Summary of Creative Music (P1 to P4)

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Summary of Creative Music for Primary 1 to Primary 4:

Primary 1 | Primary 2 | Primary 3 | Primary 4

Lesson Plans for Creative Music Primary 1

The Creative Music Programme for Primary 1 comprises detailed lesson plans, multimedia teaching resources and activity sheets to cover the full-year music curriculum in primary schools (over four 8-week academic terms).

Primary 1 Unit 1 Lesson 1 Our National Anthem	Getting to know our national flag and able to sing the national anthem * In the first lesson, introduce yourself to the class. * Ease the class into formal lesson gradually. Play games to warm up the class. * Always remember this is the first music introductory course for the pupils, your foremost objective is to cultivate their musical interest. * Introduce our national anthem: Majulah Singapura to pupils. * Introduce the school song to students. * Go through the lyrics of school song with pupils. * Play the song to pupils before teaching them how to sing.
Primary 1 Unit 1 Lesson 2 Sounds of Nature and Man-made Sounds	Identify sounds of nature and man-made sounds * Introduce to pupils that there are 3 categories of sound: Animal, Man-made and Nature. * Get pupils to give examples of sounds of the above categories. * Explain briefly to pupils that music is created by musical instruments making sound. * Highlight to pupils that we can create sound and rhythmic patterns using different parts of our body. * Teacher may elicit responses from pupils, e.g. clap with hands, stamp the feet or clap on thigh. * Teach pupils to sing I Hear Thunder, using body percussion.
Primary 1 Unit 1 Lesson 3 My Voice, My Instrument	Use our voices in the proper way * Explain to pupils that our voice is our natural instrument that we can use to speak or sing. * Demonstrate the different ways that we can use our voice. * Sing a song with the pupils, get them to feel the vibration of the vocal cords when we make sounds. * Demonstrate to pupils the correct posture and proper breathing techniques. * Practise singing the national anthem and school song, this time with proper singing techniques.
Primary 1 Unit 1 Lesson 4 Rhythm and Pitch	Identify long / short sounds and high / low sounds * Using the previous lesson on voice, get pupils to give examples of long and short sounds using their voices, by singing or by playing on a musical instrument such as triangle, xylophone or bells. * Play on different positions on the keyboard and get pupils to identify the pitch. * Encourage pupils to give examples of high and low sounds, for example, the roar of a lion as compared to the chirping of a bird.
Primary 1 Unit 1 Lesson 5 Notes and Rests (1 count and 2 counts)	To identify 1-count and 2-count notes and rests * Use the count concept to teach note values. Note values should be taught using 2 counts for Half Note (& Rest), 1 count for Quarter Note (& Rest). * Pupils need not memorize the name of the note values, i.e. Quarter Note, Half Note etc. It is more important for pupils to identify the symbols and feel its count by internalizing the pulse of each note (and rest). * Get pupils to clap 1-count notes as 'ta' and 2-count notes as 'ta-a'. * Use flashcards to explain the notes and rests to pupils. * If instruments are available, pupils are encouraged to create simple rhythms and play on the instruments. * Do rhythmic clapping with pupils.
Primary 1 Unit 1 Lesson 6 Music and Movement (1 count and 2 counts)	Identify and clap rhythm patterns with 1-count and 2-count notes and rests * Suggestions on clapping and tapping to a rhythm: o Get pupils to clap and say 'ta' with 1 count (i.e. quarter note) and 'mm' with its rest. o Give the rests a specific action, it is to mark the placement of beats. For example, put hands on shoulder and say "mm". * Use note values and rests flashcards to reinforce. Create rhythmic patterns and clap the patterns. * Create simple rhythms using flashcards and play on musical instruments available.
Primary 1 Unit 1 Lesson 7 Learning About Pitch	Listen and identify the pitch names of Doh, Re, Mi * Revise the concept of high, middle, low in music (Lesson 4). Teacher may use the keyboard to illustrate concept. Get pupils to identify high, middle or low pitch. * Introduce pitch names using the musical staircase of Doh Re Mi. Play these notes on the keyboard and get pupils to sing the pitch names in solfege. * Introduce the position of these pitch names on the staff. Do the exercises in the music book. * Create various solfege progressions on the staff and do solfege singing. Alternate with soflege playing on the keyboard.
Primary 1 Unit 1 Lesson 8 Getting to Know Doh, Re, Mi	Listen and sing Doh, Re, Mi in solfege * Focus on singing and listening to Doh-Re-Mi. Solfa system is important for teaching young children because it teaches them to identify notes with sounds. * Encourage pupils to sing the solfege as it is vital for developing the aural ability. * Get pupils to explore Doh Re Mi notes on the keyboard. Revise high and low pitch on the keyboard. * Using the song Merrily We Roll Along, get pupils to sing the pitch names in solfege.

Primary 1 Unit 2 Lesson 1 Music and Movement (1 count and 2 counts)	Clapping a rhythm pattern with 1-count and 2-count notes and rests through music and movement * Suggestions on clapping and tapping to a rhythm: ~ Get pupils to clap and say 'ta' with 1 count (i.e. quarter note) and 'mm' with its rest. ~ Give the rests a specific action, it is to mark the placement of beats. For example, put hands on shoulder and say "mm". * Clap the rhythm of the song Xiao Mao Lu. * Go through the lyrics with pupils before teaching them how to sing.
Primary 1 Unit 2 Lesson 2 Notes and Rests (4 counts)	Identify 4-count note and rest * This lesson will introduce the concept of 4 counts for the Whole Note. * Note values should be taught using 4 counts for Whole Note, 2 counts for Half Note (and Rest), 1 count for Quarter Note (and Rest). * Encourage pupils to try body percussion with different rhythmic patterns. Get students to come up with ideas for body percussion.
Primary 1 Unit 2 Lesson 3 Music and Movement (1, 2 and 4 counts)	Listen and feel 1-, 2- and 4-count notes and rests through music and movement * Use percussion instruments in music and movement activities and rhythmic exercises. * Practise singing, followed by rhythmic clapping and movements. * For supplementary activities in class, use flashcards showing each symbol learnt. * Divide the class into 2 groups - A and B. Group A sings the first half of a phrase while Group B continues with the second half of the phrase. * Do solfege singing with pupils where possible. * Reinforce the proper singing techniques to pupils.
Primary 1 Unit 2 Lesson 4 Getting to Know Doh to Soh	Listen and identify the solfege Doh to Soh * This lesson focuses on solfege singing and listening to Doh-Soh. * Encourage students to sing the solfege as it is vital for developing that inner hearing deeply and thoroughly. * Play random phrases using Doh to Soh on the keyboard. * Sing the solfege with pupils. * Play high and low keys on keyboard for pupils to identify high and low pitch. * Using the song Little Bunny, sing the song in solfege.
Primary 1 Unit 2 Lesson 5 Hand Signs Doh to Soh	Identify the hand signs Doh to Soh * The lesson focuses on solfege singing and listening to Doh-Soh. * Do solfege singing with simple, familiar songs. * Review the hand signs to practise Doh-Soh with pupils. * Practise solfege singing with hand signs. * Sing a familiar song in solfege and hand signs. Create a rhythmic ostinati. Tap rhythmic ostinati on percussion instruments as accompaniment.
Primary 1 Unit 2 Lesson 6 Two and Three Black Keys	Able to identify two and three black keys on the musical keyboard * Show the 2 and 3 black keys on keyboard to pupils. * Ask pupils if they notice the arrangements of black and white keys on the keyboard. * Point out the white keys corresponding with the solfege students have learnt. Do solfege singing with simple phrase. * Revise with pupils that Doh-Mi is found under the 2 black keys on the keyboard. * If a keyboard is available, let pupils explore on all 2 and 3 black keys found on the keyboard.
Primary 1 Unit 2 Lesson 7 Fast and Slow in Music	Listen and identify simple contrasts in music: Fast and Slow * The topic in this term's music appreciation exposes pupils to fast and slow tempo in music through listening activities. * Play a familiar melody, get pupils to move according to the speed of the melody. * Sing the song If You Are Happy. Sing according to the mood of the song. For example, when you feel happy, you sing the song faster. * Introduce the terms used for tempo - allegro is fast and adagio is slow. * Play the song Teddy Bear again. Get pupils to move according to the tempo of the music.
Primary 1 Unit 2 Lesson 8 Rhythm Ensemble: Yankee Doodle	Able to perform in a percussion ensemble * A class ensemble project is encouraged at the end of the term. * Sing the song Yankee Doodle with pupils. * Divide the class into 2 groups. * Use body percussion to practise the rhythmic patterns. * Include movements in the song. * Pupils to sing the song while doing the rhythmic patterns with body percussion. * Percussion instruments may be used to tap the rhythm pattern as an accompaniment.

