Topic outline

  • General

  • (PART ONE)UNIT 1:KEY CONCEPTS OF FINE ARTS AND CRAFTS

    Key unit competence: To be able to describe the meaning of
                                                      the key concepts and importance of Fine
                                                        Arts and Crafts.
    Introductory Activity

    After observing the figure, identify the activities shown above and discuss
    the functions of crafts in Society today.
    1.1.Definition of concepts
    Activity 1.1
    Explain the following concepts:
    a. Arts

    b. Crafts

    1.1.1 Arts
    Art is a way to express ideas, thoughts, and feelings, using a variety of
    materials. Paintings, sculptures, huge bridges, and landmark buildings are

    all ways in which artists express themselves visually.

    1.1.2 Crafts
    Craft is an activity, which needs skills and use of hands in order to produce
    various objects. There are different types of crafts such as:
    • Baskets
    • Craft bags
    • Masks
    • Hats
    • Pots
    • Paper crafts
    • Batik
    • Collage

    • Mosaic

    Application activity 1.1
    • After explaining the term craftwork, describe the types of crafts.

    • Discuss the major steps that deal with craft production.

    1.2.Importance of art and crafts
    Activity 1.2
    Describe the importance of art and crafts.
    1.2.1. Important of art and crafts
    There are three general perspectives upon which to address this statement.
    a. From an individual’s perspective
    The importance of art in an individual’s life is a broadening of perspective
    and a deepening of insight into well, literally everything about the human
    condition. From an observer’s perspective, art connects us to one another
    on a visceral level.
    Cumulatively, society benefits from the positive contributions resulting from
    affirmative expressions of community life within larger societies. The art
    helps individual to respond to art or to make art and this allows them to enjoy
    the world of aesthetic.
    b. From a community’s perspective
    Art and crafts bring attention related to; overlooked, misunderstood,
    misrepresented, or misapprehended in ways, which provide unmatched
    clarity in creating and understanding. Art can mobilize a community and
    motivate social change, which contributes to stability within larger societies.
    c. From a society’s perspective
    • Art and crafts reflect the deepest truths about life, the human condition,
    and society in general.
    • Art and crafts provoke social introspection and define boundaries while
    providing clarity on issues.
    • Art provides the public with psychologically supportive outlets of
    expressions, which contribute toward overall social stability.
    • Artistic activity provides a healthy return on investment to every level
    of an economy.
    • Artistic history provides us with deep insights into our evolution as
    species. It is an activity that provides insights into our future like every

    other discipline of discovery.

    Application activity 1.2
    • Most of the craftworks need finishing in order to have a final product,

    discuss its meaning and its importance in craft.

    1.3.Components of artwork

    Activity 1.3


    1.3.1.Subject matter
    This is the main idea in a work of art. It may be rendered in an abstract
    manner or in representational way. It is referred to as theme and often, gives
    the work its name.
    1.3.2.Composition
    This is a total appearance of the physical object of art. It deals with the
    organization and use of the elements of art. (For example, lines, shape,
    form, value, texture, color). The elements are organized to follow principals
    like balance, proportion, dominance, rhythm, harmony and unit.
    1.3.3.Content or meaning
    This deals with quality or significance of an artwork and the experience it
    gives to a consumer. This includes the emotions or intellectual responses it
    arouses.
    Subject matter, composition and content or meaning are the three
    components of artwork, we shall further look at the elements of art and

    principals of organization, which go to the conception of art composition.

    Application activity 1.3


    • Analyze the content of artwork above and give its main idea.

    End unit assessment 1
    1. In order to understand art and crafts better, it is necessary to define
    different terms below.
    a. Arts
    b. Crafts
    2. Discuss the benefits of art and crafts to the society.

    3. Give and explain the component of art and crafts.


  • UNIT 2: DRAWING STILL LIFE AND NATURE

    Key unit competence: To be able to make detailed drawing of
                                                     still life and nature studies by applying
                                                     elements and principles of art using

                                                     different techniques, tools and materials.

