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MUSIC SCHEMES OF WORKFORM ONE TERM IREFERENCES:Foundation Music BookKIE BookKNEC SyllabusWKLSNTOPICSUB-TOPICOBJECTIVESL/ACTIVITIESL/T AIDSREFERENCEREMARKS1-4REPORTING51&2IntroductionBranches of Music; theory, aural, history of music and practical’sBy the end of the lesson, the learner should be able to: Name the different branches of musicDiscussionMaking of notesText bookBoardKIE music syllabusKNEC music syllabus3MusicDefinition and importanceBy the end of the lesson, the learner should be able to: Define music and give its importanceDiscussionMaking of notesText bookBoardKIE music book 1Foundation music book14&5MusicElements of musicBy the end of the lesson, the learner should be able to: Name and explain each of the elements of musicDiscussionNote takingText bookBoardFoundation music book161&2Theory: RhythmNote valuesRestsBy the end of the lesson, the learner should be able to: Identify note values and their correspondent restsClappingDiscussionText bookBoardFoundation music book13History:AfricanSocial environ influences on musicBy the end of the lesson, the learner should be able to: State the social environmental influences on musicDiscussionNote takingText booksBoardFoundation music book1Music of Africa by Kwabena Nketia4&5Theory: RhythmTime signatureDefinition, useTypesBars and bar linesBy the end of the lesson, the learner should be able to: Define time signature and its useName the types of time signature i.e simple and compoundDiscussionNote takingText bookBoardFoundation music book171&2Theory:RhythmSimple time: 2/4,3/4,4/4Compound time: 6/8By the end of the lesson, the learner should be able to: Tell the difference between time signaturesDiscussionNote takingText bookBoardFoundation music book13History: Introduction To Western MusicOrigin of MusicExplain the origin of MusicDiscussionNote takingText bookBoardFoundation music book1Music and appreciation4&5Aurals: RhythmDrum rhythm on monotoneBy the end of the lesson, the learner should be able to: Clap rhythms and write down different drum rhythmsClapping rhythmsWriting given drum rhythmsDrumText bookBoardFoundation music book1KIE book 181&2Theory: RhythmSimple duple, triple and quadruple timeCompound duple timeBy the end of the lesson, the learner should be able to: Identify different time signatures as simple or compound; duple, triple or quadrupleClapping rhythms in different time signaturesText bookBoardFoundation music book1KIE book 13History: African HistoryRole and functions of musicBy the end of the lesson, the learner should be able to: State and explain the role and functions of musicDiscussionNote takingText booksBoardFoundation music book1Music of AfricaKIE book 14&5PracticalsMajor scale major arpeggioBy the end of the lesson, the learner should be able to: Sing the scales ascending and descendingSingingPianoKNEC Syllabus91&2Theory: RhythmAccents and grouping of notesBy the end of the lesson, the learner should be able to: Clap rhythms accenting the 1st beats of the barGroup notes in simple and compound timeClapping rhythmsNote takingText bookBoardFoundation music book13PracticalsMinor scaleminor arpeggioBy the end of the lesson, the learner should be able to: Sing the scales ascending and descendingSingingPianoKNEC Syllabus4&5History: Western HistoryPeriods in western music; Medieval periodBy the end of the lesson, the learner should be able to: Name the periods in western music and explain the types of music during the medieval periodDiscussionNote takingText booksBoardFoundation music book1Music an appreciation101&2Theory: Rhythm, Melody Grouping of notes in comp- ound timeThe staff and clefsBy the end of the lesson, the learner should be able to: Group notes appropriately in compound time.Define a staffExplain the difference between treble and bass clefDiscussionNote takingText bookBoardFoundation music book13History: Western HistoryMedieval periodBy the end of the lesson, the learner should be able to: List the characteristics of music during the medieval periodList composers during the medieval periodDiscussionNote takingText booksBoardFoundation music book1Music an appreciation4&5Aurals: RhythmMelodic rhythm on monotoneBy the end of the lesson, the learner should be able to: Identify the rhythm of a melody playedClapping rhythmsWriting rhythmsPianoFoundation music book1KIE book 1 111&2Theory: MelodyPitching the staff using different clefsBy the end of the lesson, the learner should be able to: Name the lines and spaces of the staff using the bass and treble clefDiscussionNaming the staffText booksBoardFoundation music book13History: African HistoryOccasions of music in Traditional African SocietyBy the end of the lesson, the