1
REPUBLIC OF LIBERIA
MINISTRY OF EDUCATION
NATIONAL CURRICULUM FOR GRADES 7 TO 9
MUSIC & CULTURE
February 2011
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MESSAGE FROM THE MINISTER OF EDUCATION
I wish to extend my thanks and appreciation to ECSEL, UNESCO and all our partners for their immense contribution to this important task of
revising and strengthening of the National Curriculum. Special thanks to USAID through LTTP for their funding and technical support in the
harmonization or realignment of the curriculum. We extend sincere thanks and appreciation to the Bureau of Curriculum Development and
Textbook Research, the National Curriculum Taskforce, and the subject specialists from various institutions for the level of professionalism that
went into this exercise.
The revision and strengthening of our National Curriculum comes at a time when our nation is faced with the Herculean task or challenge of
education transformation, national reconstruction, recovery and renewal in the aftermath of a devastating civil war. Hence, critical to this national
challenge is the rebuilding of the education sector as Liberians can not achieve the desired socio-economic progress in the absence of a strong,
vibrant and productive education and training system.
The revised national curriculum has two features which include the regular core subject areas of Mathematics, Science, Language Arts and Social
Studies and emphasis is being given to the global challenge of HIV/AIDS, Peace, Citizenship, Human Rights and Environmental education.
Secondly, the new curriculum is developed in line with international standards especially those practiced and enshrined in the curriculum of our
sisterly Republic of Nigeria and Ghana who are also members of the West African Examinations Council (WAEC) .
We wish to urge all our education partners including students, teachers, principals, proprietors of schools and members of school boards to use
this curriculum in our schools to enhance quality and relevant instruction and to enable our students to be adequately prepared to take the West
African Senior Secondary Certificate Examinations (WASSCE) come 2013 as envisaged by us in the education sector.
May I conclude by once again saying big thank-you to all those who contributed to make this project a success.
Hon. E. Othello Gongar
MINISTER
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PERIOD : ONE
UNIT : ONE
GRADE : SEVEN
TOPIC: MUSIC & CULTURE GENERAL OBJECTIVES
Upon the completion of this periods pupils should be able to:
1. Sing and play the first and second stanzas of:
a. the National Anthem
b. the Lone Star Forever
2. Define Music and state its importance
3. Sing and play the stanzas of their school Ode
4. Perfectly recite the words of the “Pledge of Allegiance”
5. Conduct Flag Ceremonies and general Devotions/Assemblies
6. Draw and name the parts of the keyboard.
FIRST MARKING PERIOD FIRST SEMESTER
INTENDED LEARNING OUTCOMES: The pupils should be able to:
1. Write the notes on the staff and sing the:
a. the National Anthem
b. the Lone Star Forever
c. the school Ode
2. Write perfectly and recite the words of the “Pledge”;
3. Play and produce perfect sounds from the keyboard;
4. Demonstrate love and care for the Nation;
5. Express their joy of playing and singing with the keyboard;
Specific Objectives:
1. Music Appreciation:
a. Definition
b. Significance
c. Features
2. Introduction to Notation and the keyboard
a. Drawing
b. Tonic solfa
3. Singing/Playing:
a. National Anthem
b. Lone Star Forever
c. School Ode
4. Writing Lyrics – the Pledge of Allegiance
5. Vocabularies
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OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1.Adapt the existence of a
new career of Music for
entertainment, restoration
and satisfaction;
2. Read and sing new songs –
Melodies on the staff, and
communicate the language of
Music;
3. Be patriotic and
demonstrate the loyalty to
Liberian Nation.
1. Music :
a. Definition:
- Composers
- Kinds of Music
b. Significance
c. Features
2. Notation/Keyboard
a. Staff & staves
b. Drawing
c. Tonic solfa
(Do, re, mi, fa, so, la, ti, do)
3. National Anthem, Lone
Star Forever, School Ode
4. Lyrics, Vocabularies
5. The Pledge
1. Write the definition of
Music on the chalk board;
2. Write names of some
Composers;
3. Write the various kinds of
Music on the board;
4. Write some significance of
Music on the chalk board;
5. Define Notation;
6. Draw staff and insert
notation of tonic solfa on
board;
7. Write National Anthem,
Lone Star, School Ode and
sing each of them;
8. Write 10 musical
vocabularies;
1. Color chalk & chart, etc.
2. Tape recorder with
National Anthem and Lone
Star Forever recorded
3. Teaching Music & Dance
BK. 2
4. Rudiments of Music Bk. 2
5. John Thompson Piano
Tutor Bk. 2
6. Small Woods Piano Tutor
(New Edition)
7. Hymnals
8. Key board (Organ)
9. Local musical instruments
1.Draw and name the parts of
an organ;
2. Ask each student to define
Music and state some kinds;
3. Ask each student to sing
and play the tonic solfa on the
staff;
4. Ask each student to stand
and sing:
- the National Anthem
- the Lone Star Forever
- the school Ode
5. Defining and naming kinds
of music
PERIOD : ONE
UNIT : ONE
GRADE : SEVEN
TOPIC : MUSIC & CULTURE SECOND MARKING PERIOD FIRST SEMESTER
INTENDED LEARNING OUTCOMES: The pupils should be able to:
1. Define and write Poems;
2. Name and define the various kinds of Poems;
3. Define and demonstrate rhythm;
4. Name and draw the kinds of instruments;
5. Write at least 10 words and syllabicate same;
6. Compose at least one song and play;
7. Write the Biographies of some famous Liberian Composers;
8. Draw and list the functions of the parts of the keyboard;
9. Draw and name the parts of the body;
SPECIFIC OBJECTIVES:
1. Introduction to Poetry
2. Introduction to sound and rhythm
3. Syllabication and Melodies
4. Instrumentation
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5. Composition
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Empathetic or
compassionate in the making
of National decisions;
2. Encourage and promote
togetherness through
reconciliation, etc.;
3. Control the level of pitch
and develop a new way of
speaking and performing with
the Tonic solfa;
4. Initiative and responsive to
the musical stimulus of the
Artistic values of Composers;
1.Introduction to Poetry:
a. Definition
b. Kinds of Poems:
- Psalms
- Song
- Ode
- Ballad
- Elegy, etc.
