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4. understand the stylistic elements of performance synonymous with a wide cross-
section of musical periods studied; and,

5. be aware of the socio-economic backgrounds within which music was created and
performed in a wide cross-section of musical periods reviewed. (See Appendix III for
further details).

The remaining three Sections of the Syllabus maintained the existing focus SECTION 2: Listening and
Appraising, SECTION 3: Performing, and SECTION 4: Composing. Despite the fact that the feedback
from teachers indicated that the General Objectives adequately reflect the goals of the syllabus; the
Panel reviewed and further refined some of the General Objectives to add clarity. For example, in
Section 3, Performing, General Objective 5 which read ‘develop the ability to interact with one another
in a courteous exchange of ideas about different musical idioms’ was re-written and now reads
‘develop an approach to accurately perform what was intended by the composer or arranger’. (See
Appendix III for further details).

15. Even though the teachers indicated that the Specific Objectives clearly indicate the breadth
and depth to which the knowledge and skills in each Section of the Syllabus, the Panel also reviewed
the Specific Objectives and further refined some of them that they felt they should be expressed with
greater specificity to provide teachers and students with further clarity. In some instances, the Specific
Objectives were re-worded, re-organised and increased in number. The increase in the number of
Specific Objectives has not resulted in a change in scope and demand. Some of the adjustments made
to Specific Objectives are presented in Table 2. (See Appendix III for further details).

TABLE 2
SAMPLE OF PROPOSED ADJUSTMENTS TO SPECIFIC OBJECTIVES
EXAMPLE OF SPECIFIC OBJECTIVES IN THE EXAMPLE OF SPECIFIC OBJECTIVES
EXISTING SYLLABUS PROPOSED BY PANEL
Students should be able to: Students should be able to:

1. display technical competence and 1. display technical competence when
structural awareness when performing; performing alone;

2. exhibit ensemble skills; 2. display technical competence when
performing with others;
3. perform from scores or other visual
representations commensurate with their 3. use expressive elements of a musical
level of technical competence; and, score when performing;

4. perform selected pieces (vocal and 4. interpret expressive elements of a
instrumental) displaying ability to sustain a musical score when performing;
performance using musical elements
expressively. 5. use structural elements of a musical
score when performing;

6. interpret structural elements of a
musical score when performing;

7. interpret musical styles when
performing;

7