    Introductory Activity


    Make a research on elements and principles used in art and crafts.

    1. List down drawing materials and tools.

    2.1 Elements of art and crafts
    Activity 2.1
    Referring to the drawing above, define the following elements of art and
    crafts:
    a. Line
    b. Texture
    c. Value
    d. Shape
    e. Color
    f. Form

    g. Space

    a. Lines
    A line is a path of point moving through space. A line is one of the tools used
    to describe the appearance of a form or object. There are different types of

    lines, each expresses different feelings, and they are as follows:

    Different types of lines.
    b. Shapes
    Shape is a flat, two-dimensional area with height and width. It is made
    when two ends of a line meet. There two types of shapes: regular shape or
    geometric and irregular or organic shape.

    • The regular shape


                                                                                  Different regular shapes.

    • The irregular shape


    Different irregular shapes.
    c. Texture
    Texture is the roughness or smoothness of the surface. They are two types
    of texture:

    • Tactile texture is how you feel if you touch on a surface.

    Tactile texture
    • Visual texture     is the way a surface appears to you through the sense

    of vision.

    Visual texture.
    d. Value

    Value refers to the lightness or darkness of a colour.

    Value
    e. Color
    Color is the characteristic appearance of surface in the presence of light.
    There are three main kinds of colours:
    i. Primary colours: are yellow, red and blue. Primary means basic

    or first, these hues cannot be obtained from other colours.

    Primary colours.

    ii. Secondary colours: are orange, green and purple or violet. A

    secondary colour is mixture of two primary colours.

    Secondary colours.
    iii. Tertiary color : is a new colors from the mixture of any primary colour
    with another secondary color .
    Example: yellow-green, yellow-orange, blue-green, blue-purple, red-orange,

    and red-purple.

    Tertiary colours.
    Note: Colour may be used objectively to represent forms as appear in
    nature for example; green trees and may be used subjectively as the artists
    chooses to express himself for example; purple water.
    f. Space
    Space means the area in and around an object. There are two kinds of
    space:

    i. Positive space, is area occupied by an object.

    ii. Negative space, is area around the object that defines its edges.


    g. Form
    A form is an object with three dimensions; height, width and depth. They are
    two types of forms:

    • Geometric forms such as, cube, sphere, cylinder, …


    Different geometric forms

    • Organic forms Such as stones, cabbages, sweet potatoes, etc.

    Application activity 2.1
    • What do you understand by the elements of design?

    • Describe tactile texture.

    2.2. Principles of art and crafts

    Activity 2.2


    Observe the drawing above and list the principles of arts and crafts used.

    We have seen the elements of art as color, form, line and dot, shape, space,
    value and texture that are used in drawing and painting. This lesson shows
    the principles of art that are not the rules, but guidelines enabling to create a
    picture that is pleasing to look at. They include balance, rhythm/movement,
    perspective, dominance/emphasis, unity, and proportion.
    1. Balance: It refers to feeling of equality in weight, attention, or
    attraction of the various visual elements. They are three main types
    of balance:
    a. Symmetrical balance/Formal balance: here the axis passes through

    the composition, dividing it into two equal parts.

    Asymmetrical balance/informal balance: the sides of axis are not identical

    but they balance out.

    Assymmetrical balance
    b. Radial balance: It is a form of balance where elements are arranged

    around the center point.

    2. Rhythm/movement: refers to a regular beat, whereas movement
    refers to motion. In work of art rhythm and movement can be created

    continuously. There are three types of rhythm:

    a. Repetition


    b. Alternation


                                                                                                                           Alternation movement

    3. Progress


    Progress movement
    4. Proportion: It refers to the relationship of different parts of an object
    in terms of size. It is about the ration of one part in relation to another.
    The principle requires that part of a given form or composition be

    related in such a way that they are visually acceptable or pleasing.