Primary 1 Unit 3 Lesson 1 Music and Movement (1, 2 and 4 counts)	Reinforce 1-, 2- and 4-count notes and rests through music and movement * Use percussion instruments to engage students in music and movement activities and rhythmic exercises. * Sing the songs in solfege, followed by rhythmic clapping and movement. * For supplementary activities in class, teachers can also make flashcards showing the note values learnt. * Divide the class into 2 groups - A and B. Group A will sing the first half of a phrase and Group B will continue with the second half of the phrase. * Reinforce the proper singing techniques with students.
Primary 1 Unit 3 Lesson 2 Loud and Soft in Music	Able to identify loud and soft contrasts in music * Play melodies with contrasting dynamics on the keyboard. * Pupils move according to the dynamic contrast in the music. For example, make small and gentle actions when the music is soft, make big and aggressive actions when the music is loud. * Introduce the Italian terms of forte for loud and piano for soft in music. * As the class listens to the loud and soft dynamics in the guided listening Swan Lake, have them share what comes to their mind.
Primary 1 Unit 3 Lesson 3 Introduction to the Orchestra	Able to identify the different families of instruments in an orchestra * Explain what is an orchestra. * Explain the role of the conductor. * Introduce to pupils the 4 main families in an orchestra. ~ The string family is the largest section in the orchestra. ~ Other families of instruments include woodwind, brass and percussion. * Give examples of instruments found in the different families. Show pictures of the instruments.
Primary 1 Unit 3 Lesson 4 Percussion Instruments	Able to identify percussion instruments * Explain to pupils that a percussion instrument is anything that produces sound by being scraped, shaken or struck. * Demonstrate on percussion instruments and get pupils to listen and observe the actions. * Explain to pupils that percussion instruments can be divided into 2 major groups - wood and metal percussion instruments. * Show percussion instruments available. Get pupils to play simple rhythms with them. * Pupils identify whether the sounds made by the percussion instruments are high or low. * Use the audio bank to demonstrate different percussion sounds. * Sing a familiar song, use percussion instruments to create accompanying rhythmic patterns.
Primary 1 Unit 3 Lesson 5 Percussion Instruments of the Orchestra	Able to identify the percussion instruments in the orchestra * In this lesson, pupils learn that percussion instruments are divided into 2 groups: ~ Pitched percussion instruments produce definite pitch. ~ Unpitched percussion instruments do not produce definite pitch. * Go through the different orchestral percussion instruments and show how sounds are produced by these instruments. * Pupils will identify standard orchestral percussion instruments in the music activity book.
Primary 1 Unit 3 Lesson 6 The Piano, Xylophone and Keyboard	Able to identify two and three black keys on the keyboard * Using the piano as an example, introduce the standard musical keyboard layout of white keys and black keys. ~ Black keys are divided into groups of 2 black keys and 3 black keys. * Explain that the xylophone is a pitched percussion instrument that produces definite pitch. ~ The xylophone is made up of wooden bars of different lengths to produce a different pitch and it resembles a keyboard with spaces in between. ~ Explain that sounds on the xylophone are produced by striking the keys with mallets made of wood or rubber.
Primary 1 Unit 3 Lesson 7 Beethoven and Ode to Joy	To learn about the life and appreciate the music of the composer, Beethoven * Introduce the story of Beethoven, as one of the classical composers, through story and play. * Explore the Beethoven story through a multimedia activity. * Teach pupils to sing Ode to Joy and introduce Beethoven as the composer of this familiar song. * Pupils share what they have learnt about the life of Beethoven and discuss his music.
Primary 1 Unit 3 Lesson 8 Percussion Ensemble: Ode to Joy	Able to perform an ensemble using percussion instruments * A class ensemble project is encouraged at the end of the term. * Sing the song Ode to Joy with pupils. * Practise each rhythm as a class. Divide the class into three groups and assign one rhythm to each group. * Use body percussion to practise the rhythmic patterns. * Include movements to the song. * Pupils sing the song while doing the rhythmic patterns with body percussion. * Percussion instruments may be given to students to accompany the song.

Primary 1 Unit 4 Lesson 1 The Note and Rest Pyramids	Revision of note values and rests * Review 1-, 2- and 4-count notes and rests. * Use note value revision flashcards or get pupils to draw their own. * Use coloured papers or colour pencils to represent different note values with different colours. * Pupils to form different rhythmic patterns and play them by clapping or on percussion instruments. * Use the song Down by the Station, get students to clap the rhythm, then sing the song and clap the rhythm.
Primary 1 Unit 4 Lesson 2 Getting to Know Doh to High Doh	Able to listen and identify Doh to High Doh * Focus on singing the solfege as it teaches pupils to listen and identify sounds with the notes. * Play random short phrases on the keyboard and get pupils to imitate through singing. * Highlight that each solfege pitch corresponds to a white key on the keyboard. * Explore Doh to High Doh notes on the keyboard and revise high and low pitch on the keyboard. * Sing a familiar song in solfege.
Primary 1 Unit 4 Lesson 3 Music and Movement (1, 2 and 4 counts)	Sing in unison with movement * Sing the song with students. * Sing the song in solfege. * Clap the rhythm of the song. * Sing the song with body percussion and appropriate movements to accompany the song. * Use percussion instruments to engage pupils in music and movement activities and rhythmic exercises. * Create two simple rhythm patterns. Assign each part to different percussion instruments. Demonstrate to pupils.
Primary 1 Unit 4 Lesson 4 Traditional Chinese Musical Instruments	Able to identify traditional Chinese musical instruments * Show and tell the different types of traditional Chinese musical instruments. ~ Explain how these instruments are played. ~ Using the audio bank, listen to the music played by these instruments. * Traditionally, Chinese Instruments are made of 8 different materials, also known as the 8 sounds. They are stone, metal, bamboo, gourd, wood, clay, skin and silk. * Show the layout of the Chinese Orchestra.
Primary 1 Unit 4 Lesson 5 Southeast Asian Musical Instruments	Able to identify Southeast Asian musical instruments * Show and tell what are the Southeast Asian musical instruments. ~ Explain how these instruments are played. ~ Using the audio bank, pupils listen to the music played by these instruments. * Select some ethnic songs from Southeast Asia for students to listen and identify the instruments used in the pieces. * Sing the song Burung Kakak Tua and Semoga Bahagia. * Pupils to identify the Southeast Asian musical instruments used in the songs.
Primary 1 Unit 4 Lesson 6 Making Percussion Instruments	To make an unpitched percussion instrument (maracas) and a pitched percussion instrument (glass-bottle piano) * Pupils learn to make an unpitched percussion instrument (maracas) and a pitched percussion instrument (glass-bottle piano). * Show pictures of the instruments to be made. * Explain and demonstrate the process of making the instrument step-by-step. * Pupils may perform rhythmic patterns with the paper-plate maracas or play simple tunes with the glass bottle piano.
Primary 1 Unit 4 Lesson 7 Percussion Ensemble (1): Down by the Station	Able to perform as a group using percussion instruments * Teachers can get pupils to play different percussion instruments to accompany the keyboard piece. Use the ensemble accompaniment feature in the song library. * Teach pupils to sing the song Down by the Station. * Divide the class into 2 groups - 1 group for rhythm clapping and 1 group for body percussion. * Teach individual groups to clap the rhythmic pattern or body percussion movement. * Create your own actions to bring out the character of the song.
Primary 1 Unit 4 Lesson 8 Percussion Ensemble (2): Down by the Station	Able to perform as a group using percussion instruments * For the Down by the Station ensemble, the song should be accompanied with music and movement activities whenever possible. * Guide pupils to create their own actions to bring out the character of the song. * Teachers may also ask pupils to play with the percussion instruments made in Lesson 6. * A note to teachers: Encourage mass participation. Pupils should be encouraged to take turns to try out different instruments if time permits. Some pupils can play percussion instruments, while others can sing or play on the keyboard.

