycle 13 10 -28 April 2017
Cycle 15 15-26 May
Topic: Introduction to music and National Anthem
Cycles
1
No. of
Periods
Teaching
Topics/Content
2 (double
lessons)
Course Introduction
Learning objectives (students can:)
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



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Understand the rules, regulations
and practice of music lesson.
Sing the national anthem and
school song.
Sing in proper posture.
Sit as an orchestra
Understand the course outline
and subject requirements.
Identify basic notes
Teaching Activities
Appreciation:
-National Anthem performance on
flag raising ceremony (video).
Singing:
-sing school song and national
anthem
Remarks
Teaching materials:
1. First Lesson powerpoint
Student Assignments
1. Recite Chinese and English
school song, PRC National
Anthem
2. Prepare for the first assessment
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
Learning objectives (students can :)
Periods
Topics/Content
Introduction to
1-2
4
 Identify basic notes, rests and
percussion ensemble
music signs.
and basic rhythm
 Play in unison and parts of
patterns
simple percussion ensembles.
 Play simple percussion
instruments with proper posture.
Teaching Activities
Appreciation:
Percussion Band, Stomp
Performance:
School tailor-make percussion
exercise
Singing:
Remarks
Teaching Materials:
1. Stomp video
2. Drum sticks and mallets
3. Tailor-make percussion exercise
Assignment:
Seek ye first
When I looking to their holiness.
Anthem
3. Pre-study Unit 1
-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
Teaching
Periods
Topics/Content
2
2 (last
two
lesson of
cycle
two )
Performing
Assignment
Teaching Activities
Remarks

Appreciation:
Appreciate classmates
performance
Teaching Materials
1. Peer Assessment Form
2. Performing assessment form
Analysis:
Appreciate and analysis
classmates performance
and give comment on the
"Peer Assessment Form"
Student Assignments
1. Self-reflection worksheet.
2. peer-assessment worksheet.


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.
Syllabus of performing test:
Group in 4-5
-sing school song and the national anthem
Singing:
-sing school song and
national anthem
Cycle
Lesson
3
1-2
Module
1
Unit
1. They’ve Got Rhythm
Learning Targets
CI
SP



CR




-
4 lessons
Learning Objectives
MC
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Students will learn to
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.
Learning Procedures
-
Suggested
Duration
Integrated Activities
Creating
Performing
Listening
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
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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
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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).
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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
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 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
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
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
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
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.
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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
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(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.
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˙Creativity˙Critical thinking ˙Problem solving skills˙Communication skills˙Collaboration skills˙Self management skills˙Respect others’
Generic Skills and Attitudes
opinions˙Appreciate others’ performances
The singing demonstrations and accompaniments of Hope, Do-Re-Mi, Lán Huā Cǎo, Aura Lee, Lifelong Beauty, When Johnny Comes Marching Home
Performing Repertoire
Learning
Resources
Listening Repertoire
Others
Learning Assessment
Remarks: Actual Timing/Evaluation/Others
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
Audio CD, Recorder,
Percussion instruments
1. Observe students’ performances in singing and performing songs and identifying different rhythm.
2. Observe students’ performances in rearranging songs by applying duple time and triple time.
Cycle
lesson
3
3-4
Module
1
Unit
Learning Targets
CI

SP


CR




Suggested
Duration
1. They’ve Got Rhythm
4 lessons
Learning Objectives
MC
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

2 Describe and analyze the metres, rhythms, scales and melodic contours of the selected music.
Creating
-
Work in
groups of
two.
Complete the
given
rhythmic
phrases and
clap or use an
instrument to
perform. Then
complete the
self-assessme
nt.
Performing
-
-
-
-
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)
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.
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.
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.
Learning
Resources
Others
Learning Assessment
Listening
-
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.
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.
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.
Listen to P. Tchaikovsky: The Swan Lake Suite: Dance of the
Swan Queen (excerpt). Identify the rhythm of the first phrase
of the excerpt.
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.
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
Audio CD, Recorder,
1. Observe students’ performances in singing and performing songs and identifying different rhythm.
2. Observe students’ performances in rearranging songs by applying duple time and triple time.
Cycle
lesson
4
1-2
Module
1
Unit
Learning Targets
CI
SP



CR




-
3-4 lessons
Learning Objectives
MC



Learning Procedures
-
Suggested
Duration
2. Useful Scales
Creating
Performing
Listening
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
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.
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
Sing Mango Walk in unison. Pay attention to the key signature and its ending note. Write the sol-fa name of the ending note.
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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.

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Transpose the melody of Lóng De Chuán Rén from D natural minor to F major, and then sing.
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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.
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Sing Sakura in unison. Pay attention to and write the sol-fa names used. Then introduce the Pentatonic scale in F.
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Sing the melodies that are written in two different kinds of pentatonic scales.
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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 : 2nd 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.
˙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 : 2nd Movt., Indian folk song: Canoe Song, Bizet: L'Arlesienne Suites: March of the Kings, Finland
Learning
folk song: Strawberries
Resources
Others
Audio CD, Recorder,
1. Observe students’ performances in singing and performing songs and identifying different scales.
Learning Assessment
2. Observe students’ performances in rearranging songs by altering scales.
Cycle
Cycle
4
3-4
Module
1
Unit
Learning Targets
CI

SP


CR




Suggested
Duration
2. Useful Scales
3-4 lessons
Learning Objectives
MC



Creating
-
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.
Performing
-
Listening
Sing Ask Me and Planting Rice in unison respectively and pay attention to their ending note.
Listen to the teacher playing the given melodies in C major.
Write the sol-fa names used in the songs and the sol-fa name of the ending note. Then introduce
Fill in the missing notes by writing their sol-fa names in the
the sol-fa names.
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
Listen to the teacher playing the melodies. Fill in the
sol-fa name of the ending note.
missing notes and write their sol-fa names in the brackets.
Sing Lóng De Chuán Rén in unison or two-part. Pay attention to the key signature and its ending
Identify its scale.
note. Write the sol-fa name of the ending note and compare the key signature of Mango Walk
Try to search for different examples of music or songs
and Lóng De Chuán Rén. Then introduce F major scale and D natural minor scale.
written in major, minor or pentatonic scales from song
Sing Mango Walk in the tempo of
=110, then sing Lóng De Chuán Rén consecutively, joining
books or through the internet. Print them out and share with
the two songs together. Describe the effect.
classmates.
Transpose the melody of Lóng De Chuán Rén from D natural minor to F major, and then sing. Listen to J. Haydn: Symphony No. 94 Surprise : 2nd
Movement (excerpt), Indian folk song: Canoe Song
Write down the sol-fa names of the given melodies and sing. Then identify its scale.
(excerpt), G. Bizet: L'Arlesienne Suites: March of the Kings
Sing My Love Will Get They Home in unison. Pay attention to and write the sol-fa names used.
(excerpt) and Finland folk song: Strawberries (excerpt) and
Sing Sakura in unison. Pay attention to and write the sol-fa names used. Then introduce the
decide whether they uses major, minor or pentatonic scale.
Pentatonic scale in F.
Sing the melodies that are written in two different kinds of pentatonic scales.
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 : 2nd Movt., Indian folk song: Canoe Song, Bizet: L'Arlesienne Suites: March of the Kings, Finland
Learning
folk song: Strawberries
Resources
Others
Audio CD, Recorder,
1. Observe students’ performances in singing and performing songs and identifying different scales.
Learning Assessment
2. Observe students’ performances in rearranging songs by altering scales.
Cycle
lesson
5
1-2
Module
1
Unit
3. Melody Is All Around
Learning Targets
CI

SP


CR




Suggested
Duration
Learning Objectives
MC



Learning Procedures
-
2-3 lessons
Creating
Performing
Listening


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
Performing Repertoire The singing demonstrations and accompaniments of Over and Over, Proud of They, Precious Lives, Wishing Star, That Doggie in the Window
Learning
Listening Repertoire Excerpts of Clementi: Sonatina in C: Rondo, Chinese folk song: Zĭ Zhū Diào, Khachaturian: Sabre Dance, Mozart: Marriage of Figaro: Overture
Resources
Others
Audio CD, Recorder,
Learning Assessment
1. Observe students’ performances in singing and performing songs and identifying different pitch changes.
2. Observe students’ performances in rearranging songs by altering repeated notes, stepwise intervals and leaps.
Cycle
Lesson
5
3-4
Module
1
Unit
3. Melody Is All Around
Learning Targets
CI

SP


CR




Suggested
Duration
2-3 lessons
Learning Objectives
MC



Creating
-
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
Performing
-
Listening
Sing in unison or twp-part. Pay attention to the pitch change of the purple notes.
Listen to M. Clementi: Sonatina in
Sing Proud of They in unison and pay attention to the pitch change of the pink notes. Then introduce the repeated
C: Rondo (excerpt), Chinese folk
notes and stepwise intervals
song: Zĭ Zhū Diào (excerpt) and A.
Khachaturian: Sabre Dance
Work in groups of two. Circle the phrases which include repeated notes and stepwise intervals simultaneously in
(excerpt). Identify the pitch
the songs Over and Over and Proud of They. Then sing them.
changes of the melodies.
Sing the song Precious Lives in unison, paying attention to the pitch change of the brown notes and the stepwise
Listen to the excerpt from Marriage
intervals used in the first three notes. Then introduce leaps.
of Figaro: Overture by Mozart and
Work in pair. Circle some repeated notes, stepwise intervals and leaps in different colours on the score of Precious
fill in the missing notes. Then fill in
Lives and sing them out loud.
the blanks with sol-fa names of the
Sight sing the given melodies, and then sing melody 1 to 4 again. Draw the melodic contours of the four melodies
missing notes and identify that the
in different colors and match them with their corresponding melodies. Then introduce melodic contours.
melody mainly consists of repeated
Sing Wishing Star and That Doggie in the Window in unison, paying attention to the melodic contour of the first
notes and stepwise intervals.
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.
Performing Repertoire The singing demonstrations and accompaniments of Over and Over, Proud of They, Precious Lives, Wishing Star, That Doggie in the Window
Learning
Listening Repertoire Excerpts of Clementi: Sonatina in C: Rondo, Chinese folk song: Zĭ Zhū Diào, Khachaturian: Sabre Dance, Mozart: Marriage of Figaro: Overture
Resources
Others
Audio CD, Recorder,
Learning Assessment
1. Observe students’ performances in singing and performing songs and identifying different pitch changes.
2. Observe students’ performances in rearranging songs by altering repeated notes, stepwise intervals and leaps.
Cycle
6
Lesson
1-4
Module
1
Unit
Creative Workshop and Performance Assessment
Suggested
Duration
4 lessons
A. Learning 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. Learning 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.
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.
Topic: Vocal Music
Date
Month
Cycle 7,
Learning Targets*
CI SP CR MC Learning Objectives
Cyc
le 7












Total Number of Periods: 4 periods
Creating
Students will learn to:
1. describe and
• Create a 2-part rhythm
analyse music of
pattern to accompany
simple structure.
‘I’d Like to Teach the
2. sing in solo, unison
World to Sing’.
and two parts with • Create a rhythmic
technical accuracy.
pattern to accompany
3. play pitched and
‘Theyth Dance’.
non-pitched
• Arrange different types of
instruments with
vocal music performance
technical accuracy.
for the song ‘I’d Like to
Teach the World to Sing’
4. arrange different
and ‘Theyth Dance’.
types of vocal
performance for the
songs.
5. develop a list of
criteria to appraise
compositions and
performances.
*CI – Developing Creativity and Imagination
Performing
•
Listening
Sing ‘Kookaburra’ in
• Listen to A Crescent
unison and in various
Moon is Rising, explore
pitch levels.
its music elements.
• Sing the song ‘Sing’ in
• Listen to A Place Far
unison and two parts and
Away, identify the vocal
play the countermelody
timbres of the two
and melody on pitched
singers.
instruments.
• Listen to Five Hundred
Miles, identify the timbre
• Sing ‘I’d Like to Teach
the World to Sing’ in
and type of each singer’s
unison and play the
voice.
rhythmic pattern on non- • Listen to ‘My Country’,
pitched percussion
identify the vocal music
instruments.
performances.
• Sing ‘Theyth Dance’ in
• Conduct peer
two parts and play the
assessment according to
rhythmic patterns on
the predetermined
tambourines.
criteria.
• Sing ‘I’d Like to Teach
the World to Sing’ or
‘Theyth Dance’ in
groups according to the
new arrangements.
SP – Developing Music Skills and Processes
CR – Cultivating Critical Responses in Music
 SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
Generic Skills/
Values and
Attitudes
Assessment
•
•
Creativity
• Observe
Critical
students’
thinking skills
classroom
performance,
• Communication
assess their
skills
singing skills in
• Collaboration
order to adjust
skills
the learning and
• Respect
teaching
others’
creative works strategies
accordingly.
and opinions
• Assess students’
performances
according to the
predetermined
criteria.
MC – Understanding Music in Context
Resources
•
Interactive
teaching—
CD-Rom
• SD-CD
•
‘One-stop’
listening CD
•
Chinese
Folk Songs
MTV
•
Pitched
instruments/
Tambourine/
Castanets/
Bass drum
•
Assessment
form
Topic: Christmas Carols
Cycles No. of
Teaching
Periods
Topics/Content
8
4
1) Christmas
Carols
2) Performing
Test
Teaching Activities
 Sing Christmas Carols and analysis the Carols through the knowledge
learnt in module one.
 Design percussion accompaniment for the Christmas Carols.
 Prepare the whole-school performance (perform on Christmas Service with




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.
Student Assignments
Cycle
Lesson
9
1-2
Module
2
Unit
4. How Much Do They Know About Tempo and
Dynamics?
Learning Objectives
CI
SP
CR




Suggested
Duration
Learning Focus
MC
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.
Learning Procedures
-
2-3 lessons
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: 2nd Movement (excerpt), J. Haydn: Eb Trumpet Concerto, 3rd 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.
Creating Performing Listening
















˙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
Learning
Excerpts of Mozart: Clarinet Concerto: 2nd Movt., Haydn: Eb Trumpet Concerto: 3rd Movt., Ravel: Bolero, Bach: Jesu, Joy of Man’s Desiring, Brahms:
Resources
Others
Learning Assessment
Hungarian Dances, No.5, Offenbach: Tales of Hoffman: Barcarole), Mozart: Symphony No.40: 1st Movt. Full version of Donna Donna
Audio CD,
Teacher’s Interactive CD-ROM,
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.
Remarks: Actual
Timing/Evaluation/Others
New Trend in Music Scheme of Work
Key Stage Three
S.1 (Year
-
)
Cycle
Lesson
9
3-4
Module
2
Unit
4. How Much Do They Know About Tempo and
Dynamics?
Learning Objectives
CI

SP
CR



Suggested
Duration
2-3 lessons
Learning Focus
MC
Students will learn


2 Describe and analyze selected music in different tempos, with different dynamics, articulations and timbre of instruments.




