The High School Music Program is designed as a developmental and sequential approach to music instruction within a six-year program (Foundation - Years 1 & 2; Advancement - Years 3 & 4; Specialization - Years 5 & 6). Each module represents a minimum of 12-15 weeks of classroom instruction per semester. Each modular credit is equivalent to 50 minutes of the class time. The curriculum is purposely flexible in order to meet the needs of students within a variety of facilities and school timetable structures. Some of the modules are self-contained and may be used independently with other modules. Some modules are taught concurrently with other modules, while others are taught in spiral sequence.
The music curriculum at NUS High School is designed with the knowledge that
1. the individual students will not necessarily be practitioners of the arts, few may choose it as a career,
2. still more may pursue it as an avocation, and
3. most of the students will be the mass audience for the culture of their times.
Students aiming to choose Music as a 4th major may do so by completing a total of 22 Core modular credits. These Core Modules offer students a broad-touch based exposure and a general overview of the subject so as to increase the students’ general musical knowledge, the depth of understanding and appreciation of the subject matter. These modules lay a strong foundation and the fundamental concepts and principles of the subject. Module grades are counted toward the CAP.
(NOTE: Certain modules may be accelerated if student background indicates a prior grasp of content and thus strongly advice to sit for the diagnostic test so as to be exempted and at the same time credits earned toward fulfilling of the requirement.)
Enrichment Modules offer students across the 6 years (ageless) who are interested to learn a new instrument in the performing area of the music study. Students will learn first in a group setting and by end of the module, choose to continue to study on a one-to-one private lesson with an external teacher (no modular credit for private lessons) if they are interested to sit for the practical examinations such as ABRSM or TRINITY. These modules are not graded. (Students with advanced instrumental skills may approach the Head of Music for advice.)
Expected Requirements
Applied Instrument:
Students majoring in Music must try to attain a standard of the Associated Board of Royal School of Music (ABRSM) Grade 8 or beyond for the first musical instrument and a standard ABRSM Grade 5 for the second instrument by Year 6. Majoring students will study or continue to learn the applied instruments with their external music teachers who will prepare them for one of the examination boards such as the Associated Board Royal School of Music (ABRSM) and Trinity College London (TCL). Each level grows from those experiences previously presented.
Performing Opportunities: Chamber Music, Senior Recital and CCA Performing Arts:
Aside from fulfilling the 2 musical instruments requirement, majoring students must also fulfill 2 semesters of chamber music in Year 4 or 5; and is required to present a student recital on the final year before graduation. Majoring student is also required to participate in one of the CCA Performing Arts group: School Orchestra or Chinese Orchestra or Choir. Every student is entitled to the opportunity to explore in and out of school music activities and the study of orchestra instrument during his or her high school education.
Assessment
The modes of assessment for music modules have been planned to range from individual practical examinations to submitted projects and presentations–with emphasis on authentic assessments. Each module carries its own specific Continual Assessment (70%) requirement such as Quizzes/Tests, File Check, Assignment (in theory or in practical aspects), Projects, Concert Reports; and a Final Examination or Project (30%) or entirely 100% Continual Assessment.
Students experience both the reflective preparations and drafting and revision of work. At the other extreme, aside from learning to improvise, sight-read/sing, and generally ‘think on their feet,’ students are strongly encouraged to be assessed by external examination boards such as the Associated Board Royal School of Music, Trinity College of Music, the College Board AP-Music Theory, or have auditions with the university or conservatory locally and/or overseas.
Learning Outcomes
The NUS High School Music Program promotes awareness of music through the development of musical skills, knowledge and perception that contributes to the total development of the individual. School and community resources are used to facilitate the exploration of music in a manner both meaningful and relevant to students. By Year 6, having completed all Cores modules, majoring students would have attained the skills and knowledge that will prepare them for tertiary level music education. Nonetheless, it is the hope that by the end of their school year, the maturing students will experience the following outcomes and rewards as a result of the music experiences here at NUS High:
1. a changed attitude in which they value music for all people, not just a select few;
2. a feeling of pride in their ability to make music: as appreciative listeners, to understand as performers and to
create as composers
3. a feeling of increased confidence in their musical judgments
4. a feeling of emotional satisfaction, and
5. as advocators and supporters of the schools’ music education and to the local arts scene.
The Music Program in NUS High School helps students develop and achieve basic competencies and to strive for excellence within the limits of their individual capabilities and peaks in three important and specific areas of emphasis: Skill Development, Musical Understanding, and Attitude Development.