    5. Unity/ harmony: It is achieved when all elements in a given work of
    art are used. This deals with a consistent and orderly whole. Related
    elements are used to create comfortable combinations as they adapt

    to each other easily. Circles and ovals are harmonious.

    6. Dominance/ emphasis: It deals with an element assuming more
    important than others in the same composition. This could be a
    strongly contrasting part in terms of colour, shape, texture, tonalvalue,

    line or size.

    Application activity 2.2
    • Mention and explain different types of balance.
    • Give the types of rhythm/movement
    • Individually make a mixture of colours in order to get colour that
    can used to paint similar colour of your chair
    2.3. Drawing materials and tools

    Activity 2.3


    Materials, tools and equipment for drawing
    1. Paper
    A paper is very important material in drawing. It acts as a surface for drawing
    on. There are different types of papers and they vary according to thickness
    and texture.
    Types of paper according to texture:
    • News print papers (cheapest)
    • Blotting paper
    • Manila paper
    • Bond paper
    • Strawboard paper
    • Hardboard paper and so on…
    According to the size, there are papers of A0, A1, A2, A3, and A4 (duplicate
    paper).
    A0 is the largest size.
    Note: Cartridge paper is the best quality for technical drawing.
    2. Pencils
    Lead and black are the basic drawing pencils. They come in different ranges:
    9B, 8B, 7B, 6B, 5B, 4B, 3B, 2B, B, H, HB, 2H, 3H, 4H, 5H, 6B and HB
    • “H” pencils are the hard pencils.
    • “B” pencils are Soft pencils.
    • HB pencils are the medium pencils; they are very good for general
    drawing.
    NOTE: The higher the number before the letter the hardest or softest
    the pencil becomes.
    Pencils are used to draw a sketch or to make shade in drawing

    3. Charcoal


    Charcoal is used in drawing and sketching like a pencil. Individual may make
    some charcoal, but other may be brought commercially prepared.
    4. Masking tape
    It used to fix the work paper onto the drawing board when drawing.
    5. Drawing board
    It holds the work paper while drawing. It slants the paper to give a good
    drawing position.
    6. Set squares
    It is used in taking measurements and drawing lines.
    7. Tee squares
    It enables in drawing horizontal lines, which are parallel.
    8. A pair of compasses
    It enables in drawing circles, curves, arcs and again for bisecting angles and
    straight lines.
    9. Erasers or rubbers
    They are used for removing (cleaning, clearing or deleting) marks or mistakes.
    Eraser normally rubs off both pencil and ink. However, it is advisable to
    minimize rubbing so that the texture of the paper should not be interfered.
    10. Sharpener
    A pencil sharpener is a tool for sharpening a pencil nib by shaving away its
    worn surface. Pencil sharpeners may be operated manually or by an electric
    motor.
    11. A pair of scissors, used to give preferable size to the paper.

    12. Markers are used mostly to write the title and names of drawing.

    Application activity 2.3
    • Discuss on any three basic materials and tools used in drawing still
    life.
    2.4. Types of drawing

    Activity 2.4


    2.4.1.Types of drawing
    A. Drawing from observation:
    a. A still life is a work of art depicting mostly inanimate subject matter,
    typically commonplace objects—which may be either natural (food,
    flowers, plants, rocks, or shells) or man-made (drinking glasses, books,

    vases, jewelry, coins, pipes, and so on).


    b. Nature drawing involves drawing nature objects like leaf, fruits, and

    flowers

    c. Human figure involves drawing a person in different positions; when
    drawing human being from observation the person who poses to be
    drawn is called a model. For a model you can draw specific part or the

    whole.


    d. Scenery drawing: is about drawing outdoor and involves drawing

    landscape, sea- secapes and town-escapes.


    B. Imagination
    Imagination is drawing in an original creation. Not at all from experience,
    but conceived purely in the mind. It may have a touch of reality because
    imagination may be influenced by experience, but it can be as far from reality

    as possible to the point of looking absurd or bizarre.