Creating
-
Performing
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.
-
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.
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.
Sing Donna Donna 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 W. A. Mozart: Clarinet Concerto: 2nd Movement
(excerpt), J. Haydn: Eb Trumpet Concerto, 3rd movement
(excerpt) and M. Ravel: Bolero (excerpt) and write down
the correct tempo marks.
Listen to Donna Donna and write the correct tempo marks
in the box and other appropriate places on the score.
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.
Learning
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: 2nd Movt., Haydn: Eb Trumpet Concerto: 3rd Movt., Ravel: Bolero, Bach: Jesu, Joy of Man’s Desiring, Brahms:
Resources
Others
Learning Assessment
Remarks: Actual
Hungarian Dances, No.5, Offenbach: Tales of Hoffman: Barcarole), Mozart: Symphony No.40: 1st Movt. Full version of Donna Donna
Audio CD,
Teacher’s Interactive CD-ROM,
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.
Cycle
Lesson
10
1-2
Module
2
Unit
5. Amazing Articulation
Learning Objectives
CI

SP
CR



-
2-3 lessons
Learning Focus
MC






Learning Procedures
-
Suggested
Duration
Creating
Performing
Listening


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.
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
Learning
Listening Repertoire He Liu-tang: Sài Lóng Duó Jĭn (excerpt), The First Noel
Resources
Others
Learning Assessment
Audio CD,
Recorder,
1. Observe students’ performances in singing and performing songs and identifying different articulations.
2. Observe students’ performances in rearranging songs by altering articulations.
New Trend in Music Scheme of Work
Key Stage Three
S.1 (Year
-
)
Cycle
Lesson
10
3-4
Module
2
Unit 5. Amazing Articulation
Learning Objectives
CI

SP
CR



Suggested Duration
2-3 lessons
Learning Focus
MC


2 Describe and analyze selected music in different tempos, with different dynamics, articulations and timbre of instruments.




Creating
-
Performing
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.
-
-
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.
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.
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.
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
He Liu-tang: Sai Long Duo Jin (excerpt), The First Noel
Resources
Others
Learning Assessment
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.
Listen to a 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.
Risen Today, Angels We Have Heard In High, Chinese Dream ,The First Noel, Gratitude to Parents
Learning
Listening
Audio CD,
Recorder,
1. Observe students’ performances in singing and performing songs and identifying different articulations.
2. Observe students’ performances in rearranging songs by altering articulations.
Cycle
11 (Week B only)
Lesson
1-2
Module
2
Unit
6. Timbre of Instruments Makes Music Colourful
Learning Objectives
CI

SP
CR



Suggested
Duration
Learning Focus
MC






Learning Procedures
-
-
-
3-4 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: 1st 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.
Creating
Performing
Listening



















˙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
Learning
Resources
March, P.I. Tchaikovsky: Piano Concerto No.1: 1st 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,
1. Observe students’ performances in singing and performing songs and identifying different tone colour of instruments.
Learning Assessment
2. Assess students’ performances in rearranging songs and choosing instruments.
Remarks: Actual
Cycle
Lesson
12
1-2
Module
Learning Objectives
CI

SP
CR



2
Unit
6. Timbre of Instruments Makes Music Colourful
Suggested
Duration
Learning Focus
MC
Students will learn t






Creating
Performing
Listening
3-4 lessons
-
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.
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: 1st 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
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
Learning
Resources
March, P.I. Tchaikovsky: Piano Concerto No.1: 1st 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
Learning Assessment
Remarks: Actual
Audio CD,
Recorder,
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.
Cycle
13
Lesson
1-4
Module
2
Unit
Creative Workshop and Performance Assessment II
Suggested
Duration
4 lessons
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
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.
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 _ow of 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.
Cycle
Lesson
14
1-2
Module
3
Unit
7. Variety in Musical Phrases
Learning Objectives
CI

SP


CR




Learning Focus
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.
Learning Procedures
-
Suggested
Duration
Creating
Performing
Listening


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.
Performing Repertoire The singing demonstrations and accompaniments of Mò Lì Huā, We Shall Overcome, Kookaburra, Danny Boy
Learning
Resources
Others
Learning Assessment
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
Audio CD, Recorder,
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.
Cycle
Lesson
14
3-4
Module
3
Unit
7. Variety in Musical Phrases
Learning Objectives
CI
SP



CR




Suggested
Duration
Learning Focus
MC



Students will learn
Creating
-
Performing
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.
Listening
Sing Mò Lì Huā in unison, paying attention to the repeating phrases. Circle the repetitions in the song.
Listen to Israeli folk song: Hava Naguila
Divide the whole class into 2 groups and sing the song. One group sings the repetition only. Then write
Hora (excerpt), Korean folk song: Little
down the advantages of using repetition in songs.
White Boat (excerpt) and Chinese folk
Sing We Shall Overcome in unison or two-part, paying attention to the repeating phrases. Circle the
song: Cǎi Chá Yáo (excerpt) and identify
repetitions in the song. Divide the whole class into 2 groups and sing the song. One group sings the
whether the excerpt contains repetition.
Listen to the British folk song:
repetition only. Then write down the advantages of using repetition in songs.
Sing-a-ling-a-ling which includes
Sing Australian folk song Kookaburra in unison and two-part round. Pay attention to the melodic contour
imitations. Fill in the missing notes in the
of phrase 1 and phrase 2. Then join the coloured notes of phrase 1 and 2 respectively in different colours
boxes of the score, and then fill in the
and compare their melodic contours and their pitch of the phrases.
blanks with the sol-fa names. Then sing
Compose a sequence for each of the given phrases and sing or perform by using recorders.
the above song and play the recorder in
Sing the Irish folk song Danny Boy in unison, paying attention to phrase 1 and phrase 2. Compare the
unison. Complete the given phrase with
rhythms and pitches of phrase 1 and phrase 2. Then introduce imitation. Circle the imitations on the score
imitation.
and write the advantages of using imitation in music.
Performing Repertoire The singing demonstrations and accompaniments of Mò Lì Huā, We Shall Overcome, Kookaburra, Danny Boy
Learning
-
Resources
Others
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
Audio CD, Recorder,
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.
Learning Assessment
Cycle
Lesson
15
Learning Objectives
CI
SP
CR


MC
1-2
Module
3
Unit
8. Musical Form Forms Music
Suggested
Duration
Learning Focus
Students will learn








Learning Procedures
-
-
Creating
Performing
Listening


Sing the songs The Only One in the World, Over the Rainbow and This is Our Home in unison respectively. Pay attention to the order of different
sections of the songs. With reference to the rhythm and pitch of The Only One in the World and This is Our Home, identify section A and section B in
both of the songs. Then with reference to the rhythm and pitch of Over the Rainbow, identify section A1, A2, B1 and B2 and write them on the scores.


Identify the structure of The Only One in the World, Over the Rainbow and This is Our Home. Then divide the class into two groups and sing the above
songs. One group sings section A and the other group sings section B. After that, introduce binary form and ternary form.


Listen to the excerpt of All Kinds of Everything and fill in the time signature, missing notes and sol-fa names. Sing the song.

Listen to the whole song of All Kinds of Everything and identify its metre and form.

Listen to American folk song: Yankee Doodle, Italian folk song: Bella Bimba and Russian folk song: The Nightingale and identify their form.


Sing Oh, Susanna by S. Foster in unison and play recorders. Indicate sections A1, A2 and B on the score and identify its form.


Divide the class into two groups and sing Oh, Susanna. One group sings section A and the other sings section B. The two groups take turns to sing the
song or plays with the recorder in the same way.



Divide into groups of four. Complete the song Oh, Susanna by using imitation and notate it on the staff. Sing it out or play it with the recorder. Each
group performs in turns. Teacher assesses the work and performance by the melody, the flow, accuracy of their performance, etc.
Performing Repertoire The singing demonstrations and accompaniments of The Only One in the World, Over the Rainbow, This is Our Home, Oh, Susanna
Learning
Listening Repertoire All Kinds of Everything, American folk song: Yankee Doodle, Italian folk song: Bella Bimba , Russian folk song: The Nightingale
Resources
Others
Audio CD, Recorder,
1. Observe students’ performances in singing and performing songs and identifying different forms.
Learning Assessment
2. Observe students’ performances in completing songs by using imitation.
“New Trend in Music” Scheme of Work
)
Cycle
Lesson
15
3-4
Key Stage Three
Module
3
S.1 (Year
Unit
8. Musical Form Forms Music
Learning Objectives
CI

SP

CR





Suggested
Duration
Learning Focus
MC
Students will learn



Creating
-
Performing
Divide into groups of four.
Complete the song Oh,
Susanna by using
imitation and notate it on
the staff. Sing it out or
play it with the recorder.
Each group performs in
turns. Teacher assesses the
work and performance by
the melody, the flow,
accuracy of their
performance, etc.
-
-
-
Sing the songs The Only One in the World, Over the Rainbow and This is Our Home in unison respectively. Pay attention to the order of different sections of the songs. With reference to the rhythm and pitch of The Only One
in the World and This is Our Home, identify section A and section B in both of the songs. Then with reference to
the rhythm and pitch of Over the Rainbow, identify section A1, A2, B1 and B2 and write them on the scores.
Identify the structure of The Only One in the World, Over the Rainbow and This is Our Home. Then divide the
class into two groups and sing the above songs. One group sings section A and the other group sings section B.
After that, introduce binary form and ternary form.
Listen to the excerpt of All Kinds of Everything and fill in the time signature, missing notes and sol-fa names.
Sing the song.
Sing Oh, Susanna by S. Foster in unison and play recorders. Indicate sections A1, A2 and B on the score and
identify its form.
Divide the class into two groups and sing Oh, Susanna. One group sings section A and the other sings section B.
The two groups take turns to sing the song or plays with the recorder in the same way.
Learning
Learning Assessment
Listen to the whole song of All
Kinds of Everything and identify its
metre and form.
Listen to American folk song:
Yankee Doodle, Italian folk song:
Bella Bimba and Russian folk song:
The Nightingale and identify their
form.
The singing demonstrations and accompaniments of The Only One in the World, Over the Rainbow, This is Our Home, Oh, Susanna
All Kinds of Everything, American folk song: Yankee Doodle, Italian folk song: Bella Bimba , Russian folk song: The Nightingale
Resources
Others
Listening
Audio CD, Recorder,
1. Observe students’ performances in singing and performing songs and identifying different forms.
2. Observe students’ performances in completing songs by using imitation.
Cycle
Lesson
16
1-2
Module
3
Unit
9. The Happy Lyricist
Learning Objectives
CI
SP



CR




MC



Learning Focus
Students will learn
Learning Procedures
-
-
Suggested
Duration
Creating
Performing Listening
Sing the Cantonese, Putonghua and English versions of Santa Lucia in unison respectively. Pay attention to the metre, lyrics and ending words. Identify the


metre and the key words of the song.
Sing the Cantonese version in Putonghua and sing the Putonghua version in Cantonese. Describe the effect. Then exchange the lyrics of bar 1 to 4 with bar 5


to 8 of the English version and sing. Describe the effect.
Fill in the blanks with rhyming words used in the three versions of Santa Lucia. Then suggest one other example on their own. Write the advantages of

writing lyrics in rhyme and state the words which are sung with two notes.
Sight sing the given melodies and match them with their corresponding English lyrics. Then remind students be aware of the syllables in words when writing

lyrics in English.
Sight sing the given melodies and match them with their corresponding Cantonese lyrics. Then remind students be aware of the characteristics of the

language when writing lyrics.
Sing the given melody with “lu” and draw phrase marks for it. Then sing other versions of the melody. Pay attention to whether the phrasing of lyrics and


music match with the mood of the melody. Choose the version with better techniques in writing lyrics
Listen to W. A. Mozart: Piano Sonata No.11 in A Major, 3rd Movement: Turkish March (excerpt) and A. Dvořak: Symphony No.9: New World Symphony:

Largo (excerpt). Choose the version of lyrics which best matched with the music and state the reasons.
Listen to the Chinese and English versions of Carry On Till Tomorrow. Write the missing lyrics in the boxes. Pay attention to the metre of the song and the

lyrics falling on strong beats. Then identify the times and scale of the song, whether the key words usually fall on strong bests, whether the lyrics match with
the mood of the melody, whether there is example of linguistic tones mismatching with the relative pitches of the melody in the Chinese version of the lyrics
and whether the lyrical phrasing match with the musical phrases. Under the lyrics with more than one musical note in both English and Chinese versions.
Sing My Favourite Things (excerpt) and Kù Ěr Sī Kè Yóu Chē in unison respectively. Choose one of them and comment on its lyrics writing techniques, i.e.


matching of lyrical phrase and musical phrase to the mood of music, as well as the rhyme.
Sing Strong in unison.