2. Sound and rhythm
a. Kinds of rhythm
b. Metric feet
c. Onomatopoeia
- Beasts of England, etc.
3. Syllabication & Melodies
– Tonic solfa
4. Instrumentation
a. Keyboard (stringed)
b. Guitar (stringed)
c. Drums (Kinds)
5. Composition
1. Write the definition of
Poetry and Poems.
2. Define the kinds of Poetry
and Poems.
3. Write examples of each
Poem
4. Define sound and rhythm,
and distinguish between
them.
5. Demonstrate the various
sounds from creatures,
objects – using the idea of
onomatopoeia.(naming of
things
6. Produce melodies.
7. Draw each instrument.
8. Write a composition and
sing it.
1. Color chalk
2. Literature Books
(Adventure in English
Literature)
3. Teaching Music & Dance
BK. 2
4. Rudiments of Music Bk. 2
5. John Thompson Piano
Tutor Bk. 2
6. Small Woods Piano Tutor
(New Edition)
7. Overhead Projector
8. Key board (Organ)
9. Guitar (Acoustic)
10. Black board
1. Demonstrate the sounds of:
Dog, cat, car, cow, snake,
duck, etc.; Put them into a
song and sing.
2. Sing the Beast of England
suing the animals sound.
Draw organ, Trumpet, Guitar
and Conga drum.
PERIOD : ONE
UNIT : ONE
GRADE : SEVEN
TOPIC: MUSIC & CULTURE THIRD MARKING PERIOD FIRST SEMESTER
INTENDED LEARNING OUTCOMES: The pupils should be able to:
1. Compose, sing and play the soprano notes of a song;
2. Sing and play the soprano notes of the National Anthem;
3. Write the Biographies of some famous Liberian Composers;
4. Define and state the examples of at least 5 Musical vocabularies;
5. Draw and name the functions of the parts of musical instruments
(Xylophone, Flute, Trumpet, etc.);
6. Draw and name the functions of the parts of the Keyboard;
7. Draw and name body parts;
SPECIFIC OBJECTIVES:
1. Composition and Poetry
2. Instrumentation
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3. Syllabication and melodies (Part II)
4. Sound and rhythm (PartII)
5. The parts of the body used for Music
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Imitate and respond to the
artistic values of composition
with reference to Poetry;
2. Demonstrate artists playing
and singing using musical
instruments.
4. Speak and translate rhythm
into sound, etc.
5. Innovative and
appreciative of Music.
1. Composition & Poetry
a. Kinds of composition
b. Steps/Procedures
2. Instrumentation
a. Drawing and naming the
parts and functions of: i.
Xylophone
ii. Flute
iii. Trumpet
b. Distinction between Jazz
Band and marching Band.
3. Syllabication & melodies
– Tonic solfa
4. Sound and rhythm
a. Iambic meter
b. Dactylic “
c. Trochaic “
d. Anapestic “
5. Body parts and Music
1. Write a short Poem using
Psalms 150 and create
melodies, and sing the song
in class;
2. Define Composition
- Write the kinds of
composition
-Write the steps in
composing a song on Board
(Explain);
3. Draw Xylophone, Flute
and Trumpet
- Explain their functions
4. Distinguish between two
types of Bands;
5. Write 10 sets of
10 - 12 letter-words, and use
the scansion method.
1. Color chalk
2. Xylophone, Flute,
Trumpet, etc.
3. Teaching Music & Dance
BK. 2
4. Rudiments of Music Bk. 2
5. John Thompson Piano
Tutor Bk. 2
6. Small Woods Piano Tutor
(New Edition)
7. Overhead Projector
8. Key board (Organ)
9. Drawing of Bands
1. Composition and its basic
steps in composing a song
2.Sing a composition each.
PERIOD : ONE
UNIT : ONE
GRADE : SEVEN
TOPIC: MUSIC & CULTURE FOURTH MARKING PERIOD SECOND SEMESTER
INTENDED LEARNING OUTCOMES: The pupils should be able to:
1. Distinguish between culture and tradition;
2. Distinguish between western and traditional dances;
3. Produce sound and rhythm from the keyboard;
4. Write the history of the Musical contributions during the Centuries as
compared to present day Music;
5. Write the history of the Musical contributions of famous Liberian Musicians
and Composers during the Centuries to present;
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SPECIFIC OBJECTIVES:
1. Culture & Tradition (Distinction)
2. Western Music & Dance
3. Traditional Music & Dance
4. Sound and Rhythm (Part III)
5. Instrumentation and Rhythm
6. Instrumentation and sound
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION
1. Describe and
compassionate in the
dramatization of the culture
and tradition, and initiate the
western and traditional ways
of dancing;
2. Adapt the artistic way of
dancing or performing on
stage before an audience;
3. Write and translate a Poem
into melodies using
syllabication method;
4. Acquaint and appreciate
the maintenance and usage of
the Musical instruments.
1. Culture & Tradition
a. Definition
b. Differentiation
c. Custom and tribes
2. Western Music and dance:
a. Pop Music
b. Reggae Music
c. Soul Music
3. Traditional Music/Dance:
a. Songs in dialect/Dance
b. Tribal affiliation
4. Sound & Rhythm
a. Poetic phrases
b. Syllabication
c. Songs of phrases
5. Instrumentation & Rhythm –
Keyboard and Drum
6. Instrumentation keyboard, etc.
1. Discuss traditional
and western music
and dance;
2. Draw the staff and
insert the rhythm
pattern of keyboard
and drum;
1. Color chalk
2. Adventure in English
Literature – New Edition
3. Teaching Music & Dance
BK. 2
4. Rudiments of Music Bk. 1
- 2
5. John Thompson Piano
Tutor Bk. 2
6. Small Woods Piano Tutor
(New Edition)
7. Overhead Projector
8. Key board (Organ)
9. Video, T-V set
10. Tape recorder
1. Ask each student to
distinguish between culture
and tradition;
2. Ask students to distinguish
between western and
traditional music;
3. Ask students to distinguish
between sound and rhythm
with emphasis on keyboard
and drums;
4. Ask students to
demonstrate western and
traditional dances.