    C. Imitation
    Imitation can be defined as the act of copying, mimicking, or replicating
    behavior observed or modeled by other individuals. Current theory and
    research emphasize that imitation is not mechanical “parroting,” but

    complex, goal-oriented behavior, which is central to learning.

    2.4.2 Human figure drawing from observation
    A Human figure drawing is a drawing of the human form in any of its
    various shapes and postures using any of the drawing media. In this, the
    living person is the subject. To draw a human form well, one needs to have
    an understanding of the human body structure. There are basic proportions
    associated with the human face and the human body.
    For drawing adult proportion you need to renew that the height of the
    whole body is eight time of the height of the head. Proportion of the child
    vary according to age , a child with 1 year the height of the body is four time

    of the height of the head

                                                                                     Human figure drawing.

    Human figure drawing from observation involves using your eyes to observe
    directly the person that you are drawing.
    Artists take a variety of approaches to drawing the human figure. They may
    draw from live models or from photographs, from skeletal models, or from
    memory and imagination.
    Drawing from imagination involves mental ability or creativity to make new
    artworks using different material and tools.
    2.4.3.Drawing landscape/scenery
    A landscape painting or drawing refers to an artwork whose primary focus is
    natural scenery, such as mountains, forests, cliffs, trees, rivers, valleys, etc.
    As a landscape in the sense of a landscape drawing, we understand
    representations of the environment created by nature or man. Typical
    landscape drawings depict natural landscapes, mountains, cities, factory
    landscapes, seascape, park landscapes et cetera. In contrast to a still life
    - To name just one example - a landscape drawing shows a much larger
    section of the environment.
    Here is a summary of everything you need to consider when drawing or
    painting a landscape:
    1. Choice of a landscape / surroundings (city, nature, meadow,
    mountains, sea ...)
    2. Search and choice of eye catchers (focal points) and interesting
    objects and structures
    3. Position the horizon
    4. Choice of the image detail / total composition
    5. Choice of a season
    6. Choice of weather conditions
    7. Draw it!
    2.4.4 Perspective methods in landscape drawings
    In addition, there are still more tricks on how to draw landscapes better (now,
    however, it will be somewhat technical). An important aspect of a landscape
    is the perspective.
    All objects are smaller the further they are away from us. This effect of the
    distance is of course very strong in the landscape, as we look far into the
    distance. The decrease in size of the objects can illustrated relatively easily
    with a drawing aid: The perspective with vanishing points.
    Perhaps you may have already heard of perspective drawing with the help of
    vanishing points. The principle means that all objects become smaller along

    vanishing lines. These lines all converge at a point that lies on the horizon.

    Application activity 2.4
    • Differentiate sketch from imagination
    • Which points do you consider when you are drawing or painting

    landscape?

    2.5. Techniques of shading in drawing

    Activity 2.5


    Techniques used for applying shading to an object are quite varied. Each
    technique produces a different texture and “feel” to the drawing. The drawing
    medium used may determine the shading technique that applied in the
    drawing.
    The most common application techniques include:
    Hatching: Lines drawn in the same direction. By drawing lines close together,
    darker values are created. Leaving more space between lines results in
    lighter values. For rounded objects, the lines may curve slightly around the

    form - following the contours of the object.


                                                                          Hatching line shading

    Cross-Hatching: Lines cross over each other. The density at which the lines

    cross over each other determines the value that produced.


                                                           Cross-hatching line shading

    Mass toning/Blending: Smooth gradations of value are produced either
    by adjusting the amount of pressure applied to the medium or by using a

    blending tool, such a blending stump.

    Mass toning/Blending line shading
    Rendering: Using an eraser to remove the medium to produce lighter values.

    This technique is typically used in conjunction with blending.

    Rendering shading
    Random lines: Loose applications of crossing lines. The frequency in which

    the lines cross over each determines the value produced.