Divide into groups of two to three. Choose My Favourite Things (excerpt), Kù Ěr Sī Kè Yóu Chē and Strong. Rewrite some of the lyrics of one or two



phrases of the song (lyrics can be written in Cantonese, English or Putonghua). Sing the composition.
Performing Repertoire The singing demonstrations and accompaniments of Santa Lucia, My Favourite Things (excerpt), Kù Ěr Sī Kè Yóu Chē, Strong
Excerpt: W. A. Mozart: Piano Sonata No.11 in A Major, 3rd Movt.: Turkish March, A. Dvořak: Symphony No.9: New World Symphony: Largo
Learning
Full song: Carry On Till Tomorrow
Resources
Audio CD, Recorder,
Others
Learning Assessment
1. Observe students’ performances in singing and performing songs and identifying whether the lyrics phrasing match with the musical phrases.
2. Observe students’ performances in rearranging songs by altering lyrics.
Cycle
16
Lesson
1-4
Module
3
Unit Creative Workshop and Performance Assessment III
Suggested
Duration
4 lessons
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.
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).
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
ow of the 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
Secondary Two Music
Subject Teachers: Ms. Siu-nam Yeung
Cycle 1
5-15 September 2016
Cycle 7
5 - 19 Dec 2016
Cycle 2
Cycle 8
Days of week B)
Cycle 3
3 -14 Oct 2016
Cycle 9
6-17 January 2017
Cycle 4
17-28 October 2016
Cycle 10
20 Feb -3 Mar 2017
Cycle 5
UT)
6 -17 Mar 2017
Cycle 6
20 Nov-2 Dec 2016
Cycle 12
Cycle 13 10 -28 April 2017
Cycle 15 15-26 May
第 1 頁，共 27 頁
Topic: Introduction to music and National Anthem
Cycles
1-2
No. of
Periods
Cycle
one: 4
lessons
Teaching
Topics/Content
Course Introduction


and
1-2
lessons
of cycle
2




school song with suitable music
direction.
Sit as an orchestra
Play the percussion parts of the
National Anthem.
Teaching Activities
Appreciation:
-National Anthem performance on
flag raising ceremony (video).
Singing:
anthem
Remarks
Teaching materials:
1. First Lesson powerpoint
Student Assignments
Anthem
Instrumental Performing:
- Play the percussion parts of the
National Anthem
-Play school song in different parts
by different instruments.
-Play the school song in small
group and with whole class with
different styles
第 2 頁，共 27 頁
Cycles No. of
Teaching
Periods
Topics/Content
2
2 (last
two
lesson of
cycle
two )
Performing
Assignment
Learning objectives (students can :)
Teaching Activities
Remarks

Appreciation:
performance
Teaching Materials
Analysis:
"Peer Assessment Form"
Student Assignments


technical accuracy.
Group in 4-5
-sing school song in with English version
-play the school song in parts with different
instruments.
Singing:
national anthem
-Play the school song in
different parts by
different instruments.
第 3 頁，共 27 頁
3
Cycle
Lesson
1-2
Module
3
Unit
6. Music for Different Occasions
Learning Targets
CI

SP


CR




Suggested Duration
3-4 lessons
Learning Objectives
MC



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.
Learning Procedures
Creating
-
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.

Divide into groups of tow or four. Create one or more rhythmic ostinato to the selected music. Vote for the best work of the class. Perform the percussion
ostinato as an accompaniment to the melody played on the recorder.

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.
˙Creativity˙Critical
thinking˙Communication
skills˙Collaboration
skills˙Respect
others’
opinions˙Appreciate
others’
performances
Learning
Resources
Others
Learning Assessment





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
Audio CD, Recorder,
1. Observe students’ performances in singing and performing songs matched with different moods.
2. Observe students’ performances in writing one or more rhythmic ostinati for selected song based on its percussion accompaniment.
第 4 頁，共 27 頁
3
Cycle
Lesson
3-4
Module
3
Unit
6. Music for Different Occasions
Learning Targets
CI

SP


Suggested Duration
3-4 lessons
Learning Objectives
CR




MC



Creating
-
Performing
Divide into groups of tow or four. Create one or more rhythmic ostinato to the
selected music. Vote for the best work of
the class. Perform the percussion ostinato as an accompaniment to the melody
played on the recorder.
-
Learning
Resources
Others
Learning Assessment
Listening
Sing Don’t Frighten Love, Yesterday and Shining Friends. Discuss the characteristics of the music and the places that can use the
music.
Play The Bridal Chorus (excerpt) in unison on the recorder.
Sing Perhaps Love and I Believe Love is Eternal in unison or
two-part.
Sing Shall We Talk in unison and share your personal feeling about the theme of the lyrics.
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.
Listen to E. Satie: Gymnopédie No. 1. Pay attention to the metre,
tempo, mood created, etc.
Listen to The Bridal Chorus with percussion accompaniment.
Pay attention to the percussion instruments used and fill in the
missing notes.
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.
˙Creativity˙Critical thinking˙Communication skills˙Collaboration skills˙Respect others’ opinions˙Appreciate others’ performances
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
Audio CD, Recorder,
1. Observe students’ performances in singing and performing songs matched with different moods.
2. Observe students’ performances in writing one or more rhythmic ostinati for selected song based on its percussion accompaniment.
第 5 頁，共 27 頁
Cycle
CI

4
Learning Targets
SP
CR
MC









Lesson
1-2
Module
3
Unit
7. The Important Role of Music (I)
Suggested Duration
3-4 lessons
Learning Objectives
Learning Procedures
Creating
-
Performing
Listening

Sing the promotional songs Everlasting Friendship and I’d Like to Teach the World to Sing in unison. Describe the musical characteristics and the
lyrical content of them.


Listen to selected jingles and fill in the time signature and missing notes. Then, play the jingles on the recorder.

Listen to Ren Guang: Colourful Cloud Chasing the Moon. Identify the solo instrument, dynamics, tempo and mood created.


Sing You Make a Difference and pay attention to the content of the lyrics.

Listen to the rearranged version of Sam Hui: Dream of the Genius and the Idiot. Fill in the missing notes and sol-fa names.

Sing selected promotional songs in unison and pay attention to how the music characteristics match with the subject of campaign.


Divide into groups of three to four. Create a promotional song in four bars or less on selected theme using the methods of melody prior to lyrics or
lyrics prior to melody. Sing the works in groups and vote for the best work.
˙Creativity˙Critical thinking˙Problem solving skills˙Communication skills˙Collaboration skills˙Self management skills˙Respect others’
Performing Repertoire The singing demonstrations and accompaniments of Everlasting Friendship, I’d Like to Teach the World to Sing, You Make a Difference
Excerpts of Ren Guang: Colourful Cloud Chasing the Moon, Sam Hui: Dream of the Genius and the Idiot, HKSAR Government anti-drug promotion
Learning
songs
Resources
Others
Audio CD, Recorder
1. Observe students’ performances in performing and identifying songs with different themes.
Learning Assessment
2. Observe students’ performances in composing songs using the methods of melody prior to lyrics or lyrics prior to melody.
第 6 頁，共 27 頁
4
Cycle
Lesson
3-4
Module
3
Unit
7. The Important Role of Music (I)
Learning Targets
CI
SP



CR




Suggested Duration
3-4
lessons
Learning Objectives
MC



Creating
-
Performing
Divide into groups of three to four. Create a
promotional song in four bars or less on selected
theme using the methods of melody prior to
lyrics or lyrics prior to melody. Sing the works in groups and vote for the best work.
-
Learning
Resources
Others
Listening
Sing the promotional songs Everlasting Friendship and I’d Like to Teach the World to Sing in unison. Describe the musical
characteristics and the lyrical content of them.
Sing You Make a Difference and pay attention to the content of
the lyrics
Sing selected promotional songs in unison and pay attention to how the music characteristics match with the subject of
campaign.
Listen to selected jingles and fill in the time signature and
missing notes. Then, play the jingles on the recorder.
Listen to Ren Guang: Colourful Cloud Chasing the Moon.
Identify the solo instrument, dynamics, tempo and mood
created.
Listen to the rearranged version of Sam Hui: Dream of the
Genius and the Idiot. Fill in the missing notes and sol-fa
names.
The singing demonstrations and accompaniments of Everlasting Friendship, I’d Like to Teach the World to Sing, You Make a Difference
Excerpts of Ren Guang: Colourful Cloud Chasing the Moon, Sam Hui: Dream of the Genius and the Idiot, HKSAR Government anti-drug promotion
songs
Audio CD, Recorder
1. Observe students’ performances in performing and identifying songs with different themes.
2. Observe students’ performances in composing songs using the methods of melody prior to lyrics or lyrics prior to melody.
Learning Assessment
Cycle
CI
5
Learning Targets
SP
CR
MC
Lesson
1-2
Module
3
Unit
8. The Important Role of Music (II)
Suggested Duration
3-4 lessons
Learning Objectives
第 7 頁，共 27 頁










Learning Procedures
Creating
-
Performing
Listening


Sing Beauty and the Beast. Pay attention to the form of the song and write the time signature.


Sing The Love of Relatives. Pay attention to the form of the song and the first two phrases. Write the time signature.

Listen to 2001 A Space Odyssey Opening. Pay attention to the instruments used, dynamics, tempo, mood created, etc.


Listen to Hui-yong, Hu Deng-tiao: Chuǎng Jiāng Lìng. Pay attention to the dynamics, tempo and mood created. Play the main melody in unison on
the recorder.

Listen to E. Elgar: Pomp and Circumstance March No.1 in D. Fill in the time signature and the missing notes.

Listen to J. Livingston: Que, Sera Sera (Whatever Will Be, Will Be). Pay attention to the mood of the song.


Listen to Just Like You. Pay attention to the metre and lyrics of the song. Then sing the song together.

Sing Under the Bright Sky in unison and pay attention to the music’s characteristics and the lyrics.

Sing When You Believe in unison and pay attention to the content of the lyrics.


Divide into groups of four to six. Carry out a research project on the theme songs or interludes of films or TV programmes.


Compose a theme song for a school activity in eight phrases. Write English, Cantonese or Putonghua lyrics to it.
The singing demonstrations and accompaniments of Beauty and the Beast, The Love of Relatives, Under the Bright Sky, Just Like You, When You
Believe
Learning
Excerpts of 2001 A Space Odyssey Opening, Yu Hui-yong, Hu Deng-tiao: Chuǎng Jiāng Lìng, E. Elgar: Pomp and Circumstance March No.1 in D, J.
Livingston: Que, Sera Sera (Whatever Will Be, Will Be), Anonymous: Just Like You
Resources
Others
Learning Assessment
Audio CD, Recorder,
1. Observe students’ performances in performing and identifying songs with different forms.
2. Observe students’ performances in composing a theme song for a school activity and write lyrics to it.
第 8 頁，共 27 頁
5
Cycle
Lesson
3-4
Module
3
Unit
8. The Important Role of Music (II)
Learning Targets
CI

SP


CR




Suggested Duration
3-4 lessons
Learning Objectives
MC



Creating
-
-
Performing
Divide into groups of four to six. Carry out a
research project on the theme songs or interludes
of films or TV programmes.
Compose a theme song for a school activity in
eight phrases. Write English, Cantonese or
Putonghua lyrics to it.
-
Sing Beauty and the Beast. Pay attention to the form of the song
and write the time signature.
Sing The Love of Relatives. Pay attention to the form of the song
and the first two phrases. Write the time signature.
Sing Under the Bright Sky in unison and pay attention to the
music’s characteristics and the lyrics.
Sing When You Believe in unison and pay attention to the content
of the lyrics.
Listening
-
-
Learning
Resources
Others
Learning Assessment
Listen to 2001 A Space Odyssey Opening. Pay attention to
the instruments used, dynamics, tempo, mood created, etc.
Listen to Hui-yong, Hu Deng-tiao: Chuǎng Jiāng Lìng. Pay
attention to the dynamics, tempo and mood created. Play the
main melody in unison on the recorder.
Listen to E. Elgar: Pomp and Circumstance March No.1 in
D. Fill in the time signature and the missing notes.
Listen to J. Livingston: Que, Sera Sera (Whatever Will Be,
Will Be). Pay attention to the mood of the song.
Listen to Just Like You. Pay attention to the metre and lyrics
of the song. Then sing the song together.
The singing demonstrations and accompaniments of Beauty and the Beast, The Love of Relatives, Under the Bright Sky, Just Like You, When You
Believe
Excerpts of 2001 A Space Odyssey Opening, Yu Hui-yong, Hu Deng-tiao: Chuǎng Jiāng Lìng, E. Elgar: Pomp and Circumstance March No.1 in D, J.
Livingston: Que, Sera Sera (Whatever Will Be, Will Be), Anonymous: Just Like You
Audio CD, Recorder,
1. Observe students’ performances in performing and identifying songs with different forms.
2. Observe students’ performances in composing a theme song for a school activity and write lyrics to it.
第 9 頁，共 27 頁
6
Cycle
Lesson
1-2
Module
3
Unit
Creative Workshop and Performing Assessment
Learning Targets
CI

SP


CR




Suggested Duration
2-3 lessons
Learning Objectives
MC



Learning Procedures
Creating
Performing
Listening


Divide into groups of four and discuss the promotional aspects of the swimming gala or sports day. Then, compose a promotional song using the
methods of melody prior to lyrics or lyrics prior to melody. Sing the composition.


Divide into groups of four and discuss the theme of a school event. Choose a song with an appropriate moon and rearrange the song. Write lyrics to it
and sing the composition.

