Ordinary level music curriculum (compulsory non examinable)
REPUBLIC OF RWANDA
P.O Box 3817 KIGALI
www.reb.rw
MINISTRY OF EDUCATION
ORDINARY LEVEL MUSIC CURRICULUM
Kigali, January 2014
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Ordinary level music curriculum (compulsory non examinable)
Published by:
Rwanda Education Board (REB), Curriculum and Pedagogical Material Department (CPMD)
© Rwanda Education Board
All rights reserved
No part of this curriculum may be reproduced without the prior permission of Rwanda Education Board (REB)
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Ordinary level music curriculum (compulsory non examinable)
FOREWORD
According to Gerald Ford, former President of United States of America, Music education opens doors
that help children pass from school into the world around them–a world of work, culture, intellectual
activity, and human involvement. The future of our nation depends on providing our children with a
complete education that includes music.
The benefits of a strong foundation in music education are well- known, both anecdotally as well as
being confirmed by research. Music has a power of forming the character and should therefore be
introduced into the education of the young, said Aristotle. Great music education is a partnership
between classroom teachers, students, professional performers and a host of other organizations,
including those from the arts, charity and voluntary sectors. For this reason the creation of a Music
Curriculum for Ordinary level is necessary to help us to bring together all of this expertise in a focused
way for the benefit of children and young people across the country.
Today Rwanda Education Board (REB) recognizes the importance of Music in a qualitative
education: it can portray any mood, and it takes a special, interested person in order to make it good. So,
this Music Curriculum for Ordinary level is concerned with goals and content of learning process in
order to help teachers and students to discover the important of learning music in class. Music is about
communication, creativity, and cooperation, and, by studying music in school; students have the
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Ordinary level music curriculum (compulsory non examinable)
opportunity to build on these skills, enrich their lives, and experience the world from a new
perspective.
With this Music curriculum, students will experience a combination of classroom teaching, instrumental
and vocal tuition, opportunities to play in ensembles and the chance to learn from professional
musicians.
Dr John RUTAYISIRE
Director General of REB (Rwanda Education Board)
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Ordinary level music curriculum (compulsory non examinable)
List of participants in elaboration of this Curriculum
The following were involved in the development of this curriculum:
I. Coordinator:
Dr. Joyce MUSABE, Head of Curriculum and Pedagogical Material Department,
II. Supervisor:
RUTAKAMIZE Joseph, Director Science Unit
III. Curriculum Specialists :
- NDAGIJIMANA NYANDWI Gérard, Music Curriculum Specialist,
- NYIRANDAGIJIMANA Anathalie, In charge of Pedagogical Norms
IV. Teachers:
-
Rvd. Brother BURASA Maurice: Head teacher at Académie De La Salle Byumba
RUGANGO Robert: G.S Nyagatare
HAKUZIMANA Félicien: G.S Kageyo
NSENGIYAREMYE Faustin: Petit Séminaire Saint Pie X Nyundo
V. Textbook approval committee (TAC):
- Dr. MUSABE Joyce, Member and Chairperson
- Mr. GASANA Janvier, Member
- Mr. NTAGANZWA Damien, Member
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Ordinary level music curriculum (compulsory non examinable)
-
Mr. RWAMBONERA Francois, Member
Mr. NTABAJYANA Sylvestre, Non Permanent Member
Mr. NSHIMIYIMANA Alexis, Member and Secretary
Mr. NDAGIJIMANA NYANDWI Gérard, Non Permanent Member
VI. Desktop Publisher
Mr. NTAMBARA Jean, CPMD
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Ordinary level music curriculum (compulsory non examinable)
TABLE OF CONTENTS
Foreword
.................................................................................................................................................. III
List of participants in elaboration of this Curriculum ............................................................................................V
I. Introduction
......................................................................................................................................................1
II. General objectives of the level .............................................................................................................................2
III. Skills to be improved...........................................................................................................................................3
IV. Methodological notes .........................................................................................................................................3
V.Assessment approach ............................................................................................................................................5
VI.Important factors .................................................................................................................................................6
VII. Curriculum development ..................................................................................................................... 7
SENIOR ONE
............................................................................................................................................................…7
CHAPTER I: BASIC CONCEPTS OF MUSIC ........................................................................................................................8
CHAPTER II: MUSICAL NOTES AND THEIR PHENOMENA.......................................................................................... ….9
CHAPTER III: TIME SIGNATURES ................................................................................................................................... ..10
CHAPTER IV: INTERVALS ................................................................................................................................................ …11
