MARA UNIVERSITY OF TECHNOLOGY (UiTM)

FACULTY OF MUSIC

MUE705

CURRICULUM DESIGN IN MUSIC EDUCATION

ASSIGNMENT 1

PREPARED BY:

RONNY PHILIP

2015316397

PREPARED FOR:

ASSOC. PROF. DR. VALERIE ROSS

Malaysia Lower Secondary School Music Curriculum

In Malaysia, the national curriculum is known as Kurrikulum Bersepadu Sekolah

Menengah (KBSM). The music curriculum is divided into two parts; music curriculum for
lower secondary and higher secondary. The Sukatan Pelajaran, or syllabus for lower secondary
contain the learning programs and contents for Form 1 students, age 13, to Form 3 students,
age 15. The music curriculum for lower secondary are design based on the national education
philosophy;

Education in Malaysia is an on-going effort towards further developing the potential of

individuals in a holistic and integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm
belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who
are knowledgeable and competent, who possess high moral standards, and who are responsible
and capable of achieving high level of personal well-being as well as being able to contribute
to the harmony and betterment of the family, the society and the nation at large. (Education
Act, 1996).

According to Malaysia Ministry of Education, the lower secondary music curriculum are aims
to equip students with the knowledge, skills, and musical experience, in order to the develop
the students’ aptitude in the art of music. This will allow the students to enjoy, appreciate, and
able to write music. The music curriculum is design in a such way so that the students will
become a balanced, creative, disciplined and a harmonious person. The officially documented
objectives by the Malaysia Ministry of Education (2003) of the Malaysian lower secondary
school music education curriculum are as follows (p. iii):

After following Music class for lower secondary, the students will

1. Have the knowledge and understanding of the concept of music.

2. Have the knowledge and understanding of conventional music notation.
3. Capable of read and write music.
4. Able to sing solo and in an ensemble while using the proper techniques.
5. Capable of playing instrumental music for solo and ensemble, both conventional and
traditional music, and use the correct techniques.
6. Able of exploring and experimenting with sound effects various music instruments with
unconventional techniques.
7. Able to improvise and write their own music.
 8. Able to assess and summarize musical works and performances.
9. Able to practice the ethics as performers and as audience.
10. Adopt a tolerant attitude, responsible, initiative, and willing to cooperate.

The music syllabus for lower secondary contains four aspects. The first aspect is the aesthetic
perception, which covers the music theory and musical terms. The aesthetic perception then
divided into few areas. The first area is rhythm, where the students will learn the most common
and compound meter or time signature which includes; 2/4, 3/4, 4/4, 2/2, 3/2, 4/2, 3/8, and 6/8.
Under the rhythm area, students are also learning the notes value which includes; semibreve,
minim, crochet, quaver, semiquaver, dotted minim, dotted crochet, and dotted quaver. The
equivalent rest value to the notes are also included in the rhythm area. The second area is
melody, which covering the topics on pitch and scale. In this area, students will learn
enharmonics, double sharp, double flat, and pitch name according to its position in a diatonic
scale. Also included is major scales, minor harmonic scales, and tetrachord. Variety of
melodies, and interval from minor 2nd to unison also falls under the area of melody. The third
area is harmony, where students will learn the major and minor triads. Along with triads, 1-IV-
V major chord progression, i-iv-V minor chord progression, plagal cadence, perfect cadence,
and imperfect cadence will also be introduce. Fourth area is tone colour, where student will
learn the sound qualities of voice, traditional music instruments, and western orchestral
instruments. Musical texture, form, and dynamics are the fifth, sixth, and seventh areas,
respectively. Students will also learn to read and write musical notation.

The second aspect are on musical experiences, which focused on singing skills, playing
a music instruments, and playing in a traditional music ensemble. The correct posture,
breathing, pronunciation, articulation, expression, tone production, and phrasing will be cover
under the singing skills. Students are required to choose either piano, digital keyboard,
recorder, brass instruments such as trumpet or trombone, woodwind instruments such as
clarinet or saxophone, folk guitar, violin, or percussion such as drums and xylophone, as their
music instruments. Under the traditional music ensemble, students will learn the kompang,
gamelan, or any traditional music ensemble in Malaysia context.