Lesson Plans for Creative Music Primary 2

The Creative Music Programme for Primary 2 comprises detailed lesson plans, multimedia teaching resources and activity sheets to cover the full-year music curriculum in primary schools (over four 8-week academic terms).

Primary 2 Unit 1 Lesson 1 Notes and Rests	Able to identify note names and rests * Review the note values learnt. * All note values should be taught using the count approach: ~ Quarter note and rest is for 1 count ~ Half note and rest for 2 counts ~ Whole note and rest for 4 counts * Pupils do not need to memorise the name of the note values, it is more important to recognise the symbol and feel the counts by internalising the pulse of each note and rest. * Teacher may create rhythm patterns and do rhythm clapping with pupils. * Attempt the exercises in the workbook.
Primary 2 Unit 1 Lesson 2 Solfege: Doh to High Doh	Able to sing in pitch and identify Doh to High Doh on the keyboard and staff * Do solfege singing by playing short random musical phrases, pupils to listen and imitate by singing. * Reinforce solfege singing by singing the solfege of familiar songs learnt. * Highlight that each pitch corresponds to a key on the keyboard and a note on the staff. * Attempt the exercises in the workbook.
Primary 2 Unit 1 Lesson 3 Singing with Percussion	To create a simple rhythmic percussion accompaniment to the songs * Review note values learnt. * Create rhythm patterns using the note value flashcards. * Do rhythm clapping with pupils. * Teach pupils the lyrics of the songs. * Learn to sing the song in solfege before singing with the lyrics. * Use the rhythmic pattern created at the beginning of the lesson, play it with percussion instruments as an accompaniment to the song.
Primary 2 Unit 1 Lesson 4 Celebrate Our Tradition: Chinese New Year	Understand the tradition of Chinese New Year * Explain the history and practices of Chinese New Year to pupils and get them to participate in the discussion about the festival. ~ Chinese New Year, also known as Lunar New Year or the Spring Festival. ~ It usually falls in the month of January or February and the celebration lasts for 15 days. ~ Every year is represented by an animal of the Chinese Zodiac, which has 12 animals in all. ~ The lion dance is often performed during Chinese New Year, it brings a celebratory mood and festive cheer to everyone in the neighbourhood. * Use pictures, couplets or things associate with Chinese New Year for the discussion. * Pupils to play and sing songs related to Chinese New Year celebration. * Encourage pupils to improvise the rhythm using percussion instruments as an accompaniment. * Let pupils listen to an excerpt of music used in the traditional Chinese Lion Dance. Identify the Chinese musical instruments used in the music.
Primary 2 Unit 1 Lesson 5 Chinese Folk Dance	Understand and appreciate traditional music and dance: Chinese Folk Dance * Explain the history and practices of the dance. Chinese folk Dance dates back nearly 5000 years. It is closely linked to live experiences. For example: 1) Ceremonial - to pray to the gods for bountiful harvest 2) Dramatic - for reporting and commemorating historical event 3) Martial - for demonstrating 'Kungfu' technique 4) Agricultural - for celebrating nature and work * Guide pupils in listening as the music text depicts a story line. * Explain to pupils the different types of Chinese Folk Dance in the music text.
Primary 2 Unit 1 Lesson 6 Celebrate Our Tradition: Hari Raya Puasa	Understand the tradition of Hari Raya Puasa * Explain the history, customs and practices associated with Hari Raya Puasa to pupils and get them to participate in the discussion about the festival. ~ Hari Raya Puasa signals the end of the month-long fasting season of Ramadan. ~ On Hari Raya Puasa, Muslims go to mosques to say prayers, the young will ask for forgiveness from elders. ~ Everyone puts on new clothes. Relatives and friends will visit one another. * Use pictures, couplets or things associated with Hari Raya Puasa for the discussion. * Pupils to play and sing songs related to Hari Raya Puasa celebration. * Encourage pupils to improvise the rhythm using percussion instruments as an accompaniment.
Primary 2 Unit 1 Lesson 7 Traditional Music: Hadrah and Dikir Barat	Understand and appreciate traditional music and dance: Dikir Barat * Explain the history and practices of the dance. * Dikir Barat ~ consists of two opposition groups. ~ sing in a call and response rhythm. ~ Each team is lead by Tukang Karut or a lyricist whose performance is judged by his ability to use his own words and to do improvisation. ~ While singing, the group member will do certain actions, especially with the hands to brighten and enliven the performance. Hand-clapping and striking of a gong may accompany the entire performance. * Improvise movements and clapping as pupils sing the song.
Primary 2 Unit 1 Lesson 8 Singing with Percussion	To create a simple rhythmic percussion accompaniment to the songs * Review the note values learnt and create some rhythmic patterns with pupils. For example: ~ Sing and clap the rhythm of the song ~ Read out the lyrics to pupils ~ Sing the song in solfege before singing with the lyrics * Use the rhythmic pattern created at the beginning of the lesson, play it with percussion instruments as an accompaniment to the song. * Body percussion and body movements are encouraged.

Primary 2 Unit 2 Lesson 1 Notes and Rests (3 counts)	To identify the 3-count note and rest * Review note values learnt previously, using note value and rest flashcards. * Explain that dotted half note is made up of a half note (2 counts) and a quarter note (1 count). It has the value of 3 counts. * Pupils to create 3-count rhythm to a given time signature, e.g. 3/4 and clap the rhythm. * If instruments are available, pupils are encouraged to play out the rhythm on the instruments. * Attempt the exercises in the workbook.
Primary 2 Unit 2 Lesson 2 Time Signature	Able to feel the beat in 2-4, 3-4 and 4-4 time * Review note values learnt, using note value and rest flashcards. * Introduce time signature. ~ The top figure of the time signature represents the number of beats in a bar. ~ The bottom figure of the time signature represents the kind of beats they are. For example: ~ 2-4 stands for 2 quarter beats in a bar. ~ 3-4 stands for 3 quarter beats in a bar. ~ 4-4 stands for 4 quarter beats in a bar. * Explain that the whole rest is also used as a "bar rest". * Listen to music of different time and get pupils to feel the beat by clapping or beating to the time, stress on the strong beat.
Primary 2 Unit 2 Lesson 3 Singing with Percussion	To create a simple rhythmic percussion accompaniment to the songs * Review note values learnt. Create and clap rhythmic patterns with pupils. For example: ~ Sing and clap the rhythm of the song to sing. ~ Read out the lyrics to the students. ~ Learn to sing the song in solfege before singing with the lyrics. * Use the rhythmic pattern created at the beginning of the lesson, play it with percussion instruments as an accompaniment to the song. * Body percussion and body movements are encouraged.
Primary 2 Unit 2 Lesson 4 The Story of Bach	To learn about the life and appreciate the music of the composer, J.S. Bach * Introduce Bach, as one of the Baroque composers, through story and play. * Explore the Bach story through the multimedia activity. * Play the music of Bach from the audio bank. * Pupils to share what they learn about the life of Bach. Describe his music.
Primary 2 Unit 2 Lesson 5 Music Appreciation: Minuet in G	Able to appreciate and dance the Minuet * Explain the history of the Minuet ~ originated in France ~ in triple time, i.e. 3-4 time * Listen to music in the minuet form. * During the second listening, guide pupils to beat time to the music. * Incorporate body percussion or simple movement and dance along with the minuet.
Primary 2 Unit 2 Lesson 6 Dynamics: pp and ff	Able to listen and identify the dynamics: pp and ff * Review dynamics learnt in Primary One: p for piano (soft) and f for forte (loud). * Play some examples of the music and get pupils to identify p and f. * Introduce pianissimo (pp), meaning very soft and fortissimo (ff), meaning very loud. * Get pupils to give examples of musical instruments or animals which can produce pp or ff sounds. * Conduct classroom activities with pupils. For example: ~ When the wind is quiet - turn one arm in circle ~ When the sound is louder - turn the whole body * Point out to pupils that Beethoven likes to use very loud and soft contrasts in his music to make his music more dramatic.
Primary 2 Unit 2 Lesson 7 Tempo in Music: Ritardando and Accelerando	Able to listen and identify the tempo in music: Ritardando and Accelerando * Review tempo, which means the speed of the beat in music, or simply the speed of music. * Review tempo learnt in Primary One: Allegro is fast and Adagio is slow. * Play some examples of the music and get pupils to identify fast and slow. * Introduce: ~ Ritardando means to slow down. ~ Moderato means moderately. ~ Accelerando means to play gradually faster. * Get pupils to give examples of ritardando and accelerando. For example, a train slowing down is ritardando and a plane taking off is accelerando.
Primary 2 Unit 2 Lesson 8 Sing Along: The More We Get Together	Sing a song in 3-4 time and in different languages * Teach the song in solfege. * Teach song in English and Chinese. * Teach song in Malay and Tamil. * Guide pupils in pronunciation of the lyrics. * Introduce simple body percussion and body movement to accompany the song. * Get pupils to create simple rhythmic pattern, and play it with percussion instruments as an accompaniment to the song. * Combine with the body percussion movement for an ensemble.