                                                           Random lines shading

    Stippling/ dots method: Applying countless small dots to build up darker
    and lighter values in a drawing, the density of the dots determines the value

    produced.

    Activity 2.6
    • Differentiate sketch from imagination
    • Which points do you consider when you are drawing or painting
    landscape?
    End unit assessment
    1. Define the following terms:
    a. Visual texture
    b. Radial balance
    c. Proportion
    2. Distinguish between objective and subjective colors.

    3. By using illustrations, explain techniques of shading.

  • UNIT 3:MOTIF AND PATTERN DESIGN PROCESS

    Key unit competence: To be able to design the various motifs,
    patterns from different sources of

    inspiration.

    Introductory Activity


    3.1. Definition of concepts
    Activity 3.1
    1. Discuss any three basic tools used in pattern making.
    2. Explain categories of regular pattern
    • Pattern
    Pattern making is an art of putting shapes or group of shapes in a repeated
    manner to cover an area. Patterns can make in any pictorial composition:
    mosaic, collage, drawing, painting, printing and even through simple cut and
    paste.
    • Motif
    A motif is an element of a pattern, image or shape, which is required in
    design. It may repeat in a design or composition, often many times or may

    just occur once in a work.

    Design process is the activity of making a motif.
    Motif can be created from simple shape. They can be regular or irregular.
    Regular shapes include circle, triangle, square, oval, and others. Shapes
    can be combined to form patterns.
    Categories of pattern
    Regular repeat: pattern displays the same motifs repeatedly on a given
    surface. Some regular repeat patterns include:
    Full repeat: The motif is repeated regularly in each square/rectangular

    space.

    Full-drop repeat: in this pattern formation, each subsequent space skipped

    as the motif is rendered as shown below:

    Half drop repeat: A grid is made such that the subsequent row of squares

    drop half way as shown below.

    Alternate repeat: In regular repeat patterns, the motif used can alternate
    repeat patterns. In alternate repeats, there can be two motifs, which combine

    to form a repeat as shown below.

    Irregular repeat patterns: the motifs are arranged in many styles of the
    surface. This means that there is no specific flow even through the same

    motif has used to create a pattern. This again called random repeat.

    List of pattern making tools and their uses for design:
    The tools required for pattern making are given below, basing on order of