PERIOD : ONE
UNIT : ONE
GRADE : SEVEN
TOPIC: MUSIC & CULTURE FIFTH MARKING PERIOD SECOND SEMESTER
INTENDED LEARNING OUTCOMES: The pupils should be able to:
1. Define and name the different kinds of drama;
2. Perform Drama with emphasis in Melodrama and Ballads;
3. Produce various sounds & rhythms from western, traditional, etc.;
4. Write at least 6 pairs of rhyming words and translate them into music
accompanied by rhythm and melodies;
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5. Distinguish between culture/Tradition with emphasis on:
a. Folk music b. Folklore c. Folktale
6. Define and interpret at least 12 vocabularies;
7. Draw, name and state the functions of at least 7 musical symbols;
SPECIFIC OBJECTIVES:
1. Drama & Music (Melodrama, Ballad, etc.)
2. Rhymes and Music
3. Culture and Tradition (Part II)
4. Rhythm and sound (part IV)
5. Musical symbols & vocabularies
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Innovative and empathetic
in portraying the norms and
cultural values of the Liberian
Society;
2. Maintain the prestige of
singing and dancing rap
Music;
3. Cohabitate, stimulate and
invigorate the cohesiveness
love in the Family in a
particular tribe;
4. Artistic in the production
of sound to attract the
audience for reconciliation,
etc.
1. Drama & Music
a. Melodrama
b. Ballads
i. Folk Ballad/Popular
ii. Literary Ballad
c. Mood, speeches, etc.
2. Rhymes and Music
a. Definition
b. Kinds (examples)
c. Rhyme scheme
3. Culture/Tradition
a. Folk Music
b. Folklore
c. Folktale, etc.
4. Rhythm and sound
a. Traditional rhythm
b. Western rhythm
c. Liberian type
5. Musical symbols &
vocabularies:
1. Defining musical terms and
the kinds of dance
2. Kinds of ballads;
3. List the kinds of Ballads
and state their examples;
4. State the moods, speeches
used in Drama – (Explain)
5. Defining words like
Rhymes/Scheme
6. Write 6 pairs of rhymes
and use them in some poetic
phrases, and write melodies
7. Distinguish between the
three simple kinds of rhythms
listed.
8. Draw the staff and insert
at least 10 musical symbols,
and define 15 vocabularies.
1. Color chalk
2. Adventures in English
Literature – New Edition
3. Teaching Music & Dance
BK. 2
4. Rudiments of Music Bk.1 -
2
5. John Thompson Piano
Tutor Bk. 2
6. Small Woods Piano Tutor
(New Edition)
7. Overhead Projector
8. Key board (Organ)
9. Video, T-V
10. Tape recorder
1. Definition of musical
terms;
2. Discussing drama and its
kinds;
3. Ask students to write at
least 3 sets of rhymed words
and sing them into songs;
4 Ask students to sing and
dance western, Liberian and
traditional songs.
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BIBLIOGRAPHY
1. Kennedy, Michael; “Concise Oxford Dictionary of Music”, third Edition, Oxford, N. Y., University Press, 1980.
2. Robin, D. (1994) Future Music, Making music with modern technology: balh, UK: Future Publishing Issue 21, July 1994.
3. National Standards for Arts Education, “Dance, Music, Theatre, and visual Arts”, Reston, V.A. Music Educators’ National; conference
(MENC) 1994
4. Howard; Bertrand: Fundamentals of Music Theory (Second Edition), Harcourt Brace Janavich Inc. New York, N.Y. Chicago, San Francisco,
Atlanta, 1966 (1975).
5. Nketia; J.H. Kwabena (Ed.) A Guide for the Preparation of Primary school African Music Teaching Manuals; Accra Ghana; Afram
Publications Ltd. for UNESCO – 1999.
6. Mensah, A.A.; Folk song for schools, Accra Ghana Publishing Company, 1971.
7. Anderson, R; and North, G., Gospel Music Encyclopedia, New York, NY, Sterling Publishing Co. Inc., 1979.
8. Campbell, P.S. and Scott-Kanssner, G., Music in Childhood, New York, N.Y., Schimer Books.
9. Mereku, Cosmas, W.K.; Addo. George W.; Okoutah Michael-Ohene, Teaching Music and Dance in the Junior Secondary Schools, Legon,
Accra,l Ghana, Adwmsa Publications (Gh.) Ltd., 2005.
10. Land, L. R.; and Vaugham, M.A., Music in today’s classroom (Creating, Listening, Performing;) second Edition New York; NY Harcourt
Brace Jananovich Inc. 1975.
11. Robin, A.D., Koo Nimo. In; “African Music: Traditions and Innovations; (3 – 4 August Conference Brochure), Accra; Martin Luther King Jr.
Library, United States Information Services (USIS), 1993.
12. Music Education/Culture (Basic Education committee) “basic Music Appreciation Manuals for Liberian schools(with reference Information
from Trinity College of Music – London; 2006.
13. Glover, J.; Teaching Music in the Primary Schools; London, Cassell - 1994
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PERIOD : ONE
UNIT : ONE
GRADE : EIGHT
TOPIC: MUSIC & CULTURE GENERAL OBJECTIVES
Upon completion of the periods the pupils will be able to:
1. Define at least 15 Musical vocabularies;
2. Interpret parables and proverbs from some folktales and folklores;
3. Narrate and interpret some traditional riddles;
4. Practice culture and perform cultural dance;
5. Wear the African attires and portray the culture of Liberia;
6. Sing and play the National Anthem of Liberia;
7. Sing and play the Lone Star Forever;
8. Sing and play the school Ode;
FIRST MARKING PERIOD FIRST SEMESTER
INTENDED LEARNING OUTCOMES: The pupils should be able to:
1. Write the notes on the staff and sing the:
a. National Anthem of Liberia
b. Lone Star Forever
c. School Ode
2. Write perfectly and recite the words of the “Pledge”;
3. Write their own proverbs and parables from folktales and folklores;
4. Distinguish between tradition and culture;
5. Play and produce perfect sounds from the keyboard;
6. Demonstrate love and care for Liberia;
7. Defend the cultural heritage of Liberia
SPECIFIC OBJECTIVES:
1. Music Appreciation – Rudiments of Music;
2. Introduction to Notation
3. Singing and playing – Pattern II
4. Writing Lyrics & vocabularies
5. Culture/Tradition
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Adopt the new career of
Music for life.
