Western Music

Syllabi
General Certificate of Education (Advanced Level)
Grades 12 & 13
(Implemented from 2017)

Department of Aesthetic Education

National Institute of Education
Maharagama
Sri Lanka
www.nie.lk
 Content

Page
1.0 Introduction i
2.0 National Goals ii
3.0 Basic Competencies iii-iv
4.0 Subject Aims v
5.0 National Aims/ Subject Aims vi
6.0 Subject content 1-13
7.0 Teaching Methodology 14
8.0 School Policies 15
9.0 Assessement and Evaluation 16
10.0 Review committee 17
 INTRODUCTION

The Western Music Syllabus is based on the recommendations made by the National Education Commission. This is the second stage of reforms.

Education is a continuous process of acquiring information, knowledge, skills, beliefs and attitudes that leads a person to self-realization and competence,
thus moulding the child to become a well-balanced citizen. The suitable competencies are included in the syllabus of Western Music, providing an
opportunity for the child to achieve these goals through competencies introduced at different levels in each grade.

Educating a child is the main responsibility of the community at large.

Music helps to develop emotional aspects of an individual. It helps in the physical and personal development and enriches his/her life. It is a discipline
which contributes to developing right attitudes and making a person a responsible member of the society meeting the, challenges of a fast changing
world.

The teaching learning process and the competency based assessments have been revised according to the new syllabus which will be implemented
from 2017.

i
 National Goals

The national system of education should assist individuals and groups to achieve the major national goals that are relevant to the individual and
society.
Over the years major education reports and documents in Sri Lanka have set goals that sought to meet individual and national needs. In the
light of the weaknesses manifest in contemporary education structures and processes, the National Education Commission has identified the
following set of goals to be achieved through education within the conceptual framework of sustainable human development. The National
Education Commission sees the realisation of these goals as its vision for the education system.

(i) Nation building and the establishment of a Sri Lankan identity through the promotion of national cohesion, national integrity, national
unity, harmony, and peace, and recognizing the cultural diversity in Sri Lanka’s plural society within a concept of respect for human
dignity.

(ii) Recognising and conserving the best elements of the nation’s heritage while responding to the challenges of a changing world.

(iii) Creating and supporting an environment imbued with the norms of social justice and a democratic way of life that promote respect
for human rights, awareness of duties and obligations, and a deep and abiding concern for one another.

(iv) Promoting the mental and physical well- being of individuals and a sustainable life style based on respect for human values.

(v) Developing creativity, initiative, critical thinking, responsibility, accountability and other positive elements of a well- integrated and
balanced personality.

(vi) developing human resources by educating for productive work that enhances the quality of life of the individual and the nation is
contributary to the economic development of Sri Lanka.

(vii) Preparing individuals to adapt to and manage change, and to develop capacity to cope with complex and unforeseen situations in a
rapidly changing world.

(viii) Fostering attitudes and skills that will contribute to securing an honorable place in the international community, based on justice,
equality and mutual respect.
(Extracted from : National Education Commission report, 2003)

i
 Basic Competencies

The following Basic Competencies developed through education will contribute to achieving the above National Goals.

(i) Competencies in Communication

Competencies in communication are based on four subsets: Literacy, Numeracy, Graphics and IT proficiency.

Literacy : Listen attentively, speak clearly, read for meaning, write accurately and lucidly and communicate ideas effectively.
Numeracy : Use numbers for things, space and time, count, calculate and measure systematically.
Graphics : Make sense of line and form, express and record details, instructions and ideas with line form and colour.
IT proficiency: Computeracy and the use of information and communication technologies (ICT) in learning, in the work environment
and in personal life.

(ii) Competencies relating to personality Development

- Generic skills such as creativity, divergent thinking, initiative, decision making, problem solving, critical and analytical thinking, team
work,
inter – personal relations, discovering and exploring ;
- Values such as integrity, tolerance and respect for human dignity;
- Emotional intelligence.

(iii) Competencies relating to the Environment

These competencies relate to the environment: social, biological and physical.