    their usage

    • Measuring devices
    • Drafting devices
    • Marking devices
    • Cutting devices
    • Sewing devices
    • Finishing or pressing devices
    Measuring devices:
    Measuring tools are the most essential tools in making a pattern. The key to
    success in garment construction lies in taking accurate measurements of the
    subject and by using the appropriate tool for pattern making.
    • Measuring tape: It is indispensable for taking body measurements.
    It is 152 cm or 60″ long with measurements on both sides. One of its
    ends is made of metal having 3″ length and the other is made of the
    same metal having 1/2″ length. The side with the 1/2″ length used
    for measuring a circular area, while the side with 3″ length used for a
    vertical area.
    • Ruler: It is the best device for taking long straight measurements. It is
    mostly used for checking grain lines and marking hems.
    Drafting devices:
    Drafting equipment are for making paper patterns. This is the second stage
    of pattern making. Using the measurements taken, the drafting is carried out
    according to the design of a garment. The following drafting equipment is
    used:
    • Compass: It mainly used for making a curve for umbrella cloth.
    • Brush: A brush is used on Milton cloth to rub the mistakes while drafting.
    • Paper: Is for drafting by placing on the drafting table. While using brown
    paper, a grain line should follow.
    • Pencil: For marking on brown paper.
    • Rubber: It is used for deleting mistakes. Good quality rubber, which
    does not leave black lines, should select.
    • Red and blue pencils: Are used for marking on fold (red line) and
    grain line (blue arrow).
    Marking Devices:
    Marking devices are used for transferring the details of the paper draft to the
    fabric.
    • Design ’s chalk: It is made up of china clay and is available in different
    colors. It is used for marking the paper patterns on the cloth. Alterations
    and construction markings are drawn using tailors’ chalk.
    • Chalk in pencil form: This is used like a pencil and it marks thin
    accurate lines. This is used for marking pleats, darts and buttonholes.
    Cutting Devices:
    Cutting devices/equipments should be selected and used with maximum
    accuracy. A slight change in cut results in huge fitting problems. These tools
    must be selected and maintained properly in order to use them effectively.
    • Cutting table and cutting board: A cutting table is 6′ long, 4′ wide
    and 3′ height. People working in a standing position use the table and
    people who work seated use a cutting board. A cutting board should be
    6″ height.
    • A pair of scissors: These are used for cutting garments. They are
    7–10″ in length.
    • Paper cutting scissors: These are small scissors available in various
    sizes and meant for cutting paper.
    Sewing Devices:
    Sewing can be carried out either manually or by a machine. For hand sewing,
    the following are required:
    • Needles: These needles come in denominations of a 0 to 12 numbers.
    Based on the thickness of cloth, the needle number is used.
    • Pins: Pins are used for fixing the patterns on the cloth. They come in
    different colors.
    • Pincushion: It is used for keeping pins together.
    Finishing or Pressing Devices:
    The following equipment are needed for pressing:
    • Iron: A good brand with after sale services should be chosen. A steam
    iron with a thermostat regulator is preferred.
    • Ironing board: For ironing clothes, a table or ironing board can be
    used. An ironing board is 36″ long and 12″ wide. Six inches are left on
    its right side to keep the iron box. The left side of the board is angular
    and is suitable for ironing dart edges and sleeve darts while stitching.
    The table or ironing board should have proper stuffed backing.
    Application activity 3.1
    • Differentiate a motif from a pattern
    • Explain the importance of rulers in pattern making
    3.2. Process of making motif and pattern
    Activity 3.2
    Describe any two motifs styles
    The process of making motifs and pattern depend on the motifs styles.
    Motifs styles
    There are different styles that can be used to create both regular and irregular
    repeat patterns.
    • Linear patterns. In linear patterns, zig-zags, wavy, straight or circular

    lines can be used to create repeat patterns.

    • Numeral forms. When the numerals produce interesting patterns, they

    lose their identities and become beautiful motifs.

    • Real objects can be used as stencils or templates to make patterns.
    They should be arranged in the desired pattern and then colour applied

    as desired.

    • Letter forms. Using letterforms as motifs, both low case and upper

    case can produce interesting designs.

    Making patterns using stencils and templates.
    Cut out stencils and templates are used in pattern making. The pattern
    produced can either be positive.
    Negative design: In the negative pattern, the cut out shape of a template is

    coloured from the outside. This makes a positive design.


    Application activity 3,2
    • By drawing, create any two patterns.
    • With illustration, differentiate an alternate pattern from full repeat
    pattern.
    End unit assessment 3
    1. Give the name of the smallest unit of a pattern
    2. Explain the following terms:
    • Regular pattern
    • Irregular pattern

    3. Create a pattern for each style.

  • UNIT 4: LETTERING

    Key unit competence: To be able to make a graphic work with
    handwriting using cursive and print
    letters in both lower and upper-case
    letters.
    Introductory Activity
    A B C D E F G H I J K L M N Q R S T U V W X Y Z
    a b c d e f g h i j k l m n o p q r s t u v w x y
    1. Discuss the elements used in pictures above.