2. Read and sing new
melodies on the staff and
communicate the language of
1. Music Appreciation:
a. Rudiments of Music
b. Significance
c. Definition
d. Features, etc.
1. Define Music and all
Rudiments of Music;
2. Define Notation;
3. Draw the staff and insert
Tonic solfa, Musical symbols,
1. Color chalk
2. Adventures in English
Literature – New Edition
3. Teaching Music & Dance
BK. 2
1. Ask each student to define
Music and state the basic
significant features;
2. Ask students to define
notation, and state the various
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OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION Music.
3. Become patriotic and loyal
to their heritage or country.
4. Translate in portraying the
cultural values of their
country in interpreting
parables, proverbs, folktales,
etc.
2. Introduction to Notation:
a. Staff
b. Drawing
c. Tonic solfa
d. Musical symbols
3. Singing & playing:
a. Keyboard
b. National Anthem
c. Lone Star Forever
d. School Ode
4. Culture/ Tradition
a. Parables
b. Proverbs
c. Folktales
d. Folklores
etc.
4. Draw the keyboard and
draw the staff and insert the
Tonic solfa of the National
Anthem and the Lone Star
Forever.
5. Define Culture and
tradition. Distinguish
between parables and
proverbs; and between
folktale and folklore.
4. Rudiments of Music Bk.1 -
2
5. John Thompson Piano
Tutor Bk. 2
6. Small Woods Piano Tutor
(New Edition)
7. Overhead Projector
8. Key board (Organ)
9. Tape recorder
10. Tape recorder
notes on the staff;
3.Ask the students to draw
the various notes on the staff,
and locate the basic symbols;
4. Ask each student to define
at least 15 Musical
vocabularies.
PERIOD : ONE
UNIT : ONE
GRADE : EIGHT
TOPIC: MUSIC & CULTURE SECOND MARKING PERIOD FIRST SEMESTER
INTENDED LEARNING OUTCOMES: At the end of this period, pupils should be able to:
1. Write Poems and transform them into songs;
2. Name the other various kinds of Poems;
3. Write at least 8 pairs of rhymes and transform them into songs;
4. produce various sounds and rhythms with emphasis in metric feet, onomatopoeia; and other
kinds of rhythms;
5. Write at least 10 words and use scansion method to syllabicate and use the words in
sentences;
6. Write the Biographies of some famous Liberian Composers;
7. Define instrumentation and draw some instruments like the organ, guitar, xylophone, etc.
SPECIFIC OBJECTIVES:
1. Poems/Poetry in Music
2. Rhymes and rhyme scheme
3. Sound and rhythm
4. Scansion and syllabication
5. Biographies of Composers and Performers, etc.
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OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Empathetic or
compassionate in making
decisions;
2. Write and translate their
own Poems in order to
socially affect the audience;
3. Speak the Music language
using syllabication and
scansion;
4. Imitate the artistic values
of other Composers and
Performers;
5. Portray the Liberian form
of Music , etc.
1. Poetry & Poems in Music:
a. Definition
b. Kinds of Poetry
c. Kinds of Poems
d. Elements of Music
e. Figures of speech used in Music
2. Rhymes & Rhyme scheme:
a. Definition
b. Kinds of Rhymes
c. Usages – Music
3. Sound & Rhythm
a. Definition
b. Kinds, examples
c. Measurement
– metric feet
4. Scansion & syllabication
5. Biographies of Composers and
Performers, etc.
1. Writing
definitions of
musical words
2. Writing Poetry
and Poems
3. Elements and
figures of speech
used in Music
4.Drawing and
naming parts of
musical instruments
1. Color chalk
2. Adventures in English
Literature – New Edition
3. Teaching Music & Dance
BK. 2
4. Rudiments of Music Bk.1 -
2
5. John Thompson Piano
Tutor Bk. 2
6. Small Woods Piano Tutor
(New Edition)
7. Overhead Projector
8. Key board (Organ)
9. Video, T-V
10. Tape recorder
1. Defining various musical
words.
2. Scanning words.
3. Narrate the history and
name the musical
contributions of some famous
Composers.
PERIOD : ONE
UNIT : ONE
GRADE : EIGHT
TOPIC: MUSIC & CULTURE THIRD MARKING PERIOD FIRST SEMESTER
INTENDED LEARNING OUTCOMES: At the end of this period, pupils should be able to:
1. Draw, name and state the functions of the parts of an organ, Flute, Guitar, xylophone, Jazz
drums, etc.
2. Distinguish between western and traditional dances;
3. Sing and play the National Anthem, Lone Star Forever and the School Ode;
4. Compose, arrange, sing and play a song on the staff;
5. Compose, arrange, sing and play a song on the keyboard;
6. Compose, arrange, sing and play a song on the guitar using the staff;
7. Poems and composition in Music;
SPECIFIC OBJECTIVES:
1. Instrumentation: Functions of the parts of organ, guitar, flute, xylophone, Jazz drum
2. Differentiation: Western & traditional dances
3. Singing and playing of National Anthem (Parts I & II)
4. Compositions
5. Poems & Compositions, etc.
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OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Imitate and responsive to
the artistic values of some
Liberia’s famous
Composers and Musicians.
2. Acquaint themselves
with the instruments to be
used for Music Laboratory.
3. Become patriotic and
loyal to the existence of a
proud country.
4. Control the pitch and
make musical decisions and
melodies from the
composition.
1.Instrumentation/Composition:
a. Functions of parts
b. Drawings of the organ, flute,
guitar, xylophone
2. Differentiation
a. Western dance
b. Traditional dance
3. National Anthem
a. Part I
b. Part II
c. Sing and play
4. Composition (Arrange, sing and
play):
a. On staff
b. On keyboard
c. Guitar
5. Poem, Poetry & Composition:
Arrangement of poetic devices and
melodie
1. Define Music with emphasis on
function
2. Draw all instruments listed in
the contents; name parts ands state
functions
3. Differentiate between:
a. Western dance
b. Traditional dance
4. Write all stanzas of the National
Anthem on the board. Sing and
play soprano notes on keyboard.