Perform the work in turn. Teacher and students can assess others’ work using pre-determined and self-developed criteria. Conduct self assessment.
Learning
Resources
Others
Audio CD, Recorder,
-
Learning Assessment
1. Observe students’ performances in singing and performing songs.
2. Observe students’ performances in composing a promotional or theme song and writing lyrics to it.
第 10 頁，共 27 頁
6
Cycle
Lesson
3-4
Module
3
Learning Targets
CI

SP


CR




Unit
Suggested Duration
2-3 lessons
Learning Objectives
MC



Creating
-
-
Performing
Divide into groups of four and discuss the promotional aspects of the swimming gala or sports day. Then, compose a promotional
song using the methods of melody prior to lyrics or lyrics prior to
melody. Sing the composition.
Divide into groups of four and discuss the theme of a school event.
Choose a song with an appropriate moon and rearrange the song.
Write lyrics to it and sing the composition.
Learning
Resources
Others
Learning Assessment
Listening
Perform the work in turn. Teacher and students can assess others’ work
using pre-determined and self-developed criteria. Conduct self
assessment.
Audio CD, Recorder,
2. Observe students’ performances in composing a promotional or theme song and writing lyrics to it.
第 11 頁，共 27 頁
Topic: Major and Minor Tonalities (Textbook: Unit 3)
Date
Total Number of Periods: 4 periods
Learning Targets*
CI SP CR MC
Learning Objectives
Creating
Generic Skills/
Performing
Assessment
Values and
Listening
Month
Resources
Attitudes
7
Students will learn to:
 
1. sing songs in major
Create a piece of music
and minor tonalities
in major and minor
in unison with
tonalities. Use
technical accuracy.
MagicComposer to
  2. describe and
•
•
Listen to L’ Arlésienne
•
Creativity
‘Sailing’ in unison.
Suite, identify the keys
•
Critical
students’
Sing ‘Today’ and ‘Over
of the tunes.
thinking skills
classroom
Sing ‘Love is Blue’ and
and Over’
•
•
notate and play it.
•
Les Dragons de Alcala,
solving skills
improve their
Communication
abilities on
skills
identifying
Collaboration
major and minor
skills
tonalities.
identify their tonalities
music.
and basic chords by
—major or minor.
•
• SD-CD
Observe
performance,
Play different scales
handchime.
•
Listen to Intermezzo and • Problem-
analyse the selected
    3. create music in
 
•
Conduct self/peer
•
•
teaching—
major and minor
assessment according to
tonalities.
the predetermined
•
IT skills
criteria.
•
Respect
creative works
others’
according to the
creative works
predetermined
and opinions
criteria.
4. make use of IT to
record music.
  5. apply predetermined
criteria and create
•
Interactive
•
CD-Rom
•
Journey into
Sound J2/J4
Assess students’ • ‘One-stop’
listening CD
•
Composing
software
specific criteria to
‘The Magic
appraise
Composer’
compositions.
Assessment
form
*CI – Developing Creativity and Imagination
SP – Developing Music Skills and Processes
CR – Cultivating Critical Responses in Music
MC – Understanding Music in Context
 SD-CD :The abbreviation of the CD ‘Singing Demonstration & Accompaniments of the Songs’.
第 12 頁，共 27 頁
Cycles
No. of
Periods
Teaching
Topics/Content
8
4
Music
appreciation and
analysis in
Christmas Carols
learnt in term one.
 Design basic chord accompaniment for the Christmas Carols.
all junior form schoolmates.)




Teaching Activities
Student Assignments
Group in 4-5
Use the knowledge and composing skill learnt in module one, prepare a
mini performance related to Christmas.
第 13 頁，共 27 頁
9
Cycle
Lesson
1-2
Module
2
Unit
3. Let’s Create the Accompaniment
Learning Targets
CI

SP


CR




Suggested Duration
3-4 lessons
Learning Objectives
MC



1. Sing songs with primary chords in different textures and types of performance in unison, two-part or four-part. Play the recorder in two-part.
2. Describe and analyze the chords used, texture and types of vocal performance for the selected music.
3. Create a second part melody.
4. Assessclassmates’ work by using pre-determined and self-developed criteria.
Learning Procedures
Creating
-

Sing Yellow Bird and Stage Coach, and play recorders in unison respectively. Pay attention to the chords used.

Accompany Yellow Bird using the given rhythmic phrase on the maracas and tambourine.

Accompany Stage Coach using the given rhythmic phrase on the claves and bass drum.


Assign chords to the Korean folk song, Little White Boat. Play the melody of the song and the root of the chords on the recorder or other pitched instruments.

Sing Qīng Chūn Wǔ Qǔ in unison and pat attention to the chords used.
Listen to the rearranged version of the Russian song, Pedlar. Fill in the missing notes and their sol-fa names and assign chords to the notes.

Sing Pedlar in unison and play the chords using recorders or other pitched instruments.

Listen to the two versions of Yellow Bird and Qīng Chūn Wǔ Qǔ accompanied by broken chords. Identify the order they played.


Divide into groups of two to four. Create an accompaniment for the first four bars of Stage Coach using broken chords.
thinking˙Problem
solving
skills˙Communication
skills˙Appreciate
others’
performances
Learning
Resources
Others
Learning Assessment


The singing demonstrations and accompaniments of Yellow Bird, Stage Coach, Little White Boat , Qīng Chūn Wǔ Qǔ, Pedlar
Excerpts of Russian folk song: Pedlar, Folk song: Yellow Bird (accompaniment in broken chords), Xianjiang folk song: Qīng Chūn Wǔ Qǔ
(accompaniment in broken chords)
Audio CD, Recorder,
1. Observe students’ performances in singing and performing songs with different chords and playing them on the recorder.
2. Observe students’ performances in composing an accompaniment with given chords.
第 14 頁，共 27 頁
9
Cycle
3-4
Lesson
Module
2
Unit
3. Let’s Create the Accompaniment
Learning Targets
CI
SP



CR




Suggested Duration
3-4 lessons
Learning Objectives
MC



Creating
-
Performing
Assign chords to the Korean folk song,
Little White Boat. Play the melody of the
song and the root of the chords on the
recorder or other pitched instruments.
Divide into groups of two to four. Create
an accompaniment for the first four bars
of Stage Coach using broken chords.
-
Learning
Resources
Others
Learning Assessment
-
Listening
Sing Yellow Bird and Stage Coach, and play recorders in unison
respectively. Pay attention to the chords used.
Accompany Yellow Bird using the given rhythmic phrase on the
maracas and tambourine.
Accompany Stage Coach using the given rhythmic phrase on the claves
and bass drum.
Sing Qīng Chūn Wǔ Qǔ in unison and pat attention to the chords used.
Sing Pedlar in unison and play the chords using recorders or other
pitched instruments.
Listen to the rearranged version of the Russian song, Pedlar.
Fill in the missing notes and their sol-fa names and assign
chords to the notes.
Listen to the two versions of Yellow Bird and Qīng Chūn Wǔ
Qǔ accompanied by broken chords. Identify the order they
played.
˙Creativity˙Critical thinking˙Problem solving skills˙Communication skills˙Collaboration skills˙Appreciate others’ performances
The singing demonstrations and accompaniments of Yellow Bird, Stage Coach, Little White Boat , Qīng Chūn Wǔ Qǔ, Pedlar
Excerpts of Russian folk song: Pedlar, Folk song: Yellow Bird (accompaniment in broken chords), Xianjiang folk song: Qīng Chūn Wǔ Qǔ
(accompaniment in broken chords)
Audio CD, Recorder,
2. Observe students’ performances in composing an accompaniment with given chords.
Cycle
CI
10
Learning Targets
SP
CR
MC
Lesson
1-2
Module
2
Unit
4. Discover the Texture of Music
Suggested Duration
2-3 lessons
Learning Objectives
第 15 頁，共 27 頁










Learning Procedures
Creating
Performing
Listening

Sing Christmas is a Time to Love in unison or two-part. Pay attention to the texture of bar 1 to 5 and the rest of the song.

Sing Angel’s Carol in unison or two-part. Pay attention to the texture.

Listen to Hark! The Herald Angels Sing, O Come, All Ye Faithful and O Christmas Tree. Identify the texture of them.

Sing Jingle Bells in unison. Pay attention to the texture.

Listen to another version of Jingle Bells. Identify the texture and broken chords used in the section of homophony.

Divide into groups of four to six. Rearrange and change the texture of the different sections of Jingle Bells. Create an accompaniment for the
homophonic section by using notation software.

Sing Joy to the World in unison, two-part or four-part.

Listen to G. Handel’s Messiah: For Unto Us a Child is Born. Identify the texture of each melody.

Play different versions of Joy to the World on the recorder or other pitched instruments, or “lu” the tune.
˙Creativity˙Critical thinking˙Communication skills˙Collaboration skills˙IT skills˙Respect others’ opinions˙Appreciate others’
performances
Performing Repertoire The singing demonstrations and accompaniments of Christmas is a Time to Love, Angel’s Carol, Jingle Bells, Joy to the World
Excerpts of F. Mendelssohn: Hark! The Herald Angels Sing, Anoymous: O Come, All Ye Faithful, German Christmas Carol: O Christmas Tree, G.
Learning
Handel’s Messiah: For Unto Us a Child is Born
Resources
Others
Audio CD, Recorder, Percussion, Handbell
1. Observe students’ performances in performing and identifying songs with different texture.
Learning Assessment
2. Observe students’ performances in adding texture to different sections of selected song.
-
第 16 頁，共 27 頁
10
Date
Lesson
3-4
Module
2
Unit
4. Discover the Texture of Music
Learning Targets
CI
SP



CR




Suggested Duration
2-3
lessons
Learning Objectives
MC



Creating
-
Performing
Divide into groups of four to six. Rearrange and change the texture of the different sections of
Jingle Bells. Create an accompaniment for the
homophonic section by using notation software.
-
Learning
Resources
Others
Sing Christmas is a Time to Love in unison or two-part. Pay
attention to the texture of bar 1 to 5 and the rest of the song.
Sing Angel’s Carol in unison or two-part. Pay attention to the
texture.
Sing Jingle Bells in unison. Pay attention to the texture.
Sing Joy to the World in unison, two-part or four-part.
Play different versions of Joy to the World on the recorder or
other pitched instruments, or “lu” the tune.
Listening
-
Listen to Hark! The Herald Angels Sing, O Come, All Ye
Faithful and O Christmas Tree. Identify the texture of them.
Listen to another version of Jingle Bells. Identify the texture
and broken chords used in the section of homophony.
Listen to G. Handel’s Messiah: For Unto Us a Child is
Born. Identify the texture of each melody.
performances
The singing demonstrations and accompaniments of Christmas is a Time to Love, Angel’s Carol, Jingle Bells, Joy to the World
Excerpts of F. Mendelssohn: Hark! The Herald Angels Sing, Anoymous: O Come, All Ye Faithful, German Christmas Carol: O Christmas Tree, G.
Handel’s Messiah: For Unto Us a Child is Born
2. Observe students’ performances in adding texture to different sections of selected song.
Learning Assessment
Cycle
CI
11
Learning Targets
SP
CR
MC




Lesson
1-2
Module
2
Unit
5. Arranging Vocal Performance
Suggested Duration
2-3 lessons
Learning Objectives
第 17 頁，共 27 頁






Learning Procedures
Creating
Performing
Listening


Sing Tóng Nián, Yesterday Once More and Every Tomorrow in unison and invite three students to perform solo, one song each.

Sing Jamaica Farewell in unison or two-part. Pay attention to the melody of the second part in the chorus and the chords used.

Listen to J. Haydn: The Creation: The Heavens are Telling, A. Borodin: Prince Igor: Polovietkian Dances, Come, All Ye Faithful, Xinjiang folk song:
Sòng Wǒ Yǒ Zhī Méi Guéi Huā and G. Verdi: Nabucco: Chorus of the Hebrew Slaves. Identify the type of vocal performance.

Sing Old Folks at Home in unison or two-part, then play the song on recorder in unison or two-part.

Divide the class into two groups. Sing or use the recorder to play different versions of Old Folks at Home.


Divide into groups of four to six and create a second part for the ending section of Old Folks at Home. Sing the work out with group members.
˙Creativity˙Critical thinking˙Problem solving skills˙Communication skills˙Collaboration skills˙Respect others’ opinions˙Appreciate
others’ performances
Performing Repertoire The singing demonstrations and accompaniments of Tóng Nián, Yesterday Once More, Every Tomorrow, Jamaica Farewell, Old Folks at Home
Excerpts of J. Haydn: The Creation: The Heavens are Telling, A. Borodin: Prince Igor: Polovietkian Dances, Come, All Ye Faithful, Xinjiang folk
Learning
song: Sòng Wǒ Yǒ Zhī Méi Guéi Huā, G. Verdi: Nabucco: Chorus of the Hebrew Slaves
Resources
Others
1. Observe students’ performances in performing and identifying songs with different vocal performances.
Learning Assessment
2. Observe students’ performances in creating a second part melody to selected song by referring to the given chords.
-
第 18 頁，共 27 頁
11
Date
Lesson
1-2
Module
2
Unit
5. Arranging Vocal Performance
Learning Targets
CI

SP


CR




Suggested Duration
2-3 lessons
Learning Objectives
MC



Creating
-
Performing
Divide into groups of four to six and create a
second part for the ending section of Old Folks
at Home. Sing the work out with group
members.
-
Learning
Resources
Others
Learning Assessment
Sing Tóng Nián, Yesterday Once More and Every Tomorrow in unison and invite three students to perform solo, one song each.
Sing Jamaica Farewell in unison or two-part. Pay attention to
the melody of the second part in the chorus and the chords used.
Sing Old Folks at Home in unison or two-part, then play the
song on recorder in unison or two-part.
Divide the class into two groups. Sing or use the recorder to play
different versions of Old Folks at Home.
Listening
Listen to J. Haydn: The Creation: The Heavens are Telling,
A. Borodin: Prince Igor: Polovietkian Dances, Come, All Ye
Faithful, Xinjiang folk song: Sòng Wǒ Yǒ Zhī Méi Guéi Huā
and G. Verdi: Nabucco: Chorus of the Hebrew Slaves.
Identify the type of vocal performance.
˙Creativity˙Critical thinking˙Problem solving skills˙Communication skills˙Collaboration skills˙Respect others’ opinions˙Appreciate
The singing demonstrations and accompaniments of Tóng Nián, Yesterday Once More, Every Tomorrow, Jamaica Farewell, Old Folks at Home
Excerpts of J. Haydn: The Creation: The Heavens are Telling, A. Borodin: Prince Igor: Polovietkian Dances, Come, All Ye Faithful, Xinjiang folk
song: Sòng Wǒ Yǒ Zhī Méi Guéi Huā, G. Verdi: Nabucco: Chorus of the Hebrew Slaves
2. Observe students’ performances in creating a second part melody to selected song by referring to the given chords.
第 19 頁，共 27 頁
12
Cycle
Lesson
1-2
Module
2
Unit
Learning Targets
CI

SP


CR




2-3 lessons
Suggested Duration
Learning Objectives
MC



Learning Procedures
Creating
-
Performing
Listening

Sing Silent Night in unison and pay attention to the sol-fa names of the notes on the strong beats.


