Page 1136 - SUBSEC October 2017_Neat

SECTION 1: MUSIC HISTORY AND THEORY (cont’d)

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 from the selected musical periods and the feelings evoked
when they listen to the piece.

5. Have students do an article and/or book review to examine creative approaches used in music
education over selected musical periods. Encourage them to access information from books,
journal and newspaper articles, interview transcripts, film reviews and 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.

6. Have students write essays to compare and contrast different aspects of the musical periods,
musical forms, compositions, or teaching methodologies over selected musical periods.

7. Teachers are encouraged to use video presentations and computer-assisted learning
(commercial and student developed), interactive boards, Internet, and electronic recording
devices to provide students with a thorough understanding of the various types of musical
representations, musical Listening and Appraising and Performance.

8. Teachers are encouraged to organise work attachments (job placement, work experience, job
shadowing or apprenticeship) with agencies of Government, musical enterprises,
fabrication/construction companies to give students an opportunity to observe the application
of the various standards and compare the practices observed with the documented standards
and expectations. Teachers should then have students present their findings in class.

9. Teachers are encouraged to utilise subject specialists and practitioners from agencies of
Government, musical enterprises, fabrication/construction companies to make presentations
and perform demonstrations for students and have students write a reflection after each
presentation.

10. Teachers are encouraged to arrange site visits to agencies of Government, musical enterprises,
fabrication/construction companies and suppliers of musical equipment, tools and materials
for students to observe standardised processes and interact with new music resources.
Students can develop an instructional manual complete with safety precautions for the tools
and equipment to which they were exposed on the visit.

CXC 31/G/SYLL 17 15