Primary 2 Unit 3 Lesson 1 Revision: Notes and Rests	Revision: Notes and Rests * Review concepts learnt, using note value and rest flashcards. * Get pupils to create rhythms to a given time signature, e.g. 4-4 and clap the rhythm. * If instruments are available, pupils are encouraged to play the rhythm on the instruments. * Use the created rhythmic patterns as an accompaniment to a familiar song. Use body percussion if needed. * Attempt the exercises in the workbook.
Primary 2 Unit 3 Lesson 2 Sing Along: Semoga Bahagia	To create a simple rhythmic percussion accompaniment to the Children's Day song * Create a simple two-bar rhythmic pattern. * Create some movements with pupils. * Clap the rhythm and beat the time of the songs. * Teach the lyrics of the songs to pupils. * Use the rhythmic pattern created at the beginning of the song. Play it with percussion instruments as an accompaniment to the song.
Primary 2 Unit 3 Lesson 3 Sing Along: Stand Up for Singapore	To create a simple rhythmic percussion accompaniment to the song * Create a simple two-bar rhythmic pattern. * Create some movements with pupils. * Clap the rhythm and beat the time of the songs. * Teach pupils the lyrics of the songs. * Use the rhythmic pattern created at the beginning of the song. Play it with percussion instruments as an accompaniment to the song.
Primary 2 Unit 3 Lesson 4 The Story of Mozart	Learn about the life and appreciate the music of the composer, Mozart * Introduce the story of Mozart, as one of the classical composers, through story and play. Explore the Mozart story through a multimedia activity. * Get pupils to share what they learn about the life of Mozart. * Guide pupils to the listening of Twinkle, Twinkle, Little Star. * Create movement for the song. * Sing the song with movement and accompany with percussion instruments.
Primary 2 Unit 3 Lesson 5 Twinkle, Twinkle, Little Star	Able to sing in solfege and do hand signs to the song Twinkle, Twinkle, Little Star * Explain that Mozart composed a piano version of this tune, which originated in France. * Listen and clap the rhythm to the song. * Sing the song and clap the rhythm. * Revise hand signs and sing in solfege with hand signs. * Guide pupils to create a simple rhythmic pattern for 2 or 3 percussion instruments. * Sing and tap the rhythmic pattern to accompany the song.
Primary 2 Unit 3 Lesson 6 Solfege and Hand Signs	Able to sing songs in solfege and hand signs * Warm up with solfege singing. Play short melodic phrases on keyboard and get pupils to sing in solfege. * Sing some familiar songs and clap the rhythm. * Sing some familiar songs in solfege, e.g. Teddy Bear; Rain Rain; Twinkle, Twinkle, Little Star. * Guide pupils with solfege hand signs for each pitch from Doh to High Doh. * Play short random melodic phrases. Do solfege singing with hand signs.
Primary 2 Unit 3 Lesson 7 Dynamics: mp and mf	Able to identify the dynamics: mp and mf * Review dynamics learnt: ~ p is for piano, meaning soft ~ pp is for pianissimo, meaning very soft ~ f is for forte, meaning loud ~ ff is for fortissimo, meaning very loud * Explain the new dynamics to students: ~ mp is for mezzo piano, meaning moderately soft ~ mf is for mezzo forte, meaning moderately loud * Prepare in advance flashcards with dynamic terms. Get pupils to listen to a song and use the cards to identify mp or mf.
Primary 2 Unit 3 Lesson 8 Percussion Ensemble: Sweetly Sings the Donkey	Learn to perform as a group * Play the song to pupils. * Teach the different rhythmic patterns. * Teachers may introduce music and movements to make the lesson fun. * Pupils should be asked to play a different instrument whenever possible, to expose them to different musical roles. * Have a little performance session by coordinating singing and playing the percussion instruments with the given rhythm.

Primary 2 Unit 4 Lesson 1 Revison: Notes and Rests	Revise on note values * Review concepts learnt, using note value and rest flashcards. * Get pupils to create rhythms to a given time signature, e.g. 3-4 and clap the rhythm. * If instruments are available, pupils are encouraged to play out the rhythm on the instruments. * Use the created rhythmic patterns to accompany a familiar song, use body percussion if needed. * Attempt the exercises in the workbook.
Primary 2 Unit 4 Lesson 2 Singing Along	Sing a song with percussion ensemble * Play the songs to students. * Teach and guide pupils in pronouncing the lyrics of the songs. * Explain the meaning of the songs as they are in Malay and Mandarin. * Create simple rhythm for the songs. * Clap the rhythm and beat the time of the songs. * Use the rhythmic pattern created at the beginning of the song, play it with percussion instruments as an accompaniment to the song. * Combine with body percussion movements for an ensemble.
Primary 2 Unit 4 Lesson 3 Celebrate Our Tradition: Deepavali	Understand the tradition of Deepavali * Briefly explain the history of the festival. ~ Deepavali is also known as the Festival of Lights, it is a colorful festival celebrated by Hindus all over the world. ~ It is a celebration of brightness over darkness, or goodness over evil. ~ On Deepavali, Hindus get up early to put oil on their heads and take a bath. The oil bath is done to wash away bad things of the past year. * Use pictures or things associated with Deepavali for the discussion. * Get pupils to play and sing songs related to Deepavali. * Pupils are encouraged to improvise with some percussion accompaniment for percussion instruments.
Primary 2 Unit 4 Lesson 4 What is an Orchestra?	Able to identify the instruments from different families in an orchestra * Explain to pupils what an orchestra is. ~ An example of an orchestra is the Singapore Symphony Orchestra, or SSO in short. ~ An orchestra usually performs in a concert hall. ~ The leader of the orchestra is the conductor. He directs the musicians to play the music in a cohesive manner. * Show pupils the layout of an orchestra. * Introduce the different families of instruments in the orchestra.
Primary 2 Unit 4 Lesson 5 Music Appreciation: Waltz	Understand the musical form: Waltz * Explain the features of waltz: ~ Waltz is a dance that makes you think of colourful flowing gowns, weddings and beautiful melodies. ~ The word Waltz comes from the old German word walzen, meaning to turn or to glide. ~ Waltz is in triple (3-4) time with a basic pattern of step-step-close. * Pupils may perform simple waltz movements to the music played.
Primary 2 Unit 4 Lesson 6 Dynamics: Crescendo and Diminuendo	Able to listen and identify the dynamics of crescendo and diminuendo * Play Doh to High-doh on the keyboard in crescendo. * Pupils to imitate your singing of the solfege in crescendo. * Play and sing the reverse on keyboard in diminuendo and get pupils to imitate your singing. * Do clapping in crescendo and diminuendo. * Explain the new dynamics to pupils: ~ crescendo means getting gradually louder ~ diminuendo means getting gradually softer * Prepare in advance flashcards with dynamic terms. Pupils listen to a song and use the cards to identify crescendo or diminuendo.
Primary 2 Unit 4 Lesson 7 Percussion Ensemble (1): Kapur Sirih	Able to perform as a group * Play the song to pupils. * Explain the meaning of the song: ~ Kapur Sirih is a Malay folk song. ~ The song is about women in a kampung getting together. As they gather, they talk and chew on betel leaves. * Teach the song in solfege. * Teach the pronunciation of the lyrics before singing the song. * Get pupils to clap the rhythm while singing the song.
Primary 2 Unit 4 Lesson 8 Percussion Ensemble (2): Kapur Sirih	Able to perform as a group * Revise the song. * Divide the class into 3 groups and assign a rhythmic pattern to each group. * Teach the rhythmic patterns. * Introduce body percussion movements. * Pupils should be asked to play a different instrument whenever possible, to expose them to different musical roles. * Have a little performance session by coordinating singing and playing the percussion instruments with the given rhythm.

