Performing Arts Department - Music

Teacher Bio

Dr Koh Chee Kang received his master and doctorate degrees in music education at the University of Illinois at Urbana-Champaign. An accomplished wind band conductor and clarinettist himself, he has been a Music Specialist with the Singapore Ministry of Education and has taught music from primary through university levels in Singapore and USA.

 

Ms Connie Lau received her bachelor degree in violin performance from Elder Conservatoire in Adelaide, Australia and postgraduate diploma in education from the National Institute of Education, Singapore. She has been teaching and performing, in string quartets and orchestras, for more than 20 years.

 

Ms Irene Lee has been teaching Music for more than 10 years.  She has taught music from lower secondary to IBDP in London and Hong Kong.  She has also conducted a range of orchestras - both Western and Chinese.  She enjoys incorporating music technology in her lessons - including Soundtrap, Hooktheory, LogicPro and Cubase to name a few.

 

Ms Tracy Mok has 7 years of teaching music in an IB school and British International School from Primary 1 to lower secondary levels. She enjoys incorporating technology in her music lessons. She received her bachelor degree in music and postgraduate diploma in education with merit, respectively, at the University of Hong Kong and Hong Kong Baptist University.


Ms Fan Jing has 8 years of teaching music both in a primary school in Hong Kong and a secondary school in Mainland China. She has also performed with the Hong Kong Baptist University Choir and the Central China Normal University Art Troupe. Ms Fan has extensive experiences in applying and incorporating Kodaly and Orff music teaching methods in her music classrooms, especially with the lower primary students.

General Music Programme (GMP) – Pri 1 to Sec 2
IGCSE and IBDP Elective Music – Sec 3 to IBDP2

 

PART 1:
General Music Programme (GMP) – Primary 1 to Secondary 2

The SISHK General Music Programme (GMP) is a developmental 8-year programme, spanning across Primary 1 to Secondary 2, with adaptation from the Singapore Ministry of Education General Music Programme 2015 Syllabus. Through music, students will be able to:

  • perform music in both instrumental and vocal settings, individually and in groups
  • create music in both instrumental and vocal settings, individually and in groups
  • listen and respond to music
  • appreciate music in both western and non-western culturesunderstand musical elements and concepts

 (*adapted from the aims of Singapore Ministry of Education 2015 GMP Syllabus)

The SISHK Performing Arts Department adopts the Discipline-Based Music Education (DBME) approach to instruction and learning in music. DBME derives content from four foundational disciplines that contribute to the creating, understanding and appreciation of music:

  • Music Production – Perform, Respond and Create Music
  • Music Criticism – Respond and Judge the properties and qualities in music
  • Music History – Acquire knowledge of artists, musical works and their contribution to culture and society
  • Aesthetics -  Understand how people justify their judgements about music

 

Primary 1 to Primary 6
The Primary General Music Programme aims to develop awareness of and appreciation for music of both Western (pop and classical genres) and non-Western (e.g. China, Latin America, Africa, Indonesia) cultures. Through music making, students will develop abilities for creative expression and communication through music making. It also provides the basis to develop in students an informed and life-long involvement in music. All these aims will be delivered through three key music components, namely Production, Criticism, History and Aesthetics.

Secondary 1 Music
The focus for S1 music students will be to develop good performing and ensemble skills during group presentation, appreciate Western art music and learn about composers from Baroque and Classical eras, as well as Xinyao and Chinese music. They will also be learning to play the keyboard, and perform music with the keyboard. Students are expected to reach the Music Theory knowledge of ABRSM (or equivalent) Grade 1 at the end of S1.

Secondary 2 Music
S2 marks the final year of music education for most students. The focus for S2 music students will be to develop individual competence in aural training, music theory and the use of music notation software. Students, individually and in groups, will learn about music and composers from the Romantic and 20th century eras, as well as Xinyao and Indian music. They will continue to sharpen their competency in performing, composing and appreciation of music. Students are expected to reach the Music Theory knowledge of ABRSM (or equivalent) Grade 2 at the end of S2.