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Ordinary level music curriculum (compulsory non examinable)
LAYOUT OF TIME ALLOCATION FOR SENIOR ONE..................................................................................................... 12
SENIOR TWO
............................................................................................................................................................13
CHAPTER I: F CLEF.......................................................................................................................................................... 14
CHAPTER II: COMPOUND TIME SIGNATURES............................................................................................................. 15
CHAPTER III: ALTERATION SIGNS ................................................................................................................................. 17
LAYOUT OF TIME ALLOCATION FOR SENIOR TWO .................................................................................................... 19
SENIOR THREE. ...........................................................................................................................................................20
CHAPTER I: COMPLEX TIME SIGNATURES .................................................................................................................. 21
CHAPTER II: MUSICAL SCALES ...................................................................................................................................... 22
CHAPTER III: THE CHORDS ............................................................................................................................................ 24
LAYOUT OF TIME ALLOCATION FOR SENIOR THREE ................................................................................................ 26
REFERENCES BOOK.......................................................................................................................................................... 27
APPENDICES
............................................................................................................................................................... 28
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Ordinary level music curriculum (compulsory non examinable)
1. INTRODUCTION
Art and music are basic human functions. Humankind and art cannot function without one another. We have the
burning desire to create, whatever it may be and however tiny or grand. The interaction with sound is unavoidable,
either to make it or take pleasure in it. People have always found music significant in their lives, whether for
enjoyment in listening, the emotional response, performing, or creating. This is no different for classical music or
contemporary concert music. Both art and music have immense worth for our society; however, the problem we all
know in this field is that this music is little known and hence underappreciated. As a musician and artist it is my
responsibility that others can learn to enjoy the art for which I have utter passion.
Music is one of the pillars that constitute the cultural heritage values of Rwanda through which its culture and
behaviour are manifested. Music has been for a long time a source of friendliness among people who are
brought together through music in different circumstances.
Today in our schools, the music subject plays a great role in helping a learner to acquire and develop the
cultural values contained in it. Indeed, music keeps people in a joyful mood, and leads them to strengthen their
personalities. Music is a valuable art: apart from pleasing the ear, it arouses imagination, and helps to express
feelings and control passions.
Thus, through this Music curriculum for Ordinary Level, we hope that this subject will instill in the learner a
spirit of enthusiasm which will motivate him to choose and follow the Music-Literature and Drama
combination (MLD) in Advanced Level once established.
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Ordinary level music curriculum (compulsory non examinable)
2. GENERAL ORIENTATION
Music activities play important roles in bringing up a learner with physical and mental perfection, imaginative and
creative, critically thinking with good morals and well guided behaviour for a resourceful citizen.
This curriculum is intended to enable pupils to learn fundamental principles of music and music making. Due to
acculturations as assimilations, pupils ought to learn their traditional as well as the foreign cultures, so as to let
them have access to the world of music.
In addition to the remarkable increases that learners have enjoyed early exposure to music has also
been seen to affect and improve memory skills, retention and reasoning as well as commensurate
advances in math skills, memory, literacy and in general overall intelligence (often measured by IQ or
the Intelligence Quotient) and those who simply disagree, arguing vehemently that music and art are
“extracurricular” and consequently not as fundamentally necessary to education or to the well- being of
children in general.
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Ordinary level music curriculum (compulsory non examinable)
3. GENERAL OBJECTIVES BY THE END OF THE LEVEL
At the end of the Ordinary Level, the learner should be able to:







Perform a piece of music in major and minor scale;
Discover the melody and recognize the corresponding rhythm and beat time;
Perform a time reading the score and respecting signs and nuances used;
Identify and perform the rhythm of Rwanda traditional songs;
Convey the message through songs;
Decode the message embodied in a certain song;
Perform a song with accompaniment of instruments.
4. METHODOLOGICAL PPROACH
Music is a subject that requires the integration of theory and practice, the former being proved by the latter.
Therefore, it is necessary to provide learners with many practical exercises and the teacher should always start by
assessing the learner, to make sure that he/she is able to put into practice what he/she previously learnt.
