Appreciate and discuss music fairly and critically
Identify, through written/oral analysis, the features of the music of different periods of Western and African music theory history, peoples, its forms, and the media
Appreciate the influence of socio-cultural and technological factors on the lives and music of musicians
Attain a sound musical basis for further learning at the tertiary level
1. RUDIMENTS OF MUSIC
The staff
Content:
•great staff
•ledger lines and spaces
•open score (vocal score)
•C clef, alto (viola clef), and tenor clef
Learning Objectives:
identify all the components of the staff and their application
Music Notes/Rests and their corresponding values
Learning Objectives:
determine the relative duration of different notes and rests
interpret varied rhythmic patterns
Time/Time signature
Content:
•simple and compound time signatures
•the correct grouping of notes
•barring of unbarred passages
Key signatures and scales
Content:
•technical names of the various degrees of the scale
•diatonic major/minor (natural, harmonic, and melodic)
•chromatic scales
•Determination of the key of a piece of music with or without key signature NOT exceeding two sharps and two flats
Learning Objectives:
ascertain names of the various degrees of the diatonic scales
identify simple scale passages with or without key signature
Keyboard setting and enharmonic equivalents
Content:
•Accidentals
Learning Objectives:
identify the names of the white and black keys and their relationship, e.g. (C sharp = D♭ = B♮)
Intervals
Content:
•Recognition of diatonic/chromatic intervals and their inversions (e.g. perfect unison, perfect 4th, perfect 5th, perfect 8ve), major/minor 2nd, 3rd, 6th, and 7th, diminished 5th, and augmented 4th
•Recognition of consonant and dissonant intervals
Learning Objectives:
determine different qualities of intervals (melodic and harmonic)
Definition of simple musical terms, signs, and abbreviations
Learning Objectives:
interpret simple musical signs and terms
Transcription and transposition
Content:
•Transcription of music from staff into tonic solfa notation and vice-versa
•Transposition using the treble (G) and bass (F) staves NOT exceeding two sharps and two flats
Learning Objectives:
read music in any given notation
rewrite a music passage on a given stave
2. HARMONY
Triads and their inversions
Content:
•Primary triads in major keys
•Secondary triads in major keys
•Primary triads are I, IV and V in major scales but i, iv, and V in harmonic minor scales
Learning Objectives:
identify triads
compare types of triads
determine the use of triads
Chord progressions
Content:
•Basic chord progressions in four parts vocal style (SATB) in major keys NOT exceeding two sharps and two flats
•Dominant 7th chord in root position only
Learning Objectives:
determine the basic chord progressions in a music passage
recognize the dominant 7th chord
Kinds of motion
Content:
•Parallel, similar, contrary and oblique
Learning Objectives:
identify the various kinds of motion in a musical passage
Cadences
Content:
•perfect/full close cadence
•imperfect/half close/semi cadence
•plagal/Amen cadence
•interrupted/deceptive/evaded/surprise cadence
Learning Objectives:
identify the various types of cadences in a musical score
Non-harmonic tones/Non-chord tones
Content:
•neighboring tones/auxiliary notes
•passing tones/notes
Learning Objectives:
relate harmonic or non-harmonic tones to the chords with which they are associated
Modulation
Content:
•Simple diatonic modulations (using a single melodic line) from any given major key NOT exceeding two sharps and two flats to any of its closely related keys (dominant and subdominant)
Learning Objectives:
determine the key of a given melody and its modulation
Elementary Composition
Content:
•Setting of words to written melody
•Recognition of suitable answers to given musical phrases
Learning Objectives:
identify suitable melody to given words, compatible and balanced (parallel or contrasting) phrases
3. HISTORY AND LITERATURE OF AFRICAN MUSIC
Nigerian folksongs
Content:
•Types: cradle, folk-tales, games, war, satirical, dirges/funeral, historical, praise and worksong, etc.
•Forms: call and response, strophic, through-composed, etc.
•Characteristics:
•Vocal styles: recitative, yodeling, ululation, incantation, heaving, whistling, etc.
•Scales/modes: tritonic, tetratonic, pentatonic, hexatonic etc.
•Metre/Rhythm: Metric and non-metric, polymetric, cross-rhythm, syncopation, hemiola, polyrhythm, etc.
