WESTERN MUSIC SYLLABUS FOR

SECONDARY SCHOOLS
GRADES 7-9

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 WESTERN MUSIC FOR SECONDARY SCHOOLS

GRADE 7

SN COMPONENTS
1 INTRODUCTION TO WESTERN MUSIC

2 STAFF NOTATION

3 ELEMENTS OF RHYTHM

4 PITCH AND SCALES

5 CLASSIFICATION OF MUSICAL INSTRUMENTS

6 SIMPLE TERMS, SIGNS AND ABBREVIATIONS

7 MUSIC OF MAURITIUS

8 LISTENING AND RESPONDING TO MUSIC

9 PERFORMING ON THE SOPRANO RECORDER

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1. INTRODUCTION TO WESTERN MUSIC
1.1. General aspects of music
1.2. Importance of music in society
1.3. Benefits of music
1.4. Types of music

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Define the term ‘Western Music’

 State the importance of music in society
 List the benefits of music in life
 Recognise the following: Western Classical music, Jazz and Popular music

2. STAFF NOTATION
2.1. The Staff
2.1.1. Notes on lines
2.1.2. Notes in spaces
2.2. Clefs: Treble clef and Bass clef
2.3. Notes in the Treble clef
2.4. Ledger line: Middle C in the Treble clef and the Bass clef

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 State the position of each line and space number on a Staff

 Write the Treble clef and Bass clef on a Staff
 Identify and write notes on lines and spaces in the Treble clef
 Write middle C in the Treble clef and the Bass clef
 Write letter names of notes from:
 Read notes from:
 Place stems on note heads to create crotchets/quarter notes

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3. ELEMENTS OF RHYTHM
3.1. Beat, Rhythm and Tempo
3.2. Time names and Time values of notes
3.2.1. Understanding the beat
3.3. Rests
3.4. Time signatures: Simple time:
3.4.1. Upper number and Lower number
3.4.2. Bar, Bar-line and Double bar-line
3.4.3. Simple duple, triple and quadruple time
3.5. Dotted notes and Tied notes
3.5.1. Function of the Dot
3.5.2. Dotted minim and Dotted crotchet
3.5.3. Function of the Tie

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Differentiate between Beat and Rhythm

 Recognise the following: Crotchet, Minim, Semibreve and Quaver
 Identify and differentiate between a Crotchet, Minim, Semibreve and Quaver
 Write Crotchet, Minim, Semibreve and Quaver on the Staff
 Identify and differentiate between Crotchet rest, Minim rest, Semibreve rest and Quaver
rest.
 Count beats and clap rhythmic lines involving Crotchet, Minim and Semibreve and their
corresponding rests
 Improvise rhythmic responses of at least two bars within a “call and response” structure
using clapping or classroom percussion instruments
 Explain the following time signatures:
 Identify Bar, Bar-line and Double bar-lines
 Differentiate the following: Simple duple, triple and quadruple time
 Identify and differentiate between Minim and dotted Minim
 Identify and differentiate between Crotchet and dotted Crotchet
 Identify Tied notes

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4. PITCH AND SCALES
4.1. Pitch
4.1.1. Tones and Semitones
4.1.2. Accidentals: Sharp (#), Flat (♭) and Natural (♮)
4.1.3. Function of the Sharp (#)
4.2. Major Scales
4.2.1. C major scale
4.2.2. Construction of G major scale
4.2.3. Key signature of G major

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Explain tones and semitones as half step intervals

 Identify accidentals: Sharp (#), Flat (♭) and Natural (♮)
 State the function of the Sharp
 Write the Sharp (#) on the Staff
 Recognise the scale of C major
 Construct the G major scale using accidental or key signature
 Sing the C major scale
 Write the scales of C and G major using the Treble clef
 Distinguish between higher and lower registers
 Recognise melodic intervals of a step and a leap
 Recognise repeating melodic patterns
 Improvise melodic responses of at least two bars within a “call and response” structure
using voice
 Sing with accurate rhythm and pitch a variety of songs in:

5. CLASSIFICATION OF MUSICAL INSTRUMENTS

5.1. String instruments: Violin, Viola, Cello, Double bass, Piano and Harpsichord
5.2. Wind instruments: Recorder, Flute, Clarinet, Oboe, Bassoon, Trumpet and Organ
5.3. Percussion instruments: Timpani and Snare Drum

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 List two instruments from each family

 Identify the three types of musical instruments
 Classify the above musical instruments in their respective family