Divide into groups of four and rearrange dynamics, tempo, articulation, texture and vocal performance of Silent Night. Sing the whole song and play
the roots of the chords on the recorder in the homophony section.


Write an accompaniment in triads or broken chords for the sections in homophony of Silent Night. Perform the work and conduct assessment.
skills˙Respect
others’
others’
performances
Learning
Resources
Others
Learning Assessment
The singing demonstrations and accompaniments of Silent Night
Audio CD, Recorder, Percussion
1. Observe students’ performances in singing and performing songs and playing on the recorder.
2. Observe students’ performances in rearranging the dynamics, tempo, articulation, texture and using different vocal performance.
3. Observe students’ performances in writing an accompaniment in triads or broken chords for the sections in homophony.
第 20 頁，共 27 頁
12
Cycle
Lesson
3-4
Module
2
Learning Targets
CI

SP


CR




Unit
2-3 lessons
Suggested Duration
Learning Objectives
MC



Creating
-
-
Performing
Listening
Sing Silent Night in unison and pay attention to the sol-fa names of
the notes on the strong beats.
Divide into groups of four and rearrange dynamics, tempo,
articulation, texture and vocal performance of Silent Night. Sing
the whole song and play the roots of the chords on the recorder in
the homophony section.
Write an accompaniment in triads or broken chords for the sections
in homophony of Silent Night. Perform the work and conduct
assessment.
Learning
Resources
Others
Learning Assessment
The singing demonstrations and accompaniments of Silent Night
1. Observe students’ performances in singing and performing songs and playing on the recorder.
2. Observe students’ performances in rearranging the dynamics, tempo, articulation, texture and using different vocal performance.
3. Observe students’ performances in writing an accompaniment in triads or broken chords for the sections in homophony.
第 21 頁，共 27 頁
13
Cycle
Lesson
1-2
Module
1
Unit
1. The Fun Music Rearrangement
Learning Targets
CI

SP


CR




Suggested Duration
3-4 lessons
Learning Objectives
MC



1. Sing Rearranged songs and songs with existing lyrics set to music in unison or two-part. Play the songs on the recorder.
2. Describe and analyze techniques for rearranging music and writing melodies for existing lyrics.
3. Apply composition skills of adaptation and composing melodies for existing lyrics.
4. Assess classmates’ work and performance by using per-determined criteria.
Learning Procedures
Creating
-

Sing Boundless Ocean Vast Sky and its rearranged version, Chéng Nuò, in unison respectively.
Listen to Chūn Jiāng Huā Yu è Yè, pay attention to the solo instrument and describe the mood of the music.

Play Chūn Jiāng Huā Yu è Yè on the recorder in unison.
Listen to Zǐ Chāi Jì: Jiàn Hé Chāi Yuán which was rearranged with the melody of Chūn Jiāng Huā Yu è Yè, pay attention to the first two phrases of the song.
Listen to Minuet and its rearranged version A Lover’s Concerto and Let’s Dance, identify the metre and instrument used.

Sing A Lover’s Concerto in unison. Pay attention to the metre and rhythm of the song.

Sing Let’s Dance in unison.

Divide into pairs. Rearrange a part or the whole of Let’s Dance with more than one rearranging techniques.

Sing the original version and rearranged version of Today in unison respectively. Identify the main difference between them.

Sing Grace of Tomorrow in unison, two-part or three-part.

Sing Amazing Grace, the original version of Grace of Tomorrow, in unison or two-part and play the melody on the recorder.
Learning
Resources
Others
Learning Assessment



The singing demonstrations and accompaniments of Boundless Ocean Vast Sky, Chéng Nuò, Chūn Jiāng Huā Yu è Yè, A Lover’s Concerto, Let’s
Dance, original version and rearranged version of Today, Grace of Tomorrow, Amazing Grace
Excerpts of Chūn Jiāng Huā Yu è Yè, Tang Di-sheng: Zǐ Chāi Jì: Jiàn Hé Chāi Yuán, J. S. Bach: Minuet
Audio CD, Recorder
2. Observe students’ performances in rearranging a part of or the whole song.
第 22 頁，共 27 頁
13
Cycle
Lesson
3-4
Module
1
Unit
1. The Fun Music Rearrangement
Learning Targets
CI
SP



Suggested Duration
3-4 lessons
Learning Objectives
CR




MC



Creating
-
Performing
Divide into pairs. Rearrange a part or the whole of Let’s Dance with more than one
rearranging techniques.
-
Listen to Chūn Jiāng Huā Yu è Yè, pay attention to the solo
instrument and describe the mood of the music.
Listen to Zǐ Chāi Jì: Jiàn Hé Chāi Yuán which was
rearranged with the melody of Chūn Jiāng Huā Yu è Yè, pay
attention to the first two phrases of the song.
Listen to Minuet and its rearranged version A Lover’s
Concerto and Let’s Dance, identify the metre and instrument
used.
Learning
Resources
Sing Boundless Ocean Vast Sky and its rearranged version, Chéng Nuò, in unison respectively.
Play Chūn Jiāng Huā Yu è Yè on the recorder in unison.
Sing A Lover’s Concerto in unison. Pay attention to the metre and
rhythm of the song.
Sing Let’s Dance in unison.
Sing the original version and rearranged version of Today in unison
respectively. Identify the main difference between them.
Sing Grace of Tomorrow in unison, two-part or three-part.
Sing Amazing Grace, the original version of Grace of Tomorrow, in
unison or two-part and play the melody on the recorder.
Listening
Others
The singing demonstrations and accompaniments of Boundless Ocean Vast Sky, Chéng Nuò, Chūn Jiāng Huā Yu è Yè, A Lover’s Concerto, Let’s
Dance, original version and rearranged version of Today, Grace of Tomorrow, Amazing Grace
Excerpts of Chūn Jiāng Huā Yu è Yè, Tang Di-sheng: Zǐ Chāi Jì: Jiàn Hé Chāi Yuán, J. S. Bach: Minuet
Audio CD, Recorder
2. Observe students’ performances in rearranging a part of or the whole song.
Learning Assessment
Cycle
CI

14
Learning Targets
SP
CR
MC







Lesson
1-2
Module
1
Unit
2. Setting Existing Lyrics to New Melody
Suggested Duration
3-4 lessons
Learning Objectives
第 23 頁，共 27 頁


Learning Procedures
Creating
-
Sing The Truth of Love and play the recorder in unison.
Listen to All Things Bright and Beautiful and fill in the missing notes and put their sol-fa names above.
Sing All Things Bright and Beautiful (excerpt) in unison or two-part.
Divide into pairs. Compose your own version of melody for the song All Things Bright and Beautiful. Perform the work or invite others to perform the
work.
Read the Song Dynasty poem in Putonghua aloud in the metre and rhythm of your choices.
Sing Dàn Yuàn Rén Chéng Ji ǔ (lyrics taken from Shǔi Diào Gē Tóu) and play the recorder in unison.
Listen to Yú Měi Rén, pay attention to how the linguistic tones of the lyrics match well with the melodic pitches.
Listen to Cháng Xiāng Sī and fill in the missing notes and write their sol-fa names.
Sing the Cantonese and Putonghua version of Mǎn Jiāng Hóng respectively. Identify the main difference between them.
Divide into pairs. Use the lyrical phrase taken from Mǎn Jiāng Hóng and compose a new melody. Perform the work or invite others to perform the
work.
Learning
Resources
Others
Learning Assessment
Performing
Listening












˙Creativity˙Critical thinking˙Communication skills˙Collaboration skills˙Appreciate others’ performances
The singing demonstrations and accompaniments of The Truth of Love, All Things Bright and Beautiful, Dàn Yuàn Rén Chéng Ji ǔ, Cantonese and
Putonghua version of Mǎn Jiāng Hóng
Excerpts of Smith Henry Monk: All Things Bright and Beautiful, S. Y. Chan: Cháng Xiāng Sī
Audio CD, Recorder
2. Observe students’ performances in composing melody for existing lyrics.
第 24 頁，共 27 頁
14
Cycle
Lesson
3-4
Module
1
Unit
2. Setting Existing Lyrics to New Melody
Learning Targets
CI

SP


CR




Suggested Duration
3-4 lessons
Learning Objectives
MC



Creating
-
-
Performing
Divide into pairs. Compose your own version of
melody for the song All Things Bright and
Beautiful. Perform the work or invite others to
perform the work.
Divide into pairs. Use the lyrical phrase taken
from Mǎn Jiāng Hóng and compose a new
melody. Perform the work or invite others to
perform the work.
Learning
Resources
Others
Learning Assessment
-
Sing The Truth of Love and play the recorder in unison.
Sing All Things Bright and Beautiful (excerpt) in unison or
two-part.
Read the Song Dynasty poem in Putonghua aloud in the metre
and rhythm of your choices.
Sing Dàn Yuàn Rén Chéng Ji ǔ (lyrics taken from Shǔi Diào Gē
Tóu) and play the recorder in unison.
Sing the Cantonese and Putonghua version of Mǎn Jiāng Hóng
respectively. Identify the main difference between them.
Listening
-
Listen to All Things Bright and Beautiful and fill in the
missing notes and put their sol-fa names above.
Listen to Yú Měi Rén, pay attention to how the linguistic
tones of the lyrics match well with the melodic pitches.
Listen to Cháng Xiāng Sī and fill in the missing notes and
write their sol-fa names.
The singing demonstrations and accompaniments of The Truth of Love, All Things Bright and Beautiful, Dàn Yuàn Rén Chéng Jiǔ, Cantonese and
Putonghua version of Mǎn Jiāng Hóng
Excerpts of Smith Henry Monk: All Things Bright and Beautiful, S. Y. Chan: Cháng Xiāng Sī
2. Observe students’ performances in composing melody for existing lyrics.
第 25 頁，共 27 頁
Topic: Rock and Roll
Cycles
15
No. of
Periods
2
Teaching
Topics/Content
Rock and Roll
Learning Objectives
(Students can:)
•
•
•
2
Rock and Roll
(prepare for
performance and
presentation)
•
•
Analyze the musical
characteristics of the Rock
n’ Roll music
Introduce the local band –
Beyond and a famous banc,
The Beatles
Identify the positive and
negative impacts of Rock
n’ Roll music.
Teaching Activities
a. 1. Movie “ School of
Rock”
2. Beyond, Eagles, Beatles
b. 1. Yesterday
2. 海闊天空
c. 1. Yesterday
d. Group discussion about the
positive and negative impacts
of Rock n’ Roll music
Rearrange a pop song and prepare a performance.
Prepare for the presentation to introduce a rock band (focus
on the characteristic of the music)
Student Assignments
1. Presentation about a Rock n’
Roll band with its history,
music style, songs, and
positive and negative impacts
on teenagers
2. Self reflection and music
appreciation worksheets.
3. Pre-study about festival
music


Prepare a presentation and
performance.
Perform in music lesson as
second term performing
examination.
第 26 頁，共 27 頁
15
Cycle
Lesson
1-2
Module
1
Unit
Learning Targets
CI

SP


CR




Suggested Duration
2-3 lessons
Learning Objectives
MC



Learning Procedures
-
Work in groups of four to rearrange a song or compose melody for existing lyrics. The work should be 8 to 16 bars long.
Choose an excerpt and use the staff provided or the notation software to rearrange the song. Sing the composition and conduct assessment.
Decide on the theme for the song. Search for relevant poetic work from books or websites or compose your own text. Then compose a melody of 8 to
16 bars.
Assess the work of each group. Determine whether the linguistic tones of the lyrics match with the pitch of the melody. Then, choose the best group
and explain the reason.
Learning
Resources
Others
Learning Assessment
Creating
Performing
Listening









performances
2. Observe students’ performances in rearranging songs or composing a melody for existing lyrics.
第 27 頁，共 27 頁
Secondary Three Music
Subject Teacher: Ms SN Yeung
Cycle 1
5-15 September 2016
Cycle 7
5 - 19 Dec 2016
Cycle 2
Cycle 8
Days of week B)
Cycle 3
3 -14 Oct 2016
Cycle 9
6-17 January 2017
Cycle 4
17-28 October 2016
Cycle 10
20 Feb -3 Mar 2017
Cycle 5
UT)
6 -17 Mar 2017
Cycle 6
20 Nov-2 Dec 2016
Cycle 12
Cycle 13 10 -28 April 2017
Cycle 15 15-25 May
第 1 頁，共 29 頁
Topic: Introduction, School Song and National Anthem (form three)
Cycles
1
No. of
Periods
Cycle
one: 4
lessons
and
1-2
lessons
of cycle
2
Teaching
Topics/Content
Course Introduction









Sit as an orchestra
Compare PRC National Anthem
and USA National Anthem
Compare the music style and
performing direction of different
versions of Nation Anthem
performance.
school song with suitable
performing direction.
Play the National Anthem in
parts.
Play school song in different
parts by different instruments.
Teaching Activities
Remarks
Appreciation:
Teaching materials:
-Different versions of PRC National 1. First Lesson powerpoint
Anthem and USA National
Anthem.
Student Assignments
- Play the PRC National Anthem in
Singing:
parts.
anthem
-Prepare for the first assessment
- Play thePRC National Anthem in
parts.
-Play the school song in small
group and with whole class with
different styles.
第 2 頁，共 29 頁
Cycles No. of
Teaching
Periods
Topics/Content
2
2 (last
two
lesson of
cycle
two )
Performing
Assignment
Teaching Activities
Remarks

Appreciation:
performance
Teaching Materials


technical accuracy.
Analysis:
Group in 4-5
-sing school song and the national anthem
-play the National Anthem in different parts "Peer Assessment Form"
Singing:
national anthem
Student Assignments
-Play the National
Anthem in different
parts by different
instruments.
第 3 頁，共 29 頁
Cycle
Lesson
2
1-2
Module
1
Unit
Learning Targets
CI

SP


CR




Suggested
Duration
1. Songs of Nature
Learning Objectives
MC



1.
2.
3.
4.
Sing songs admiring the nature, caring people and loving our own nation, in unison or parts.
Describe and analyze characteristics of selected music.
Compose music for specific context.
Assess classmates’ work and performance by using pre-determinate criteria.
Learning Procedures
-
3-4 lessons
Creating

Sing I Like the Flowers in unison and 3-parts round. Be aware of the mood of the song.