Call each student to play it.
5. Define composition
6. Write a simple melody –
Arrange, sing and play on
keyboard.
7. Differentiate between Poetry &
composition.
1. Color chalk
2. Adventures in English
Literature – New Edition
3. Teaching Music & Dance BK.
2,3
4. Rudiments of Music Bk.1, 2, 3
5. John Thompson Piano Tutor
Bk. 2
6. Small Woods Piano Tutor
(New Edition)
7. Overhead Projector
8. Key board (Organ)
9. Instruments:
a. Organ
b. Flute
c. Xylophone
d. Guitar
e. Drum
1. Review students on all
elements listed in the
contents..
2. Write at least 30 questions
for the entire period for
quizzes, Assignment, Tests
and Exams.
3. Ask students to draw the
instruments listed in the
contents. Name all parts and
state their basic functions
4. Ask each student to sing
the National Anthem
5. Ask students to compose
and sing a song.
s
PERIOD : ONE
UNIT : ONE
GRADE : EIGHT
TOPIC: MUSIC & CULTURE FOURTH MARKING PERIOD SECOND SEMESTER
INTENDED LEARNING OUTCOMES: At the end of this period, pupils should be able to:
1. Perform and be adjusted to stage performances;
2. Dramatize melodrama;
3. Distinguish between tradition and culture (custom);
4. Write some pairs of rhyming words and use the rhyme scheme –process to
create melodies;
5. Name the body parts and write a song on the HIV/AIDS;
6. Produce sound and rhythm from Guitar, organ, xylophone, etc.
7. write at least one song and play it on the keyboard;
SPECIFIC OBJECTIVES:
1. Stage ethics (Performances)
2. Drama and Music
3. Tradition and HIV/aids
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4. Tradition and Culture (Folktale, Folklore, Folk song, etc.)
5. Sound and Rhythm
6. Rhyme and rhyme scheme
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. avoid stage phobia and
achieve the objective of
dramatizing their talents
before an audience;
2. Articulate clearly with
distinction of musical
vocabulary;
3. Develop the joy and
pleasure of dancing and
singing;
4. Maintain the cultural and
traditional values of the
Liberian society;
Control their level of sound
production when singing and
playing;
1. Stage Ethics:
a. Performances
b. Dancing
c. Speaking, etc.
2. Dance & Music
a. Melodrama
b. Speeches, etc.
3. Tradition and Culture
a. Folktale
b. Folklore
c. Folk song, etc.
4.Tradition& HIV/AIDS
- Songs – Dialect & western
5. Sound & Rhythm
a. Traditional rhythm
b. Western rhythm
c. Liberian rhythm, etc.
6. Rhyme and rhyme scheme:
a. Couplet singing
b. Quatrain singing
1. Define stage.
2. List various rules involving stage
performances.
3. Name the other kinds of stages,
etc..
4. Name the elements of stage usages.
5. Define speech and dance; state
kinds.
6. Dramatize the various Dramas, etc.;
7. Distinguish between tradition and
culture, etc.
8. Define sound-rhythm with
emphasis on:
-Traditional rhythm
- Western rhythm
- Liberian rhythm
9. Define rhyme and rhyme scheme;
review examples.
1. Color chalk
2. Adventures in English
Literature – New Edition
3. Teaching Music &
Dance BK. 2,3
4. Rudiments of Music
Bk.1, 2, 3
5. John Thompson Piano
Tutor Bk. 2
6. Small Woods Piano
Tutor (New Edition)
7. Overhead Projector
8. Key board (Organ)
9. Video, T-V
10. Chalkboard
1.Name the various kinds
of Drama.
2.Distinguish between
Folktale, Folklore and
Folksong with emphasis
in Music.
3. Draw at least 20
questions for the entire
period.
PERIOD : ONE
UNIT : ONE
GRADE : EIGHT
TOPIC: MUSIC & CULTURE FIFTH MARKING PERIOD SECOND SEMESTER
INTENDED LEARNING OUTCOMES: At the end of this period pupils should be able to:
1. Dramatize some cultural dances and sing some traditional songs;
2. Differentiate and distinguish parables proverbs and riddles;
3. Sing at least two compositions and play on the keyboard;
4. Show relationship between the members of a Family, the Community, neighbor and various
ethnic tribes, etc.
5. Define Music and list the various kinds with examples;
6. Define notation and draw staff;
7. Play the tonic solfa on staff;
15
8. Sing and play the sopranos of the Lone Star Forever, the National Anthem and the School
Ode;
9. Sing some songs: Patriotic, social, Reconciliation, Parties, Funeral/wedding
SPECIFIC OBJECTIVES:
1. Culture and cultural Dance
2. Rhythm & Sound (Metric measurement)
3. Differentiation (Parables, Riddles, Proverbs)
4. Relationships b(Family neighbors, ethnicity, etc.)
5. Music appreciation (Notation, etc.)
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Discover and restore
the kinds of culture and
dances of each tribal
foundation;
2. Control the level of
sound and rhythm
produced using
measurement as a means
of speaking and
developing new
sentences & Music;
3. Strengthen the
relationship that exists in
the Family, Community,
etc.
4. Nationalistic and
produce good leadership
in the society;
1. Culture & cultural Dance:
a. Costumes (attire)
b. Kinds of culture
2. Sound and Rhythm
- Metric measurement
i. Iambic feet
ii. Trochaic feet
iii. Dactylic feet
iv. Anapestic feet
3. Differentiation
a. Parables
b. Proverbs
c. Riddles
4. Relationship
a. Families
b. Neighborhood
c. Ethnicity
5. Kinds of Music
a. Patriotic song b. National song
1. Distinguish between
culture and cultural Dance;
2. Write the various metric
feet and use scansion
method;
3. Translate them into
Music;
4. Differentiate between
Parable, Riddle and
Proverb;
5. Write and describe the
relationship between
members of the Family, etc.