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Ordinary level music curriculum (compulsory non examinable)
5. ASSESSMENT APPROACH
 Formative assessment
Formative assessment is an assessment in which information is gathered for instruction purposes.
Usually the assessment is based on a relatively small body of information. Teacher might ask
questions, use observation or give a written test. Responses tell the teacher whether learners are ready
to move on or whether learners need more instruction. A teacher might conduct formative assessments by
asking open-ended questions and watching to see who responds and who does not. She/he might direct
questions at individual learners but ask for opinions or rephrasing. To illustrate this argument, Edward (2011)
notes that the teacher could also ask a question and, on receiving no response, re-phrases the question as if the
difficulty had been in the original phrasing. In this curriculum, the formative assessment is characterized by:
 Oral assessment
This assessment will focus on how songs are performed:
- The way the learner performs, requires complying with the rhythm, melody, nuance and movement.
- Accuracy
The oral assessment will be done progressively as the learner progresses in learning.
 Written assessment
This assessment will focus on two activities:
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Ordinary level music curriculum (compulsory non examinable)
- Place the musical symbols on the staff;
- Explain the musical symbols on the staff
- Explain different theoretical concepts related to music.
 Summative assessment
A summative assessment is intended specifically for the purpose of assigning a grade. The teacher does not plan to
re-teach the topic based on the assessment results but instead considers the instruction for the particular topic to be
complete; students are assessed for their mastery of the material, and the class will move on to the next topic.
Edward and Al (2011) in School: An Introduction to Education.
Thus, at the end of the Ordinary Level, we evaluate:
- The overall quality in the execution of a familiar song
- The execution of a melody in different major and minor tonalities.
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Ordinary level music curriculum (compulsory non examinable)
6. IMPORTANT FACTORS
For the success of this curriculum, the school should have the following equipment and materials:
 Tuning fork (diapason)
 Keyboard Instruments
 Wind instruments: flute, harmonica.
 Percussion Instruments: drum.
 Audio-visual recordings
 Books of songs in different languages
 Collections of Rwanda traditional songs
 Music dictionary
 Teacher's guide
 Learner manuals
Note: Some of these materials can be purchased in shops, others can be made locally.
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Ordinary level music curriculum (compulsory non examinable)
7. CURRICULUM DEVELOPMENT
SENIOR ONE
At the end of senior one, a learner should be able to:
- Explain the main music concepts;
- Identify and perform notes of the scale on and out of the stave in treble clef;
- Read and sing the notes in treble clef;
- Show the rhythm by beating simple time signature.
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Ordinary level music curriculum (compulsory non examinable)
CHAPTER I: BASIC CONCEPTS OF MUSIC
Objective: At the end of the chapter, a learner should be able to explain the basic concepts of music.
Specific objectives
The learner should be able to:
- Define music.
Contents
1. Definition of
music
-
- Name and distinguish different
symbols used in music.
2. Staff/stave
-
2.1. Ledger lines
2.2. Clef
2.3. Notes
2.4. Measure/bar
8
-
Teaching-learning activities
A learner sings a certain song of his
choice
Learner expresses his/her emotions
From learners‟ emotions, the teacher helps
them to define the word “music”.\
Learner discovers musical notation based
on images shown by the teacher.
Learner points out different symbols used
in musical notation.
The teacher asks the learner what he
knows about discovered symbols.
Learner says what he knows about
discovered symbols.
As exercises, learners draw staves and put
clefs and notes and the teacher helps them
to do correction.
Ordinary level music curriculum (compulsory non examinable)
CHAPTER II: MUSICAL NOTES AND THEIR PHENOMENA
Objective: At the end of the chapter, a learner should be able to distinguish musical symbols.
Specific objectives
Contents
Teaching-learning activities
The learner should be
able to:
- Draw and name
musical notes.
- Distinguish notes
according to their
values and duration.
1. Musical notes
1.1 Names of musical
notes
1.2 Symbols of musical
note
1.3 Values/duration of
musical notes
- A teacher invites a learner to draw on the chalkboad
the note symbols;
- Learners reproduce the same note symbols;
- The learners do exercises on the value of musical
notes;
- Place and locate
n o t e s on the
staff and ledger
lines.
2. G clef/treble clef
2.1 Notes of the scale
on the staff/stave
2.2 Notes of the scale
on ledger lines
- The learners name and locate notes on the staff
/stave and ledger lines;
- Define the term
musical scale
- Place and perform
notes in C scale.