Social Environment : Awareness of the national heritage, sensitivity and skills linked to being members of a plural society, concern
for distributive justice, social relationships, personal conduct, general and legal conventions, rights, responsibilities, duties and obligations.

iii
 Biological Environment : Awareness, sensitivity and skills linked to the living world, people and the ecosystem, the trees, forests, seas,
water, air and life – plant, animal and human life.

Physical Environment : Awareness, sensitivity and skills linked to space, energy, fuels, matter, materials and their links with human
living, food, clothing, shelter, health, comfort, respiration, sleep, relaxation, rest, waste and excretion.

Included here are skills in using tools and technologies for learning, working and living.

(iv) Competencies relating to preparation for the World of Work

Employment related skills to maximizing their potential and to enhancing their capacity
to contribute to economic development.
to discover their vocational interests and aptitudes,
to choose a job that suits their abilities, and
to engage in a rewarding and sustainable livelihood.

(v) Competencies relating to Religion and Ethics

Assimilating and internalising values, so that individuals may function in a manner consistent with the ethical, moral and religious modes
of conduct in everyday living, selecting that which is most appropriate.

(vi) Competencies in Play and the Use of Leisure

Pleasure, Joy, emotions and such human experiences as expressed through aesthetics, literature, play, sports and athletics, leisure
pursuits and other creative modes of living.

(vii) Competencies relating to ‘ learning to learn’

Empowering individuals to learn independently and to be sensitive and successful in responding to and managing change through a
transformative process, in a rapidly changing, complex and interdependent world.

(Extracted from : National Education Commission report, 2003)

iv
 Aims and Objectives – Western Music

1. To develop a positive attitude towards world music while preserving our own cultural heritage.
2. To provide opportunities to appreciate a wide variety of musical experiences and musical styles, historically.
3. To appreciate, value and care for nature, thereby protect the environment.
4. To develop an ability to communicate effectively and build up good relationships with others.
5. To encourage performances with the use of a variety of musical instruments in a creative manner.
6. To facilitate towards personal and social development to establish a professional musician.
7. To promote the furtherance of educationally valuable music repertoire, for appreciation and critical thinking, thus achieving personal development,
self-confidence and the qualities needed to meet the challenges in a fast changing world.

v
 Relationship between National Goals and Objectives of the Subject - Western Music

Aims and objectives of Western Music National Goals

I II III IV V VI VII VIII

i. To develop a positive attitude towards world music preserving our own cultural heritage  

ii. To provide opportunities to appreciate a wide variety of musical experiences and musical styles  

iii. To appreciate value and care for nature thereby to protect the environment 

iv To develop an ability to communicate effectively and build up good relationship with others
 

v To encourage performances with the use of a variety of musical instruments in a creative manner 

vi To facilitate toward personal and social development


vii. To promote the furtherance of educationally valuable music, repertoire for appreciation and critical thinking,
thus achieving personal development, self confidence and the qualities needed to meet the challenges in a fast
 
changing world
 Western Music Syllabus - Grade 12

Competencies Competency Levels Subject Content Learning Outcomes Periods

1.0 Appreciates, values 1.1 Exhibits knowledge of Environmental Music

and reproduces Descriptive music based on the • Defines and describes 10
creatively sounds in the environment • Programme music suggested programme
environment The Four Seasons - music pieces
valdi
• William Tell Overture -
Rossini
• Pastoral Symphony -
Beethoven

1.2 Selects appropriate music Appreciation of Music • Reviews concerts and

• Factors affecting the recitals
appreciation of music • Selects appropriate music
for occasions

2.0 Exhibits values and 2.1 Reads, writes and performs Sri Lankan Music • Reads , writes, plays
respects the cultural oriental notation oriental notation 05
• Conversions of Oriental
heritage of Sri Lanka • Converts Western Nota
notation to Western and vice
tion to Oriental notation &
versa ( Simple melodies)
vice versa

3.0 Identifies the types and 3.1 Exhibits knowledge of the History of Music
styles and characteris- Composers of various periods • Great composers of the • scribes brief biographies 35
tics of the different following periods: of composers of different
periods on the history - Baroque periods
of music • Names and describes
- Classical
- Romantic specific compositions of
- Late Romantic(Impressionists) these composers