6. List the type of Music
and play a Tape illustrating
each;
1. Color chalk
2. Adventures in English
Literature – New Edition
3. Teaching Music & Dance BK.
2,3
4. Rudiments of Music Bk.1, 2, 3
5. John Thompson Piano Tutor
Bk. 2
6. Small Woods Piano Tutor
(New Edition)
7. Overhead Projector
8. Key board (Organ)
9. Instruments:
a. Xylophone
b. Guitar
10. Tape recorder
11. Chart showing scansion of
wor
1. Review all topics for
the period by asking
and entertaining
questions;
2. Draw at least 25
questions using all test
types for the entire
period;
3. Ask students to draw
and present all Musical
Labs; report for the
period.
4. Ask students to sing
the three basic kinds of
Music.
16
BIBLIOGRAPHY
1. Kennedy, Michael; “Concise Oxford Dictionary of Music”, third Edition, Oxford, N. Y., University Press, 1980.
2. Robin, D. (1994) Future Music, Making music with modern technology: balh, UK: Future Publishing Issue 21, July 1994.
3. National Standards for Arts Education, “Dance, Music, Theatre, and visual Arts”, Reston, V.A. Music Educators’ National; conference
(MENC) 1994
4. Howard; Bertrand: Fundamentals of Music Theory (Second Edition), Harcourt Brace Janavich Inc. New York, N.Y. Chicago, San Francisco,
Atlanta, 1966 (1975).
5. Nketia; J.H. Kwabena (Ed.) A Guide for the Preparation of Primary school African Music Teaching Manuals; Accra Ghana; Afram
Publications Ltd. for UNESCO – 1999.
6. Mensah, A.A.; Folk song for schools, Accra Ghana Publishing Company, 1971.
7. Anderson, R; and North, G., Gospel Music Encyclopedia, New York, NY, Sterling Publishing Co. Inc., 1979.
8. Campbell, P.S. and Scott-Kanssner, G., Music in Childhood, New York, N.Y., Schimer Books.
9. Mereku, Cosmas, W.K.; Addo. George W.; Okoutah Michael-Ohene, Teaching Music and Dance in the Junior Secondary Schools, Legon,
Accra,l Ghana, Adwmsa Publications (Gh.) Ltd., 2005.
10. Land, L. R.; and Vaugham, M.A., Music in today’s classroom (Creating, Listening, Performing;) second Edition New York; NY Harcourt
Brace Jananovich Inc. 1975.
11. Robin, A.D., Koo Nimo. In; “African Music: Traditions and Innovations; (3 – 4 August Conference Brochure), Accra; Martin Luther King Jr.
Library, United States Information Services (USIS), 1993.
12. Music Education/Culture (Basic Education committee) “basic Music Appreciation Manuals for Liberian schools(with reference Information
from Trinity College of Music – London; 2006.
13. Glover, J.; Teaching Music in the Primary Schools; London, Cassell – 1994
14. Robin J., Transcribing Melodies in the talking Drum (No. 18) School of Music University, Natal, South Africa, Dec., 2002.
17
PERIOD : ONE
UNIT : ONE
GRADE : NINE
TOPIC: MUSIC & CULTURE GENERAL OBJECTIVES
Upon completion of the academic work of the period, the pupils will be able to:
1. Define Music and name the various kinds.
2. Interpret Parables and Proverbs from Folktales and Folklores.
3. Sing and dance in appreciation of the culture/Tradition.
4. Dramatize and protect the culture/heritage of Liberia.
5. Define at least 20 Musical vocabularies and describe the symbols.
6. Sing and play the Liberian National Anthem on keyboard.
7. Sing and play the Lone Star Forever on keyboard.
8. Sing and play the School Ode.
FIRST MARKING PERIOD FIRST SEMESTER
INTENDED LEARNING OUTCOMES: The pupils should be able to:
1. Write and play the soprano notes on staff and sing the:
a. Lone Star Forever
b. National Anthem of Liberia
c. School Ode
2. Write and interpret their proverbs, parables, folktales and folklores.
3. Write and perfectly recite the words of the Pledge.
4. Demonstrate the love and care of their Nation.
5. Express their joy of playing and singing with the instrument (keyboard).
6. Acquaint themselves with and use Musical terms to express themselves.
SPECIFIC OBJECTIVES:
1. Music appreciation
2. Interpretations
3. Differentiation
4. Vocabularies
5. Notation & Tonic solfa
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION
1. Adopt the new career
of Music for life;
2. Translate and portray
1. Music Appreciation:
a. Definition
b. Rudiments
1. Define Music and state
the significance;
2. Define interpretation
1. Color chalk
2. Adventures in English
Literature – New Edition
1. Ask each student to
define Music and state the
different significant
18
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION
their culture with the use
of parables, proverbs,
etc.;
3. Perform western and
traditional dances;
4. Communicate and
speak the Music language
when it comes to
terminologies;
5. Read and sing notes on
the staff.
c. Features
d. Significance
2. Interpretations
a. Definition
b. Parables
c. Folktales
d. Folklores
e. Proverbs
3. Differentiation
a. Western
b. Traditional
4. Vocabularies
a. Syllabication
b. Scansion
5. Notation
a. Staff
b. Tonic solfa
and state the differences
between Parables &
Proverbs; folktale &
folklore;
3. Explain the great
difference between
western and traditional
Dance;
4. Define Dance;
5. Write 25 musical
vocabularies and explain
using
scansion/syllabication;
6. Define Notation and
draw the staff.
3. Teaching Music &
Dance BK. 2
4. Rudiments of Music
Bk.1, 2, 3
5. John Thompson Piano
Tutor Bk. 2
6. Small Woods Piano
Tutor (New Edition)
7. Overhead Projector
8. Key board (Organ)
9. Tape recorder with
National Anthem, Lone
Star Forever, and School
Ode
features.
2. Draw at least 30
questions using all test
types for the entire
period.
3. Ask students to report
all lab assignments,
homework, etc.
4. Ask students to
interpret parables,
proverbs, etc.
5. Ask students to draw
the staff.
