Singapore Primary 2 Music Syllabus

This syllabus outlines the key learning outcomes, musical processes, and pedagogical approaches for Primary 2 Music education in Singapore. It aims to cultivate a lifelong enjoyment and involvement in music by developing students' musical skills, knowledge, and appreciation of music in local and global cultures.

Curriculum Framework

The Primary 2 Music curriculum focuses on three core musical processes:

• Listening: Students actively listen to and respond to music from various cultures and genres, developing their aural perception and understanding of musical elements.
• Creating: Students explore and create musical ideas using their voices, body percussion, instruments, and sound materials. They learn to create rhythmic and melodic patterns and soundscapes.
• Performing: Students develop their vocal and instrumental skills through singing and playing instruments, both individually and collaboratively. They learn to perform with accuracy and expression.

These processes are interconnected and support the development of musical understanding. Students learn to apply musical elements and concepts within different musical contexts, making connections between music and their lives, communities, and cultural heritage.

Learning Outcomes

By the end of Primary 2, students should be able to:

• LO1: Listen and Respond to Music: Imitate rhythmic and melodic patterns, respond to musical elements and mood, describe sounds produced by voices and instruments, and describe how musical elements are used for different purposes.
• LO2: Create Music: Explore and create musical ideas, create rhythmic ostinato and melodic phrases, create soundscapes, and use graphic or standard notation to record musical ideas.
• LO3: Perform Music:
• Sing: Sing with accuracy and expression, sing simple two-part canons, and read simple scores in solfege.
• Play Instruments: Play rhythmic and melodic patterns on pitched and non-pitched instruments with accuracy and expression, play simple melodies and accompaniments, and perform using graphic or standard notation.

Making Connections

Students explore music from the Singapore culture, including the National Anthem and a variety of folksongs, community songs, and instrumental music. They also experience music from at least six different global cultures, two of which must be from Southeast Asia. Core and dynamic repertoire lists are provided to guide teachers in selecting appropriate music for classroom learning.

Musical Elements and Concepts

Students experience and apply the following musical elements and concepts through listening, creating, and performing:

• Tempo, Rhythm, and Beats: Beat/pulse, rhythm, tempo (fast/allegro, slow/largo, etc.), meters (2/4, 3/4, 4/4), note values (crotchet, quaver, minim, etc.), rhythmic ostinato.
• Pitch: High and low, melodic intervals (step, skip, leap), relative solfege (moveable do), melodic ostinato.
• Expression: Dynamics (loud/forte, soft/piano, etc.), crescendo, decrescendo.
• Form: Repetition, phrase, call and response, AB, ABA.
• Timbre/Tone Colours: Speaking voice, singing voice, male and female voices, sound production of pitched and unpitched instruments.
• Tonality and Harmony: Bourdon patterns on do and so.
• Texture: Single melodic line in unison, song with accompaniment.
• Notation: Graphic, stick, staff.

Pedagogical Approaches

Teachers employ various pedagogical approaches, including Orff and Kodaly methods, to create engaging and student-centered learning experiences. These approaches emphasize experiential learning, creative exploration, and the integration of music with other art forms like movement and storytelling.

Learning Materials

Textbooks such as "First Steps to Music" are commonly used to support the Primary 2 Music curriculum. These resources provide a structured approach to learning musical concepts and skills through songs, games, and activities.