    2. Make greeting cards by using lettering styles

    4.1. Elements of lettering
    Activity 4.1
    Discuss about different writing of lettering styles
    Identify the basic elements of graphic art
    Calligraphy is writing with a single pass to create written art, hand lettering is
    a composition created with drawn letters, and typography uses prefabricated
    and designed letters. Essentially, hand lettering is the illustration of letters
    that come together to create a single, unified piece.
    Graphic design It is visual communication and the aesthetic expression of
    concepts and ideas using various graphic elements and tools. It involves
    the use of images, symbols or even words.
    The basic elements of graphic design.
    There are six main elements of graphic design; the line, the shape, the
    color, the texture, the value and the space.
    1. The line
    The line is usually present in every design, even if it is a solid border of 1px
    or a dotted one of 5px. Every website has lines, but the minimalistic style
    that became more popular in the past couple of years tries to erase the lines
    from the layouts, or at least to decrease the use of them.
    The lines can be long, red, straight, thin, blue, dashed, short, black or
    curved; they are all into the same category. They are most of the time used
    for delimitation between different sections of a design, or are used to direct
    a viewer’s vision in a specific direction.
    2. The shape
    The shape, or the form, is the second most used element of a web design.
    They are actually lines combined in different shapes. The forms are still
    popular and this is because if there is something that needs to stand out,
    forms are one of the ways to do it.
    There can be circles, squares, rectangles, triangles or any other abstract
    shape; most of the designs include at least one of these. Minimalistic designs
    use it a lot, because they often based on illustrations and drawings.
    3. Textures
    The textures can look similar to solid background colors, but if they analyzed
    closer, small but effective differences can noticed.
    Texture styles include paper, stone, concrete, brick, fabric and natural
    elements, among flat or smooth colours. Textures can also be subtle or
    pronounced and can used sparingly or liberally. They work with pretty much
    everything.
    Even if they do not seem important, the textures can totally change a website
    and offer a very different visual impact.
    4. Colour
    The colour may even be the most important element of a design, because it
    offers the most powerful visual impact at a single glance. Colour is obvious
    and does not need basic graphic skills to be noticed.
    While lines and shapes mean the same thing as in the reality, only at a
    little more profound level, the color means exactly the same thing as in the
    nature. Colour creates emotions – red is passionate, blue is calm, green is
    natural.
    Even if you do not realize this, colours have a clear effect on your mind.
    Studies were done; a person who lives in a red environment has a higher
    heartbeat and pulse than a person living in a blue environment. The human
    brain sees this and influences the rest of the body.
    Therefore, colour theory is very important to know, because not many
    designers can call themselves experts in this field. Being a master of colours
    might make the difference between a good design and a stunning one.
    Please, this is not saying that you have to know all of them, but knowing
    how hue, saturation, shade, tint, tone or chroma work together is crucial for
    a graphic designer.
    5. Value
    value is more general and represents how dark or light a design is. Value
    has a lot to do with mood too, only at a more profound level.
    6. Space
    The space and how it, used is crucially important in design. Lately the “white
    space” (also called negative space) became widely because it allows the
    human eye to read easier.
    For whoever is not familiar with the term “white space”, it does not mean
    precisely space filled with white, but every area of the design that only filled
    with the background color. You can see several examples below for better

    understanding of the concept.

    Application activity 4.1
    • What do you understand by calligraphy?
    • Discuss any three elements of graphic design
    4.2. Process of making calligraphy text / cursive letter
    Activity 4.2
    By following the procedure of making calligraphy (cursive letter), construct

    the letters of alphabet.

    Calligraphy means “beautiful writing” in Greek and spans thousands of
    years and countless cultures. There are several styles, including Western,
    Eastern Asian, Southern Asian, and Islamic. All calligraphy uses the same
    basic principles to create beautiful lettering. If you want to practice the art of
    decorative handwriting, all you need to do is follow a few simple steps.
    Cursive letters are a handwriting in which letters are formed and joined in

    a rapid stroke

    Lowercase Cursive Letters


    Uppercase Cursive Letters


    4.3. print letters
    Print letters are not joined together and they are look like the letters in a book

    or newspaper.