 

AY17/18 General Music Programme (GMP) Assessment Structure (P1 to S2)

PRIMARY SECTION
Level Term 1

Term 2
(After Oct Break)

Term 3
(After Xmas Break)

Term 4
(After Easter Break)

Mark Scheme
P1 Music --

(T2W5-6)

-       Singing with handsigns (60%)

-       Participation (40%)

--

(T4W4-5)

-       Responding with rhythmic patterns (60%)

-       Participation (40%)

Holistic Report

-- 100 marks -- 100 marks
P2 Music --

(T2W5-6)

-       Singing with handsigns (60%)

-       Participation (40%)

--

(T4W4-5)

-       Responding with rhythmic patterns (70%)

-       Participation (30%)

-- 100 marks -- 100 marks
P3 Music --

(T2W4-5)

-          Music Theory Test (45 %)

-          Recorder Playing (45 %)

-          Participation  (10%)

--

 

 

 

(T4W3)

-          Listening Test  (45%)

-          Singing Test (45%)

-          Participation (10%)

A*
(85-100)

A
(75-84)

B
(65-74)

C
(55-64)

D
(0-54)

X: absent

-- 100 marks -- 100 marks
P4 Music --

(T2W2-4)

-       Singing (60%)

-       Recorder Playing (30%)

-       Participation (10 %)

(T3W2)

-       Listening and Theory Test (50%)

(T4W3-4)

-       Recorder (40%)

-       Participation (10%)

--

100 marks

50 marks

50 marks

P5

Music

--

(T2W4-5)

- Music Theory Paper (50 %)

- Singing (40 %)

- Participation - (10%)

(T3W2)

-          Group Presentation of commercial slogan (40 %)

(T4W3-5)

-          Recorder Playing (50 %)

-          Participation  (10%)

-- 100 marks 40 marks 60 marks
P6 Music --

(T2W5-6)

-- Music and Listening Test (50%)

-- Recorder (40%)

-- Participation (10%)

(T3W9)

-- Individual Music Project on your favourite instrument (45%)

 

 

(T4W3-5)

-- Singing (45%)

-- Participation (10%)

 

-- 100 marks 45 marks 55 marks
SECONDARY SECTION
Level Term 1

Term 2

(After Oct Break)

Term 3

(After Xmas Break)

Term 4

(After Easter Break)

Mark Scheme
S1 Music 20% 20% 15% 45%

 

A*
(75-100)

A
(70-74)

B
(65-69)

C
(60-64)

D
(55-59)

E
(50-54)

F
(45-49)

G
(40-44)

U
(0-39
)

T1W4

Group Performance Task 1 (5%)

T1W8

Music Test (History & Theory) 1 (15%)

T2W5

Group Performance Task 2

(20%)

T3W4

Individual Keyboard Performance Test (15%)

T4W1

Group Composition Task (10%)

T4W1

Music Test (History & Theory) 2 (35%)

S2 Music 20% 20% 20% 40%

T1W5

Group Performance Task 1 (5%)

T1W9

Theory and Listening Test 1 (15%)

T2W4

Group Performance Task 2 (20%)

T2W10

Group Composition and Presentation - Xinyao (20%)

T4W5

Music Test (History & Theory) 2

(40%)

 

 

Lower Primary Music class taught in Chinese Upper Primary Recorder - Performance
photo2016 01

 

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PART 2:
IGCSE & IBDP Music


Programme Objectives

SIS offers IGCSE Music (S3-S4) and IBDP Music (DP1-DP2) for interested students. The goals* of our programme is to enable our students to:

  • enjoy lifelong engagement with the arts
  • become informed, reflective and critical practitioners in the arts
  • understand the dynamic and changing nature of the arts 
  • explore and value the diversity of the arts across time, place and cultures
  • express ideas with confidence and competence 
  • develop perceptual and analytical skills 
  • develop their knowledge and potential as musicians, both personally and collaboratively

      (*adapted from and aligned to the aims of IBDP Group 6 Arts subject)

Music Curriculum Structure

Syllabus Curriculum Time Component Overview Prerequisites
IGCSE Music (0410)
- S3 & S4 Students

3-4 periods

(45 minutes each) 

·       Music Listening
·       Performing (Solo and Ensemble)
·       Creating 
At least Grade 3 ABRSM Practical or equivalent AND Music Teacher's Recommendation 
IBDP Music (SL/HL)
- DP1 & DP2 Students

HL: 5-6 periods (45 minutes each) ·       Musical Perception
-      
Musical Links Investigation (MLI)

·       Creating
·       Solo Performing (HL only)
Obtained A or better for IGCSE Music AND Music Teacher's Recommendation

 

Course Description

Secondary 3 IGCSE Music
The S3 music curriculum is the first part of the two year IGCSE course. The primary objective of this year is to build on students’ prior knowledge of the three required components, namely listening, composing and performing. Students will develop a perceptive and critical response to music from Western (Baroque and Classical periods) and non-Western traditions (Indonesia, Africa, Arabic, India), as well as the prescribed set work (Mendelssohn's Italian Symphony Movt 2). Over the course of the year, students will also perform during school assemblies (Solo and/or Ensemble) and compose the first of their two required composition portfolios.