3. C scale
3.1 Succession of notes in
C scale.
3.2 Place of tones and semi
tones.
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

- The learners place the notes in the C scale;
- The learners do exercises on the succession of the
notes on the C scale.
Ordinary level music curriculum (compulsory non examinable)
CHAPTER III: TIME SIGNATURES
Objective: At the end of the chapter, the learner should be able to beat simple time signatures.
Specific objectives
Contents
Teaching-learning activities
The learner should be able
to:
- Explain simple time
signatures;
- Distinguish different
types of simple time
signatures.
- Write a piece of music
using simple time
signatures.
Simple time signatures
- A teacher invites a learner to write on
the blackboard different
mathematical fractions with the same
denominator;
- The teacher invites the learner to
draw a staff and put notes on G clef;
- The teacher shows to learners the
relationship between mathematical
and musical fractions;
- The teacher gives the definition of
simple time signatures;
- The teacher shows to the learners
how to beat simple time signatures.
- Imitating the teacher, the learners
beat simple time signatures.
- The learners sol-fa pieces of music
with simple time signatures.
1. Definition
2. Measure bars /double bars
2
3. Two time signature ( 4 )
3
4. Three time signature ( 4 )
4
5. Four time signature ( 4 )
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Ordinary level music curriculum (compulsory non examinable)
CHAPTER IV: INTERVALS
Objective: At the end of the chapter, the learner should be able to perform effectively different intervals.
Specific objectives
The learner should be able to:
- Define the word interval
- Name intervals ;
- Sing notes in different
intervals.
Contents
1. Definition.
2. Names of intervals.
3. Classification of intervals.
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Teaching-learning activities
- Learners do research on the internet.
- The learners give the definition of
intervals.
- The teacher gives to the learners
pieces of music.
- The learners discover different
types of intervals by calculating
the number of notes between the
first and the last.
- The learners do exercises on
ascending
and
descending
intervals.
Ordinary level music curriculum (compulsory non examinable)
LAYOUT OF TIME ALLOCATION FOR SENIOR ONE
Term II
Term III
Weeks
Chapter
Number
of periods
Weeks Chapter
Number
Weeks
of periods
Chapter
Number
of periods
1-4
Basic concepts
of music
Musical notes
and their
phenomena
Revision and
exams
4
1-4
4
1-3
Intervals
4
6
5-10
4
4-7
Exercises of
sol-fa
4
2
11-12 Revision
2
and exams
8-10
Revision and
exams
2
5-10
11-12
Times
signatures
Exercises
of sol-fa
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Ordinary level music curriculum (compulsory non examinable)
SENIOR TWO
At the end of senior two, a learner should be able to:
- Read and sing the notes in F clef;
- Show the rhythm by beating compound time signatures;
- Distinguish major scales from minor ones;
- Perform a piece of music respecting repetition and articulation signs;
- Express feelings through different tonalities.
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Ordinary level music curriculum (compulsory non examinable)
CHAPTER I: F CLEF
Objective: At the end of the chapter, the learner should be able to read and sing the notes in F clef.
Specific objectives
Contents
Teaching-learning activities
The learner should be able to:
- Draw and put the F clef on the
staff.
- Establish the relationship between
G clef and F clef.
- Place and sing the notes in F clef.
F clef
- The teacher invites a learner to
- draw a musical staff with G clef, put on the notes
and read them loudly;
- The teacher invites another learner to draw
another musical
- staff below the first;
- From the first musical staff, the teacher asks the
learner to write
- notes descending from the note C
- until the second staff;
- The teacher draws the F clef on the same staff;
- The learners reproduce the
- teacher’s drawing;
- The learners write and name notes on musical
staves in F clef;
- The learners do sol-fa exercises
in F clef and the teacher helps them to perform.
1. The notes
in F clef.
2. Difference
between G clef
and F clef.
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Ordinary level music curriculum (compulsory non examinable)
CHAPTER II: COMPOUND TIME SIGNATURES
Objective: At the end of the chapter, the learner should be able to beat the rhythm of a piece of music with
compound time signatures.
Specific objectives
Contents
Teaching-learning activities
The learner should be able to:
- Explain dotted notes and quavers
1. Dotted notes and quavers.
- The teacher shows to learners a
chart of pieces of music with
dotted notes and quavers.