Lesson Plans for Creative Music Primary 3

The Creative Music Programme for Primary 3 comprises detailed lesson plans, multimedia teaching resources and activity sheets to cover the full-year music curriculum in primary schools (over four 8-week academic terms).

Primary 3 Unit 1 Lesson 1 The Treble Clef	Learn the pitch letter names in the treble clef * Begin the lesson with a revision of solfege. Sing short melodic phrases and familiar songs. * Introduce the staff notes. Pupils can associate the solfege pitch with the respective staff notes. * Introduce that the staff is made up of 5 lines and 4 spaces. Each line and space contains a note. * Introduce the treble clef, also known as the G clef. It is used to represent notes of a higher pitch. * Notes on lines in the treble clef can be remembered using the phrase Every Good Boy Does Fine (EGBDF). * Notes in the spaces in the treble clef can be remembered using the word FACE.
Primary 3 Unit 1 Lesson 2 Notes and Rests (Half Count)	Learn about half-count note and rest * Begin the lesson by revising the notes and rests and their time value. * Go through the beats and names with pupils. * Without the use of the rhythmic flashcards, clap and verbalise a 4-beat rhythm. Get pupils to imitate and clap the rhythm patterns. This is to train their aural ability. * Introduce the half-count note and rest, also known as the eighth note and eighth rest. Show how the note is written with an upward-pointing stem or downward-pointing stem. * Explain that 2 eighth notes are beamed to give the value of 1 count (equivalent to a quarter note). * Get pupils to create an eighth note rhythm to a given time signature, e.g. 4-4. * Get pupils to clap one-count note as ta, two-count note as ta-a and half-count note as ti. * If instruments are available, encourage pupils to play rhythms on the instruments.
Primary 3 Unit 1 Lesson 3 Revision: Time Signature	Revision of time signature 2-4, 3-4 and 4-4 * Review the note values learnt. * Revise the musical symbols in the time signature: ~ The top figure of the time signature shows how many beats there are in one bar. ~ The bottom figure of the time signature shows what kind of beats they are. ~ 2-4 stands for 2 quarter-note beats in a bar. ~ 3-4 stands for 3 quarter-note beats in a bar. ~ 4-4 stands for 4 quarter-note beats in a bar. * Let pupils listen to music pieces with different time signatures and get them to feel the beat by clapping or beating to the time. Remember to emphasize on the strong beat.
Primary 3 Unit 1 Lesson 4 The Chinese Orchestra	Able to identify Chinese musical instruments * Introduce the 3 main groups of Chinese musical instruments: ~ Chinese percussion instruments ~ Chinese string instruments ~ Chinese woodwind instruments * Chinese string instruments are further divided into 3 groups: ~ Bowed string instruments, e.g. erhu ~ Plucked string instruments, e.g. pipa ~ Percussion string instruments, e.g. yangqin * Show pictures of the different musical instruments found in each group. * Elicit responses from pupils the occasions when Chinese musical instruments are used.
Primary 3 Unit 1 Lesson 5 The Chinese Opera	Understand the Chinese opera * Introduce the history and origins of the Chinese opera. ~ Chinese opera is performed with traditional Chinese musical instruments such as erhu, gong, cymbals and pipa. ~ In Chinese opera, performers use gestures, footwork and other body movements to express actions such as riding a horse; rolling a boat; opening and closing a door, etc. ~ Characters in a Chinese opera are often well-defined. The make-up design portrays the character the actor or actress is playing. The theme of the opera can be taken from historical novels, or about politics and military struggle.
Primary 3 Unit 1 Lesson 6 Binary Form	Understand the binary or AB musical form * Explain that a piece of music can be divided into sections based on 'ideas'. * Music in 2 different sections is said to be in binary form (A-B). * Guide pupils in listening to a piece of music in binary form. Point out the 2 different sections. * Divide pupils into 2 groups. Have each group create a simple 4-beat rhythm in binary form. * The groups will then play the rhythm using body percussion or with percussion instruments.
Primary 3 Unit 1 Lesson 7 Play and Sing Along	To create a simple rhythmic percussion accompaniment to the songs * Review the note values learnt and create rhythmic patterns. * Clap the rhythm of the song. * Teach the song in solfege. * Using the rhythmic pattern created at the beginning of the lesson, play it with percussion instruments as an accompaniment to the song. * Encourage body percussion and body movements.
Primary 3 Unit 1 Lesson 8 Percussion Ensemble: Oh Where Has My Little Dog Gone	Able to perform as a group * Play the song to pupils. * Divide the class into 2 groups and go through the different rhythmic patterns with pupils. * Introduce body percussion movements to liven up the lesson. * Pupils should be asked to play different instruments whenever possible to expose them to different musical roles. * Have a little performance session by coordinating singing and playing the percussion instruments with the given rhythm.

