Music in Senior Secondary School 2 (SSS2) 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 SS2 (Senior Secondary School 2) 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 SSS2 session, students can;
Students are prepared for external exams if they wish:
Assessment methods for Music in SS2 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 2(SSS2) | ||
| CLASS | S.S.S.2 | |
| SUBJECT | Music | |
| TERM | First Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | MUSIC PRACTICE AND PERFORMANCE(AURAL TRAINING) | By the end of the lesson, students should be able to: 1. memorize and write simple tunes played 2. listen, clap and write down rhythmic pattern played. |
| 2 | MUSIC PRACTICE AND PERFORMANCE(AURAL TRAINING) | By the end of the lesson, students should be able to: 1. sing back and write tunes played from rehearsals 2. sight read simple unfamiliar melodies observing dynamics 3. hear and name simple harmonic district intervals |
| 3 | DENTIFICATION INTERVALS AND THEIR REACTION | By the end of the lesson, students should be able to: 1. identify primary and secondary tracts from a group of tracts 2. invert a given tract 3. analyze the internal structures of a tract and its inversion |
| 4 | MUSICAL INSTRUMENTS | By the end of the lesson, students should be able to: 1. review and develop general knowledge of western instruments; voice, record, organ, recorder, piano, saxophone etc. 2. develop the technique of playing 3. identify the different range of musical instruments and their relationship with other musical instrument 4. classify the different types of musical instruments 5. identify works of some composer |
| 5 | AFRICAN/WESTERN MUSICAL INSTRUMENT | By the end of the lesson, students should be able to: 1. identify tonality and pitch of African music instrument 2. study the technique of playing the local musical instrument 3. compare African musical instrument to Western musical instrument |
| 6 | History and Literature of Music (African Art Musician) | By the end of the lesson, students should be able to: 1. discuss the life history and some work of African art musician i. Adam Faberesima ii. Okechukwu Ndubuisi etc 2. Popular musicians i. Sikiru Ayinde Barrister ii. Arunna Ishola iii. Ezigbo Obiligbo iv. Victor Olaiya v. Bobby Benson etc |
| TRANSPOSITION(Clef and Key Transposition) | By the end of the lesson, students should be able to: -Practice the following transposition i. Clef Transposition ii. Key Transposition etc. | |
| 7 | MID TERM | |
| 8 | HARMONY/CADENCE (Elementary Harmony) | By the end of the lesson, students should be able to: 1. Arrange elementary harmony and cadence |
| 9 | NIGERIA AND WESTERN DANCE STYLE | By the end of the lesson, students should be able to: 1. demonstrate Nigeria and Western dance style 2. practice physical exercises and use of space 3. discuss the origin and historical development of ballet |
| 10 | HISTORY OF MUSIC(Western) | By the end of the lesson, students should be able to: 1. discuss the history of European/Western music 2. highlight the characteristics of Batique and composers etc |
| 11 | NIGERIAN AND OTHER DANCE STYLE | By the end of the lesson, students should be able to: 1. practice Nigerian and other dance styles. Physical exercise, use of space. 2. discuss origin and historical development of Ballet |
| 12 | REVISION AND EXAMINATION | |
| CLASS | S.S.S.2 | |
| SUBJECT | Music | |
| TERM | Second Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | TRIADS | By the end of the lesson, students should be able to: 1. identify and differentiate qualities of primary and secondary triads in root positions 2. write 1st and 2nd inversion of triads ii and vi inversions |
| 2 | MUSIC COMPOSITION | By the end of the lesson, students should be able to: 1. compose a given melody in major or minor key not less than 12 bars and not more than 16 bars 2. modulate to at least one related key |
| 3 | HARMONY | By the end of the lesson, students should be able to: 1. harmonize a given piece of music 2. harmonize a 4 bar melody using primary and secondary triads ii, vi, and vii. |
| 4 | PRACTICAL AND PERFORMANCE | By the end of the lesson, students should be able to: 1. play simple tunes with choice musical instrument -identify i. Triads ii. Tonality |