1
 Western Music Syllabus - Grade 12

Competencies Competency Levels Subject Content Learning Outcomes Periods

3.2 Exhibits the knowledge of the • Describes the compositions • Briefly describes and
types and styles, dance and identify them on identifies on hearing the
forms and the musical hearing listed types and styles and
instruments used during various the dance forms used during
periods various periods

4.1 Presents and instrumental • Performs classical and semi • Performs standard music
4.0 Performs music on 65
Performance classical pieces from different pieces on Recorder, Piano &
Recorder and piano
periods using proper Keyboard
using proper tech-
techniques on Recorder,
niques
Piano
• Sight reads short music • Sight reads simple music
pieces in simple and pieces in simple and com
compound time on Recorder pound time on Recorder and
and Piano piano
• Plays scales • Plays scales, arpeggios
For Piano and chromatic scales on
( 2 Octaves, Hands together) Piano
• Major Scales Identifies scales on listening
- C,G, D,A,E, & B
F, Bb , Eb, Ab & Db
• Minor Scales - Harmonic or
Melodic
- A,E,B,D,G, & C
• Arpeggios - on the above
mentioned keys
• Chromatic - Beginning on any
note
For Recorder
• Major Scales- C, D, E, F
• Minor Scales - A,D,E
2
 Western Music Syllabus - Grade 12

Competencies Competency Levels Subject Content Learning Outcomes Periods

Instruments
5.0 Exhibits awareness of 5.1 Exhibits awareness of the • Percussion, Strings and • Defines and describes all 20
the structure sound structure and category of various Wind instruments instruments and the pitch
production and tone instruments ranges
quality of musical • Identifies instruments on
instruments and voice seeing and listening
• Keyboard Instruments • Describes briefly all
• Electronic Instruments keyboard instruments
• Contributes science and
technology to music

6.0 Applies theoretical and 6.1 Transposition of a short melody • Transposes Melody from • Transposes a melody 109
practical knowledge of any scale a 2nd, 3rd, 4th or
the rudiments of music a 5th (above or below) or and
required inteteral (Major,
minor, Perfect, Diminished or
Augmented ) higher or lower
6.2 Transcription of a short passage • Rewrites a given passage of • Defines and describes different
from short score to open score or music in open and close musical scores and transcribes
vice-versa) scores with C clefs and music written in close score to
transposing instruments open score and vice versa

6.3 Writes, reads & perform different • Major, minor (Natural, • Describes and writes the
types of Scale sand Modes used harmonic & Melodic form) relevant scales with
in music Pentatonic, Arpeggio, key signature and
Wholetone, Harmonic without key signatures ( Using
chromatic scales in major and accidentals)
minor scales
Modes in Music (Aeolian
and Dorian)

3
 Western Music Syllabus - Grade 12

Competencies Competency Levels Subject Content Learning Outcomes Periods

Intervals • Describes, writes and

6.4 Exhibits awareness of intervals • All simple & compound preforms intervals
and their inversions intervals and microtones, • Briefly describes
tritones micortones, tritones
• Identifies Intervals-
• Identify Intervals on
Major, Minor & Perfect
listening

6.5 Arranges music as required Harmony

• Perfect, Imperfect, Plagal, • Writes and performs all
Interrupted, Mixed and cadences using the Tierce
Phrygian cadences di Picardie where
necessary
• Identifies cadences on
• Chord of the Dominant 7th with hearing
inversions and resolutions
• Uses Dominant 7th chords
in harmony

• Listens and identifies chords • Identifies Major, Minor,

Diminished & Augmented
triads played harmonically
or melodically
• Listens and sings the
notes of a major or a
minor triad after the key
note has been sounded