Primary 3 Unit 2 Lesson 1 Revision: The Treble Clef	Revise the pitch names in the treble clef * Sing a song in solfege. * Associate the solfege with the respective pitch letter names. * Guide pupils to name the staff notes. * Reinforce by doing hand signs and pitch letter names. * Attempt the exercises in the workbook.
Primary 3 Unit 2 Lesson 2 The Bass Clef	Able to identify pitch letter names in the bass clef * Introduce the bass clef, also known as the F clef. * The bass clef is used for notes of lower pitch. * Play some short melodic phrases in solfege, e.g. Doh Mi Soh Soh Re Mi Fah. * Sing the phrases in solfege and get pupils to imitate. * Highlight that each solfege on the bass clef has a pitch letter name. * Notes on lines in the bass clef can be remembered as: ~ Green Buses Drive Faster Always (GBDFA) * Notes in spaces in the bass clef can be remembered as: ~ All Cows Eat Grass (ACEG)
Primary 3 Unit 2 Lesson 3 The C Position	Understand the C position for right hand and left hand * Revise pitch letter names in the treble clef with revision flashcards. * Revise pitch letter names in the bass clef with revision flashcards. * Highlight that the grand staff is made up of the treble and bass clefs joined by a brace. * Show pupils the position of middle C and low C on the keyboard. * Sing a song in solfege, then in pitch letter names.
Primary 3 Unit 2 Lesson 4 Music Appreciation: Xiao Bai Chuan	Able to read a music score and identify different musical details * Let pupils listen to the song without looking at the music score. * Guide pupils to listen to the beat of the song. Ask them to identify the number of beats and the time signature of the song. * Project the music score and play the music according to the music score. Get pupils to beat to the time. * Teach the lyrics and sing the song. * Clap the rhythm of the song and say the time value (ta, ta-a, ti-ti, etc.). * Point out some of the notes and get pupils to recall the musical terms. * Point out some notes on the score and get pupils to identify the pitch letter names.
Primary 3 Unit 2 Lesson 5 Indian Musical Instruments	Able to identify traditional Indian musical instruments * Explain the characteristics of Indian musical instruments. * Show the various types of Indian musical instruments. * Show and tell how these instruments are played. * Listen to music clips of these musical instruments. * Get pupils to compare the way the violin is played in traditional Indian music to the way it is played in the Western orchestra.
Primary 3 Unit 2 Lesson 6 Indian Music	Understand and appreciate Indian music * Review the types of Indian musical instruments learnt. * Discuss the use of Indian musical instruments in cultural events and celebrations such as Deepavali and Thaipusam. * Get pupils to listen to Indian music and songs in the audio bank. * Encourage pupils to express in their own words the mood and feeling expressed in the music.
Primary 3 Unit 2 Lesson 7 Ternary Form	Understand the ternary or ABA musical form * Explain that a piece of music can be divided into sections based on 'ideas'. * Music in 3 different sections is in ternary form (A-B-A). * Guide pupils in listening to a piece of music in ternary form. Point out the 3 different sections in the music. * Divide pupils into 3 groups. Get each group to create a simple 4-beat rhythm in ternary form. * Each group will do body percussion or play the rhythm pattern on percussion instruments.
Primary 3 Unit 2 Lesson 8 Fun with ABA Arrangement	Music composition in ternary form * Review the concept of ternary from (ABA). * Guide pupils to rearrange the given musical phrases and create a piece of music composition in ternary form. * Go through the musical phrases. If possible, play the phrases on the keyboard and sing the phrases in solfege. Have pupils imitate the solfege singing. * Show an example of how to mix and match to create a musical composition with the given musical phrases. * Pupils may form groups to perform their musical composition. * Discuss the relationship between music and art. A "visual rhythm" is a visual pattern created using shapes and colours. * Divide pupils into groups and listen to a piece of music. ~ Get pupils to express what they have heard using shapes and colours. ~ Pupils can draw or paint their expressions on paper and share their thoughts with the class.

Primary 3 Unit 3 Lesson 1 The Grand Staff	Able to identify the elements in the grand staff * Review the staff, which is make up of 5 lines and 4 spaces. * Review the pitch letter names in the treble clef. * Review the pitch letter names in the bass clef. * Join the treble and bass clefs together with a brace to form the grand staff. * Highlight to pupils the position of Middle C. * Sing a song in solfege. * Create a simple rhythmic pattern as an accompaniment to the song.
Primary 3 Unit 3 Lesson 2 Sing Along	Create simple rhythmic percussion accompaniment to a song * Review the note values learnt and create some rhythmic patterns. * Sing and clap the rhythm of the song. * Teach the song in solfege. * Read out the lyrics to pupils. * Using percussion instruments, play the rhythmic pattern created at the beginning of the lesson to accompany the song. * Encourage body percussion and body movement.
Primary 3 Unit 3 Lesson 3 The Baroque Period	Understand the Baroque period and appreciate its music * Explain that there were different eras in the history of music - Baroque, Classical, Romantic and 20th Century. * Explain that the Baroque period (1600 - 1750) is one such era. * Give examples of famous composers during the Baroque period - Bach, Handel and Vivaldi. * Give examples and briefly explain the various musical forms during the Baroque period. * Guided listening of music composed by Bach during the Baroque period. * Create body percussion movement to accompany the track Minuet in G.
Primary 3 Unit 3 Lesson 4 Introduction to String Instruments	Able to identify plucked and bowed string instruments * Explain the term "string instruments". * Elicit responses from pupils as they cite examples of string instruments. * Explain how sound is produced in a string instrument. * Show and tell examples of plucked string instruments such as the veena, pipa and guitar. * Show and tell examples of bowed string instruments such as the violin and erhu. * Give listening examples of these instruments.
Primary 3 Unit 3 Lesson 5 Orchestral Instruments: String	Able to identify and understand the string instruments in the orchestra * Review what string instruments are. * Highlight the 4 different families of instruments in the orchestra. * Get pupils to name the various string instruments found in the string family. * Explain that the size of the instruments determines the pitch. The violin is the smallest string instrument and has the highest pitch, whereas the double bass is the biggest string instrument and has the lowest pitch. * Explain the various techniques of playing the string instruments, e.g. bowing or plucking the strings.
Primary 3 Unit 3 Lesson 6 Articulation: Legato and Staccato	Able to listen and identify the articulation of legato and staccato * Play random melodic phrases and sing in solfege. Get pupils to imitate singing. * Play a melodic phrase in staccato while singing in solfege. Highlight to pupils to sing the solfege in a short and detached manner. * Sing two melodic phrases, one sung smoothly (legato) and another sung short and detached (staccato). Pupils to listen for the difference between these two melodic phrases. * Explain the meaning of the terms legato and staccato. * Highlight the articulation markings used to denote legato and staccato.
Primary 3 Unit 3 Lesson 7 Korean Music and Instruments	Understand and appreciate Korean music and musical instruments * Play an excerpt of Korean music. * Elicit responses from pupils as they guess the origin of the music. * Show pictures of different traditional Korean musical instruments and briefly explain how the instruments are played. * Play a piece of music. Guide pupils in listening for the beat and mood of the music. * Create simple movement to accompany the beat of the music. * Briefly introduce the Korean culture and festivals.
Primary 3 Unit 3 Lesson 8 Rhythmic Composition	Able to compose simple rhythms * Divide pupils into groups of 4. * Distribute a set of note value flashcards (containing both notes and rests) to each group. * Allocate about 5 minutes to all groups. Get pupils to create a one-bar rhythmic pattern in 4-4 time with the note value cards. Give assistance when needed. * Get some groups to demonstrate their rhythm patterns. * Demonstrate the rhythm patterns on the computer using different percussion instrument sounds. * Add on each group's rhythmic pattern to create a 4-bar rhythmic pattern. * Pupils to perform with clapping, tapping, or percussion instruments.

Primary 3 Unit 4 Lesson 1 Revision: Note Values	Revision of note values and time signature * Revise note values using note and rest flashcards. * Get pupils to create rhythms to a given time signature, e.g. 4-4, and clap the rhythms. * If instruments are available, encourage pupils to play the rhythm on the instruments. * Divide the pupils into 2 groups. Each group creates a rhythm to a given time signature, and claps in a Question and Answer manner. * Use the created rhythmic patterns to accompany a familiar song, add body percussion if needed. * Attempt the exercises in the activity book.
Primary 3 Unit 4 Lesson 2 Revision: Pitch Letter Names	Revision of pitch letter names in the treble clef and bass clef * Review pitch letter names in the treble clef ~ Line notes on the treble clef are remembered as: Every Good Boy Does Fine (EGBDF) ~ Space notes on the treble clef are remembered as: FACE * Review pitch letter names in the bass clef ~ Line notes on the bass clef are remembered as: Green Buses Drive Faster Always (GBDFA) ~ Space notes on the bass clef are remembered as: All Cows Eat Grass (ACEG) * Pick random notes from a song and get pupils to give the pitch letter names.
Primary 3 Unit 4 Lesson 3 Tempo and Metronome	Understand tempo and the use of a metronome in keeping tempo * Explain the meaning of the term tempo, which basically denotes the speed of a piece of music. * Tempo is written at the beginning of the music to tell the performer how fast or slow a piece should be played. * Give examples of the different types of tempo markings - Allegro means fast; Adagio means slow; Accelerando means getting faster; Ritard means getting slower. * Guide pupils to listen to examples of music in different tempo. * Elicit responses from pupils their feelings about the music in the respective tempo. * Elicit responses from pupils the mood of the music in the respective tempo. * Sing a song in different tempo and get pupils to beat the pulse of the music with body percussion, movement or tapping.
Primary 3 Unit 4 Lesson 4 The Classical Period	Understand the classical period and appreciate its music * Explain that there were different eras in the history of music. The classical period (1750 -1830), which comes after the baroque period, is one such era. * Give examples of famous composers in the classical period, such as Haydn, Beethoven and Mozart. * Explain some musical development in the classical period. * Sing and perform to the composition of Mozart's Turkish March.
Primary 3 Unit 4 Lesson 5 Chamber Music	Understand chamber music, a musical form in the classical period * Explain that chamber music is orchestral music written for a small group of instruments. * Explain the term "chamber music" and the various types of chamber music, namely trio, quartet, quintet and serenade. * Guide pupils in listening to the various types of chamber music.
Primary 3 Unit 4 Lesson 6 Japanese Music and Instruments	Understand Japanese music and identify the musical instruments * Play an excerpt of Japanese music. * Elicit responses from pupils as they guess the origin of the music. * Show pictures of different traditional Japanese instruments and briefly explain how the instruments are played. * Play a piece of music, guide pupils in listening for the beat and mood of the music. * Create simple movement to accompany the beat of the music. * Briefly introduce the Japanese culture and festivals.
Primary 3 Unit 4 Lesson 7 Percussion Ensemble (1): When The Saints Go Marching In	Able to peform as a group * Play the song to the pupils. * Teach the song in solfege. * Teach pupils the lyrics of the song. * Get pupils to clap the percussion rhythm. * Get pupils to clap the rhythm while singing the song.
Primary 3 Unit 4 Lesson 8 Percussion Ensemble (2): When The Saints Go Marching In	Able to perform as a group * Revise the song. * Divide the class into 2 groups and go through the different rhythmic patterns with pupils. * Introduce music and movements to make the lesson fun. * Pupils should be asked to play different instruments whenever possible to expose them to different musical roles. * Have a little performance session by coordinating singing and playing the percussion instruments with the given rhythm.