 

Secondary 4 IGCSE Music
The S4 music curriculum is the second part of the two year IGCSE course. The primary objective of this year is to consolidate students’ learning in three required components (listening, composing and performing). Students will develop a perceptive and critical response to music from Western (Romantic and 20th century) and non-Western traditions (Africa, Arabic, Indonesia), as well as the prescribed set work (Mendelssohn's Italian Symphony Movt 3) and world music focus (Latin America). Over the course of the year, students will perform in front of an audience at school assemblies and at the annual student recital, as well as compose the second of their two required composition portfolios. The culmination of the syllabus will be the successful completion of solo and ensemble performances (30%), two composition portfolios (30%) and a written listening paper (40%).

DP1 Higher/Standard Level Music
The IBDP music curriculum builds on students’ foundation in IGCSE music. The primary objective of IBDP 1 is to deepen students’ learning in musical perception, creating and performing components with emphasis on inquiring and reflective approach to learning of the subject. Over the course of IBDP Year 1, students will have an in-depth listening and learning of Western art genres (from Medieval Period to 20th century music), equip with music theory skills equivalent to the Grade 6 ABRSM standard, produce one composition portfolio and develop a solo performance repertoire that will be showcased in the annual student recital. 

 

DP2 Higher/Standard Level Music

The primary objective is to consolidate students’ learning in musical perception, creating and performing components with emphasis on inquiring and reflective approach, as well as application of investigative skills for music analysis and listening in the form of Musical Link Investigation. Over the course of the year, students will produce a portfolio of three contrasting musical compositions and submit a 20-minute solo performance repertoire. The culmination of the syllabus will be the successful submission of composition and performance coursework as well as Musical Link Investigation by February, and a written listening music perception paper in June.

 

AY17/18 Music Assessment Structure (IGCSE & IBDP Music)

Level Term 1

Term 2
(After Oct Break)

Term 3
(After Xmas Break)

Term 4
(After Easter Break)

Mark Scheme
S3 Music 15% 15% 20% 50%

A* (85-100)

A (75-84)

B (65-74)

C (55-64)

D (45-54)

E (35-44)

F (25-34)

G (15-24)

U (0-14)

T1W10 Composition 1 task progress report

(15%)

T2W7

Listening Test 1 (on Classical, Baroque)

(15%)

T3W7

Listening Test 2 (World Music (10%)

T3W8

Composition 1 task submission

(10%)

        End of Year Written exam (30%)

       Performance Exam (Solo and Ensemble) - 20%

S4 Music 0% 15% 15% 70%

T1W5

Theory Test 1 (Grade 3-5) (20%)

T1W7

Performance Assessment (Solo) (20%)

T2W1

Listening Test 1 (Romantic, 20th Century  (20%)

T2W1

Composition 1 Final Submission (15%)

T2W3

Performance Assessment (Ensemble) (20%)

T2W6

Written Test 2 (Gamelan, African & Arabic Music) (20%)

T2W7

Composition 2 first draft submission

(15%)

Mock Exam (Listening) - 40%

Solo and Ensemble Performance Exam (30%)

DP1 Music 10% 15% 30% 50%

1(0-14)

2(15-31)

3(32-46)

4(47-57)

5(58-69)

6(70-80)

7(81-100)

T1W8

Listening Test 1: Medieval to Baroque (5%)

T1W7

Theory Test G4-5  (5%)

T2W2

Performance Test (5%)

T2W3 

Listening Test 2: Classical (5%)

T2W8

Mock Recital (5%)

T2W10 Performance Recital (10%)

T2W8

Composition String Quartet (10%)

T3W3

Listening Test 3: Romantic/20th Century  (5%)

T3W9  Performance Assessment 15mins programme (5%)

T4W1  Composition 1 (for portfolio) (15%)

T4W7

End of Year Listening Exam (30%)

Students' Creative Projects


1.     "Waltz" by Ho Sin Ying (http://soundcloud.com/sis-music-1/ho-sin-ying-waltz/s-anYao)

2.     "Funeral Tango" by Charles Shi Chang Hao (http://soundcloud.com/sis-music-1/shi-changhao-funeral-tango/s-nPidx)

3.     "A Day in Spring" by Justin Chan Kai Jie (http://soundcloud.com/sis-music-1/chan-kai-jie-justin-a-day-in/s-zKZWg)

 

photo2016 02 photo2016 03

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