Sing I love the Nature in unison. Be aware of the mood of the song. Fill in the missing notes and lyrics.
Listen to For the Beauty of the Earth (excerpt) by John Rutter. Write the missing notes and lyrics.

Sing What a Wonderful World and play recorders in unison. Be aware of the mood of the song. Fill in the time signature.

Sing Whose Creation in unison and 2 parts. Fill in the time signature.
Listen to Beethoven: Symphony No. 6, Pastorale: 1st Movement and 5th Movement (excerpt) and be aware of the musical characteristics.
Listen to Vivaldi: The Four Seasons: Spring and arrange the themes in their order of appearance. Discuss how the composer makes use of different
characteristics in music to describe the various scenes.
Listen to Lei Yu-sheng: Chūn Tiān Dào Le and be aware of the leading instrument, tempo and form of performance.

Compose a melody in one of the four seasons.
Learning
Resources
Others
Learning Assessment







The singing demonstrations and accompaniments of I Like Flowers, I Love Nature, What a Wonderful World, Who Did These.
Excerpts of J.Rutter: For the Beauty of the Earth, L.v. Beethoven: Symphony No.6 Pastorale: 1st Movement and 5th Movement, A. Vivaldi: The Four
Seasons: Spring, Lei Yu-sheng: Chūn Tiān Dào Le
Audio CD, Recorder, Flute, Clarinet
2. Observe students’ performances in composing a melody for a scene in one of the four seasons.
第 4 頁，共 29 頁
Cycle
Lesson
3
3
Module
1
Unit
Learning Targets
CI

SP


CR




Suggested
Duration
1. Song of Nature
3-4 lessons
Learning Objectives
MC



1.
2.
3.
4.
Assess classmates’ work and performance by using pre-determinate criteria.
Creating
-
Performing
Compose a melody in less than 4 bars in
groups of 2-4 for a scene in one of the
four seasons.
-
Listening
Sing I Like the Flowers in unison and 3-parts round. Be aware of the mood of the song.
Sing I Love the Nature in unison. Be aware of the mood of the song. Fill in the missing notes and lyrics.
Sing What a Wonderful World and play recorders in unison. Be aware
of the mood of the song. Fill in the time signature.
Sing Whose Creation in unison and 2 parts. Fill in the time signature.
-
Learning
Resources
Others
Learning Assessment
Listen to For the Beauty of the Earth (excerpt) by John
Rutter. Write the missing notes and lyrics.
Listen to Beethoven: Symphony No. 6, Pastorale: 1st
Movement and 5th Movement (excerpt) and be aware of the
musical characteristics.
Listen to Vivaldi: The Four Seasons: Spring and arrange
the themes in their order of appearance. Discuss how the
composer makes use of different characteristics in music to
describe the various scenes.
Listen to Lei Yu Sheng: Chūn Tiān Dào Le and be aware of
the leading instrument, tempo and form of performance.
The singing demonstrations and accompaniments of I Like Flowers, I Love Nature, What a Wonderful World, Who Did These.
Excerpts of J.Rutter: For the Beauty of the Earth, L.v. Beethoven: Symphony No.6 Pastorale: 1st Movement and 5th Movement, A. Vivaldi: The Four
Seasons: Spring, Lei Yu-sheng: Chūn Tiān Dào Le
Audio CD, Recorder
2. Observe students’ performances in composing a melody for a scene in one of the four seasons.
第 5 頁，共 29 頁
Cycle
Lesson
3
1-2
Module
1
Unit
Learning Targets
CI

SP


CR




Suggested
Duration
2.Hope of Peace
3-4 lessons
Learning Objectives
MC



1.
2.
3.
4.
Assess classmates’ work and performance by using set criteria.
Learning Procedures
Creating
Performing
Listening

Sing Glorious Years and Even If There is No Fairy Tale in the World in unison and pay attention to the chords used in the chorus.


Listen to Blowing in the Wind by Bob Dylon. Circle the chords used and sing in unison.

Sing Because of Love and its rearranged version Shǒu Lián Xīn in unison. Pay attention to the chord progression in the chorus.

Listen to three melodies with similar chord progression and state their order of appearance.


Sing Let There be Peace on Earth in unison or 2 parts and pay attention to the chord progression of each ending part.

Listen to Beethoven: Symphony No. 9, Choral: 4th movement and answer the questions.


Sing “Joyful, Joyful, We Adore Thee” in unison or 4 parts. Play recorders in unison or 2 parts. Pay attention to the cadences used at the ending of
different sections.


Sing Heal the World in unison and pay attention to the chord progression in the chorus.


Form groups of 2-4. Compose a melody of less than 8 bars with reference to the suggested chord progression and cadence. Then sing or perform the
melody.
˙Creativity˙Critical thinking ˙Problem solving skills˙Communication skills˙Collaboration skills˙Respect others’ opinions˙Appreciate
The singing demonstrations and accompaniments of Glorious Year, Even If There is No Fairy Tale in the World, Blowing in the Wind, Because of
Love, Shǒu Lián Xī, Let There be Peace on Earth, Joyful, Joyful, We Adore Thee, Heal the World
Learning
Listening Repertoire Excerpts of B. Dylan: Blowing in the Wind, L.v. Beethoven: Symphony No. 9, Choral: 4th Movement
Resources
Others
Learning Assessment
2. Observe students’ performances in using the appropriate chord progression and cadences.
-
第 6 頁，共 29 頁
Cycle
Lesson
4
Module
3
1
Unit
Learning Targets
CI

SP


CR




Suggested
Duration
2. Hope of Peace
3-4 lessons
Learning Objectives
MC



1.
2.
3.
4.
Creating
-
Performing
Form groups of 2-4. Compose a melody of less than 8 bars with reference to the suggested chord
progression and cadence. Then sing or perform
the melody.
-
-
Learning
Resources
Others
Learning Assessment
Sing Glorious Years and Even If There is No Fairy Tale in the
World in unison and pay attention to the chords used in the
chorus.
Sing Because of Love and its rearranged version Shǒu Lián Xīn
in unison. Pay attention to the chord progression in the chorus Sing Let There be Peace on Earth in unison or 2 parts and pay
attention to the chord progression of each ending part.
Sing “Joyful, Joyful, We Adore Thee” in unison or 4 parts. Play
recorders in unison or 2 parts. Pay attention to the cadences
used at the ending of different sections.
Sing Heal the World in unison and pay attention to the chord
progression in the chorus.
Listening
Listen to All Things Bright and Beautiful and fill in the
missing notes and put their sol-fa names above.
Listen to Yú Měi Rén, pay attention to how the linguistic
tones of the lyrics match well with the melodic pitches.
Listen to Cháng Xiāng Sī and fill in the missing notes and
write their sol-fa names.
˙Creativity˙Critical thinking ˙Problem solving skills˙Communication skills˙Collaboration skills˙Respect others’ opinions˙Appreciate
The singing demonstrations and accompaniments of Glorious Year, Even If There is No Fairy Tale in the World, Blowing in the Wind, Because of
Love, Shǒu Lián Xī, Let There be Peace on Earth, Joyful, Joyful, We Adore Thee, Heal the World
Excerpts of B. Dylan: Blowing in the Wind, L.v. Beethoven: Symphony No. 9, Choral: 4th Movement
2. Observe students’ performances in using the appropriate chord progression and cadences.
第 7 頁，共 29 頁
Cycle
Lesson
4
1-2
Module
1
Unit
3.
Salute to the Country
Learning Targets
CI

SP


CR




Suggested
Duration
Learning Objectives
MC



1.
2.
3.
4.
Learning Procedures
-
Sing The March of the Volunteers in unison. Fill in the time signature and pay attention to the expression marks
Sing Chinese People in unison and pay attention to the scale used and the lyrics.
Play Hatikvah on recorder in unison or 2 parts. Pay attention to the scale used and the types of phrase.
Listen to the French national anthem (excerpt) and fill in the time signature. Write the missing notes and their sol-fa.
Listen to Smetana: Má vlast: Vltava (excerpt) and answer the questions.
Listen to Jean Sibelius: Finlandia, No. 26 (excerpt) and answer the following questions.
Sing the song Finlandia in unison or 4 parts. Then play it by recorders in unison or 2 parts
Listen to lui Wen-cheng: Bù Bù Gāo and discriminate its leading instrument and accompanying instruments.
Sing Under the Lion Rock in unison. Pay attention to its form and the theme of the lyrics.
Sing A Step Forward and pay attention to the lyrics.
Sing We Love Hong Kong in unison and describe the characteristics of the music
Form groups of 4-6, compose a song in less than 8 bars by using selected metre, rhythms, scale, etc. The theme of the song is to express the love of
Hong Kong or to introduce the unique culture of Hong Kong
Learning
Resources
2-3 lessons
Others
Learning Assessment
Creating
Performing
Listening















˙Creativity˙Critical thinking˙Problem Solving Skill˙Communication skills˙Collaboration skills˙Respect others’ opinions˙Appreciate
The singing demonstrations and accompaniments of National Anthem of the People’s Republic of China, Chinese People, Hatikvah, Finlandia, Under
the Lion Rock, A Step Forward, We Love Hong Kong
Excerpts of National Anthem of France, B. Smetana: Má Vlast, J. Sibelius: Finlandia, Lui Wen-cheng: Bù Bù Gāo
2. Observe students’ composition by song to express the love of Hong Kong and introduce Hong Kong culture.
第 8 頁，共 29 頁
Cycle
Lesson
5
3
Module
1
Unit
Learning Targets
CI

SP


CR




3.
Salute to the Country
Suggested
Duration
2-3 lessons
Learning Objectives
MC
1.
2.
3.
4.



Creating
-
Performing
Form groups of 4 – 6, compose a song in less than 8 bars by using selected metre, rhythm, scale, etc.. The theme of the song is to
express the love of Hong Kong or to introduce the unique culture of Hong Kong.
-
Learning
Resources
Others
Learning Assessment
Sing The March of the Volunteers in unison. Fill in the time signature
and play attention to the expression marks.
Sing Chinese People in unison and pay attention to the scale used and
the lyrics.
Play Hatikvah on recorder in unison or 2 parts. Pay attention to the
scale used and the types of phrase.
Sing the song Finlandia in unison or 4 parts. Then play it by
recorders in unison or 2 parts.
Sing Under the Lion Rock in unison. Pay attention to its form and the
theme of the lyrics.
Sing A Step Forward and pay attention to the lyrics.
Sing We Love Hong Kong in unison and describe the characteristics of
the music.
Listening
-
-
-
Listen to the French National
Anthem (Excerpt) and fill in the
time signature. Write the missing
notes and their so-fa.
Listen to Smetana: Má Vlast
(excerpt) and answer the questions.
Listen to Jean Sibelius: Finlandia,
No. 26 (excerpt) and answer the
following questions.
Listen to Lui Wen-cheng: Bù Bù
Gāo and discriminate its leading
instrument and accompanying
instruments.
˙Creativity˙Critical thinking˙Problem Solving Skill˙Communication skills˙Collaboration skills˙Respect others’ opinions˙Appreciate
The singing demonstrations and accompaniments of National Anthem of the People’s Republic of China, Chinese People, Hatikvah, Finlandia, Under
the Lion Rock, A Step Forward, We Love Hong Kong
Excerpts of National Anthem of France, B. Smetana: Má vlast, Lui Wen-cheng: Bù Bù Gāo
Audio CD, Recorder, Flute Clarinet
2. Observe students’ composition by song to express the love of Hong Kong and introduce Hong Kong culture.
第 9 頁，共 29 頁
Cycle
5
Lesson
3
Module
2
Unit
Creative workshop and performing assessment I
Suggested
Duration
3
lessons
A. Context of the composition project
The school is organizing a "Treasure" concert to promote compassion for the Earth and mankind. Divide into groups of four to six to compose background music
or a song for selected pictures to be used in the video on caring for our Earth. Follow the instructions below on how to complete the work and then perform it in t
the concert.
B. Task I
Pictures will be given to students.
1. Study the provided pictures carefully. Compose a melody for background music in 16 bars or less by using the given staff or notation software.
Hints
(i) Compose a melody for one or all of the provided pictures.
(ii) With reference to the mood conveyed by the pictures, choose a relevant metre, rhythm, scale, dynamics and tempo. Repeated notes, stepwiseintervals and
leaps may be used to compose the melody. Student may refer to the following phrase which uses a minor scale, simple quadruple time, a soft (piano) dynamics
and a relatively slow tempo.
(iii) Students may compose the melody using repetition, sequence or imitation.
(iv) Student may play the melody on the recorder or choose a suitable instrument from the notation software (e.g. violin). Notate the melody by using the
software, listen to the effect and make necessary amendments. Export the file into MP3 format.
C. Task
II
(i) Compose a melody in 16 bars or less by referring to the given chord progression and cadence, or create their own chord progression and cadence.
(ii) Student may compose by using the technique of imitation, for example:
(iii) Write English, Cantonese or Putonghua lyrics for the melody which are related to the theme of the concert.
第 10 頁，共 29 頁
第 11 頁，共 29 頁
D. Assessment
1. Perform in groups. Their teacher and classmates will assess the work by the following assessment criteria.
(i) Good use of musical elements (e.g. metre, scale, etc.)
(ii) Melody matches the message conveyed by the picture(s)
(iii) Fluent and accurate performance
(iv) Cooperation among group members
(v) Good overall effect
2. Complete the following self-assessment: (Please circle or write their answer)
Sample questions:
i) We may make improvement in ______________________________.
ii) We thought that group had the best work because __________________________.
iii) We may make improvement in _____________________________.
iv) We thought that group had the best work because ____________________________.
第 12 頁，共 29 頁
Topic: Promotional Song
Cycles
6
Lesson
1-2
Teaching
Topics/Content
Promotion song and
advertising music I
Learning Objectives (Students can:)