The third aspect are on creative expression, where the students will learn to write their
own music. Students will create their own melody, and write lyrics according to a given
melody. Apart from writing their own materials, students will also learn to improvise and
experimenting with music.
 The fourth and last area on aesthetic appreciation. Students will listen, analyses, give
their own opinions to music that they listen to. The types of music that will be use including
orchestral works, chamber music, brass band, and voice ensemble such as choir and nasyid.
Traditional music from Malaysia such as sumazau, ngajat, and lion dance are included in the
syllabus. Brandenburg Concerto by Johann Sebastian Bach, Spring from Four Seasons by
Antonio Vivaldi, Symphony No.5 in C minor 1st Movement, and Symphony No. 40 in G minor
by Wolfgang Amadeus Mozart are some of orchestra works included, which falls under the
aesthetic appreciation of western classical music.

Malaysia Higher Secondary School Music Curriculum

For higher secondary, the music curriculum is designed for Form 4 and Form 5 students, with
student ranging from age sixteen to seventeen years old. Based on the same national
educational philosophy, the music curriculum for higher secondary however, have a different
set of objectives. According to the officially documented objectives by the Malaysia Ministry
of Education (2003), students who follow the music class for higher secondary will (p. iv);

1. Have the knowledge and understanding of musical concept, terminologies and related
musical rules.
2. Have the technical skills of singing and playing conventional and traditional musical
instruments.
3. Able to sing and play with sensitivity to the music aesthetic.
4. Capable of expressing perceptions, feelings and opinions regarding the music that is
heard and watch.
5. Capable of producing authentic composition and musical works.
6. Able to analyze, evaluate, and discuss any musical works and performances.
7. Have the knowledge of Malaysian traditional music as well music from different
countries.
8. Have the spirit of cooperation, pride and patriotism.

Same as the lower secondary, the higher secondary music curriculum also consisting of four
musical aspects. The first aspect is on aesthetic perception; where the students will learn
polymeter, duplet, triplet, and syncopation to name a few. Also under the first aspect is the
construction of major, harmonic, minor, and melodic minor scales. Other areas to be cover is
on transposition, tonicisation, ornamentations, triads with inversions, chords classifications,
and chord scales both major and minor. Under the area of texture, students will learn different
types of texture including monophony, homophony, polyphony, and heterophony music. Under
the area of expression, students will learn wide variety of dynamics and tempo. The students
are also expected to be able to write in treble, bass, tenor, and alto clef.

The second aspect is on musical experience, where the students, again, will learn and
train their singing skills, playing a music instruments, and playing in a traditional music
ensemble. The only addition to musical experience aspect is that the students will learn to
interpreted musical score, and learn conducting techniques.

The third aspect, creative expression, again the students will learn to compose,
improvise, and experiment with music. Along with writing melodies, motives, and phrases,
students will also learn to create drum patterns as music accompaniment, write music
arrangements to accompany vocal, and also able to transpose any give musical works.

The fourth aspect are on aesthetic appreciation. Student will learn orchestral works,
including works from Malaysian composer, Dato Johari Salleh. Traditional Malaysian music
again is included. The major differences from lower secondary curriculum is the inclusion of
popular music such as jazz, rock and roll, and foreign countries music such as keronchong and
Phi Phat. Students are also expected to prepare reports and findings of any musical works or
performances.

International General Certificate of Secondary Education (IGCSE) Music Curriculum

IGCSE is an international certification for end of secondary school. It is also known as O-

Level, fifth form, or year 11 depending on countries and schools. IGCSE was developed by
Cambridge International Examinations, and it is considered more challenging that United
Kingdom national curriculum, the General Certificate of Secondary Education (GCSE).

The music curriculum of IGCSE are designed in a way so that the learners (students)
will be confident, responsible, reflective as learners, innovative, and engaged intellectually and
socially (Cambridge International Examination, 2015, p. 2). Learners who want to enrol in this
course are expected to have some background in playing any musical instrument. The
following are what learners studying Cambridge IGCSE music curriculum (2015) are given the
opportunity, based on the Cambridge Music Syllabus Handbook (p. 4);

1. Listen to and learn about music from a wide range of historical periods and major
worlds cultures.
2. Develop their skills in performing music, both individually and in a group with other
musicians.
3. Develop their skills in composing music in a style of their own choice.

There are three compulsory components on how the learners are assess. The first component is
listening. Within the listening component, learner will be tested on western repertoire and
world music. Learners are expected to answer questions based on the following topics;
structure and terminology; themes and their transformations; key centers and modulations;
identification of chords; instruments; transposition; score markings, performance directions,
instrumental effects; and general background information about the context and genre of each
work. All materials and work selection is based on CD recording supplied by Cambridge.