- The learners differentiate dotted
notes and quavers from other
types of notes.
- Explain compound time
signatures and time unit.
- Place compound time signatures
and notes on the staff.
- Distinguish the three types of
compound time signatures by
beating them.
- Establish the relationship
between simple time signatures
and compound time signatures.
2. Compound time signatures
2.1. Definition
2.2.
6
Six time signature ( 8 )
9
2.3. Nine time signature ( 8 )
15
- The learners discover the time
unit in different measures.
- The learners differentiate simple
time signatures from compound
time signatures.
- The learners do exercises on
beating compound time
signatures
Ordinary level music curriculum (compulsory non examinable)
2.4. Twelve time signature ( 12
8 )
2.5. The relationship between
simple time signatures and
compound time signatures.
2.5.1. Time unit and measure
unit.
2.5.2. Si m p l e time signatures
and time unit.
2.5.3. C o m p o u n d time
signatures and time unit.
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Ordinary level music curriculum (compulsory non examinable)
CHAPTER III: ALTERATION SIGNS
Objective: At the end of the chapter, the learner should be able to perform a piece of music with alteration
signs.
Specific objectives
The learner should be able
to:
- Define tones and semitones;
- Show tones and semi-tones
on the keyboard;
- Define the alterations:
sharp, flat and natural;
- Find out different signs of
alteration used in a piece
of music;
- Explain the importance of
alterations.
Contents
1. Tones and semi-tones
2. Signs of alteration
2.1. Ascending and descending
signs. (Sharp: ♯and flat : ♭)
2.2. Succession of sharps and flats
on the key signatures
2.3. Accidental signs
2.4. Natural sign
Teaching-learning activities
- Learners make a wooden
keyboard or draw one on a sheet
of paper, etc;
- The teacher shows the degree of
notes on the music scale;
- The learners discover tones and
semitones;
- The teacher shows to the learners
the succession of sharps and flats
on the key signatures;
- The learners do exercises on the
succession of sharps and flats on
the key signatures;
- The teacher plays a piece of music
in which there are accidentals
(sharp, flat and natural).
Ordinary level music curriculum (compulsory non examinable)
3. Enharmonic notes
- Define an altered note;
- Define enharmonic notes;
- Show and name the
enharmonic notes on the
keyboard.
- The teacher draws a staff/stave
with altered notes and sings them;
- The learners discover ascending
and descending alterations by
repeating;
- The teacher names the
enharmonic notes on the
keyboard;
- The learners do exercise and the
teacher helps them to do
correction.
Ordinary level music curriculum (compulsory non examinable)
LAYOUT OF TIME ALLOCATION FOR SENIOR TWO
Term I
Weeks
Chapter
1-6
F-clef
7-10
11-12
Term II
Number
of periods
6
Weeks
Chapter
1-4
Compound
time
signatures
Exercises
of sol-fa
4
5-8
Revision
and exams
2
9-10
Term III
Number
of periods
4
Weeks
Chapter
1-3
Alterations
signs
Exercises
of sol-fa
4
4-8
Exercises
of sol-fa
5
Revision
and exams
2
9-10
Revision
and exams
2
19
Number
of periods
3
Ordinary level music curriculum (compulsory non examinable)
SENIOR THREE
At the end of senior three, a learner should be able to:
- Show the rhythm by beating complex time signatures;
- Perform a piece of music with alteration signs;
- Perform major and minor chords and sing in group;
- Compose and sing pieces of music in different scales.
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Ordinary level music curriculum (compulsory non examinable)
CHAPTER I: COMPLEX TIME SIGNATURES
Objective: At the end of the chapter, the learner should be able to sing and beat the rhythm of a song with
complex time signatures.
Specific objectives
Contents
Teaching-learning activities
The learner will be able to:
1. Rwandan rhythms
- The teacher makes learners listen
- Identify Rwandan rhythms
to Rwanda traditional songs
2. Complex time
- Perform Rwanda traditional
- Learners perform the same Rwandan
signatures
songs
songs.
- Place note and rest symbols on
- The learners identify Rwandan rhythms
3 time signature
the staff/stave respecting
from listened songs.
8
complex time signatures
- The teacher explains the time unit of
- Explain the numbers of the
complex time signatures using different
7 time signature
fractions indicating complex
pieces of music.