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6. SIMPLE TERMS, SIGNS AND ABBREVIATIONS
6.1. Dynamics: forte (f), piano (p), mezzo forte (mf), mezzo piano (mp), crescendo and
decrescendo
6.2. Speed/tempo: Allegro, Lento and Moderato
6.3. Articulation: Breath mark
6.4. Signs: Repeat sign staccato

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Give the meaning of the above terms/signs and abbreviations

 Classify the above terms/signs and abbreviations as dynamics, speed or articulation

7. MUSIC OF MAURITIUS
7.1. Folk music
7.1.1. Sega
7.1.2. Sega Tipik and famous artists
7.1.3. Main instruments used in Sega Tipik: Ravann, Maravan and Triangle
7.1.4. Bhojpuri folk songs and famous artists
7.2. Western Classical music and famous composers
7.3. Famous Mauritian Jazz artists
7.4. National Anthem of Mauritius

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Describe the role and importance of Sega in the Mauritian context

 Take cognizance of the rich Intangible Cultural Heritage of Mauritius
 Describe the role and importance of Bhojpuri music in the local context
 List three main instruments used in Sega Tipik
 Relate the use of musical instruments in the local context
 Name two famous Sega Tipik artists/Bhojpuri artists/Jazz artists
 Name two famous Western Classical Mauritian composers
 Sing the National Anthem of Mauritius

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8. LISTENING AND RESPONDING TO MUSIC
8.1. Western Classical music
8.1.1. The four main periods in the history of Western Classical music - Baroque period,
Classical period, Romantic period and Modern period
8.1.2. Baroque period
8.1.3. Classical period
8.2. Music around the world
8.2.1. African music
8.2.2. Musical instruments: Kora, Balafon, Djembe, Kalimba and Mbira
8.3. Music of Mauritius

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Show the order of Baroque, Classical, Romantic and Modern periods on a timeline
 Show basic understanding of music from the Baroque and Classical periods
 Name two composers from the Baroque and Classical periods
 Identify music from specific cultural contexts in sub-Saharan Africa (West Africa and
Southern Africa)
 Name two traditional instruments used in African music
 Show respect and positive attitude to music as an art form
 Show basic understanding of African music
 Show basic understanding of Music of Mauritius
 Relate the use of musical instruments in the Music of Mauritius
 Distinguish between musical styles from a variety of cultures in Mauritius
 Describe the qualities of music using appropriate musical vocabulary and
terminologies
 Sing and/or clap to a particular musical selection
 Demonstrate a positive attitude towards the art forms from one’s culture and from
other countries

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9. PERFORMING ON THE SOPRANO RECORDER
9.1. Origins, mechanism and sound production
9.2. Parts of the recorder
9.3. Posture and fingering
9.4. Tonguing
9.5. Left Hand playing: G, A and B
9.6. Playing notes: C and D
9.7. Right hand playing: F#
9.8. Basic recorder care

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Briefly trace the origin of the recorder

 Describe how sound is produced on the recorder
 Label the parts of the recorder
 Hold the recorder with appropriate posture
 Produce sound on the recorder using appropriate tonguing
 Place notes G, A and B using the correct fingering
 Play notes G, A and B with a clear tone
 Read and perform melodies based on the notes G, A and B on the recorder
 Place notes C and D using the correct fingering
 Play notes C and D with a clear tone
 Read and perform melodies based on the notes G, A, B, C and D on the recorder
 Play F# using the correct fingering
 Read and perform melodies based on the notes G, A, B, C, D and F# on the recorder
 Show respect and develop a positive attitude towards the instrument

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Grade 8 Western Music Syllabus

WESTERN MUSIC FOR SECONDARY SCHOOLS

GRADE 8

SN COMPONENTS
1 STAFF NOTATION
2 ELEMENTS OF RHYTHM
3 PITCH AND MAJOR SCALES
4 PITCH AND MINOR SCALES
5 TONIC TRIADS AND BROKEN CHORDS
6 CLASSIFICATION OF MUSICAL INSTRUMENTS
7 SIMPLE TERMS, SIGNS AND ABBREVIATIONS
8 MUSIC OF MAURITIUS
9 LISTENING AND RESPONDING TO MUSIC
10 PERFORMING ON THE SOPRANO RECORDER

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Grade 8 Western Music Syllabus

1. STAFF NOTATION
1.1. The Staff
1.1.1. Notes in the Treble clef
1.1.2. Notes in the Bass clef

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

● Identify and write notes on lines and spaces in the Bass clef
● Identify and write notes from:
● Identify and write notes from:

2. ELEMENTS OF RHYTHM
2.1. Time names and Time values of notes
2.1.1. Semibreve, Minim, Crotchet and Quaver
2.1.2. Introducing the Semiquaver
2.2. Rests
2.2.1. Semibreve rest, Minim rest, Crotchet rest and Quaver rest
2.2.2. Introducing the Semiquaver rest
2.3. Time signatures: Simple time:
2.3.1. Simple duple, Simple triple and Simple quadruple time
2.4. Dotted notes and tied notes
2.4.1. Dotted Minim
2.4.2. Dotted Crotchet, dotted Minim and their corresponding rests
2.4.3. Dotted Semibreve, dotted Quaver and their corresponding rests

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

● Identify the following: Semibreve, Minim, Crotchet, Quaver and Semiquaver

● Write a Semibreve, Minim, Crotchet, Quaver and Semiquaver on a Staff
● Identify and differentiate among the following: Semibreve rest, Minim rest, Crotchet rest,
Quaver rest and Semiquaver rest
● Clap rhythmic lines involving Semibreve, Minim, Crotchet, Quaver and Semiquaver,
Crotchet rest, Minim rest and Semibreve rest
● Explain the following time signatures:
● Identify and differentiate between simple duple and simple triple time
● Identify and use the dotted Semibreve and dotted Quaver accordingly
● Recognise repeating rhythmic patterns
● Identify and differentiate between Crotchet and dotted Crotchet, minim and dotted minim

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Grade 8 Western Music Syllabus

3. PITCH AND MAJOR SCALES

3.1. Tones and semitones
3.1.1. Accidentals: sharp (#), flat (♭) and natural (♮)
3.1.2. Functions of the sharp (#), flat (♭) and natural (♮)
3.2. Major Scales
3.2.1. Constructions of F and D major scales
3.2.2. Key signatures of F and D major

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

● Identify and differentiate the following accidentals: Sharp (#), Flat (♭) and Natural (♮)
● State the functions of: Sharp (#), Flat (♭) and Natural (♮)
● Write the Sharp (#), Flat (♭) and Natural (♮) on the staff
● Construct F and D major scales using accidentals or key signatures
● Write the scales of F and D major using the Treble clef
● Distinguish between higher and lower registers
● Recognise a step and a leap in a melody
● Recognise repeating melodic patterns and a change in pitch
● Improvise melodic responses of at least two bars within a “call and response” structure
using voice
● Sing with accurate rhythm and pitch a variety of songs in:

4. PITCH AND MINOR SCALES

4.1. Construction of A and D harmonic minor scales

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

● Construct the A and D harmonic minor scales using key signatures and their relative
major in the Treble clef
● Identify between major and harmonic minor scales

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Grade 8 Western Music Syllabus

5. TONIC TRIADS AND BROKEN CHORDS

5.1. Writing the Tonic Triads and broken chords of C, G, F and D major
5.2. Writing the Tonic Triads and broken chords of A and D minor

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

● Write Tonic triads and Broken chords of C, D, F and G major

● Write Tonic triads and Broken chords of A and D minor
● Identify between a chord and a Broken chord
● Differentiate between a Major Tonic triad and a Minor Tonic triad

6. CLASSIFICATION OF MUSICAL INSTRUMENTS

6.1. String instruments: Piano, Classical Guitar, Harp and Ukulele
6.2. Woodwind instruments: Flute, Oboe, Clarinet, Bassoon and Saxophone
6.3. Brass instruments: Trombone, Tuba and French horn
6.4. Percussion instruments: Tambourine, Xylophone, Glockenspiel and Maracas

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

● List two instruments from each family

● Classify the above musical instruments in their respective family
● Distinguish among instruments through listening

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Grade 8 Western Music Syllabus

7. SIMPLE TERMS, SIGNS AND ABBREVIATIONS

7.1. Dynamics: fortissimo (ff), pianissimo (pp), diminuendo
7.2. Speed/tempo: Andante, Adagio, Presto, rallentando (rall.), accelerando and a tempo

7.3. Articulation: staccato and legato

7.4. Signs: , da capo (D.C), dal segno (D.S), , fine

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

● Give the meaning of terms/signs and abbreviations
● Classify terms/signs and abbreviations according to Dynamics, Speed/Tempo,
Articulation or Signs
● Differentiate between staccato and legato
● Differentiate between accelerando and rallentando

8. MUSIC OF MAURITIUS
8.1. Historical heritage
8.1.1. Europe
8.1.2. Africa
8.1.3. Asia

8.2. Bhojpuri folk songs: Geet-Gawai

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

● Participate in group discussions: Music as a historical heritage from Europe, Africa
and Asia
● Describe the role and importance of Geet-Gawai in the Mauritian context
● List 3 main instruments used in Geet-Gawai: Chimta, Dholak, Lota