learner should be able to: Name occasions when music was requiredDiscussionNote takingText booksBoardMusic of Africa by Kwabena NketiaFoundation music book14&5AuralsMelodic rhythm in simple timeBy the end of the lesson, the learner should be able to: Identify the rhythm of a melody playedIdentifying and writing rhythmsPianoBoardFoundation music book1KIE book 1121&2TheoryMajor scaleBy the end of the lesson, the learner should be able to: By the end of the lesson, the learner should be able to:Construct the scales of C and G majorConstruct scalesDiscussionNote makingText booksBoardFoundation music book1KIE book 13PracticalsVoiceBy the end of the lesson, the learner should be able to: Sing a folk song from an African communitySingingTeacher’s collectionTeacher’s repertoire4&5History: WesternSecular and sacred music during the medieval periodBy the end of the lesson, the learner should be able to: Give examples of secular and sacred music during the medieval periodNote makingDiscussionText booksBoardFoundation music book1Music an appreciation131&2TheoryScales of D and A majorBy the end of the lesson, the learner should be able to: Construct the scales of D and A majorConstruct scalesDiscussionNote makingText booksBoardFoundation music book1KIE book 13History: AfricanCategories of musicBy the end of the lesson, the learner should be able to: Group music into different categoriesNote makingDiscussionText booksFolk music of KenyaFoundation music book14&5TheoryRhythm; Grouping of notesBy the end of the lesson, the learner should be able to: Group notes correctly according to time signatureNote takingDiscussionText booksBoardFoundation music book1KIE book 1141&2TheoryScalesBy the end of the lesson, the learner should be able to: Construct G, D and A major with key signatureConstruct scalesDiscussionNote takingText booksBoardFoundation music book1KIE book 13AuralsRhythmBy the end of the lesson, the learner should be able to: Clap different rhythms given according to the time signatureIdentify rhythms playedClapping rhythmsRhythmsPianoTeacher’s repertoire4&5History: WesternSecular and sacred music in the renaissance periodBy the end of the lesson, the learner should be able to: List the secular and sacred music in the renaissance periodNote takingDiscussionText booksBoardFoundation music book1Music an appreciation15END TERM EXAMSMUSIC SCHEMES OF WORKFORM ONE TERM IIREFERENCES:Foundation Music BookKIE BookKNEC SyllabusWKLSNTOPICSUB-TOPICOBJECTIVESL/ACTIVITIESL/T AIDSREFERENCEREMARKS11-5REPORTING AND REVISION OF LAST TERM’S EXAMS21&2TheoryMajor scales of F, Bb and EbBy the end of the lesson, the learner should be able to: Construct scales of F, Bb and EbConstruct scalesNote takingDiscussionText booksBoardFoundation music book1KIE book 13History: AfricanGeneral characteristics of African musicBy the end of the lesson, the learner should be able to: State the characteristics of African musicNote takingDiscussionText booksFolk music of KenyaFoundation music book14&5AuralsDrum rhythm on monotoneBy the end of the lesson, the learner should be able to: Identify rhythms playedListeningIdentifying rhythmsDiscussionCassetteDrumTeacher’s repertoire31&2TheoryScalesBy the end of the lesson, the learner should be able to: Construct the scales F, Bb and Eb with key signatureConstruct scalesNote takingText booksBoardFoundation music book1KIE book 13PracticalsFolk songBy the end of the lesson, the learner should be able to: Sing folk songs in groupsSingingTeacher’s collectionTeacher’s repertoire4&5History: WesternDevelopment of polyphonyBy the end of the lesson, the learner should be able to: Describe the development of polyphony during the renaissance periodDiscussionNote takingText booksBoardFoundation music book1Music an appreciation41&2TheorySol-fa notation of a major scaleBy the end of the lesson, the learner should be able to: Write sol-fas to a major scaleSing the diatonic major scale in sol-faDiscussionNote takingText booksBoardFoundation music book1KIE book 13History: AfricanChanging trends in musicBy the end of the lesson, the learner should be able to: State some of the current trends affecting musicNote takingDiscussionText bookFoundation music book14&5PracticalsRecorderBy the end of the lesson, the learner should be able to: Have correct fingering of the recorderPlay G, A, B and C correctlyPlaying recorderMusic scoresTeacher’s repertoire51&2TheoryTranspositionBy the end of the lesson, the learner should be able to: Transpose a melody an octave up or downTransposing melodiesDiscussionNote takingText booksBoardFoundation music book1KIE book 13AuralsRhythm on monotone, compound timeBy the end of the lesson, the learner should be able to: Identify rhythms playedIdentifying