Town4kids AMIS Modular Music
Primary 1
An Experience in Traditional Percussions (Rhythm Through Percussion Ensemble) |
Students learn about rhythm and traditional Malay, Indian and Chinese percussion instruments, through learning to play a traditional percussion medley arranged for this workshop.
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Introduction to traditional percussions
A hands-on introduction to Malay, Indian and Chinese percussion instruments. |
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Fun on rhythm using traditional percussions
Students are divided into groups and assigned different instrumental roles. They listen and repeat the set of rhythmic patterns guided by teacher. |
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Let's do a percussion medley
With rhythmic patterns and techniques learned in the earlier lesson, students learn to practice a medley arranged for the traditional percussion instruments. |
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Primary 2
An Experience in Ensemble Singing (Basic Singing Techniques) |
A practical workshop on basic singing techniques to increase students' confidence in singing.
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Introduction to the basic singing techniques
What students must know about singing. E.g. breathing, postures, etc. |
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Fun with pitch through singing
Students are divided into groups and assigned different pitch roles depending on their personal preferences and vocal abilities. Students practice different passages assigned to them. |
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Fun time with ensemble singing
Students learn to sing an ensemble arrangement of a cultural song or a school song / NE song. |
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Primary 3
An Experience in Rhythm & Movement (A Stomp Experience) |
Students are encouraged to improvise rhythm provided and create their own stomp renditions. Groups may also use percussions to accompany the performance.
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What is stomp?
A brief introduction to the origin of stomp. Show a recording of a stomp performance by students. |
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Fun on rhythm through movement
Students divided into groups, are assigned different movement roles. Each group is shown the basic routines in a step-by-step manner. |
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Fun time with stomp
Students are encouraged to improvise the basic routines learned in the earlier lesson. Each group pits against other groups with their own stomp improvisation. |
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Primary 4
An Experience in Musical Play (We Can Do A Musical) |
Students get involved in performing in a short musical play involving singing,
movements, narration and percussions. Through the workshop, students get a first-hand experience of putting together a short musical.
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An introduction to the musical play
Students are shown an example of a musical play, which they have to emulate at the end of the workshop. There is room for student improvisation and creativity in the play. |
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Everyone plays a role in the musical
Students are divided into groups and assigned different roles: e.g. singing/acting, percussion, story narration, etc. The basic routines are shown and discussed in a step-by-step manner. |
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Practice our own musical
Students practice and put together the musical play with guidance from teacher. There will be an opportunity for a class performance. |
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Primary 5
An Experience in Fusion Drumming (Teamwork Through Drumming) |
Students learn about teamwork through a fusion drumming experience using
traditional percussions such as Japanese Taiko drums and Chinese Gu, etc.
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Drumming is an exercise in teamwork
Students are shown a recording of a fusion drumming performance by students. Discuss why teamwork is so important. Students are divided into groups and assigned different roles. The rhythm and the basic drumming routines are shown and discussed in a step-by-step manner. |
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Let's beat as one
Students practice and put together a fusion drumming performance. |
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Primary 6
An Experience in Composition (My NE Songs In Ring Tones) |
Students get to revise what they have learned about pitch, rhythm and basic
notation through a guided ring-tone composition project.
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An introduction to the project
Students work in groups of 5. Each group is provided with a 12-bar guided composition worksheet (based on an NE song or a school song). A portable musical keyboard is provided for each group. The accompaniment patterns and a few bars in the song are intentionally left blank for students to fill in and allow room for improvisation. Students are asked to fill in the bars with musical alphabet and/or rhythmic patterns as well as specifying the instruments they choose to use. |
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My ring-tone composition
With the help of teacher, students put their own composition into the composition tool. Selected works from each group will be converted into ring tones for students to download after the workshop. |
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