Zimbabwe Lower 6 Music Curriculum
This curriculum outlines the Musical Arts syllabus for Lower 6 (Form 5) in Zimbabwe, covering theoretical and practical aspects of music. It emphasizes a deeper understanding of music creativity and organization, placing musical arts within socio-economic, political, and cultural contexts.
Principles of Musical Arts:
- Exploration of creative and organizational principles, modes of representation, and sense and meaning within various musical traditions:
- Independent research report on a selected musical culture.
Music Literacy Practices:
- Melodic reading and writing:
- Reading melodies in ternary rhythms.
- Notating melodies in major and minor keys.
- Rhythm and Body Percussion:
- Articulating complex rhythms through clapping and body percussion.
- Modulating between different rhythmic ratios (e.g., 2 against 3).
- Performing 3, 4, and 5-part orchestration with rhythmic modulations.
- Harmony:
- Demonstrating overtones on a string and column of air.
- Interpreting pentatonic and blues scales.
- Identifying chromatic and compound intervals.
- Keyboard Harmony:
- Playing and naming 7th chords in C Ionian mode.
- Playing the cycle of 4ths/5ths and chord chains.
- Playing II V I progressions with different voicings.
- Applied Harmony and Improvisation:
- Identifying modal and pentatonic scales for improvisation.
- Improvising over selected chords.
Performance Practices:
- Documenting stylistic features of Zimbabwean music.
- Exploring performance practices (sacred, secular, contemporary events) within:
- Chinese musical traditions.
Performance Proficiency:
- Creating and performing an ensemble recital piece involving various performers.
- Writing a recital outline.
Interpretation of Zimbabwean Musical Arts:
- Outlining vocal techniques, styles, and dance movements characteristic of Zimbabwean indigenous arts.
- Analyzing the context, meaning, songs, instrumentation, and staging of traditional and contemporary Zimbabwean musical performances.
Multimedia Design in Music:
- Tracing the historical development of recording and storage equipment.
- Critically analyzing pre-recorded music (audio and video).
- Recording, editing, and producing live musical performances.
- Identifying and using audio and video editing software.
- Disseminating recorded musical works.
World Music Cultures:
- Studying the history, culture, genres, instrumentation, and styles of:
- South American and Caribbean
- Performing a musical artwork from each of the studied cultures.
Artistic Expression:
- Identifying and performing various music and dance styles from different cultures (Indonesian, South American, Chinese).
- Creating and demonstrating choreographed patterns.
- Extemporizing melodies over selected chords.
Innovation and Creativity:
- Identifying musical themes from everyday life experiences.
- Creating musical artworks based on chosen themes.
- Constructing hybrid musical instruments.
- Utilizing sounds from different musical genres to create new musical artworks.
Protest Music and Conflict Management:
- Identifying and classifying Zimbabwean protest songs.
- Analyzing the role of music in the Chimurenga war and conflict management.
Music Criticism:
- Demonstrating an understanding of multiple perspectives on musical artworks (artists, media, audience, scholars, professionals, politicians).
- Creating a body of knowledge encompassing these perspectives.
Musical Enterprise Skills:
- Describing the process of intuitive music creation.
- Managing time and resources in music production.
- Identifying and pursuing musical business opportunities.
Intellectual Property Rights (IPR) for Indigenous Musical Arts:
- Outlining the impact of IPR on indigenous musical arts.
- Producing an IPR model for indigenous musical arts.
- Comparing and contrasting Zimbabwean musical rights with existing copyright laws.
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