8
time signatures
- The learners discover the difference
- Establish relationship between
between different complex time
simple, compound and complex 9 time signature
signatures.
8
time signatures
- The learners discover the relationship
between simple, compound and
- Perform pieces of music with
10 time signature
complex time signatures.
complex time signatures
8
- The learner conducts a group of
colleagues singing Rwandan songs with
complex time signatures.
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Ordinary level music curriculum (compulsory non examinable)
CHAPTER II: MUSICAL SCALES
Objective: At the end of the chapter, the learner should be able to express feelings through different tonalities.
Specific objectives
The learner should be able to:
- Define diatonic and chromatic
scales;
- Define major and minor scales;
- Establish the relationship
between the major scale and its
relative minor;
- Place sharps and flats on the
staff according to their
succession;
- Make the major scales and
their relative minors;
- Use the tetrachord technique for
making scales;
- Discover the scale from the key
signature
Contents
1. Different musical scales
1.1 Diatonic scale
1.2 Chromatic scale
1.3 Enharmonic scale
Teaching-learning activities
- The learner sol-fas the notes in the
ascending and descending C scale.
- The teacher explains diatonic and
chromatic scales and enharmonic scale.
- The teacher shows the succession of the
notes in C scale insisting on the 6th one
(A).
2. Major and Minor
scale
2.1 Formation of major
scale
2.2 Formation of minor
scale
2.3 Alterations at the key
signatures and their
position order.
- The learner descends from A to A.
- The learner discovers the difference
between the scale from C to C and A to A.
- The teacher explains the minor scale from
its relative major.
- The teacher helps the learner to
discover the major diatonic scales form the
succession of sharps at the key signatures.
- The learner does exercises on discovering
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Ordinary level music curriculum (compulsory non examinable)
major diatonic scales according to the
succession of sharps at the key signatures
- Perform songs in different keys
3. Transposition
- The learners perform major scales
discovered
- The learners perform major scales with
flats at the key signatures
- From the major scale, the learner discovers
its relative minor;
- From the minor scale, the learner
discovers its major relative;
- The learner discovers the tonality of the
song from its key signatures;
- The learners practices the scales on the
keyboard;
- The teacher helps the learners to
sing short songs in different scales.
and tonalities.
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Ordinary level music curriculum (compulsory non examinable)
CHAPTER III: THE CHORDS
Objective
At the end of the chapter, the learner should be able to play the major and minor chords.
Specific objectives
The learner should be able to:
- Define the chord, the perfect
major and minor chords;
- Define the consonance and
dissonance;
- Compose the chords;
- Play the various chords on
musical instruments;
- Perform a song in different voices.
Contents
1. The triads
2. The perfect major and minor
chords
3. Harmony and rhythm
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Teaching-learning activities
- The teacher explains how the
chords are composed;
- The teacher shows the learners the
different chords;
- The learner sings the notes;
- The learner repeats that song while
the teacher plays the chords
indicated over the staff;
- The teacher gives a piece of music:
the learner finds the
- melody and the chords;
- The learner sings the song and
plays the chords on the keyboard;
- The learner composes the triad in C
scale;
- The teacher explains while
- demonstrating major and minor
chords in different tonalities;
Ordinary level music curriculum (compulsory non examinable)
- The teacher shows learners how to
compose major and minor chords;
- The learners sing the C scale
harmony accompanied by a
keyboard;
- The teacher corrects errors of
harmony and rhythm made by the
learners;
- The learner performs songs given
by the teacher.
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Ordinary level music curriculum (compulsory non examinable)
LAYOUT OF TIME ALLOCATION FOR SENIOR THREE
Term I
Weeks
Chapter
1-6
Complex
time
signatures
7-10
11-12
Term II
Number
of
periods
6
Weeks
Chapter
1-4
Musical
scales
Exercises
of sol-fa
4
5-8
Revision
and
exams
2
9-10
Term III
Number
of
periods
4
Weeks
Chapter
1-3
The
chords
Exercises
of sol-fa
4
4-8
Exercises
of sol-fa
5
Revision
and
exams
2
9-10
Revision
and
exams
2
26
Number
of
periods
3
Ordinary level music curriculum (compulsory non examinable)