Lesson Plans for Creative Music Primary 4

The Creative Music Programme for Primary 4 comprises detailed lesson plans, multimedia teaching resources and activity sheets to cover the full-year music curriculum in primary schools (over four 8-week academic terms).

Primary 4 Unit 1 Lesson 1 The Dotted Quarter Note	Revise note names and note values / Understand the dotted quarter note * Review the note values learnt. * Go through the beats and note names with pupils. * Without the use of rhythmic flashcards, clap a 4-beat rhythm and say the beat. Have pupils imitate and clap the rhythm patterns. This is to train their aural ability. * Introduce the musical symbol of dotted quarter note. It has one and a half counts. * Show how the note is written with stem pointing up or pointing down. * Get pupils to create a dotted quarter note rhythm to a given time signature, e.g. 4-4. * If instruments are available, play the rhythm on the instruments.
Primary 4 Unit 1 Lesson 2 Revision: Pitch Letter Names	Revision of pitch letter names in the treble clef * Do solfege singing of short melodic phrases and familiar songs. * Revise with students the pitch letter names learnt: ~ The staff is made up of 5 lines and 4 spaces. Each line and space contains a note. ~ The treble clef is also known as the G clef. ~ The treble clef is used to represent notes of higher pitch. ~ Line notes on the treble clef are remembered as: Every Good Boy Does Fine (EGBDF). ~ Space notes on the treble clef are remembered as: FACE.
Primary 4 Unit 1 Lesson 3 The Recorder	Learn the proper way to hold the recorder and correct fingering on the recorder * Introduce the brief history of the recorder. * Using a real recorder, demonstrate the proper way to hold the instrument. * Show the fingering position of B, A, G. Finger the positions and say the note names. * Create melodic phrases with B, A, G. Finger the positions and say the note names. * Sing the solfege of the songs. * Finger the position of the notes on the recorder and say the note names. Check and guide pupils as they progress.
Primary 4 Unit 1 Lesson 4 Playing the Recorder (1)	Learn to play the recorder * Review the proper way to hold a recorder. ~ Hold the recorder with the left hand on the top; ~ Support it with the right hand at the bottom; ~ Place the mouthpiece under the chin before playing. * Sing the song in solfege and clap the rhythm pattern of the songs. Pupils to imitate the solfege singing and the rhythm clapping. * Position the recorder correctly. Demonstrate the note positions on the recorder and say the letter names. Have pupils imitate the finger positions. * Play the song on the recorder in phrases, check and guide pupils as they progress. * Introduce a rhythm ostinato to be played on percussion instruments if pupils are proficient in recorder playing, so as to add colour to the songs.
Primary 4 Unit 1 Lesson 5 Playing the Recorder (2)	Learn to play the recorder * Sing the songs in solfege and clap the rhythm pattern of the songs. * Position the recorder correctly. Demonstrate the note positions on the recorder and say the letter names. * Play the songs on the recorder in phrases, check and guide pupils as they progress. * Introduce a rhythm ostinato to be played on percussion instruments if pupils are proficient in the recorder playing, so as to add colour to the songs.
Primary 4 Unit 1 Lesson 6 World Musical instruments: Strings	Able to identify string musical instruments from around the world * Introduce different string instruments from around the world. * Introduce the plucked string instruments. They are played by plucking or strumming the strings. A device called a plectrum is sometimes used to pluck the strings. * Explain that the length, thickness and tension of the strings are factors that determine the pitch produced by the string instruments.
Primary 4 Unit 1 Lesson 7 The Violin	Understand the violin * Introduce the violin to pupils. * Explain how string instruments produce sounds and the different ways of playing string instruments (bowing and plucking). * Explain that the length, thickness and tension of the strings are factors that determine the pitch produced by string instruments. * Show pupils a bow and explain its function.
Primary 4 Unit 1 Lesson 8 Making a String Instrument	Make a string instrument * Pupils learn to make their own string instruments using everyday objects. * Show a completed shoe-box guitar before pupils embark on the project. * Show and explain the steps involved in making the instrument.

Primary 4 Unit 2 Lesson 1 Revision: Notes and Rests	Revision of note values * Review the note values learnt. * Go through the beats and note names. * Without the use of rhythmic flashcards, clap a 4-beat rhythm and say the beat. Have pupils imitate and clap the rhythm patterns. This is to train their aural ability. * If instruments are available, encourage pupils to play the rhythm on the instruments.
Primary 4 Unit 2 Lesson 2 Playing the Recorder	Learn to play the recorder * Sing the song in solfege and clap the rhythm pattern of the song. * Position the recorder correctly. Demonstrate the note positions on the recorder and say the letter names. * Play the song on the recorder in phrases, check and guide pupils as they progress. * Introduce a rhythm ostinato to be played on percussion instruments if pupils are proficient in recorder playing, so as to add colour to the song.
Primary 4 Unit 2 Lesson 3 Articulation: Fermata	Understand the articulation of fermata * Explain that a fermata (or pause) tells the performer to hold the note longer. * Using a walking movement as an example, explain that a fermata means to stay on the spot longer before taking the next step. * Get pupils to create rhythmic patterns with fermata sign and clap the rhythm. * Sing a song with the fermata sign.
Primary 4 Unit 2 Lesson 4 Ostinato and Musical Phrases	Able to listen and identify ostinato in a melody Able to create a simple rhythmic ostinato as accompaniment to a song * Explain that ostinato is a musical pattern that is repeated many times in a piece of music. * Show example of rhythmic ostinato used in Ten Little Indians. * Clap the rhythmic ostinato in Ten Little Indians. * Sing the song and clap the rhythmic ostinato together. * Get pupils to create an ostinato accompaniment to the recorder piece Merrily We Roll Along.
Primary 4 Unit 2 Lesson 5 Phrasing: Question and Answer	Able to identify rhythmic and melodic imitation pattern in a song or melody * Play an excerpt of Echo Song. Ask pupils if they can hear anything particular in the song. * Get pupils to listen for the melodic and rhythmic patterns. * Introduce musical structure: Question and Answer. * Show the score of Echo Song and play the song again. This time, let pupils listen to the song and try to identify the "question" and "answer" phrases in the song. * Divide the class into 2 groups, one group sings the question while the other sings the answer. * Play this piece on the recorder.
Primary 4 Unit 2 Lesson 6 "Question and Answer" Arrangement	Learn to arrange and create a melodic "answer" phrase * Guide pupils to create a rhythmic "answer" phrase: ~ A 2-bar rhythmic pattern is given and used as a "question" phrase; ~ From a selection of rhythm patterns from the rhythmic bank, choose any 2 bars as an "answer" phrase to the given "question" phrase. * Guide pupils to create a melodic "answer" phrase: ~ The 2-bar "question" phrase is now set as a melodic phrase; ~ Using the rhythmic "answer" created previously, pitch the notes and write them in the staff to create a melodic "answer" phrase.
Primary 4 Unit 2 Lesson 7 Orchestral Instruments: Brass	Able to identify and name the various brass instruments used in the orchestra * Introduce the various brass instruments in the orchestra and their characteristics. * Explain how sound is produced by brass instruments. * Play a game of "Identify the brass instrument": ~ Get a pupil volunteer and show him a picture of a brass instrument; ~ Pupil to mimic the way the brass instrument is held and played; ~ The rest of the class will have to guess the brass instrument.
Primary 4 Unit 2 Lesson 8 The Brass Band	Learn about the brass band * Introduce the brass band and its origins. * Highlight: besides brass instruments, percussion instruments are also used in brass bands. * Listen to the song When The Saints Go Marching In. * Sing the song in solfege and clap the rhythm pattern of the song. * Play the song on the recorder. * Pupils may create rhythmic percussion accompaniment to play with the song.