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Grade 8 Western Music Syllabus

9. LISTENING AND RESPONDING TO MUSIC

9.1. Western Classical music
9.1.1. Romantic period
9.2. Music around the world
9.2.1. Indian music
9.2.1.1. Musical instruments: Tabla, Harmonium and Sitar
9.2.2. African music
9.3. Popular music
9.4. Music of Mauritius

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

● Show the order of Baroque, Classical, Romantic and Modern periods on a timeline
● Show basic understanding of music from the Romantic period
● Name two composers from the Romantic period
● Show basic understanding of Indian Music and African Music
● Identify music from specific cultural contexts in other countries
● Role and importance of music in other cultures
● Name two Indian traditional instruments
● Show basic understanding of Popular music
● Show basic understanding of Music of Mauritius
● Describe the qualities of music using appropriate musical vocabulary and terminologies
● Sing and/or clap to a particular musical selection
● Demonstrate a positive attitude towards the art forms from one’s culture and from other
countries

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Grade 8 Western Music Syllabus

10.PERFORMING ON THE SOPRANO RECORDER

10.1. Low notes: E and D
10.2. Dotted notes and tied notes
10.3. High notes: E, F# and G
10.4. G major scale and arpeggios
10.5. C#
10.6. D major scale and arpeggios
10.7. Additional tonguing techniques: staccato and legato

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

● Play notes E and D with a clear tone using the correct fingering
● Perform melodies with dotted and tied notes
● Play the G major scale and corresponding arpeggios
● Play the note C# with a clear tone using the correct fingering
● Play the D major scale and corresponding arpeggios
● Read and perform melodies based on notations from the G and D major scales
● Produce sounds on the recorder using tonguing techniques: staccato and legato.

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Grade 9 Western Music Syllabus

WESTERN MUSIC FOR SECONDARY SCHOOLS

GRADE 9

SN COMPONENTS REMARKS
1 ELEMENTS OF RHYTHM
2 STAFF NOTATION
3 PITCH AND MAJOR SCALES
4 PITCH AND MINOR SCALES
5 TONIC TRIADS AND BROKEN CHORDS
6 CLASSIFICATION OF MUSICAL INSTRUMENTS
7 SIMPLE TERMS, SIGNS AND ABBREVIATIONS
8 MUSIC OF MAURITIUS
9 LISTENING AND RESPONDING TO MUSIC
10 MUSIC AND TECHNOLOGY NON-EXAMINABLE
11 PERFORMING ON THE SOPRANO RECORDER

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Grade 9 Western Music Syllabus

1. ELEMENTS OF RHYTHM
1.1. Time names and Time values of notes
1.1.1. Semibreve, Minim, Crotchet, Quaver and Semiquaver
1.2. Compound time:
1.3. Grouping of notes and rests in
1.4. Rhythmic composition

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Identify the following: Semibreve, Minim, Crotchet, Quaver and Semiquaver, dotted
Minim, dotted Crotchet and their corresponding rests
 Write a Semibreve, Minim, Crotchet, Quaver and Semiquaver, dotted Minim and dotted
Crotchet and their corresponding rests on a staff
 Identify visually and differentiate between rhythmic lines in simple time and compound
time
 Answer a two-bar rhythm

2. STAFF NOTATION
2.1. The Staff
2.1.1. Notes in the Treble clef
2.1.2. Notes in the Bass clef

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Identify and write notes from (accidentals may be included)

 Identify and write notes from (accidentals may be included)
 Identify aurally any change in pitch

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Grade 9 Western Music Syllabus

3. PITCH AND MAJOR SCALES

3.1. Major Scales
3.1.1. Constructions of A, B♭ and E♭ major scales
3.1.2. Key signatures A, B♭ and E♭ major scales
3.2. Melodic composition in the key of C and G major

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Construct the A, B♭ and E♭ using accidentals and key signatures

 Distinguish between higher and lower registers
 Recognise aurally melodic intervals of a step and a leap
 Recognise aurally repeating melodic patterns
 Improvise melodic responses of at least two bars within a “call and response” structure
using voice
 Compose a melodic phrase of at least 4 bars based on the G major scale, using the given
rhythm
 Sing with accurate rhythm and pitch a variety of songs in:

4. PITCH AND MINOR SCALES

4.1. Construction of E and B harmonic minor scales

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Construct the E and B harmonic minor scales using key signatures and their relative
major
 Identify the major and harmonic minor scales aurally