8. REFERENCE BOOKS
1. Edward, School: An Introduction to Education, Second Edition, Belmont, Wadsworth, 2011
2. Urugaga rwa Mutagatifu Pawulo, Imfashanyigisho ya Muzika, Icapwa rya mbere, Butare,
Nyakibanda, 2011
3. Guide GISSEROT, Le livre des chansons françaises, Editions Gisserot, Luçon, France, 1992.
4. Cercle Saint Paul, Manuel de musique, Butare, Nyakibanda, 1992
5. Georges LIÉBERT, Ni empereur ni roi : chef d’orchestre, Editions Gallimard, Paris, 1990.
6. Minisiteri y’Amashuri Abanza n’Ayisumbuye, Rubyiruko turirimbe I, Imprisco, Kigali, 1983.
7. Edgar WILLEMS, Les bases psychologiques de l’éducation musicale, Editions «PROMUSICA»,
Suisse, 1971.
8. Eunice BOARDMAN & Beth LANDIS, Exploring music 1& 6: Teacher’s reference book,
New York, 1971.
9. Maurice CHEVAIS, Solfège scolaire, Nouvelle Edition, Imprimerie Georges Lang, Paris, 1966.
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Ordinary level music curriculum (compulsory non examinable)
9. APPENDICES
9.1. Weekly Time Allocation for Ordinary Level
Subjects for Ordinary/TC Level
Number of Hours
S1
S2
S3
English
5
5
5
Kinyarwanda
4
4
4
Mathematics
6
6
6
Science: Physics, Chemistry, Biology $
9
9
9
Computer Science
2
2
2
History
2
2
2
Geography
2
2
2
Entrepreneurship
2
2
2
Compulsory non examinable
28
Ordinary level music curriculum (compulsory non examinable)
Political education
1
1
1
Creative performance (Music, Drama and Fine
arts)
1
1
1
SUB TOTAL
34
34
34
French
1
1
1
Swahili
1
1
1
Agriculture
1
1
1
Electives non examinable: Schools can choose 1
Co-Curricula activities : Students can choose 1 hour of
one of the below activities
Sport, cultural activities, clubs, Religious Studies
1
1
1
TOTAL
36
36
36
$: 3 hours for each subject
29
Ordinary level music curriculum (compulsory non examinable)
9.2. Leavers Profile for Ordinary Level
Upon completion of ordinary level education the student should have acquired basic knowledge, skills and attitudes
which will enable him/her to:
1. Understand proficiently ideas in different written and oral English and Kinyarwanda texts;
2. Express him/herself by writing and talking in English and Kinyarwanda;
3. Posses basic knowledge of Mathematics, Science and Technology and use that knowledge in solving problems
in his/her daily life;
4. Reason scientifically and logically;
5. Reason objectively and realistically;
6. Show appropriate civic, moral, religious, aesthetic values and skills in Physical education and Sports;
7. Develop a sense of research, curiosity and creativity;
8. Show good habit of hygiene on his/her body, home , maintaining and protecting his/her environment;
9. Show good habits that protect his /her health and others’ health especially against HIV/ AIDS and other
diseases;
10. Develop him/her self and contribute to the development of his/her country, creating and managing small/
micro income generating projects adapted to local realities;
11. Strive for the culture of tolerance, peace, unity and reconciliation of Rwandese;
12. Acquire general knowledge which enables him/her understand and fit in the international community;
13. Solve problems in his/her daily life helped by the knowledge, skills and attitudes acquired from different
subjects;
30
Ordinary level music curriculum (compulsory non examinable)
14. Acquire basic knowledge that enables him/her to choose and access higher studies in advanced level of
secondary education, technical and professional schools.
31
Ordinary level music curriculum (compulsory non examinable)
9.3. Glossary of musical terminology
Symbol/Note
British name
American name
Stave
Staff
Treble clef
G-clef
Bar
Measure
Maxima
Octuple whole note
Longa
Quadruple whole note
Breve
Double whole note
Semibreve
Whole note
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Ordinary level music curriculum (compulsory non examinable)
Minim
Half note
Crotchet
Quarter note
Quaver
Eighth note
Semiquaver
Sixteenth note
Demisemiquaver
Thirty-second note
Hemidemisemiquaver
Sixty-fourth note
Semihemidemisemiquaver
Hundred twenty-eighth note
Demisemihemidemisemiquaver
Two hundred fifty-sixth note
33