Primary 4 Unit 3 Lesson 1 Articulation: Accent	Able to identify and articulate the accent in melodies * Play a melody with accent(s) at the appropriate part. * Elicit response from pupils if they can hear anything different. * Introduce the term accent and explain its use. * Get pupils to clap a rhythmic pattern with an accent on the first beat.
Primary 4 Unit 3 Lesson 2 Sing Along	Able to sing, create and play a rhythmic ostinato as accompaniment to a song * Learn to sing the songs. * Guide pupils to create a rhythmic ostinato. * Using body percussion, tap each rhythmic ostinato with the song. * Divide the class into 2 groups, each group will play a rhythmic ostinato. * Combine the rhythmic ostinato and sing the song as an ensemble. * Use percussion instruments to tap the ostinato.
Primary 4 Unit 3 Lesson 3 Articulation: Slur and Tied Notes	Able to listen and identify slurred and tied notes in a melody * Introduce the slur and its function: ~ A slur joins two or more different notes together, and tells us to play the melody smoothly. * Give listening examples of slur. * Introduce the tie and its function: ~ A tie joins two notes of the same pitch next to each other. We play the first note and hold on to it throughout the duration of the second note. * Give listening examples of tied notes.
Primary 4 Unit 3 Lesson 4 Musical Textures	Able to listen, identify and describe the musical texture of a piece of music * Explain what is meant by musical texture: ~ Musical texture describes sounds created by different pitches, rhythms and tone colours played or sung together. * Introduce the terms used to describe musical texture. * Listen to music and feel the rhythm and beat in the music. * Get pupils to move according to the music and describe the musical texture. * Discuss how a story can be told using the appropriate music.
Primary 4 Unit 3 Lesson 5 Unison and Parts	Able to play and sing in unison and parts * Explain the terms unison and parts: ~ Unison means everyone sings or plays the same part of the melody together. ~ Parts means two or more parts or melodies of a song are sung or played by different groups of singers or players. * Use examples of songs to illustrate unison and parts. * Have pupils practise playing and singing in parts and unison.
Primary 4 Unit 3 Lesson 6 Canon	Able to play and sing a song in 2-part canon * Explain the term canon: ~ A canon has a melody that is imitated in one or more parts. Each time a new part is added, the texture becomes thicker. * Play the recorder piece in unison. * Position the recorder correctly. Finger the note positions on the recorder and say the letter names. * Guide pupils to play the song on the recorder in phrases. * Divide the class into 2 groups, cue the 2nd group to come in correctly.
Primary 4 Unit 3 Lesson 7 Community Songs	Able to sing, create and play a rhythmic ostinato to accompany a song * Listen and learn to sing the song. * Pupils to create a rhythmic ostinato. * Using body percussion, tap each rhythmic ostinato with the song. * Divide the class into 2 groups, each group will play a rhythmic ostinato. * Combine the rhythmic ostinato and sing the song as an ensemble. * Use percussion instruments to tap the ostinato.
Primary 4 Unit 3 Lesson 8 Fun with Melodic Composition	Able to compose a 4-bars melody using a choice of rhythm patterns and a one-octave pitch range from the C major scale * Explain pupils they will be composing a 4-bars melody using a choice of rhythmic patterns and affixing a pitch from the C major scale to each note in the rhythm. * Guide pupils in a step-by-step manner: ~ Get pupils to clap the given rhythm patterns from the rhythmic bank; ~ Select among the rhythmic patterns to form a 4-bar rhythmic phrase; ~ Clap the rhythmic phrase; ~ Fit in pitches from the C major scale to each note in the rhythmic phrase; ~ Play the composed melody on the recorder.

Primary 4 Unit 4 Lesson 1 Revision: Time Signature and Canon	Revise time signatures (2-4, 3-4 and 4-4) and rhythm canon * Review the simple time signatures learnt. * Explain the meaning of the top and bottom figure of a time signature. * Pupils to clap the rhythms. * Divide the class into 2 groups, allocate one rhythm to each group. * Combine the 2 rhythms. * Let pupils listen to songs and practise singing and beating the time of the music. * Explain the term rhythm canon and show example.
Primary 4 Unit 4 Lesson 2 Community Songs	Able to sing, create and play a rhythmic ostinato as accompaniment to a song * Learn to sing the songs. * Pupils to create a rhythmic ostinato. * Using body percussion, tap each rhythmic ostinato with the songs. * Divide the class into 2 groups, each group will play a rhythmic ostinato. * Combine the rhythmic ostinato and sing the song as an ensemble. * Use percussion instruments to tap the ostinato.
Primary 4 Unit 4 Lesson 3 Music Appreciation: Vocal Music	Able to identify different types of vocal music * Explain the term vocal music to students. * Introduce the different types of vocal music in Western Classical Music: ~ Opera ~ Aria ~ Lied * Listen to excerpts of these vocal music.
Primary 4 Unit 4 Lesson 4 Musical Story: The Magic Flute	Understand the theatrical art of opera * Introduce the opera. * Introduce the term overture. It is a piece of introductory music at the beginning of an opera. * Introduce the opera The Magic Flute composed by Mozart. * Listen to the excerpts of the work. * Learn to sing the song Merrily Off We Fly and play the song on recorder.
Primary 4 Unit 4 Lesson 5 The Romantic Period	Understand the Romantic Period, its composers and music * Review the history of music periods and the composers from Baroque to Romantic Period. * Introduce the composers from the Romantic Period. * Give listening examples of the works by the various composers. * Guide the listening, highlight the difference in style among the music from the different periods.
Primary 4 Unit 4 Lesson 6 Musical Story: Peter and the Wolf	Appreciate stories told in musical form * Introduce the story of Peter and the Wolf. * Introduce the characters and the orchestral instruments used to represent each character. * Guide pupils in the listening of the story. * Discuss the musical instruments used and the mood and texture of the work. * Revise on instruments of the orchestra.
Primary 4 Unit 4 Lesson 7 The Recorder Ensemble (1)	Able to play a recorder ensemble * Sing the melody in solfege. * Clap the rhythm pattern of the melody. * Finger the position of the notes of the melody on recorder and say the names of the positions. * Play the melody phrase by phrase. * Clap the rhythm of the percussion part. * Combine the percussion part with the melody.
Primary 4 Unit 4 Lesson 8 The Recorder Ensemble (2)	Able to play a recorder ensemble * Sing the second melody in solfege. * Clap the rhythm pattern of the second melody. * Finger the position of the notes of the second melody on recorder and say the names of the positions. * Play the second melody phrase by phrase. * Clap the rhythm of the percussion part. * Combine the percussion part with the 2-part melody.

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