M6:27 (Session 1-2)

Preamble:

At the end of these sessions, the project should be eligible for the following:

1. Vocals Challenge (pry 4-Jss2) 

2. Recorder Challenge (pry 4-Jss2) 

3. Music Symposium from The Department of Music (host school) in affiliation with ReHearsal House. 

Session 1-2:

Pry 1 and 2 (GDSM 1, 2): 

Pupils Should be taught to know the names of the natural keys, sharp keys and flat keys of the piano. The goal is for everyone of the pupils to know the names of the natural keys, flat keys and sharp keys as well as their symbols, also they should be able to write down the keys with their respective symbols as well as label the same on the keyboard. The reference instrument is the piano keyboard. 

Primary 3 and 4 (GDSM 3, 4): 

A thorough revision of the very basics: what is Music? Introduction to the following:

1. Recorder Music:

- Instrumental family of the Recorder ( Woodwind )

- Parts of the Recorder

- Other instrument in the woodwind family

- Finger numbers of the Recorder

- Numbers of the Recorder Holes

2. Violin Music:

- Instrumental Family of the Violin (Strings)

Pry 5 (GDSM 5):

Introducing the Descant Recorder and a review on the definition of Music. The descant Recorder fingering and holes numbering thus:

LT (left thumb) as 0

LF (left fore finger) as 1

LM (left middle finger) as 2

LR (left ring finger) as 3

It should be noted that:

The left pinky (small) finger provides support for the recorder. 

Other kinds of recorder to be listed may be restricted to these two:

1. Descant recorder 

2. Sopranino recorder

Then the fingers for the right hand given thus:

RF (right fore finger) as 4

RM (right middle finger) as 5

RR (right ring finger) as 6

Rp (right pinky finger) as 7

It should be noted also that:

The right thumb is for support. 

The following Fingers provide support: 

1. Left thumb 

2. Left pinky

3. Right thumb 

The numbering of the recorder holes as follows:

0 is the back hole 

The others are numbered  1-7 from the top:

1 is the first (top) hole 

2 is the second hole

3 is the third hole

4 is the fourth hole

5 is the fifth hole 

6 is the sixth hole

7 is the seventh hole. 

How to label holes such as:

1. Show holes 3 means label by placing a cross (x) on the third hole, as well as showing a pointer to the number three on the 3rd hole. 

2. Show holes 2 and 5 means label 2 and 5 on the appropriate holes. 

Etc. 

Introducing the Names of lines and spaces of the treble stave. 

Fingering practice exercises for the left hand:

1. 0, 01, 012

2. 01, 012, 0123

3. 02, 012, 0123

4. 013, 03, 01, 012

5. 01, 012, 013, 0123.

Jss 1 and 2 (GDSM 6, 7):

Introduction to Applied Music:

The Genesis of Music:

Sounds are produced when there is a disturbance on an object (instrument) at rest. With the musical instrument at rest, we don't hear the sound but, when there is a disturbance say, the plucking of a guitar string, we hear the sound produced...

It is from this "disturbance of an object at rest" that sound originates! 

Next is whether the emanating sound passes for "pleasant sounds" (music notes) or "unpleasant sounds" (noise). 

Therefore, in Music sounds are called Notes. 

The notes of Music (musical notes) are placed on a series of 5 lines and 4 spaces known as the stave. 

We will be studying applied Music on 3 instruments viz: piano, recorder and violin. 

The piano uses the grand stave. 

The recorder and violin uses the treble stave. 

The grand stave comprises of both treble and bass stave. 

Others:

Applications to the definition of Music on vocals:

1. At combination of sounds pleasing to the ears: the 7 notes of Music given with their technical names and combined in various examples to compose diverse tunes (e.g. Mary had a Little lamb, I love Jesus, etc.). Students are required to create their own tunes using the idea for the definition of Music given here: at combination of sounds pleasing to the ears. 

2. The entertainment by muse aspect of the definition of Music in application (also on vocals): instructors are to act more as advanced voice trainers here, demonstrating how to make the sounds that have been combined sound entertaining first (the by muse aspect comes up afterwards). Two requirements to making out tunes entertaining are:

1. Adding words (thus making the tunes bear added meanings and poetically, this is called lyrics writing: this aspect needs to be emphasized in the next session, that is session 3).

2. "Spicing" up the singing intelligently using musical graces (grace notes), embellishments and ornaments. 

It should also be noted that the entertaining function of Music, must be balanced out with the phrase: "by muse" for Music must entertain by Muse. Muse means abstraction, to ponder, think, reflect and meditate. Muse has both a positive and a negative aspect as well as a subjective and an objective aspects. These should be also explained. 

Instructors should note:

The sounds of Music from d r m f s l t should be stressed, that is the appropriate singing of the notes. Pupils tend generally to sing one but meaning another, for instance, they intend to sing the dominant note but in actuality they are singing the mediant note. Also, the technical names of the various notes, should be well mastered!

3. The definition of Music in application continues, with how music should practically feed the soul! The only means for this to happen is for that work of Music to bear the MIND OF GOD! Only when music truly expresses the mind of God can the soul be fed, for nothing may satisfy (feed) the soul but God himself! Here the Music instructor must by necessity do the work of an Evangelist! The question "what is the mind of God?" must be answered by the scriptures (the Holy Bible), and God's judgement revealed upon mankind may be illustrated as a part of the consequences of the neglect of this by the Music World today! Therefore, musicians have become all soughts of examples of perversion. Music must bear the mind of God or the society must suffer the consequences, whenever music do not bear the mind of God, it fulfills the goal of Satan, which is even one: building the kingdom of Antichrist! Thus regardless what the Music is called whether gospel, pop, r and b, etc they either bear the mind of God or they lure men's heart astray unto other things! 

4. Music feeds the Love: again the practical consequences of this part of the definition must come in: Music should feed love for 

1. God 

2. His ways

3. His word

4. His purpose 

5. His plan (in creation and as expressed amongst his creatures).

5. Music must ultimately GLORIFY GOD! for this is the end of ALL THINGS! The glory of God! And for a rule, if the music does go through the options 1-4 then option 5 would come in by default. 

AT THE END OF SESSIONS 1 AND 2:

At the end of sessions 1 and 2, treated on this page, the Music department could organise the following:

1. A quiz contest for pry 1 and 2 on the nomenclature of piano keys. 

2. A quiz contest for pry 3, 4 and 5 on the descant recorder, the parts of the recorder, the holes numbering and fingering numbering. 

3. A sound combination (tune composition) contest for Jss 1 and 2, as well as an "entertaining vocals" contest for Jss 1 and 2 and a lyrics contest for Jss 1 and 2. 

**in case of higher classes like Jss 3, Sss 1-3, the lyrics contest is highly essential.**

4. The Music department should host these as featured events in a Music and Musicians symposium at the respective schools. The symposium should not be restricted to attendance by the students of the school (all students receiving music lessons courtesy of RH are officially registered students of the musical departments) only, external participants including everyone (the general public included) interested in Music should attend this Music symposium which should come up every term (termly). 

The manager in charge of this project may choose to have the symposium as well as other listed target activities at a later time other than immediately after these two sessions, in all, the project manager's discretion is advised.