The second component is performing. In this component, the learner is expected to sing
or play individually, either one piece or two short contrasting pieces. Also, learner is expected
to sing or play in an ensemble. The following are the areas where the learner will be tested (p.
11);

1. The range of technical and musical skills demonstrated.

2. Accuracy of playing the notes and rhythm or quality of improvisation.
3. Choice and control of tempo or ensemble co-ordination.
4. Sensitivity to phrasing and expression
5. Technical control of the instrument.

For ensemble performance, it is prohibited for the learner to use backing track, multi-tracking
or any audio recording as music accompaniment. All performances will be recorded. All the
pieces to be perform must at least Grade 4 standard, with a range of technical challenges and
requiring some interpretative insight.

The third component is composing. Learner are expected to submit two original
compositions, which written for different instruments or voice. The first composition must be
written in a Western, tonal style, while the second composition may be any style of the learner
choice. The composition is marked based on their ideas; structure of composition;
compositional techniques; and score presentation or notation. All compositions must be
recorded on cassette tape or CD and submitted.

Australia Secondary School Music Curriculum

In Australian national curriculum, secondary school or high school are from Year 7, student
age thirteen, to Year 10, student age sixteen. The Australian Curriculum, Assessment and
Reporting Authority (ACARA) is an independent statutory authority who responsible for the
national curriculum. Music education falls under the arts category, together with dance, drama,
media arts, and visual arts. The aims of music education under the Australian Curriculum is to
ensure that students develop the confidence to be creative, innovative, thoughtful, skilful and
informed musicians. The student also develops the skills to compose, perform and improvise.
The knowledge and respect for music and music practice across global communities also
include as part of the subject aims.

Based on the documentation provided by ACARA, the music curriculum is divided into
several sub-strands of content. The first sub-strand is; exploring ideas and improvising with
ways to represent ideas. Year 7 and 8 students will be able to “experiment texture and timbre
in sound sources using aural skills”, while year 9 and 10 students will learn to “improve and
arrange music, using aural recognition of texture, dynamics and expression to manipulate the
elements of music to explore personal style in composition and performance” (p. 1).

The second sub-strand is manipulating and applying the elements or concepts with
intent. Year 7-8 student will “develop musical ideas, such as mood, by improvising, combining
and manipulating the elements of music” (p. 5). Year 9-10 students will be able to “manipulate
combination of the elements of music in a range of style, using technology and notation” (p.
5). The third sub-strand is; develop developing and refining understanding of skills and
techniques. In this sub-strand, Australian music such as Aboriginal music is included. Year 7-
8 students will “practice and rehearse a variety of music to develop technical and expressive
skills” (p. 5). Year 9-10 is expected to do the same, with increasing technical and interpretative
skill. The fourth sub-strand is; structuring and organizing ideas into form. Year 7-8 students
will be able to “structure compositions by combining and manipulating the elements of music
using notation”, while year 9-10 students will “plan and organize compositions, including
drawing upon music by Aboriginal and Torres Strait Islander artists” (p. 6). The fifth sub-strand
is; sharing artworks through performance, presentation or display. Year 7-8 student will
“perform and present a range of music, using techniques and expression appropriate to style”
(p. 6). Year 9-10 will “perform, applying techniques, and expression to interpret the composer’s
use of elements of music” (p. 6). The sixth sub-strand is; analysing and reflecting upon
intentions. Year 7-8 students will “analyse composers’ use of the elements of music and
stylistic features when listening to and interpreting music” (p. 7). Year 9-10 students “evaluate
a range of music and compositions, in order to refine their own compositions and
performances” (p. 7). The seventh and last sub-strand is; examining and connecting artworks
in context. Year 7-8 student will learn to “identify and connect specific features and purposes
of music from different eras and to explore viewpoints in order to enrich their music making”,
while year 9-10 include analysing of contemporary music, Aboriginal and Torres Strait Islander
People music (p. 7).