Learning Objectives:
identify various folksongs and their types
define and compare their forms and features
Features and forms of Nigerian traditional music and other arts
Content:
•Festivals: e.g. Osun, Ifa, Ogun, Ekpo, Ofala, Iri-ji (New Yam Festival), Ovia Osese, Mmanwu (Masquerade), Ila-Oso, Argungu (Fishing), Eyo/Adamu Orisa, Gelede, etc.
•Dances and other arts: Social, Ritual and Ceremonial e.g. Masquerade, Koroso, Atilogwu, Ikperikpe (Wardance), Egedeege, Kwaghir, Agbon, Nkwa Umuagbogho, Bata, Bori, Swange, Dundun, Kokoma, Abigbo, Okonko, etc
Learning Objectives:
analyze the features and forms of Nigerian traditional music and the arts
differentiate between the various types of festivals and dances
differentiate between the various types and classes of musical instruments
classify them into their categories
African traditional musicians
Content:
•Nigerian musicians: Sani Sabulu, Sani Dan Indo, Hassan Wayam, Barmani Coge, Danlami Nasarawa, Garba Super, Dankwairo, Aminu mai Asharalle, Shehu Ajilo, Dan Maraya Jos, Dan Alalo, Mamman Shata, Haruna Uje, etc.
•Other African musicians: Vinoko Akpalu, Daniel Amponsah (alias koo Nimo), Efua Basa, Kwaa Mensah, etc.
Learning Objectives:
identify different groups to which various musicians belong
trace their biographies
analyze their musical styles
assess their contributions to the music industry
Evolution and Development of African Popular Music
Content:
•Highlife, Afro-beat, Fuji, Apala, Reggae, Makosa, Ikwokirikwo, Okukuseku, Ekassa, Akuko na egwu, Awurebe, Waka, Hiplife, Hip-hop, Juju, etc.
Learning Objectives:
differentiate one musical genre from another
examine their influence on society
African Popular Musicians
Content:
•Nigerian musicians: Bongos Ikwe, Oliver De Coque, Nelly Uchendu, Osita Osadebe, Bright Chimezie, Bobby Benson, Victor Uwaifo, Sonny Okosun, Fela Anikulapo Kuti, I. K. Dairo, Victor Olaiya, Ebenezer Obey, Sunny Ade, Fatai Rolling Dollar, Bala Miller, Alhaji Uba Rawa, Zaaki Adzee, 2Face, PSquare, Djnee, Paul Play Dairo, Eedris Abdulkareem, D'Banj, SunnyNeji, Lagbaja, Zule Zoo, Daddy Showkey, Majek Fashek, Ras Kimono, Jeremiah Gyang, Flavour, Olamide, M.I, Iyanya, Wizkid, Davido, Omawunmi, Lara George, Sola Allynson, Ara, Asa, Onyeka Onwenu, Christy Essien-Igbokwe, Nasir Hausawa, etc.
•Other African musicians: Manu Dibango, E. T. Mensah, Jerry Hansen, Kofi Olomide, Awilo Logomba, Papa Wemba, Salif Kaita, Angelina Kidjo, Lucky Dube, Yvonne Chakachaka, Brenda Fasie, Sarkodie, etc.
Learning Objectives:
relate the musicians to the music they perform
trace their biographies
examine their type of music
assess their contributions to the development of music
African Art Musicians
Content:
•Nigerians: W. W. C. Echezona, Laz Ekwueme, Sam Akpabot, Ikoli Harcourt Whyte, Joshua Uzoigwe, Mosun Omibiyi-Obidike, Tunji Vidal, Ademola Onibon-okuta, etc.
Learning Objectives:
relate the musicians to the music they perform
trace their biographies
examine their type of music
assess their contributions to the development of music
4. HISTORY AND LITERATURE OF WESTERN MUSIC
Historical development of Western music styles
Content:
•Medieval/Middle Age (800-1400)
•Renaissance period (1400-1600)
•Baroque period (1600-1750)
•Classical period (1750-1820)
•Romantic period (1820-1900)
Learning Objectives:
trace the stages of the development of western musical practice from the medieval to the end of the romantic period
Composers
Content:
•Palestrina, Claudio Monteverdi, Henry Purcell, J.S. Bach, G. F. Handel, W. A. Mozart, Franz Joseph Haydn, Ludwig van Beethoven, Franz Schubert, Frederic Chopin, etc.