| 5 | ORNAMENTS AND ABBREVIATIONS | By the end of the lesson, students should be able to: 1. notate and interpret the performance of the following ornament and abbreviation in any given piece of music i. Mordebts ii. Trill iii. Appogature iv. Turns v. Passing note etc |
| 6 | MODULATION | By the end of the lesson, students should be able to: 1. review modulation to related keys i. Dominant ii. Subdominant iii. Minor |
| 7 | MID TERM BREAK | |
8 | MUSIC PRACTICE AND PERFORMANCE( NIGERIAN DANCE STYLES) | By the end of the lesson, students should be able to: 1. write a case study on one of the following dances i. Nigerian traditional dance e.g Bata(Cultural dance) ii. Western dance style e.g Ballet dance |
| MUSIC PRACTICE AND PERFORMANCE( WESTERN DANCE STYLES) | By the end of the lesson, students should be able to: 1. perform an European or American ballet | |
9 | Triads | By the end of the lesson, students should be able to 1. discuss and analyze period of musical history e.g Baroque, Classical, Romantic, and 20th century 2. mention and explain type of music before 1600 3. analyze instrumental and vocal music of Baroque period 4. list and discuss the life history of Baroque composers e.g G.F Handel, J.S Bash etc |
| HISTORY /LITERATURE (CLASSICAL PERIOD 1750-1820) | By the end of the lesson, students should be able to 1. explain the term Classicism’ 2. identify the characteristics of the music of the classical periods 3. discuss the lives and works of some named composers of the period | |
10 | HISTORY AND LITERATURE (AFRICAN VOCAL INSTRUMENTAL MUSIC) | By the end of the lesson, students should be able to: 1. highlight the history and literature of African vocal and instrumental music 2. list and explain the features of African vocal and instrumental music |
| NIGERIAN MUSICAL INSTRUMENTS OF DIFFERENT ETHNIC GROUPS | By the end of the lesson, students should be able to: 1. identify and differentiate the various instruments of different ethnic groups 2. discuss the reason for their concentration on a particular ethnic group | |
| 11 | REVISION | |
| 12-13 | EXAMINATION | |
| CLASS | S.S.S.2 | |
| SUBJECT | Music | |
| TERM | Third Term | |
| WEEK | TOPICS | Learning Objectives |
| 1 | THE | By the end of the lesson, students should be able to: 1. |
| 2 | AFRICAN MUSIC | By the end of the lesson, students should be able to: |
3 | INTERVAL(harmonic) | By the end of the lesson, students should be able to: 1. recognize harmonic intervals 2. write harmonic intervals when played to them 3. gives the given harmonic intervals |
| CADENCES | By the end of the lesson, students should be able to: 1. recognize the interrupted cadence when played 2. write the Roman figures associated with the interrupted cadences | |
| 4 | ANALYSIS OF NIGERIAN AND WESTERN DANCE | By the end of the lesson, students should be able to: 1. explain and demonstrate Nigerian dance style a. Choreography patterns b. Spatial pattern c. Costumes d. Music Western Dances a. Choreography patterns b. Spatial pattern c. Costumes d. Music |
| 5 | FORMS AND ANALYSIS | By the end of the lesson, students should be able to: 1. analyze the following music forms: Binary, Tatiary, Pondo, Variations, Sonata, and Sonatina etc. |
| 6 | MODULATION | By the end of the lesson, students should be able to: 1. review modulation and differentiate it from transition 2. explain types of modulation: diatoricipirot, chord, abrupt, implied etc. |
| 7 | MID TERM BREAK | |
| 8 | AURAL TEST | By the end of the lesson, students should be able to: 1. identify and play harmonic interval a. major intervals 2nd, 3rd, 6th b. perfect interval 4th, 5th and octave i. melody in simple and compound duple time ii. aural test on cadences such as plagal, interrupted perfect etc 2. Rhythmic dictation in monotone 3. identification of modulators when played 4. dominant, subdominant and relative minor 5. melodic writing in simple and compound duple time |
| 9 | PRACTICAL(Sight Reading of Musical Scores) | By the end of the lesson, students should be able to: 1. review practical: i. sight reading of musical scores ii. playing of choice instruments |
| 10 | MUSIC ANALYSIS | By the end of the lesson, students should be able to: 1. analyze set pieces |
| 11 | AURAL TRAINING | By the end of the lesson, students should be able to: 1. develop aural skills on -identification of modulation when played in: Dominant, subdominant and relative minor |
| 12-13 | REVISION AND EXAMINATION | |
The recommended textbooks for Music in SSS2 include;