PERIOD : ONE
UNIT : ONE
GRADE : NINE
TOPIC : MUSIC & CULTURE SECOND MARKING PERIOD FIRST SEMESTER
INTENDED LEARNING OUTCOMES: The pupils will be able to:
1. Define composition and list its kinds;
2. Name and state the musical contributions of some Liberian and western Composers;
3. Scan and syllabicate at least 15 vocabularies on environmental and health science, and
translate them into Music;
4. Define Poetry and Poems;
5. Write the various Poetry and Poems and list some kinds;
6. Write at least 20 paired health and sanitation rhymed words;
7. Produce sound and rhythm from the keyboard.
SPECIFIC OBJECTIVES:
1. Biographies & Composition
2. Scansion and syllabication
19
3. Poetry in Music
4. Rhymes and Rhyme scheme in Music
5. Rhythm and sound in Music Education
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION
1. Imitate the artistic
values of the Composers;
2. Write and sing their
own composition;
3. Speak the music
language using new
vocabularies;
4. Write their own Poems
and translate them into
songs;
5. Sing Rap songs with
the use of Rhymes and
Rhyme scheme.
1. Biographies
- definition
2. Composition
a. Definition
b. Composers crafts
c. Kinds of
compositions
3. Scansion and
Syllabication:
a. Definition
b. Vocabularies (Ctd.)
4. Poetry in Music
Kinds of Poems:
i. Ode (Lyrical)
ii. Psalms
iii. Elegy
5. Rhymes & Scheme
6. Rhythm & Sound
1. Define Biography
2. Name some examples
3. Define Composition
4. List the names of some
Composers
5. List the various kinds of
songs written and sung
6. Define syllabication and
scansion
7. Write 5 words from health
vocabulary and put them into
melodies
8. Define Poetry and name
some Poems
9. Write your own Poem
10. Translate them into song
11. Use Rhymes in songs
12. Define Rhyme and
Sound
1. Adventures in
English Literature –
New Edition
2. Teaching Music &
Dance BK. 2
3. Rudiments of Music
Bk.1, 2, 3
4. John Thompson
Piano Tutor Bk. 2
5. Small Woods Piano
Tutor (New Edition)
6. Key board (Organ)
7. Tape recorder with
School Ode, etc.
8. The Concise Oxford
Dictionary of Music
(Third Edition)
1. Ask each student to
define Biography
2. Ask students to name
at least 10 Musicians
And Composers
3. Draw at least 30
questions from all test
types for quizzes, tests,
assignments, class work
and exam for the entire
period
4. Ask students to sing
and play the National
Anthem.
PERIOD: ONE
UNIT : ONE
GRADE : NINE
TOPIC: MUSIC & CULTURE THIRD MARKING PERIOD FIRST SEMESTER
INTENDED LEARNING OUTCOMES: The pupils should be able to:
1. Name and sing songs of some Liberia’s famous Composers;
2. List, draw and name the parts and functions of the organ, xylophone, flute, etc.;
3. Distinguish between Culture and tradition;
4. Wear a traditional costume and dance;
5. Interpret the culture and tradition or the way of life of each tribe;
6. Sing and do western and traditional dances;
7. Sing the national Anthem using the scales of the tonic solfa;
20
8. Produce sounds and rhythm using the Measurement theory.
SPECIFIC OBJECTIVES:
1. Composition (II)
2. Instrumentations
3. Culture and tradition
4. Sound and rhythm (II) Measurement
5. Tonic solfa and National Anthem
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Imitate the artistic values
of some Liberia’s famous
Musicians;
2. Acquaint themselves with
the kinds of instruments used
to play music;
3. Maintain the values of the
Liberian culture and tradition;
.
1. Composition II
a. Liberian Composers
b. Performers
c. Liberian Musicians
2. Instrumentation
a. Drawing, naming
b. Xylophone, organ, guitar, flute, etc.
3. Culture & Tradition
a. Definitions
b. Songs
c. Dances
4. Sound & Rhythm
- Measurement
i. Iambic feet
ii. Dactylic feet
iii. Trochaic feet
iv. Anapestic feet
5. Tonic solfa and National Anthem:
a. Wordings
b. Playing
1. Define
Composition with
reference to
Performer &
Musician;
2. Draw the staff
on the board and
insert the tonic
solfa scale with
sopranos of the
National Anthem.
1. Adventures in English
Literature – New Edition
2. Teaching Music &
Dance BK. 2
3. Rudiments of Music
Bk.2, 3
4. John Thompson Piano
Tutor Bk. 2
5. Small Woods Piano
Tutor (New Edition)
6. Key board, flute,
xylophone, Guitar
7. Tape recorder
8. The Concise Oxford
Dictionary of Music
(Third Edition)
1. Ask students to name at
least five Liberian Composers
and their musical
contributions.
2. Draw at last 30 questions
from all test types for all
quizzes, tests, assignments,
class work, and exams for the
entire period.
3. Ask each student to sing
and play the National
Anthem.
PERIOD : ONE
UNIT : ONE
GRADE : NINE
TOPIC: MUSIC & CULTURE FOURTH MARKING PERIOD SECOND SEMESTER
INTENDED LEARNING OUTCOMES: At the end of this period, pupils should be able to:
1. Acquaint themselves with theory and ethics of stage performance and theatre;
2. Write some simple pairs of rhyming words and develop melodies;
3. Dramatize and perform the western and traditional dancing;
4. Dramatize Melodrama with an accompaniment;
5. Explain audience and state its functions;
21
6. Distinguish between arts and artists;
7. Develop a new speech language with new musical vocabularies.
SPECIFIC OBJECTIVE:
1. The Theater and stage ethics
2. Music and Drama
3. Rhyme and Melodies
4. Sound & Rhythm (III)
5. Oral Communication
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Get rid of phobia and dramatize
their talents before an audience in
a theatre.
2. Develop new skills in
performing before an audience.
3. Sing Acappella music without
an accompaniment.
4. Dance the various kinds of
rhythms.
5. Communicate by listening and
speaking.
