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20. Comments on the draft CSEC® Music Syllabus were received from Mr Micheal Burnett,
musician, author and music educator, Fellow of Southlands College, Roehampton University, London
who has provided consultancy training services and support to Ministries of Education across the
Region; Mrs Joan Tucker, retired Music Educator, University of the West Indies, Mona and retired
Convenor of the CSEC® Music Panel and Mr Matthew Silpot, Music Education Officer in Jamaica.
According to Mr Burnett, the Rationale is convincing and the Suggested Timetable Activities sensible
and the Recommended Teaching Approaches support the Aims of the Syllabus. He further noted that
the Syllabus should provide fundamental knowledge of Western Art Music, Caribbean Popular and
Folk Music, Foundation Music Theory which are integral to these musics. In his response Mr Burnett
stated that the three Profile Dimensions of the syllabus Listening and Appraising, Performing, and
Composing correspond with those set out in equivalent music syllabuses in other countries to include
the United Kingdom's Rhinegold Publications. Mr Burnett opined that the Syllabus will provide
teachers with a practical framework for the development of the overall musical skills of students. He
further recommended a reduction in the specified number of movements that students are required
to study but noted that retaining Let These Things Be Written Down has a number of practical
advantages for teachers in that it is supported by comprehensive teachers' notes and CD recordings
which are readily available and have been performed by school and non-professional choirs. The Panel
in response to the comments from Mr Burnett noted that the new Section 1, Music History and Theory
will not provide the fundamental knowledge critical to the various musical forms and noted that the
Set Works component of the Syllabus will have to be reviewed in light of the addition of the new
Section.

21. Mrs Tucker indicated that the she supported the changes in the Rationale of the Syllabus. She
noted that she was pleased to observe that the Profile Dimensions which is aligned to progressive
moves in music education in Europe and North America was maintained. When asked about changes
that could be made to the Syllabus, Mrs Tucker advised that it was critical that the historical context
relevant to Listening and Appraising, Performing and Composing be added to the Syllabus. The Panel
in response to the comments from Mrs Tucker indicated that the historical context relevant to
Listening and Appraising, Performing and Composing was addressed in the new Section 1, Music
History and Theory. The members of the Panel also noted that they were in full support of the views
regarding the Profile Dimensions.

22. According to Mr Silpot some teachers are not clear on the demands of the Syllabus and as
such some workshops should be convened to address misconceptions and offer clarity on what is
required, as ultimately, students may be disadvantaged. He also noted that the content of learning
can be looked at with a view to establishing a formal approach of European exposure. The Panel in
response to Mr Silpot’s comments noted that the new Section 1, Music History and Theory has
sufficiently responded to the concern he raised about the establishment of a formal approach to
exposing students to European music. The Panel also noted that the addition of the Suggested
Teaching and Learning Activities will provide teachers with clearer instructions. The Assistant
Registrar/SCD also advised that, through the Teacher Orientation Workshops which will be convened
by the Caribbean Examinations Council in collaboration with the Ministries of Education prior to the
implementation of the revised Syllabus, teachers will be exposed to the changes made to the Syllabus.
The Panel agreed that these workshops would be very helpful but noted that there may still be the
need for workshops to address the technical competencies of some teachers.

23. The members of the Panel reviewed the comments and suggestions from the teachers and
from the specialists and ensured that all Sections of the Syllabus clearly delineated the breadth and
depth to which the knowledge and skills in each Section should be covered. The Panel also reviewed
all Sections of the syllabus and proposed the changes to the Content and Specific Objectives, as well

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