rhythmsDiscussionDrumPianoTeacher’s repertoire4&5HistoryRenaissance composersBy the end of the lesson, the learner should be able to: Name composers during the renaissance periodNote takingDiscussion? Education Plus AgenciesText booksBoardFoundation music book1Music an appreciation61&2TheoryTechnical namesBy the end of the lesson, the learner should be able to: Name the technical names of each sol-fa note of the scaleDiscussionNote takingText booksBoardFoundation music book1KIE book 13History: Analysis Of African MelodiesStructure of African melodiesBy the end of the lesson, the learner should be able to: Analyze an African folk songDiscussionNote takingListeningCassetteTeacher’s repertoire4&5AuralsRhythmBy the end of the lesson, the learner should be able to: Clap rhythms in compound timeWrite rhythms played in compound timeClapping rhythmsIdentifying rhythmsDrumCassetteTeacher’s repertoireFoundation music book171&2TheoryIntervalsBy the end of the lesson, the learner should be able to: Define an interval as major, minor or perfectDiscussionNote takingText booksBoardFoundation music book1KIE book 13PracticalsRecorderBy the end of the lesson, the learner should be able to: Learn fingering of C, D, E and FPlaying recorderTeacher’s collectionTeacher’s repertoire4&5History: WesternForms of music in the Renaissance periodBy the end of the lesson, the learner should be able to: Name forms of music during the renaissance periodDiscussionNote takingText booksBoardFoundation music book1Music an appreciation81&2TheoryQuality of intervalsBy the end of the lesson, the learner should be able to: Describe intervalsDiscussionNote takingText booksBoardFoundation music book1KIE book 13History: AfricanOrnamentsBy the end of the lesson, the learner should be able to: Name, perform ornaments in African musicDiscussionNote takingText bookFolk music of Kenya4&5PracticalsRecorderVoiceBy the end of the lesson, the learner should be able to: Play the recorder with correct fingeringSing a piece of musicPlaying the recorderSingingRecorderPianoMusic scoresTeacher’s repertoire91&2TheoryDiminished & augmented intervalsBy the end of the lesson, the learner should be able to: Describe diminished and augmented intervalsDiscussionNote takingText booksBoardFoundation music book1KIE book 13TheoryMelodyBy the end of the lesson, the learner should be able to: Write melody on staffWriting melodiesText booksBoardFoundation music book1KIE book 14&5History: WesternComposersBy the end of the lesson, the learner should be able to: Name composers in the renaissance period and their worksDiscussionNote takingText booksBoardFoundation music book1Music an appreciation101&2TheoryFour-bar melodyBy the end of the lesson, the learner should be able to: Write a four-bar melodyNote makingWriting melodiesDiscussionText booksBoardFoundation music book1KIE book 13PracticalsSight singingBy the end of the lesson, the learner should be able to: Sight sing short melodiesSingingMusic scoresText bookTeacher’s repertoireFoundation music book14&5History: WesternRenaissance periodBy the end of the lesson, the learner should be able to: List characteristics of renaissance musicDiscussionNote takingText booksBoardFoundation music book1Music an appreciation111&2TheoryFour-bar melodyBy the end of the lesson, the learner should be able to: Write a four-bar melody and sight sing itNote makingWriting melodiesDiscussionText booksBoardFoundation music book1KIE book 13History: AfricanChoral performance of folk songs By the end of the lesson, the learner should be able to: Describe performance of traditional African folk songsDiscussionNote takingText booksFolk music of KenyaMusic of Africa4&5PracticalsVoiceRecorderBy the end of the lesson, the learner should be able to: Sing music from a scorePlay the recorderSingingPlaying the recorderMusic scoresTeacher’s repertoire121&2TheoryMelody writingBy the end of the lesson, the learner should be able to: Write lyrics to a given melodyNote makingWriting melodiesDiscussionText booksBoardFoundation music book1KIE book 13AuralsMelody on staffBy the end of the lesson, the learner should be able to: Write music on the staffListeningCassetteTeacher’s repertoire4&5History: WesternRenaissance periodBy the end of the lesson, the learner should be able to: List and explain the characteristics of renaissance musicDiscussionNote takingText booksBoardFoundation music book1Music an appreciation131&2TheoryHarmonic triadsBy the end of the lesson, the learner should be able to: Define triadsConstruct triadsConstructing triadsDiscussionNote makingText booksBoardFoundation music book1KIE book 13History: AfricanEnsembleBy the end of the lesson, the learner should be able to: Describe different