Music in Senior Secondary School 1 (SSS1) explores how sounds work in art and science. It teaches students about music theory, its history, and how to perform and create music. It helps students listen better, be more creative, and express themselves. It also helps them understand different types of music from diverse cultures.
Studying music in SSS1 (Senior Secondary School 1) with the Lagos State Unified Scheme of Work is a great way to learn. The curriculum covers a lot, like the basic parts of music (like beat, tune, harmony), reading music, and listening exercises. It helps students get better at singing, playing instruments, and understanding music and also teaches them about music theory, its history, and how to listen carefully. This helps them get good at music and learn to love it even more.
At the end of the SSS1 session, students can;
Assessment methods for Music in SS1 include practical performance evaluations, written exams on music theory and history, assignments, and projects on musical compositions. Additionally, students might be assessed through group performances, class participation, and the ability to analyze and interpret various musical pieces.
| LAGOS STATE MINISTRY OF EDUCATION: UNIFIED SCHEMES OF WORK FOR SENIOR SECONDARY SCHOOLS | ||
| Music Scheme of Work for Senior Secondary Schools 1(SSS1) | ||
| CLASS | S.S.S 1 | |
| SUBJECT | Music | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
1 | REVISION (THEORY OF MUSIC) | By the end of the lesson, students should be able to: 1. review basic rudiments of music 2. identify staff, notations and other musical signs and symbols 3. arrange and analyse rhythemic roles and time signtaures 4. prepare tables of key signatures |
| THEORY OF MUSICAL SCALES AND MUSICAL TERMS | By the end of the lesson, students should be able to: 1. construct diabric majir and minor scales 2. differentiate between harmonic and melodic minor scales 3. construct major and minor scales with or without key signature 4. identify and explain musical terms, signs, ornaments and abbreviations | |
2 | TRANSCRIPTION | By the end of the lesson, students should be able to: 1. explain and illustrates the steps involed in transribing a melody from one notation to another 2. rewrite a given melody notated in staff into tonis solfa and vice versa |
| TRANSPOSITION | By the end of the lesson, students should be able to: 1. explain the term transposition 2. distinguish between transcription and transposition 3.transpose a simple melody from one from one key to the next sharp or flat key | |
3 | INTERVALS | By the end of the lesson, students should be able to: 1. explain the formation of intervals in major and minor keys 2. differentiate between melodic and harmonic intervals 3. identify member of semitones to classify types of intervals |
| TRAIDS | By the end of the lesson, students should be able to: 1. explain traids 2. identify types of traids 3. decsribe structure of melodic and harmonic intervals 4. explain traids in root position for both major and minor keys | |
4 | HISTORY/LITERATURE (PRE-COLONIAL AFRICAN MUSIC) | By the end of the lesson, students should be able to: 1. acquient themselves with the musical practice of Africans before the colonial periods |
| HISTORY/LITERATURE (WESTERN MUSIC: MEDIEVAL PRIODS) | By the end of the lesson, students should be able to: 1. familairiza themselves with the types of music in the medieval periods(800-1400) 2. appeciate the various forms and styles of Medieval periods 3. features of early music | |
5 | MAINTENACE CARE AND TOOLS | By the end of the lesson, students should be able to: 1. classify traditional musical instruments 2. explain physical features of any traditional musical instruments 3. learn the names of the tools used in the construction, maitence, care and repair of named traditional musical instuments |
| REPAIR/SERVICING | By the end of the lesson, students should be able to: 1.identify common problems associated with named traditional musical instruments | |
6 | MUSICAL INSTUMENTS (STUDY SKILLS) | By the end of the lesson, students should be able to: 1. learn the requisite skills for playing a choosen instruments (African and Western) |
| ENSEMBLE PLAYING (AFRICAN) | By the end of the lesson, students should be able to: 1. exhibit confidence in their handling of African musical instruments 2. Play together irrespective of gender 3. form groups of intrumentalist | |
| 7 | MID TERM | |
8 | CHORDS | By the end of the lesson, students should be able to: 1. build any primary traids on any given note as roots 2. recognize primary traids of the staff 3. write two or more different kinds traids on the staff |
| CANDENCES | By the end of the lesson, students should be able to: 1. explain candence 2. identify candence in a written melody 3. recognize candence in a four part melody 4. write candence on both close and open score | |
9 | RHYTHM DICTATION | By the end of the lesson, students should be able to: 1. clap a simple rhythemic pattern in simple duple time 2. write down a simple rhythemic pattern from dictation |
| AURAL TRAINING | By the end of the lesson, students should be able to: 1. recognize the melodic features of major and minor keys and reproduce four bars melody in major and minor keys 2. sight read a piece of music in key C,G, F and B majors | |
| 10 | FORM AND ANALYSIS | By the end of the lesson, students should be able to: 1. identify Nigerian dance styles and cheorography 2. analyze the structural form of Nigerian dance 3. plan Nigerian dance for any of the ethnic group 4. identify, discuss and analyse the structural form of Nigerian vocal and instrument music |