4
 Western Music Syllabus - Grade 12

Competencies Competency Levels Subject Content Learning Outcomes Periods

• Harmonizes music as • Adds a melody above a

required given bass or writes a
bass to a given melody
• Modulations to related keys • Uses modulations in harmony
and identifies key changes
• Use of unessential notes on seeing on a score or
listening
Modulations to relative
Major/Minor keys, and the
Dominant key
• iii Identifies and writes the
• Cadential 6/4 & passing 6/4 harmonic progressions as
required
Times and Rhythms • Describes, listens and
6.6. Exhibits the ability of using various • All Simple and compound
rhythms identifies various rhythms
Time signatures including using specified Time
irregular Time Signature signatures
- 7, 5, 7, & 5 • Claps or taps a given
8 8 4 4 rhythm patterns
• Identifies and makes use of
• Irregular note groups irregular note groups in
music
6.7 Analyses the structure of music Melody • Identifies the Motif, Phrase
• Motif, Phrase, Sentence & and Musical Sentences of
Movement any given score on seeing
Form and listening
• Sonata Form and fugue, Rondo • Identifies the form of any
Sonata, Minuet & Trio, Variation given score on seeing and
Form listening
5
 Western Music Syllabus - Grade 12

Competencies Competency Levels Subject Content Learning Outcomes Periods

6.8 Uses the terms and marks of Terms and signs

• Writes the English meaning
expression when performing • Italian terms and signs used in
of Italian/German terms and
music
signs
• Uses the terms and signs
appropriately when
performing
• Identifies simple
expression marks on
hearing
7.0 Interprets what is heard, 7.1 Creates rhythmic and melodic • Create Rhythmic patterns for • Writes rhythms on a 25
creates and reacts to patterns given words monotone for given words
music
• Writes rhythms on a mono
• Writes rhythms on listening
tone on listening to a melody
to a melody
(4 bars)
• Notates a simple melody
• Notates a simple melody
on listeing to it in the keys of
on listeing
C, G, and F Major
• After phrase to a given fore
• Adds an after phrase to
phrases ( 12 bars with one
given fore phrases
modulation to a related key)

6
 Western Music Syllabus - Grade 12

Competencies Competency Levels Subject Content Learning Outcomes Periods

8.0 Present satisfactory 8.1 Exibits awareness of different • .Defines and describes and 29
• Defines describes and
performances types of voices and techniques identifies voice ranges
identifies voice ranges
using vocal techniques used. Descant, Soprano, Alto,
Tenor, Bass,Contra Alto,
Mezzo Soprano and Baritone

8.2 Sight sings a melody • Sight sings from score

• Sight signs a melody of 8 bars
with words.

• Sings vocal exercises

• Performs Vocal exercises
8.3 Presents vocal performance

• Performs standard songs • Sings using proper

8.4. Presents a vocal performance with
including Musicals using technique
correct technique proper techniques with the
accompaniment

298
7
 Western Music Syllabus - Grade 13

Competencies Competency Levels Subject Content Learning Outcomes Periods

• Programme Music • Defines & Describes the

1.0 Appreciates values and 1.1 Exhibits knowledge of the 24
- 1812 Overture -Tchaikosvky suggested programme music
reproduces creatively composers and works of
sounds in the environment descriptive music - Erl King - Schubert pieces based on the
- Carnival of Animals - environment
Saint Saens

• Film Music
- Phantom of the Opera • Identifies themes in Film
- Titanic Music on listening
- Star Wars • Describes & identifies
- Pirates of the Caribbean Musical devices used to
create the scene
•
2.0 Exhibits ,values and 2.1 Describes Performs, speaks of • Sri Lankan Music Describes and identifies 25
respects the cultural Sri Lankan Dance Forms Dance Music on listening
other cultures appreciating them.
heritage of Sri Lanka. Bharatha Natyam
- Up Country.
- Low country
- Sabaragamuwa.

• Sri Lankan Music • Describes, identifies and

- Nurthi performs given Sri Lankan
Music
- Nadagam
- Light Songs
- Vannams

8
 Western Music Syllabus - Grade 13
Competencies Competency Levels Subject Content Learning Outcomes Periods

3.0 Identifiies the types • Describes the story of the 38

3.1 Exhibits knowledge of the musical • Magic Flute - Mozart
and styles and the Lohengrin - Wagner Opera and the musical
features of the following Opera
characteristic s of the features of them
different periods in the
history of music • Modern Period • Describes brief biographies
3.2 Exhibits knowledge of the of the composers
Composers
composers and their compositions. • Identifies their specified
20th Century Music
- Serialism compositions
- Minimalism • Describes & identifies the
- Dodecaphonic Scale features of the 20th entury
Popular Jazz Composers Music
& compositions • Names and identifies the
• Electronic music compositions by them
( Music technology) • Describes the specific
• Sri Lankans who have devices and instruments
composed Western Music used in Electronic music
compositions