types of ensemblesDiscussionNote takingText booksFoundation music book1Folk music of Kenya 4&5AuralsMelody: leapBy the end of the lesson, the learner should be able to: Write melody with a leap of 3rd on the staffWriting melodiesListeningCassettesTeacher’s repertoire14END OF TERM TWO EXAMINATIONSMUSIC SCHEMES OF WORKFORM ONETERM IIIREFERENCES:Foundation Music BookKIE BookKNEC SyllabusWKLSNTOPICSUB-TOPICOBJECTIVESL/ACTIVITIESL/T AIDSREFERENCEREMARKS11-5REPORTING AND REVISION OF LAST TERM’S EXAMS21&2TheoryHarmonic triadsBy the end of the lesson, the learner should be able to: Construct triads in major keys and root positionConstruction of triadsText booksBoardFoundation music book1KIE book 13History: AfricanMelodic instrumentsBy the end of the lesson, the learner should be able to: State the role of melodic instrumentsDiscussionNote takingText booksFoundation music book1Folk music of Kenya 4&5History: WesternWestern analysisBy the end of the lesson, the learner should be able to: Analyze music for form, clef, keyAnalyze musicMusic scoresFoundation music book131&2TheoryTriadsBy the end of the lesson, the learner should be able to: Name triads of a major scaleDiscussionTaking notesText booksBoardFoundation music book1KIE book 13History: AfricanRole of rhythmic instrumentsBy the end of the lesson, the learner should be able to: State the role of rhythmic instruments in an ensembleDiscussionNote makingText booksFolk music of KenyaMusic of Africa4&5PracticalsAfrican vocalBy the end of the lesson, the learner should be able to: Sing solo-response folk songSingingTeacher’s collectionTeacher’s repertoire41&2TheoryTriadsBy the end of the lesson, the learner should be able to: Construct primary triads without key signatureConstruction of triadsDiscussionText booksBoardFoundation music book1KIE book 13AuralsMelodies in simple timeBy the end of the lesson, the learner should be able to: Write melodies played in simple time on the staffWriting melodiesCassetteTeacher’s repertoire4&5History: WesternAnalysisBy the end of the lesson, the learner should be able to: Analyze music piecesAnalyzing musicMusic scoresTeacher’s repertoire51&2TheoryRhythm: Time signature and bar linesBy the end of the lesson, the learner should be able to: Group notes correctly according to the time signatureInsert bar lines to given rhythmDiscussionText booksBoardFoundation music book1KIE book 13History: AfricanInter relationships of members of the ensembleBy the end of the lesson, the learner should be able to: State the relationship of the instruments in an ensembleDiscussionNote makingText booksFolk music of KenyaMusic of Africa4&5AuralsMelodic intervalsBy the end of the lesson, the learner should be able to: Describe intervals heard from earIdentifying and describing intervalsPianoCassetteTeacher’s repertoire61&2TheoryConstruction of scalesBy the end of the lesson, the learner should be able to: Construct scales with and without key signatureConstruction of scalesText booksBoardFoundation music book1KIE book 13AuralsMelodic intervalsBy the end of the lesson, the learner should be able to: Describe intervals heard by earDescribe intervalsCassetteTeacher’s repertoire4&5History: WesternMedieval and renaissanceBy the end of the lesson, the learner should be able to: Compare and contrast medieval music and renaissance musicDiscussionNote takingText booksBoardFoundation music book1Music an appreciation71&2Theory: RhythmNote valuesRestsBy the end of the lesson, the learner should be able to: Identify note values and their correspondent restsClappingDiscussionText bookBoardFoundation music book13History: AfricanDancesBy the end of the lesson, the learner should be able to: Perform dances from different communities in KenyaSingingDancingTeacher’s collectionTeacher’s repertoire4&5TheoryMajor scaleBy the end of the lesson, the learner should be able to:Construct the scales of C and G majorConstruct scalesDiscussionNote makingText booksBoardFoundation music book1KIE book 181&2TheoryScales of D and A majorBy the end of the lesson, the learner should be able to: Construct the scales of D and A majorConstruct scalesDiscussionNote makingText booksBoardFoundation music book1KIE book 13History: AfricanDancesBy the end of the lesson, the learner should be able to: Perform dances from different communities in KenyaSingingDancingTeacher’s collectionTeacher’s repertoire4&5TheoryScalesBy the end of the lesson, the learner should be able to: Construct the scales F, Bb and Eb with key signatureConstruct scalesNote takingText booksBoardFoundation music book1KIE book 19TOPICAL REVISION10END OF YEAR EXAMS11END OF YEAR EXAMS12REPORT MAKING AND CLOSURE ................
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