| 11-12 | Revision and Examination | |
| CLASS | S.S.S. 1 | |
| SUBJECT | Music | |
| TERM | Second Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | REVISION(SCALES) | By the end of the lesson, students should be able to: 1. review construction of scales both with and without key signatures i. diatonic ii. chromatic iii. pentatonic |
| 2 | MUSIC TECHNOLOGY (Maintenance and Care of African Music Instruments) | By the end of the lesson, students should be able to: 1. identify common problems associated with named musical instruments 2. identify the various groupings of ochestral instruments |
| 3 | MUSIC TECHNOLOGY (Computer Musical Software) | By the end of the lesson, students should be able to: 1.operate and install a software program in the computer e.g finile and sibelus 2. use the computer to write music |
| TRIADS | At the end of lesson. students should be able to: 1. distinguish between a primary and secondary traids 2. spell the notes of a primary traids on a given notes 3. build a primary traids of a hiven diatonic scale | |
| 4 | HARMONY/ COUNTERPONENTS | By the end of the lesson, students should be able to: 1. explain traids 2. identify types of traids 3. describe structure of melodic and harmonic intervals 4. explain traids in root position for both major and minor keys |
| 5 | AURAL TRAINING/ CANDENCES | By the end of the lesson, students should be able to: 1. form and arrange candences a. perfect candence V-I b. imperfect candence I-V c. plagal candence IV-I d. interrupted candence V-VI |
| 6 | HISTORY AND LITERATURE (PRE-COLONIAL AFRICAN MUSIC) | By the end of the lesson, students should be able to: 1. list the features of music of pre-colonial African especially Nigeria 2. list the types of music in Nigeria |
| 7 | MID TERM BREAK | |
8 | FORMS AND ANALYSIS | By the end of the lesson, students should be able to: 1. compose dance putting together motifs 2. identify and discuss the general characteristics of their vocal and instrumental forms |
| HISTORY AND LITERATURE | By the end of the lesson, students should be able to: 1. discuss life and work of classical and romantic composer with particular reference to Guick 2. compare Baroque periods with classical and romantic periods | |
9 | HARMONY AND COUNTER POINT MODULATION | By the end of the lesson, students should be able to: 1. determine types of tonality writing 2. identify modulation passage from a given key to its closeset related key or keys |
| AURAL TRAINING IDENTIFICATION OF TONES | By the end of the lesson, students should be able to: 1. write short, melodic dictatons in major and minor keys 2. sight read short piece of music in different keys 3 Review cadences | |
10 | HISTORY AND LITERATURE | By the end of the lesson, students should be able to: 1. discuss life and works of Ludgwig Van Beethowen and Fela Sowande |
| FORMS AND ANALYSIS | By the end of the lesson, students should be able to: 1. analyze contrapunctual form 2. discuss African western dance styles and steps | |
| 11-12 | Revision and Examination |
| CLASS | S.S.S 2 | |
| SUBJECT | Music | |
| TERM | Third Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | REVISION Pitch transription -Aural training, rhythemic pattern | By the end of the lesson, students should be able to: 1. revise last terms topics on i. Pitch ii. Transription of melodies iii. Aural training iv. Rhythemic patterns |
| 2 | SCALES | By the end of the lesson, students should be able to: 1. write daitonic major and minor scales(natural) on a given tonic 2. draw a keyboard and show the position of the tones and semitones 3. explain the concept of tetrachords in the construction of scale 4. study the circle of 5th |
| 3 | HISTORY AND LITERATURE (Pre-colonial African Music Nigeria) | By the end of the lesson, students should be able to: 1. identify traditional musical instruments 2. recognize them in any traditional ensemble 3. develop inprovisational skills and techniques |
| 4 | HISTORY AND LITERATURE (Mediaval and Rennaissance Periods) | By the end of the lesson, students should be able to: 1. discuss the history of the periods 2. describe the works of musical contributions of selected composers of the periods |
| 5 | TRANSPOSITIONS | By the end of the lesson, students should be able to: 1. transcribe a simple 2 parts piece of music: an octave higher or lower 2. transribe a given melody from tremble into bass stave and from one key to another |
| 6 | CADENCES | By the end of the lesson, students should be able to: 1. explain the term cadence 2. recognize the semi cadence 3. recognize the evaded/deceptive/suprise/ intterupted cadence in major keys |
| 7 | Mid Term Break | |
| 8 | FORM AND ANALYSIS Structural Analysis of Nigerian Dance | By the end of the lesson, students should be able to: 1. study the structural analysis of Nigerian dance cheorographic device 2. use motif phase: repetition and transposition 3. study history/literature on co-operation between poets and musicians |
| 9 | HARMONY COUNTERPOINT -Two part writing accompainments -Aural training | By the end of the lesson, students should be able to: 1. improve the following i. Two part writing and sconning ii. accompainments of selected songs play traditional instruments/western iii. Aural training: practice more melodic dictation of major and minor keys and writing cadence |
| 10 | FORM AND ANALYSIS choreographic appendages -History/Literature | By the end of the lesson, students should be able to: 1. review the history of composers of Art musics, their work and styles |
| 11-12 | Revision&Examination | |
The recommended textbooks for Music in SSS1 include;
