Curricula
Curriculum for Grades 1-3
Singing and voice-development
· Singing in a clear, sonorous tone
· Developing a correct breathing pattern to ensure the clarity of tone and diction and an expressive mode of singing
· Children’s songs suitable for the age level, Estonian and other people’s folk and dancing songs, canons
Musical knowledge and skills
· Metre and rhythm
· Duple and triple time
· Duration of notes and rhythmic forms
· Rhythmical accompaniments
· Improvising
Melody
· Following the direction of movements in a melody
· Differentiating between high and low notes
· Understanding modes
· Major and minor modes, triads
· Introducing notation
Listening
· Children’s songs and instrumental character pieces
· Musical genres such as march, polka, waltz
· The lyricist, composer, soloist, ensemble, choir, choir leader, orchestra, orchestra leader, conductor
Performing
· Accompaniments for songs
· Preparing simple rhythm instruments
Curriculum for Grades 4-6
Singing and voice-development
· Developing the sonority, expressiveness, as well as individual quality (timbre, compass) of voice
· Polyphony, canons, folk songs
Musical knowledge and skills
· Metre and rhythm
· Time signature 2/4, 3/4, 4/4
· Introducing time signatures 3/8 and 6/8
· Rhythm improvisations, accompaniments
Melody
· The treble clef
· The absolute values of notes
· The relation between the absolute and relative values of notes
· Keyboard, octave
· The keys C-a, G-e, F-d; triads
· The natural, major and minor mode of songs; accidentals
Listening
· The form in music: motif, phrase, sentence, period; two- and three-part simple forms
· Performers, types of voice, types of choir
· The best-known Estonian singers, choirs, conductors
· Estonian folk songs, folk dances, folk instruments, folk singers
· Some knowledge of the music of European countries to illustrate the songs in the programme
Curriculum for Grades 7-9
Singing and voice-development
· Developing vocal abilities and individual qualities of voice
· Vocal care during the period of puberty
Musical knowledge and skills
· Time signature 2/4, 3/4, 4/4, 3/8, 6/8, songs with alternating rhythm
· New rhythmic forms
· Rhythm improvisations, accompaniments
Melody and mode
· Singing by note-names (the syllables and letters designating notes).
· The keys C-a, G-e, D-h, A-f sharp, F-d, B-g, E flat-c
· Introducing intervals and chords
· Introducing the basic accompaniment chords tonic, sub dominant, dominant
· Introducing the bass clef
Listening
· Instruments, types of orchestra
· The form in music: rondo, sonata, fugue, variations
· Genres: mass, oratorio, cantata, opera, operetta, musical, ballet, prelude and fugue, string quartet, concerto, symphony, suite, overture
· Jazz and rock music; Estonian popular music (R. Valgre, U. Naissoo, A. Oit, etc.)
Curriculum for Secondary
At secondary level, music is studied in its various styles, sound structures and forms as an art undergoing constant change and development. The history of music is part of the history of culture, and should be approached within a common framework with other important events, art and literature of a particular period. Singing contributes to the emotional side of the history of music.
Objectives of teaching
The objective of teaching music in the gymnasium is to ensure that the student:
· has an understanding of musical styles of different periods, musical genres and forms; learns to analyse the music covered by the programme;
· learns about the history of music by studying the works of distinguished composers;
· is able to carry out independent research by writing essays, carrying out research projects, etc. on the history of music;
· enriches the emotional side of his/her personality through musical impressions;
· attends concerts and musical productions, learns to view them with a critical ear;
· applies the knowledge and skills acquired at the basic school level to the study of the history of music, to analysing music and participating in musical activities;
· sings with a correct breathing pattern, a clear diction, in a stable and soft voice;
· learns many-voiced singing.
Course I
Content of teaching
· The Antiquity
· Ancient civilizations and music
· Mythology and music (tragedy, comedy) of Ancient Greeks and Ancient Romans
· The Middle Ages (a survey of the period and music)
· Romanesque and Gothic styles
· Christianity, Gregorian chant
· The appearance of polyphonic music
· Organum, motet, liturgical drama, mystery play
· Folk music, minstrels, poetry of chivalry
· Notation
· Instruments
· The Renaissance (a survey of the period and music)
· Instruments, dances
· Madrigal, opera, mass, requiem, passion
· The appearance of homophonic music, Protestant hymn, the leading countries of music and composers: Despres, Dufay, Ockeghem, Palestrina, Orlando di Lasso
· The Baroque (a survey of the period and music)
· Instruments, instrument groups.
· Concerto grosso, prelude and fugue, oratorio, passion, cantata, baroque opera
· The leading countries of music and composers: Bach, Händel, Vivaldi.
· The Classical period (a survey of the period and music)
· Instruments, ensembles, orchestras
· Forms: Rondo. Variations. Sonata
· Sonata, symphony, concerto, string quartet, overture, opera
· The leading countries of music and composers: Haydn, Beethoven, Mozart
Course II
Content of teaching
· Romanticism (a survey of the period and music)
· Instruments, orchestras
· Programme music, symphonic poem, solo song
· Miniatures, étude, prelude, nocturne, dances
· Opera, operetta, ballet
· The leading countries of music and composers: Schubert, Schumann, Berlioz, Chopin, Liszt, Brahms, Verdi, Wagner, Glinka, Borodin, Rimsky-Korsakov, Mussorgsky, Tchaikovsky, Grieg, Sibelius
· Music of the twentieth century (a survey of the period and music)
· Late Romanticism: Mahler, Bruckner, R. Strauss
· Impressionism: Debussy
· Expressionism: Schönberg
Course III
Content of teaching
Music of the twentieth century:
· Neo-Classicism, Stravinsky, Orff, Hindemith
· Jazz, symphonic jazz, Gershwin
· Ravel, Rahmaninov, Skryabin, Prokofiev, Shostakovich, Britten, Honegger, Poulenc
· Avant-garde: Cage, Stockhousen, Schnittke, Penderecki, Boulez
Estonian music:
· Folk music, older folk poems. newer folk songs
· Amateur period, choirs, brass bands
· The first song festivals: Kunileid, Saebelmann, Thomson, Hermann
· The first professional composers: Härma, Läte, Türnpu
· New genres: Tobias, A. Kapp, Süda, Lüdig
· The founders of Estonian choir music: Saar, Kreek
· The founder of Estonian instrumental music: Eller
· The founders of Estonian opera: E. Aav, A. Lemba
· The birth of Estonian ballet: Tubin
· Tubin, Ernesaks, E. Kapp, Tormis, Pärt, Mägi, Tamberg, Rääts, Sumera, Kangro, Tüür, Eespere, Sisask
Estonian music education has been oriented on singing tradition. Since 1991 instrumental music (playing an instrument in music lesson) has not been developed to a great extent because of the lack of the instruments.
The curriculum in Estonia emphasises integration between different disciplines. Most of music teachers are interested and able to integrate music and other disciplines – languages, history, sciences, visual arts, movement. They have started to use computers and technology in music lessons (that area has still not been well developed in Estonia). Here one can see another danger – they offer less and less time in music lessons for singing and for playing instruments.
Supporting Activities in music education
· Song festivals for youth choirs, orchestras and dance groups are organized (with interval three years since 1962) by the Estonian Song and Dance Celebration Foundation
· Contests, festivals and competitions are organized every year for different kinds of school choirs, orchestras and for vocal soloists by the Estonian Society for Music Education
· Every two years Music Olympic Games are organized for pupils from 7th and 11th grades by the Estonian Society for Music Education. There are three parts in the MOG – singing, composing and musical knowledge and it has two tours – regional and the final tour.