General Music Education Curriculum of Trinidad and Tobago

MUSIC TEACHING AND LEARNING SYLLABUS Primary & Secondary

Philosophical Framework

ò  The Ministry of Education sees the need for children who will achieve their full potential and who are adequate developed socially and culturally.

ò  Children who are so developed will function with a purpose based on love, value, family life, service and aesthetic expression.

ò  They will be patriotic and courageous in civic affairs and proud to be identified as members of the National and Carribean community.

Philosophical Framework

ò  Every child should have some opportunity to develop his or her aesthetic potential to the highest possible level.

ò  The basic contribution music makes to daily living pleasures and the promise it holds for purposeful use of leisure time in an increasingly technological world are sufficient reasons for its justification as part of general education.

ò  The three basic organizers for music is premised on the credo of sound before sight.

The Primary School Music Programme should aim to:

a. provide pupils with a variety of experiences that help to develop their musical responsiveness, their understanding of music and how they can relate to it, and assist them in acquiring some musical skills;

b. provide opportunities for pupils to participate in practical, non-practical and listening activities including vocal and instrumental performance; moving to music; composing; listening to music; music reading; c. present opportunities for pupils to develop an appreciation of our own music as well as that of other peoples and cultures; d. present pupils with opportunities to talk about music and things of musical interest.

The three basic organizers for Music in secondary schools:

1. Listening, Appraising, and Researching - affords students the opportunity to develop the ability to focus on the structural and expressive elements of music.

2. Creating/Composing and Arranging - involves students in activities designed to foster their ability to select appropriate sounds and order these sounds to convey ideas musically.

3. Performing - gives students opportunities to present music on an instrument (including voice).

Critique-Analysis

ò It can be similar to the music curriculum of the Philippines for having the same goal of developing cultural literacy for each learner.

ò However, multicultural is not evident in the curriculum because of the limitation of studying other cultures.

Critique-Analysis

ò The learning development can be said to be a holistic approach because of focus not only in the learner cognitive aspect of learning music but also to social, emotional and other aspects of life.

ò  It is contrasting to the music curriculum of Singapore and Mexico wherein prioritizing application and performance over concepts and theories is more important.

MUSIC INFANTS YEAR I & II

MUSIC STANDARD I & II

MUSIC STANDARD I & II

MUSIC STANDARD III, IV & V

MUSIC STANDARD III, IV & V

MUSIC STANDARD III, IV & V

Critique-Analysis

ò  Like the music curriculum of Mexico and Singapore, they prioritized application and performance over concepts and theories for they believe that learners will be able to understand concepts with ease once they have already experienced the concept first hand.

ò  Notably, it was integrated in their curriculum the study of musical elements of India for the historical reason of having a bilateral relationship of the two countries.

Relating Music and other Areas

Relating Music and other Areas

Connections to other Curriculum Areas

Social Competencies Outcomes

Critique-Analysis

ò Integration is very evident in the music curriculum specifically the thematic type where teachers identify a theme or topic and then ask what each subject area can contribute to the topic.

YEAR I Music Course Outline

YEAR I Music Course Outline

YEAR I Music Course Outline

YEAR II Music Course Outline

YEAR II Music Course Outline

YEAR II Music Course Outline

YEAR III Music Course Outline

YEAR III Music Course Outline

Critique-Analysis

ò  The content and competencies of secondary music curriculum of T&T is somehow similar to the primary level of the Philippine K-12 music curriculum for the reason that it is all about elements or rudiments of music.

ò  Study of culture and multicultural music materials is not manifest in the curriculum.

ò  A praxial philosophy of music education is consider in the curriculum.

Continuous Assessment

ò Refers to making observations periodically to f ind out what students know, understand and can do.

ò It is ongoing, formative in nature and used to improve learning.

ò It served as practice for students and check for understanding during the learning process.

Continuous Assessment

Why Continuous Assessment?

Continuous Assessment:

ò  Ensures that all students have an opportunity to succeed.

ò  Reduces student anxiety.

ò  Informs students about their own progress.

ò  Lets parents know how their children are progressing.

ò  Helps in determining remediation and enrichment needs.

ò  Presents opportunities for the teacher to adapt his or her instruction to the needs of the students.

ò  Gives the teacher a better picture of the knowledge and skills of the students through a number of different types of assessment.

Continuous Assessment

What is assessed?

ò The student’s content knowledge.

ò The student’s thinking processes, such as reasoning, communicating, problem-solving and making connections.

ò The student’s disposition to learning, such as attitudes, persistence, confidence and cooperative skills.

How is it assessed?

Examples of Formative Assessments: ò  Performance tasks ò  Quizzes ò  Journal entries / learning logs ò  Worksheets ò  Observations ò  Discussion ò  Graphic Organizers ò  Peer / Self Assessment ò  Presentations ò  Visual representations ò  Portfolios ò  Projects

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Sample Assessment

Critique-Analysis

ò  For me, assessment part is the highlight or features of the curriculum because the tools and its purpose was clearly stated.

ò  Performance rubrics were all provided. The curriculum make accessible for the teacher all the assessment tools based on the learning competencies that were given. 

ò  Teacher’s self-assessment if available. It is essential because it guides the teacher in making decisions about future instructions.