Learning Objectives:
identify the composers
assess their contributions
Music forms and media
Content:
•Binary, Ternary, Rondo, Sonata Allegro, Dance Suite, Canon, Free Fantasia, Theme and variation, etc.
•Orchestral and Band instruments and classifications
•The human voice (its types, ranges and qualities)
•Keyboard Instruments: the organ, piano and electronic keyboard, etc.
•Knowledge of other instruments: ukulele, banjo, guitar, mandolin, harp, accordion, xylophone, marimba, etc.
•Computer Music Technology: software (Finale, Sibelius, Cubase, Reason, Sound Forge Nero), tuning fork, pitch pipe, etc.
Learning Objectives:
identify the general forms and various types of instruments in Western music
relate music to modern technology
5. AFRICAN POPULAR MUSIC AND ITS DEVELOPMENT
Black musicians in the diaspora
Content:
•Mighty Sparrow, James Brown, Bob Marley, Michael Jackson, Stevie Wonder, Lionel Richie, R. Kelly, Lorrinan Hill, Kirk Franklin, Tupac Shakur, Shabba Ranks, Quincy Jones, Boyz II Men, Sean Paul, Janet Jackson, Whitney Houston, Beyonce, Brandy, Usher, Kevin Lyttle, Bobby Brown, M. C. Hammer, L. L. Cool J., Dr. Dre, Snoop Doggy, Mary J. Blige, Jay Z, Chris Brown, Bruno Mars, Neo, Rihanna, etc.
Learning Objectives:
identify the musicians in the diaspora
assess their musical influence on the global society
Musical genres
Content:
•negro spiritual, gospel music, jazz, rhythm and blues, soul, calypso, rock 'n' roll, reggae, afro-beat, tango, rap, chachacha, bolero, twist, hip-hop, etc.
Learning Objectives:
identify the various forms of musical genres
trace the origins of the musical genres
Spirit of nationalism in Nigerian music
Learning Objectives:
identify some of the features and materials used by nationalist composers to create, project and sustain cultural and patriotic awareness
assess their roles in Nigerian nationalism
Recommended Textbooks
Akpabot, S. E. (1986). Foundation of Nigerian Traditional Music, Ibadan: Spectrum.
Associated Board of the Royal School of Music (1958). Rudiments of Music, London.
Cole, W. (1969). The Form of Music, London: The Associated Board of the Royal Schools of Music.
Echezona, W. W. C. (1981). Nigerian Musical Instruments, Enugu: Apollo Publishing Ltd.
Ekwueme, L. (1993). Choir Training and Choral Conducting for Africans, Lagos: Lenaus Advertising and Publishing Company.
Holst, I. (1963). An ABC of Music, Oxford: Oxford University Press.
Hosier, (1961). Instruments of the Orchestra, Oxford: Oxford University Press.
Hunt, R. (1960). Elements of Music.
Inanga, A. (1993). Music for Secondary Schools Vols. I and II, Ibadan: Spectrum.
Kamien, R. (1990). Music: An Appreciation, London: McGraw-Hill Publishing Company.
Kennedy, M. (1985). The Concise Oxford Dictionary of Music, (Third Edition), London: Oxford University Press.
Kitson, C. H. (1978). Elementary Harmony Book 2, London: Oxford University Press.
Kofoworola, Z. O. and Lateef, Y. (1987). Hausa performing Arts and Music, Lagos: Nigeria Magazine.
Lovelock, W. (1953). A Concise History of Music, London: Bell and Hyman.
Lovelock, W. (1996). The Rudiments of Music, London: G. Bell and sons Limited.
Machlis, J. (1977). The Enjoyment of Music, New York: W.W. Norton.
Mensah, A. A. (Undated) Folk Songs for Schools, Accra.
Morris, R. O. (1974). The Oxford Harmony, Vol. I, London: Oxford University Press.
Nketia, J. H. (1974). African Music, New York: W. W. Norton Company.
Palmer, K. (1965). Teach Yourself Music, London: The English University Press Limited.
Reed, H. O. (1954). Basic Music: A Basic Theory Test, New York: N. Y. Mills Music Inc.
Taylor, E. (1989). The Guide to Music Theory, London: The Associated Board of The Royal School of Music.
Warburton, A.O. (1955). Graded Music Course for Schools, Books I-III, London: Longman.
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