4.0 Performs music on 4.1 Presents an instrumental

Recorder and Piano performance. • Performs classical and semi • Performs standard music 60
using proper classical pieces from different pieces on Recorder and
techniques. periods using proper
Piano
techniques on Recorder,
Piano and keyboard

• Sight reads short music • Sight reads simple music

4.2 Sight Reads the instrumental
pieces in simple and pieces in simple and
notation
compound time on Recorder compound time on
Piano and keyboard Recorder and Piano

9
 Western Music Syllabus - Grade 13

Competencies Competency Levels Subject Content Learning Outcomes Periods

• Play Scales • Plays Scales, Arpeggios

4.3 Plays scales on Piano and For Piano and Chromatic scales on
Recorder
Piano & Recorder
- 2 Octaves hands together)
Legato Major Scales - C,G,
• Identify scales on listening
D,A,E & B, F, Bb , Eb, Ab &
Db Minor Scales - Harmonic
or Melodic A,E,B,D,G, & C

• Arpeggios - On the above

mentioned keys
• Chromatic(Similar) beginning
on any note

For Recorder
(one octave legato)
- Major Scales- C, D, E, F
- Minor Scales - A,D,E
- Arpeggios on the above
mentioned keys (one octave)

Instruments 15
5.0 Exhibits awareness of • Mechanism of the Piano • Explains in detail the action of
5.1 Describes the Structure and
the structure sound functions of the Instruments (Upright and Grand) the Piano
production and quality of • Demonstrates the function
tone in musical of the pedals
instruments.
 Western Music Syllabus - Grade 13

Competencies Competency Levels Subject Content Learning Outcomes Periods

6.0.Applies theoretical and 6.1 Arranges music as required • Transposition more advanced • Transposes music 77
practical knowledge of exercises appropriately
the Rudiments of Music • Composing • Writes a melody to given
words
• Composing • Creates a melody to
• Ornaments given chords
• Adds ornaments in music

6.2 Harmonizes music as required • Harmony Alberti bass • Writes on accompaniment

Figured Bass using the Alberti Bass and
figured bass
•
• Alberti bass - Pedal point Harmonizes the music as
Close/open harmony - required
Harmonization of a melody in
4 parts.(S.A.T.B) -
Harmonization of a figured
bass (Modulations to related
key required) -

• Analyzes a piece of music - • Identifies the structure of

Questions based on the music
rudiments of music

6.3 Exhibits the identifications of • Melody

different forms in music
- Rondo Sonata • Analyses & identifies
the form of a piece of
Music

11
 Western Music Syllabus - Grade 13

Competencies Competency Levels Subject Content Learning Outcomes Periods

• Jazz • Idetifies & defines

6.4 Describes and identifies the
different techniques
types and styles of music
used in Jazz
• Song Form • Identifies features of
Popular song form

7.0 Interprets what is 7.1 Identifies & interprets what is • Write the melody of two 10
• Writes reads and reacts to
heard creates and heard , creates and reacts to music bars in simple time after it
music in simple &
reacts to music has been played 5 times.
compound time.
(C, G & F Majors)
(within the 1st five notes)
(semibreve to quaver only
including dotted notes
Time signature and the
starting note will be stated

12
 Western Music Syllabus - Grade 13

Competencies Competency Levels Subject Content Learning Outcomes Periods

8.0 Presents 8.1 Presents Vocal exercises and • Vocal exercises. • Sings vocal exercises
satisfactory sight sings 46
performance using • Sing Major scales
C, D, E, F – Girls • Sings scales
vocal techniques
A, Bb, Ab B - Boys

• To Sight Sing all the notes of • Sight sings from a Score

a melody

• Performs classical & semi

8.2 Presents vocal performance • Sings using proper
classical song
techniques
Songs from musicals

8.3 Distinguishes the different voices. • Sings in harmony

• Performs in a choir

295

13
 METHODOLOGY OF LEARNING TEACHING PROCESS
The aim of the learning teaching process is to encourage the students to explore what is being said/taught. Group activity is preferred to individual work.
This would prepare the student to meet the demands of the society.

