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Teaching and Learning Activities included in the draft Syllabus were good additions to the Syllabus.
The Panel noted that the Suggested Teaching and Learning Activities provided clear guidelines and
ideas for teachers who teach the CSEC® Music Syllabus. They reviewed and refined the Suggested
Teaching and Learning Activities for existing areas in the syllabus and created Suggested Teaching and
Learning Activities for the new Section 1, Music History and Theory. Some of the Suggested Teaching
and Learning Activities created for the new Section 1, Music History and Theory presented below. (See
Appendix III for further details).

Suggested Teaching and Learning Activities

To facilitate students' attainment of the objectives of this Section, teachers are advised to engage
students in the teaching and learning activities listed below:

The Selected Musical Periods are Medieval, Baroque, Renaissance, Classical, Romantic, Twentieth
Century, Caribbean and present-day periods of music, including popular and avant-garde styles.

1. Teachers are encouraged to create and/or give students access to a library of audio
realisations. The library should contain a wide cross-section of compositions from selected
musical periods Students should be asked to compare musical periods, musical forms,
compositions, or teaching methodologies.

2. Guided by the teacher, students should be asked to select works for study. Students should
then be given access or asked to find sheet music and score publications of the works they have
selected for study from the selected musical periods. Students should be asked to analyse the
available sheet music and score publications and note the similarities and or differences based
on the musical periods.

3. Have students conduct a research on selected composers and compositions from the selected
musical periods. Encourage them to access information from books, journal articles,
documentaries, interviews, interview transcripts, films, biographical profiles in the preparation
of their paper. Teachers are to ensure that students are able to access both the scholarly and
supplementary materials that they will need to conduct the research.

4. Have students listen to selected pieces of music in a listening/commentary laboratory and then
discuss in a class the unique sounds based from the selected musical periods and the feelings
evoked when they listening to the piece.

Comments from Specialists
19. The Assistant Registrar/SCD reported that the draft CSEC® Music Syllabus was sent to
specialists in the field for comments. This included music educators at the tertiary level, education
officers and performers. Specialists were asked to comment on:

(a) the value of the syllabus for preparing students for further education;

(b) the value of the syllabus for providing skills necessary for life;

(c) the value of the integration of the CVQ Unit Certification in the School-Based
Assessment;

(d) the value of the syllabus for preparing students for the world of work; and,

(e) any other aspect of the syllabus.

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