1. Stage Ethics
a. Audience
b. Speaking & listening skills
c. Performer’s skills
d. The Theatre
2. Music & Drama
a. Kinds of Drama
b. Melodrama
c. Farce
d. Satire
e. Comedy/Tragedy
3. Rhyme and Melodies
a. Couplet (sing)
b Quatrain (sing)
4. Sound & Rhythm
a. Traditional Rhythm
b. Western “
c. Liberian “
5. Oral Communication (Speeches):
- Dialogue
- Monologue
1. List the basic elements
of the theatre and stage.
3. List the basic functions
of the Performer.
4. Define Music/Drama
and list the kinds.
5. Write some rhymes and
create melodies.
6. List the kinds of
rhythm and sound.
.
1. Adventures in English
Literature – New Edition
2. Teaching Music &
Dance BK. 2
3. Rudiments of Music
Bk.2, 3
4. John Thompson Piano
Tutor Bk. 2
5. Small Woods Piano
Tutor (New Edition)
6. Key board, flute,
xylophone, Guitar
7. Tape recorder
8. The Concise Oxford
Dictionary of Music
(Third Edition)
1.Define stage and
theatre.
2. Having oral
communication.
PERIOD : ONE
UNIT : ONE
GRADE : NINE
GRADE NINE MUSIC & CULTURE FIFTH MARKING PERIOD SECOND SEMESTER
INTENDED LEARNING OUTCOMES: At the end of this period pupils should be able to:
1. List the various kinds of relationships;
2. Distinguish between relationship and inter-relationship;
22
3. State the kinds of relationships that exist between families, neighborhoods and other
communities, etc. ;
4. Distinguish between culture and cultural dance;
5. Portray the traditional practices and beliefs of each ethnic group;
6. Sing and play the tunes of the National Anthem, Lone Star Forever, and the school’s Ode.
SPECIFIC OBJECTIVES:
1. Relationship & Inter-relationship
2. Music Appreciation
3. Culture and Cultural Dance
4. Traditional Practices & beliefs
5. Singing and playing the National Anthem, Lone Star Forever, and the school’s Ode.
OUTCOMES CONTENTS ACTIVITIES MATERIALS EVALUATION 1. Cohabitate and live as a
Family in the society and
become good leaders.
2. Adapt the new career as a
way of life.
3. Develop new skills in
performing before an
audience.
4. Maintain the cultural ties
that bind the tribes together.
1. Relationship & Inter-
relationship:
a. Families (Kinds)
b. Society (Kinds)
c. Neighborhoods
2. Music Appreciation
- Notations Ctd.
3. Culture/Cultural Dance:
a. Body parts
b. Body Movements
c. Styles of Artists
4. Traditional Practices and
beliefs
5. National Anthem, Lone
Star Forever, and the school
Ode.
1. Define relationship and
inter-relationship;
2. Name the various kinds of
Families, societies, etc.
3. Draw the staff and insert
the Notations using the tonic
solfa scales, etc.
4. Dramatize the types of
cultural dances;
5. Write the various tribes
and their beliefs and
practices;
6.Sing and play each line of
the National Anthem, Lone
Star Forever , and the School
Ode; Call each student to do
the same.
1. Adventures in English
Literature – New Edition
2. Teaching Music & Dance
BK. 2
3. Rudiments of Music Bk. 2,
3
4. John Thompson Piano
Tutor Bk. 2
5. Small Woods Piano Tutor
(New Edition)
6. Key board (Organ)
7. Tape recorder
8. The Concise Oxford
Dictionary of Music (Third
Edition)
1. Explain the kinds of
relationship that exists
between tribal members in
the society.
2.Sing and play the School
Ode.
23
BIBLIOGRAPHY
1. Kennedy, Michael; “Concise Oxford Dictionary of Music”, third Edition, Oxford, N. Y., University Press, 1980.
2. Robin, D. (1994) Future Music, Making music with modern technology: balh, UK: Future Publishing Issue 21, July 1994.
3. National Standards for Arts Education, “Dance, Music, Theatre, and visual Arts”, Reston, V.A. Music Educators’ National; conference (MENC)
1994
4. Howard; Bertrand: Fundamentals of Music Theory (Second Edition), Harcourt Brace Janavich Inc. New York, N.Y. Chicago, San Francisco,
Atlanta, 1966 (1975).
5. Nketia; J.H. Kwabena (Ed.) A Guide for the Preparation of Primary school African Music Teaching Manuals; Accra Ghana; Afram Publications
Ltd. for UNESCO – 1999.
6. Mensah, A.A.; Folk song for schools, Accra Ghana Publishing Company, 1971.
7. Anderson, R; and North, G., Gospel Music Encyclopedia, New York, NY, Sterling Publishing Co. Inc., 1979.
8. Campbell, P.S. and Scott-Kanssner, G., Music in Childhood, New York, N.Y., Schimer Books, 1995.
9. Mereku, Cosmas, W.K.; Addo. George W.; Okoutah Michael-Ohene, Teaching Music and Dance in the Junior Secondary Schools, Legon,
Accra,l Ghana, Adwmsa Publications (Gh.) Ltd., 2005.
10. Land, L. R.; and Vaugham, M.A., Music in today’s classroom (Creating, Listening, Performing;) second Edition New York; NY Harcourt
Brace Jananovich Inc. 1975.
11. Robin, A.D., Koo Nimo. In; “African Music: Traditions and Innovations; (3 – 4 August Conference Brochure), Accra; Martin Luther King Jr.
Library, United States Information Services (USIS), 1993.
1. Music Education/Culture (Basic Education committee) “basic Music Appreciation Manuals for Liberian schools (with reference Information
from Trinity College of Music – London; 2006.
2. Glover, J.; Teaching Music in the Primary Schools; London, Cassell – 1994
14. Robin J., Transcribing Melodies in the talking Drum (No. 18) School of Music University, Natal, South Africa, Dec., 2002.
15. Mereku C.W. K., New Music & Dance Syllabuses for primary and Junior Secondary schools (Presented at workshop for teaching of African
Music and Dance) University of Ghana; Legon; International Center of African Music and Dance (ICAMD) 15th – 17th December, 1999.
The printing of the National Liberian Curriculum is provided by ECSEL - European Commission Support for Education in Liberia
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