6
3
Music composition
project (Compose a
promotion song for and
advertisement)




Teaching Activities
Student Assignments
Performing various promotion
songs and advertising music.
Analyze the relationship between
musical elements and the scenes.
Play and sing in unison and parts
with technical accuracy of some
movie songs.
Compose simple music phrases
by improvisation approach.
a. 1. We are ready
2. (The most popular
promotion song)
b. NA
c. H74 Jesus Christ is risen
today
d. Compose simple music
phrases by improvisation
approach.
1. Music appreciation and
self reflection worksheet
Compose music by improvisation
approach.
Use different music elements to
create different atmosphere.
Create music excerpt for specific
contexts to demonstrate the grasp
of creating skills and music
elements.
Compose a promotion song for
one TV advertisement.
a. Some TV advertisements
b. NA
c. 1. H78 Because he live
(Major song, Easter song)
d. Compose a promotion
song for one TV
advertisement.
第 13 頁，共 29 頁
Cycles No. of
Teaching
Periods
Topics/Content
7
4
Music
appreciation and
analysis in
Christmas Carols
Teaching Activities
Learning objective:
learnt in term one.
 Design basic chord accompaniment for the Christmas Carols.
all junior form schoolmates.)
Student Assignments
2. Score of "Christmas Medley"
Teaching Activities:
 Sing in and play in unison and parts with technical accuracy.
 Play the Christmas Carol Medley in parts with different instruments.
Creative Activity:
 Use the knowledge and composing skill learnt in module one, create
variations for Christmas Carols.
第 14 頁，共 29 頁
Cycle
Lesson
7
1-2
Module
3
Unit
7.
Walk Forward Bravely
Learning Targets
CI

SP


CR




2-3 lessons
Learning Objectives
MC



1.
2.
3.
4.
Sing in unison or 2 part songs conveying positive message, praising the love of parents, friends and teachers.
Describe and analyse characteristics of selected music.
Compose music on a specific theme.
Assess classmates’ work by using pre-determinated and self-developed criteria.
Learning Procedures
-
Suggested
Duration
Creating

Sing I Believe I Can Fly and Don’t be Sad in unison. Pay attention to the letter name and sol-fa of the ending notes.

Sing When Student Wish Upon a Star in unison. Pay attention to its form and, the sol-fa and letter name of its ending note.


Listen to Sailing under the Wind and the Wave and describe its form and musical elements. Then sing the song in unison.


Sing God Will Make a Way in unison and pay attention to the change in key signatures.


Sing A Great Future in unison and pay attention to the key changes.


Work in groups of 3-4, continue to compose a melody in less then 12 bars with modulation. Play the melody on the recorder or other pitched instruments
˙Creativity˙Critical thinking˙Communication skills˙Collaboration skills˙Self-management skills˙Respect others’ opinions˙Appreciate
The singing demonstrations and accompaniments of I Believe I Can Fly, Don’t be Sad, When Student Wish Upon a Star, Sailing Under the Wind and
the Wave, God Will Make a Way, A Great Future
Learning
Resources
Others
Learning Assessment
Excerpts of Joseph Koo: Sailing Under the Wind and the Wave
Audio CD, Recorder
1. Observe students’ performances in singing and performing with the change in key signatures song.
2. Observe students’ performance in continue to compose a melody in less then 12 bar with modulation.
第 15 頁，共 29 頁
Cycle
Lesson
8
3
Module
3
Unit
7.
Learning Targets
CI

SP


CR




Suggested
Duration
Walk Forward Bravely
2-3 lessons
Learning Objectives
MC



1.
2.
3.
4.
Creating
-
Performing
Work in groups of 3-4, continue to
compose a melody in less then 12 bars
with modulation. Play the melody on the recorder or other pitched instruments.
-
Learning
Resources
Others
Learning Assessment
Sing I Believe I Can Fly and Don’t be Sad in unison. Pay attention to the letter name and sol-fa of the ending notes.
Sing When Student Wish Upon a Star in unison. Pay attention to its
form and the sol-fa and letter name of its ending note.
Sing God Will Make a Way in unison and pay attention to the change in
key signatures.
Sing A Great Future in unison and pay attention to the key changes.
Listening
Listen to Sailing under the Wind and the Wave and describe
its form and musical elements. Then sing the song in
unison.
˙Creativity˙Critical thinking˙Communication skills˙Collaboration skills˙Self-management skills˙Respect others’ opinions˙Appreciate
The singing demonstrations and accompaniments of I Believe I Can Fly, Don’t be Sad, When Student Wish Upon a Star, Sailing Under the Wind and
the Wave, God Will Make a Way, A Great Future
Excerpts of Joseph Koo: Sailing Under the Wind and the Wave
Audio CD, Recorder
1. Observe students’ performances in singing and performing with the change in key signatures song.
2. Observe students’ performance in continue to compose a melody in less then 12 bar with modulation.
第 16 頁，共 29 頁
Cycle
Lesson
8
1-2
Module
3
Unit
8. Devotion to School and
Learning Targets
CI

SP


CR




Suggested
Duration
Learning Objectives
MC



1.
2.
3.
4.
Learning Procedures
-
2-3 lessons
Creating
Performing
Listening

Listen to Chopin: Etude Op10. No. 3 in E (excerpt). Be aware of its metre, dynamic marks and articulations

Sing Farewell in unison and be aware of the rhythms

Listen to Blessing (music by C. Kwok and lyrics by H.M. Ting) and write the missing notes and sol-fa. Write also the missing lyrics and their
putonhua pinyin.

Sing Student Raise Me Up in unison or 2 parts

Sing Top of the World in unison or 2 parts.


Form groups of 6 to 10 and compose 1 to 3 parts rhythmic phrases in 2 to 4 bars. Match the rhythmic phrases with sentences to thank the teachers.
Perform in groups.
Learning
Resources
Others
Learning Assessment
The singing demonstrations and accompaniments of Farewell, Student Raise Me Up, Top of the World
Excerpts of F. Chopin: Etude Op.10 No.3 in E, C. Kwok: Blessing, R.Lovland & B. Grahom: Student Raise Me Up
Audio CD, Recorder,
2. Observe students’ performance in composing the rhythmic phrases with lyric according to a specific theme.
第 17 頁，共 29 頁
Cycle
Lesson
9
3
Module
3
Unit
8.
Learning Targets
CI

SP


CR




Suggested
Duration
Devotion to School and Home
2-3
lessons
Learning Objectives
MC



1.
2.
3.
4.
Creating
-
Performing
Form groups of 6 to 10 and compose 1 to 3 parts rhythmic phrases in 2 to 4 bars. Match the
rhythmic phrases with sentences to thank the
teachers. Perform in groups.
Learning
Resources
Others
Learning Assessment
Sing Farewell in unison and be aware of the rhythms.
Sing Student Raise Me Up in unison or 2 parts.
Sing Top of the World in unison or 2 parts.
Listening
-
Listen to Chopin: Etude Op10. No. 3 in E (excerpt). Be
aware of its metre, dynamic marks and articulations.
Listen to Blessing (music by C.Kwok and lyrics by H. M.
Ting) and write the missing notes and sol-fa. Write also
the missing lyrics and their Putonghua pinyin.
The singing demonstrations and accompaniments of Farewell, Student Raise Me Up, Top of the World
Excerpts of F. Chopin: Etude Op.10 No.3 in E, C. Kwok: Blessing, R.Lovland & B. Grahom: Student Raise Me Up
Audio CD, Recorder,
2. Observe students’ performance in composing the rhythmic phrases with lyric according to a specific theme.
第 18 頁，共 29 頁
Cycle
9
Lesson
1-3
Module
3
Unit Creative workshop and performing assessment II
Suggested
Duration
3
lessons
A. Context of the composition project
The school is organizing the 25th Anniversary Jubilee Open Day to show students’ school lives and exhibit their learning outcomes. Work in groups of four
to six to complete one of the following creative tasks:
B. Task
1. With reference to a few photos of teachers’ and students’school lives (or student may use their own photos), compose a melody (student may include
modulation in the melody) in 16 bars or less which will be used as the background music when showing the photos;
2. Compose a theme song for the school anniversary in 16 bars or less.
OR
C. Hints for topic one
(a) With reference to the mood shown in the photos (e.g. joyful, happy), choose a suitable scale, dynamics and tempo, etc. Student may use repeated notes,
stepwise intervals and leaps to compose the melody. For example, use simple quadruple time, dotted rhythm, major scale, medium strong dynamics
and a fast tempo to compose. Student can write the chords and cadence to be used for composing the melody.
(b) Make use of repetition, imitation or sequence to complete section A of the melody.
(c) Compose a second section using contrasting rhythm and pitch. Student may also include modulation in it. For example, modulation to a subdominant key.
(d) Play the melody by using the recorder or other pitched instruments, or make use of the notation software after choosing an instrument which matches the
mood of the music. Make necessary amendments and then change format of the melody.
第 19 頁，共 29 頁
Hints for topic two
Use a suitable metre, rhythm, range, dynamics and tempo to compose a melody (students may include modulation in the melody) in 16 bars or less. Write
lyrics for the school anniversary, e.g. “Cooperation between the school and parents”, “Application of knowledge”, “Work together, use what we
are learnt”. Student may use the method of lyrics prior to music. Lyrics sung in English, Cantonese or Putonghua are accepted.
(a) Discuss the mood and the messages to be conveyed by the theme song. Student may use the method of melody prior to the lyrics or lyrics prior to melody.
(i) Decide on the metre, rhythm, range, dynamics and tempo to be used. If student use a major or pentatonic scale to compose, student may use d, m or s
as the starting note and d or d' as the ending note. If student use a minor scale, student may use l_, d or m as the beginning note and l_ or l as the
ending note.
(ii) Make use of repetition, imitation or sequence to compose.
(iii) Sing the melody and make any necessary amendments.
(iv) Write English, Cantonese or Putonghua lyrics related to the theme of the song.
(v) Sing their work to check how well the lyrics match with the melody. Make any necessary amendments.
D. Assessment
1. Perform or play their work by using the notation software. Their teacher and classmates will assess their work on the following criteria. Student and their
classmates may develop more.
(i) Melody matches the message conveyed by the picture(s)
(ii) Lyrics match with the theme
(iii) Good and fluent melody
(iv) Fluent and accurate performance
(v) Cooperation among group members
(vi) Good overall effect
2. Complete the following self-assessment:
We completed creative task (1 / 2) and the musical elements we used include__________________and we (like / do not like) our own work.
We thought that group ________ had the best work because _________________. According to the assessment criteria in 3. (a), we think that the best
group is________________________ .
第 20 頁，共 29 頁
第 21 頁，共 29 頁
Cycle
Lesson
10
1-2
Module
2
Unit
4.
Let’s Talk About Cantonese Opera
Learning Targets
CI

SP


CR




Suggested
Duration
Learning Objectives
MC



1.
2.
3.
4.
Sing songs of Cantonese, Western opera and musical.
Assess classmates’ work and performance by using pre-determinated and self-developed criteria.
Learning Procedures
-
3-4 lessons
Listen to Sāi Shàng Qǔ: Zhuāng Tái Qiū Sī (塞上曲：妝台秋思)and describe its solo instrument, tempo and mood.
Listen to Dì Nǔ Huā: Xiāng Yāo: Zhuāng Tái Qiū Sī (帝女花‧香夭‧妝台秋思) (excerpt) and answer the questions.
Sing Dì Nǔ Huā: Xiāng Yāo: Zhuāng Tái Qiū Sī (帝女花‧香夭‧妝台秋思)(excerpt) by D.S. Tang, by using zihou(子喉) and pinghou(平喉)
Listen to the rearranged version of Táng Bó Hǔ Xǔ Qiǔ Xiāng(唐伯虎戲秋香)(excerpt) by P.S. Law, fill in the missing sol-fa and gongche(工尺).
Form groups of two and choose a Cantonese song. Write down the sol-fa, then the gongche (工尺) of the song. Sing gongche(工尺) of the song from
memory.
Listen to Cháng Bǎn Pō: Táo Nán(長板坡‧逃難)(excerpt) and answer the questions.
Four in a group. With reference to the given context, rewrite part of all of the lyrics, for Sāi Shàng Qǔ: Zhuāng Tái Qiū Sī (塞上曲：妝台秋思)
Listen to T. L. Tsui: Wǔ Qíng Bǎo Jiàn Yǒu Qíng Tiān (無情寶劍有情天)(excerpt) and make zhengban mark zhengban(正板) “ㄨ” and diban (底板) “ㄨ”.
Then fill in the missing words.
Four in a group. With reference to the given context, rewrite part of all of the lyrics, compose babailan(白欖) or shibai (詩白) in given theme.
Creating