Discussion

Based on my readings of the documents related to the music curriculum of Malaysia, IGCSE,
and Australia, I have found that the music curriculum in Malaysia, both lower secondary and
higher secondary are written, and intended to be deliver in the local language, Bahasa
Malaysia. While one can assume that this would not presented any problems, as the Malay
language is widely spoken in Malaysia, I believe that the usage of Malay language to describe
the musical terms can be confusing to the students. Reflecting upon my own experience as a
private music school guitar teacher, young students (age 6-7 years old) are already being
introduces to Western musical terms, and most of the student are attending the public school.
In the Sukatan Pelajaran KBSM (2003, p. 1) for lower secondary, under the melody
component, the pitch and scale are written as Pic dan Skel. While the spoken sound of the
words sounded the same as English language, the spelling is totally different. My argument is;
why some of the musical terms are translated to Malay, while some are not, for example the
terms enharmonic are kept as it is.

Both IGCSE and Malaysia music curriculum provide detail instructions and assessment
criteria for each musical instruments. It is made clear that in IGCSE curriculum, students will
be assess based on the “the technical difficulty of the music” and “the candidate’s ability to
perform it (music pieces) successfully” (p. 15). The piece chosen to be play by the students
during the IGCSE practical exam should be at “the typical level at the given in the syllabuses
of the standard graded examining boards” such as ABRSM or Trinity Guildhall (p. 15). IGCSE
require students to play pieces at least Grade 4 standard. Malaysia lower secondary in the other
hand listed different contents for different instruments. The difficulty level is increase in higher
secondary level. Traditional Malaysian’s music instrument is also included. Detail assessment
for music instrument is not found in the Australian music curriculum.

The study of non-western music is included in all three curriculums. In Malaysia music
curriculum, the inclusion Malaysian traditional music in lower secondary are divided into drum
music, muzik melayu asli, gong music, and dance music. Foreign country music is included in
the higher secondary curriculum. Australia in the other hand included its own Aboriginal and
Torres Strait Islander music and culture into the music curriculum, which fall under the cross-
curriculum priorities. IGCSE included world music studies, where the students have to identify
and give comments on a range of music from cultures in different countries.

One area that concern all three curriculums is the usage of music technology. IGCSE
music curriculum requires the students to record their performances and compositions. IGCSE
explicitly stated that students must record their performance or composition into a CD or
cassette, and submit it to Cambridge. Similarly, Australia curriculum also require the student
to record their performance and composition. In addition, the usage of technology is emphasis
under the sub-strand of manipulating and applying the elements or concepts with intent.
Malaysia music curriculum in the other hand does not require the student to record their
performance or composition. The usage of music technology is only prevalence with the usage
of audio playback.

It is understandable that all three music curriculums are designed to ensure students can
learn music properly, and create the appreciation for music at the same time. However, it is
obvious that the IGCSE music curriculum are intended to prepare student for music programs
in college or universities. In conclusion, each music curriculum has contents or subject areas
that may, or may not present in other music curriculums. Careful study and review may present
us with useful information that we may use to develop and/or to improve our own music
curriculum.
 References

Australian Curriculum, Assessment and Reporting Authority. (2015). Sequence of Content.

Retrieved from http://www.acara.edu.au/_resources/The_Arts_-

_Sequence_of_content.pdf

Australian Curriculum, Assessment and Reporting Authority. (n.d.). Music Foundation to

Year 10 Curriculum by rows - The Australian Curriculum v8.2. Retrieved from

http://www.australiancurriculum.edu.au/the-arts/music/curriculum/f-10?layout=1

Cambridge International Examinations. (2015). Syllabus Cambridge IGCSE Music.

Retrieved from http://www.cie.org.uk/images/164372-2016-syllabus.pdf

Kementerian Pelajaran Malaysia. (2003). Sukatan Pelajaran Kurikulum Bersepadu Sekolah

Menengah: Pendidikan Muzik Menengah Rendah. Retrieved from http://i-

learn.uitm.edu.my/download/2015316397/School%20Curriculum%20KBSM%20Lo

wer%20Secondary%202003.pdf

Kementerian Pelajaran Malaysia. (2003). Sukatan Pelajaran Kurikulum Bersepadu Sekolah

Menengah: Pendidikan Muzik Menengah Atas. Retrieved from http://i-

learn.uitm.edu.my/download/2015316397/Sec%20School%20Curriculum%20KBSM

%20Upper%20Secondary%202003.pdf

Ministry of Education Malaysia. (n.d.). National Education Philosophy | Ministry of

Education Malaysia. Retrieved from http://www.moe.gov.my/en/falsafah-

pendidikan-kebangsaan