5. TONIC TRIADS AND BROKEN CHORDS

5.1. Writing the Tonic triads and broken chords of A, B♭ and E♭ major
5.2. Writing the Tonic triads and broken chords of E and B minor

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Write the Tonic triads and broken chords of A, B♭ and E♭ major

 Write the Tonic triads and broken chords of E and B minor
 Identify a chord and a broken chord aurally
 Differentiate aurally between a major tonic triad and a minor tonic triad

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Grade 9 Western Music Syllabus

6. CLASSIFICATION OF MUSICAL INSTRUMENTS

6.1. String instruments: Guitar (electric, bass), Banjo and Mandolin
6.2. Woodwind instruments: Ocarina, Pan Flute, Bagpipes and Irish Flute
6.3. Brass instruments: Sousaphone
6.4. Percussion instruments: Drum kit, Tubular bells, Gong, Conga and Bongo

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

● List two instruments from each family

● Classify the above musical instruments in their respective family
● Distinguish among instruments through listening

7. SIMPLE TERMS, SIGNS AND ABBREVIATIONS

7.1. Dynamics: sforzando (sfz), pianississimo (ppp), fortississimo (fff)
7.2. Speed/tempo: largo, allegretto
7.3. Articulation: accent
7.4. Signs: first time bar , second time bar
7.5. Character of the music: espressivo, cantabile, dolce, energico

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Give the meaning of some terms/signs and abbreviations
 Classify terms/signs and abbreviations as dynamics, speed/tempo or articulation
 Differentiate between staccato and legato
 Describe the character of a piece of music

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Grade 9 Western Music Syllabus

8. MUSIC OF MAURITIUS
8.1. Seggae
8.1.1. Famous artists
8.2. Sega Tambour of Rodrigues
8.2.1. Role and Importance
8.2.2. Instruments

8.3 Ravanne Playing

8.3.1. Holding the Ravanne

8.3.2 One basic stroke: Tam-tam beat

8.4 National Anthem

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Name two famous Seggae artists

 Describe the role and importance of Sega music in Rodrigues
 List at least 3 main instruments used in Sega Tambour of Rodrigues: Ravann, Mayos,
Klav
 Take cognizance of the rich Intangible Cultural Heritage of Mauritius
 Recognise and differentiate the following: Sega Tipik, Sega Tambour and Bhojpuri
folk songs
 Hold the Ravanne properly
 Play the tam-tam beat on the Ravanne
 Sing the National Anthem of Mauritius

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Grade 9 Western Music Syllabus

9. LISTENING AND RESPONDING TO MUSIC

9.1. Western Classical music
9.1.1. Modern period (1950 to Present)
9.2. Music around the world
9.2.1. Chinese music: Musical instruments: Erhu, Guzheng, Pipa
9.2.2. Arabian music: Musical instruments: Oud, Darabukka, Riqq
9.3. Popular music
9.4. Music of Mauritius

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Show the order of Baroque, Classical, Romantic and Modern periods on a timeline
 Demonstrate basic understanding of music from the Modern period
 Name two composers from the Modern period
 Identify music from specific cultural contexts in other countries
 Show basic understanding of Chinese and Arabian music
 Name two Chinese and two Arabian traditional instruments
 Develop basic understanding of Popular music
 Show basic understanding of music of Mauritius
 Demonstrate a positive attitude towards the art forms from one’s culture and from other
countries

10.MUSIC AND TECHNOLOGY

10.1. Streaming music
10.2. Music notation software
10.3. Music production
10.4. Careers in music

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 List the different platforms of streaming music

 State the benefits of Music notation software
 Name two music notation softwares
 Recognise tools used in music production
 Discuss the role of technology in producing new opportunities for musical expression
 List the different careers and opportunities in the musical field

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Grade 9 Western Music Syllabus

11.PERFORMING ON THE SOPRANO RECORDER

11.1. Low notes: C and F
11.2. High note: F
11.3. Scales and Arpeggios: C, D and G Major
11.4. Tonguing techniques: staccato and legato

SPECIFIC LEARNING OUTCOMES

At the end of this chapter, learners should be able to:

 Play low notes C and F with a clear tone using the correct fingering
 Play the scales of C, D and G Major and corresponding arpeggios
 Play high F with a clear tone using the correct fingering
 Play C, D and G major scales and their corresponding arpeggios
 Read and perform melodies based on notes from the C, D and G major scales using the
following rhythms: Semibreve, Minim, Crotchet, Quaver, Semiquaver, dotted Minim and
dotted Crotchet
 Produce sounds on the recorder using tonguing techniques: staccato and legato