The singing demonstrations and accompaniments of Dì Nǔ Huā: Xiāng Yāo: Zhuāng Tái Qiū Sī (帝女花‧香夭‧妝台秋思)
Excerpts of Sāi Shàng Qǔ: Zhuāng Tái Qiū Sī(塞上曲：妝台秋思), D. S. Tang: Dì Nǔ Huā: Xiāng Yāo: Zhuāng Tái Qiū Sī (帝女花‧香夭‧妝台秋思), P. S. Law:
Learning
Resources
Táng Bó Hǔ Xǔ Qiǔ Xiāng(唐伯虎戲秋香),, Cháng Bǎn Pō: Táo Nán(長板坡‧逃難), T. L. Tsui: Wǔ Qíng Bǎo Jiàn Yǒu Qíng Tiān(無情寶劍有情天), Y. F. Poon:
Yàn Guēi Rén Wèi Guēi(燕歸人未歸)
Others
Learning Assessment
Audio CD
2. Observe students’ performance in rewriting part of or all the lyrics with reference to the given context.
3. Observe students’ performance in rewriting part or all of the lyric in bailan(白欖) or shibai (詩白)with reference to the given context.
第 22 頁，共 29 頁
Cycle
Lesson
10
3
Module
2
Unit
4.
Let’s Talk About Cantonese Opera
Learning Targets
CI

SP


CR




Suggested
Duration
3-4 lessons
Learning Objectives
MC



1.
2.
3.
4.
Creating
-
-
Performing
Listen to Sāi Shàng Qǔ: Zhuāng Tái Qiū Sī (塞上曲：妝台
秋思)and describe its solo instrument, tempo and mood.
Listen to Dì Nǔ Huā: Xiāng Yāo: Zhuāng Tái Qiū Sī (帝女
花‧香夭‧妝台秋思) (excerpt) and answer the questions.
Listen to the rearranged version of Táng Bó Hǔ Xǔ Qiǔ
Xiāng(唐伯虎戲秋香)(excerpt) by P.S. Law, fill in the
missing sol-fa and gongche(工尺).
Listen to Cháng Bǎn Pō: Táo Nán(長板坡‧逃難)(excerpt)
and answer the questions.
Listen to T. L. Tsui: Wǔ Qíng Bǎo Jiàn Yǒu Qíng Tiān (無情
寶劍有情天)(excerpt) and make zhengban mark
zhengban(正板) “ㄨ” and diban (底板) “ㄨ”. Then fill in
the missing words.
Four in a group. With reference to the
given context, rewrite part of all of the
lyrics, for Sāi Shàng Qǔ: Zhuāng Tái Qiū Sī (塞上曲：妝台秋思)
Four in a group. With reference to the
given context, rewrite part of all of the
lyrics, compose babailan(白欖) or shibai
(詩白) in given theme.
Learning
Resources
Others
Learning Assessment
Listening
Sing Dì Nǔ Huā: Xiāng Yāo: Zhuāng Tái Qiū Sī (帝女花‧香夭‧妝台秋思)(excerpt) by D.S. Tang, by using zihou(子喉) and pinghou(平喉)
Form groups of two and choose a Cantonese song. Write down the
sol-fa, then the gongche (工尺) of the song. Sing gongche(工尺) of
the song from memory.
-
The singing demonstrations and accompaniments of Dì Nǔ Huā: Xiāng Yāo: Zhuāng Tái Qiū Sī (帝女花‧香夭‧妝台秋思)
Excerpts of Sāi Shàng Qǔ: Zhuāng Tái Qiū Sī(塞上曲：妝台秋思), D. S. Tang: Dì Nǔ Huā: Xiāng Yāo: Zhuāng Tái Qiū Sī (帝女花‧香夭‧妝台秋思), P. S. Law:
Táng Bó Hǔ Xǔ Qiǔ Xiāng(唐伯虎戲秋香),, Cháng Bǎn Pō: Táo Nán(長板坡‧逃難), T. L. Tsui: Wǔ Qíng Bǎo Jiàn Yǒu Qíng Tiān(無情寶劍有情天), Y. F. Poon:
Yàn Guēi Rén Wèi Guēi(燕歸人未歸)
Audio CD
2. Observe students’ performance in rewriting part of or all the lyrics with reference to the given context.
3. Observe students’ performance in rewriting part or all of the lyric in bailan(白欖) or shibai (詩白)with reference to the given context.
第 23 頁，共 29 頁
Cycle
Lesson
11
1-2
Module
2
Unit
5.
What About Western Opera?
Learning Targets
CI

SP


CR




-
2-3 lessons
Learning Objectives
MC



1.
2.
3.
4.
Learning Procedures
-
Suggested
Duration
Creating
Performing
Listening

Listen to Bizet: Carmen: Prelude and be aware of the dynamic marks.

Listen to Carmen: Habañera (excerpt) by Bizet and answer the questions.

Sing Habañera in unison or in parts.

Sing Toreador’s Song (excerpt) in unison or solo and play it on the reocrder.

Listen to Veridi: Rigoletto: La Donnae Mobile, Puccini: Madame Butterfly: Vogliatemi bene, Puccini: Turandot: Nessun Dorma and Gounod: Faust:
Gloire immortelle de nos aeux and discriminate their types of vocal performance.

Listen to Marriage of Figaro: Non piu andrai, fill in the time signature, missing notes and describe its type of vocal performance.

Listen to Der Vogelfänger binich ja (The Bird-catcher am I) and answer the questions

Sing Der Vogelfänger binich ja (The Bird-catcher am I) in unison and play the recorder as accompaniment. Then invite a student to sing in solo.

Sing Sweet Music in unison or 2 parts and play recorder in unison.


Work in groups of 2-3. Follow the given chords, compose the 2nd part melody to the phrase from Sweet Music. Then sing their work.

Listen to Der Hölle Rache kocht in meinem Herzen (Hell’s vengeance boils in my heart) (excerpt) and answer the questions.
˙Creativity˙Critical thinking˙Problem Solving Skill˙Communication skills˙Collaboration skills˙IT skills˙Respect others’ opinions˙
Appreciate others’ performances
Performing Repertoire The singing demonstrations and accompaniments of Habañera, Toreador’s Song, The Birdcatcher’s Song, Sweet Music
Excerpts of G. Bizet: Carmen: Prelude, G. Bizet: Carmen: Habañera, G. Verdi: Rigoletto: La Donna È Mobile, G. Puccini: Madame Butterfly:
Vogliatemi Bene, G.. Puccini: Turandot: Nessun Dorma, C. Gounod: Faust: Gloire Immortelle de Nos Aïeux, W.A. Mozart : The Marriage of Figaro :
Learning
No Piu Andrai, W. A. Mozart: The Magic Flute: Der Vogelfänger binich ja (The Birdcatcher’s Song), W. A. Mozart: The Magic Flute: Der Hölle
Resources
Rache kocht in meinem Herzen (Hell’s vengeance boils in my heart)
Others
Learning Assessment
2. Observe students’ performance in composing the 2nd part melody by following the given chord.
第 24 頁，共 29 頁
Cycle
Lesson
12
Module
3
2
Unit
5.
What About Western Opera?
Learning Targets
CI

SP


CR




Suggested
Duration
2-3
lessons
Learning Objectives
MC



Creating
-
Performing
Work in groups of 2-3. Follow the given
chords, compose the 2nd part melody to the
phrase from Sweet Music. Then sing their
work.
Learning
Resources
Others
Learning Assessment
-
Listening
Sing Toreador’s Song (excerpt) in unison or solo and play it on the recorder.
Sing Der Vogelfänger binich ja (The Bird-catcher am I) in
unison and play the recorder as accompaniment. Then invite a
student to sing in solo.
Sing Sweet Music in unison or 2 parts and play recorder in
unison.
-
Listen to Carmen: Habañera (excerpt) by Bizet and answer
the questions.
Listen to Verdi: Rigoletto: La Donna È Mobile, Puccini :
Madame Butterfly :Vogliatemi bene, Puccini : Turandot :
Nessun Dorma and Groundo : Faust : Gloire immortelle de
nos aeux and discriminate their types of vocal
performance.
Listen to Marriage of Figaro: Non piu andrai, fill in the
time signature, missing notes and describe its type of vocal
performance.
Listen to Der Vogelfänger binich ja (The Bird-catcher am I)
and answer the questions.
Listen to Der Hölle Rache Kocht in meinem and Herzen
(excerpt) and answer the questions.
˙Creativity˙Critical thinking˙Problem Solving Skill˙Communication skills˙Collaboration skills˙IT skills˙Respect others’ opinions˙
Appreciate others’ performances
The singing demonstrations and accompaniments of Habañera, Toreador’s Song, The Birdcatcher’s Song, Sweet Music
Excerpts of G. Bizet: Carmen: Prelude, G. Bizet: Carmen: Habañera, G. Verdi: Rigoletto: La Donna È Mobile, G. Puccini: Madame Butterfly:
Vogliatemi Bene, G.. Puccini: Turandot: Nessun Dorma, C. Gounod: Faust: Gloire Immortelle de Nos Aïeux, W.A. Mozart : The Marriage of Figaro :
No Piu Andrai, W. A. Mozart: The Magic Flute: Der Vogelfänger binich ja (The Birdcatcher’s Song), W. A. Mozart: The Magic Flute: Der Hölle
Rache kocht in meinem Herzen (Hell’s vengeance boils in my heart)
Audio CD, Recorder
2. Observe students’ performance in composing the 2nd part melody by following the given chord.
第 25 頁，共 29 頁
Cycle
Lesson
13
1-2
Module
2
Unit
6. The Journey of Musicals
Learning Targets
CI
SP



CR




3-4lessons
Learning Objectives
MC



Learning Procedures
-
Suggested
Duration
Creating
Performing
Listening

Sing Edelweiss in unison or 2 parts and play recorder in unison. Pay attention to the metre and the form of the song.

Sing Love is Eternal in unison. Pay attention to its metre and form
Listen to Memory and fill in the missing notes and sol-fa. Then describe its type of vocal performance, metre and leading instrument.

Sing Love Changes Everything in unison or 2 parts. Pay attention to phrase 1, 2, and 3

Listen to Any Dream Will Do and write the time signature, dynamic mark and tempo. Then sing the song in unison or 2 parts

Sing Castle on a Cloud in unison, paying attention to its time signature and the scale used. Then answer the questions.


Carry out a research project on local or foreign musicals.
skills˙Respect
others’
others’
performances
Learning
Resources
Others
Learning Assessment




The singing demonstrations and accompaniments of Edelweiss, Love is Eternal, Love Changes Everything, Any Dream Will Do, Castle on a Cloud
Excerpts of A. Lloyd Webber: Memory, A. Lloyd Webber: Any Dream Will Do
2. Observe students’ performances in composing a local or foreign musicals
第 26 頁，共 29 頁
Cycle
Lesson
14
Module
3
2
Unit
Learning Targets
CI

SP


CR




Suggested
Duration
6. The Journey of Musicals
2-3 lessons
Learning Objectives
MC



Creating
-
Performing
Carry out a research project on local or foreign
musicals
-
Learning
Resources
Others
Learning Assessment
Sing Edelweiss in unison or 2 parts and play recorder in unison. Pay attention to the metre and the form of the song.
Sing Love is Eternal in unison. Pay attention to its metre and
form.
Sing Love Changes Everything in unison or 2 parts. Pay
attention to phrase 1, 2, and 3.
Sing Castle on a Cloud in unison, paying attention to its time
signature and the scale used. Then answer the questions.
Listening
Listen to Memory and fill in the missing notes and sol-fa.
Then describe its type of vocal performance, metre and
leading instrument.
Listen to Any Dream Will Do and write the time signature,
dynamic mark and tempo. Then sing the song in unison or
2 parts.
The singing demonstrations and accompaniments of Edelweiss, Love is Eternal, Love Changes Everything, Any Dream Will Do, Castle on a Cloud
Excerpts of A. Lloyd Webber: Memory, A. Lloyd Webber: Any Dream Will Do
Audio CD, Recorder
2. Observe students’ performances in composing a local or foreign musicals
第 27 頁，共 29 頁
Topic: Movie Music
Cycles
15
Lesson
1-2
Teaching
Topics/Content
Movie music


3
Movie music



Teaching Activities
Student Assignments
a.1.Live concert of Hisashi Jo 1. Create a rhythmic phrase for
2.臥虎藏龍 (excerpt)
an excerpt from臥虎藏龍
b.1. Japanese song: Totoro
c.1. H139 橋
d. Create a rhythmic phrase
for an excerpt from 臥虎藏龍
Performing various movies theme a.1. Star Wars
1. Create a music excerpt for
2.Schindler’s List
songs which are written by John
a movie excerpt.
a. Star Wars
Williams
2. Music appreciation and self
b. H73 十架路 (Triplet,
complicate repeat signs,
reflection worksheet
dramatic
melody
and
musical elements and the scenes.
lyrics)
Play in unison and parts with
c. Create a music excerpt for
technical accuracy of some
a movie excerpt.
movie songs.
Performing various animations
theme songs which are written by
Hisashi Jo
musical elements and the scenes
第 28 頁，共 29 頁
Final Performing Assessment
Cycles
Lesson
Teaching
Topics/Content
15
1-3
Performing Test




Lyrics of Cantonese
Opera





Teaching Activities
Student Assignments
Syllabus: Create a mini-musical/ Cantonese Opera and perform with a
small group
Design related acting and dance for the mini-performance/ Cantonese
Opera.
1. Self-reflection
worksheet.
Describe and analyze the

characteristic of Musical/
Cantonese Opera music through

listening.
Sing and play in unison and parts
with technical accuracy and
perform accompaniment of the
songs with instruments
Create a mini-musical/ Cantonese
Opera and perform with a small
group
Create music for specific
contexts with human voices and
instruments.
Develop a list of assessment
criteria to appraise compositions
and performances
1. Appreciation worksheet
2. peer-assessment
worksheet.
Appreciation and analyze
classmates’ performances.
Create and perform a
mini-musical/ Cantonese Opera
and perform with a small group
第 29 頁，共 29 頁

New Trend in Music - Stewards Pooi Kei College

Transcription

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