To achieve the outcomes of the learning teaching process the following methods are suggested in introducing the lesson.

1. Brain storming

2. Discussions

3. Dialogues

4. Listening to music

5. Visual Aids

6. Drama

FOR EXPLORATION

1. Group discussions

2. Creative activities

3. Practical activities

4. Research

5. Activities making use of Audio visuals

6. Excursions

7. Concerts (Organizing & attending)

14
 SCHOOL POLICIES AND PROGRAMMES
The saying “Music for every child and every child for music” emphasizes the importance of this subject and does not limit it to the talented few. As
such the Western music syllabus is so drafted to cater to the needs of the talented, less talented, privileged, less privileged even to a just a passive
listener.

Encourage students to do group activities in the class room such as being a member of the school choir, band, orchestra, ensemble etc help to
mould the character of the individual to be a useful member of the society.

To achieve this some of the following items could be included into the school music programme depending on the resources available.
1. Competitions for choir, bands, instrumental (inter house, inter – school)
2. Ensembles
3. Solo performance
4. Band displays
5. Concerts
6. Dramas
7. Exhibitions
8. Societies
9. Projects
10. Excursions
11. Gaining knowledge though computers
12. Creativity
13. Debates
14. Criticism
15. Listening
16. Experimenting
17. Improvising
18. Singing

15
 Assessments and Evaluations
Assessments and Evaluation of the subject Western Music for Grade 12 could be done in the class room itself. Students should be evaluated according to the
criteria that should be relevant to improve on them by providing them with correct guidance.

Assessments and evaluation should be done while students are engaged in activities. They should be assessed while exploration is done in groups, and evaluated
while, what they have done is being presented and explained. They should be closely observed while activities are being done and their abilities, inabilities, strong
points weaknesses could be identified, thus providing them opportunities to reach the required level. This process is referred to as Assessment.

Evaluation should be done while the students give a self-explanation of what has been done expressing his/her own views and experiences. Results could be
communicated while this is in process. Communication would mean when teacher uses words such as “Good, Excellent, Satisfactory, Keep it up, Could be better
etc.

It is evident that the first evaluation could be done when smaller groups present their ideas to the whole class, when these ideas are corrected, improved or
developed by the whole class the second evaluation could be done.

Five criteria could be introduced to assess and evaluated at the end of every activity. The first three criteria should be on knowledge, attitude and skills and the
other two introduced for the social practices of day to day life.

Nine school based assessments should be done for the year (3 per term) Apart from these School Based Assessments the students could be evaluated at chosen
points, where the teacher should be prepared with necessary i tems for evaluation.

Obtaining a satisfactory achievement is done through a few levels of evaluation and a student should obtain at least 60 marks to reach a near
satisfactory level (61- 80)

16
 Review Committee

Advisor - Academic Affairs Board - National Institute of Education

Direction - Director, - Department of Aesthetic Education, National Institute of Education

Supervision - Maya Abeywickrama - Retired Deputy Director of Education Consultant Western Music
Coordination - Mareena Shiranthi De Soysa - Lecturer, National Institute of Education
Subject Committee - Maya Abeywickrama - Retired Deputy Director of Education ,Consultant Western Music

Priyani Fernando - Retired Teacher,Western Music

Ranjini Abeynaike - Retired Teacher,Western Music
Ushitha A. Samarakoon - Assistant Director of Education
Kanthi P. Perera - Assistant Director of Education
Deepal Wimalarathne - Teacher Western Music, Dharmaraja College, Kandy

Editing - Vajira Nanayakkara - Lecturer, Western Music, University of Visual & Performing Arts

Maya Abeywickrama - Retired Deputy Director of Education, Consultant Western Music

Chandra Amarasekara - Editer , National Institute of Education

Music Engraving & - L.B. Anton Dias - Visiting Lecturer, Western Music, University of Visual & Performing Arts
Layout

17