    Lowercase Print Letters



    Uppercase Print Letters



    4.4. SPACING
    Spacing: is a study of a space between letter when designing a typographic
    work which refers to the nature of line that are made letter.
    Spacing between letters, words and lines is very important. It has a big effect
    on the readability (legibility) of a text.
    • The space between 2 words takes the space of the width of one letter.
    • The letters W and M take more space than others.
    • The letters I and J take less space than others.
    • The space between the letters will be always the same in mechanical
    spacing.
    • When 2 capital letters A and V or W are following each other, the space
    between them becomes short.
    In typography there two main types of spacing which are mechanical and
    optical spacing

    Mechanical Spacing:


    The yard- stick spacing of ‘’ minatown’’ shows what happens letters are all
    fitted into like areas with the same distance between them. Note how spotty
    the different letters look, especially the M, A and W and how unrelated
    the irregular letters appear. By making the M, N, A and W wide and fitting
    the irregular letters optically to compensate for their shape an even tone is
    obtained over all.

    Optical Spacing


    The example shown here illustrate how the different combinations work out
    in use. In the word ‘’ spacing’’ letter of the same size and shape are spaced
    in both ways. Note how legibility and unity are destroyed by mechanical
    arrangement. Using a ‘’ yard-stick’’ to measure the width or distance between
    letter seldom produces results and is generally detrimental to legibility.
    Application activity 4.2
    • Use lowercase and uppercase lettres to design your names in both
    cursive and print letters in the area of 20 cm for height and 20 cm

    for width by taking into consideration optical spacing.

    End unit assessment 4
    1. With your knowledge and skills, you have about calligraphy writing,
    design these words “Rwanda Education Board” in both cursive

    and print letters.

  • UNIT 5:MODELLING SIMPLE CLAY OBJECTS AND FIGURES

    Key unit competence: To be able to prepare clay and model

    simple object and figures.

    Introductory Activity

    1. Observe ceramic objects and explain the characteristics of clay.
    2. Following all the steps, prepare clay to be used.

    3. Make some ceramic object by using clay prepared.

    5.1. Characteristics of clay

    Activity 5.1

    1. After observing the drawings located in introductory activity of unit

    6, define the following concepts:

    a. Ceramic

    b. Clay

    c. Modeling

    d. Sculpture

    5.1.1. Definition
    Ceramic
    Ceramic is the art or technology of making work of art or objects of clay and
    similar materials treated by firing.
    Clay
    Clay is an earthy material that is plastic when moist but hard when fired,
    that is composed mainly of fine particles of hydrous aluminum silicates
    and other minerals, and that is used for making work of art, brick, tile, and
    pottery.
    Modeling
    This is the art of shaping an image from different soft materials such as clay.
    Sculpture
    Is the art of creating figures and forms in three dimensions. It also means an
    art of producing statues/forms from clay, wood, stones or any other material
    found usable.
    5.2.1.Characteristics of clay/ Physical properties
    There are three main important properties of clay:
    Plasticity: This is the quality that makes clay a material that can be easily
    shaped to make many forms.
    Porosity: is the ability of clay to hold water and air, all clay has a lot of water
    lodged in it. To reduce the water content, a chamotte/ grog is added.
    Vitrification: This is the quality that makes clay products yield to high
    temperature as they go through the process of firing. This makes them hard
    brittle and strong.
    Application activity 5.1

    • Discuss the three physical properties of clay.

    5.2. Clay preparation

    Activity 5.2


    Using the drawing above as a reference, discuss the steps of clay

    preparation

    5.2.1.Steps of clay preparation
    When clay is dag out from the source, and corrected with the container.
    Water is added in it to make slip (porridge like structure). The slip is then
    left to settle for some days, this allows the light impurities to go up and
    heavy impurities go to the bottom. The big impurities such as sticks, stones,
    leaves and stalks can be removing easily. It is then passage through a wire
    mesh sieve to remove the remaining impurities into a basin or a bucket. It
    left to stand for a few days. During this time, water corrects on top of the
    clay. It poured out and then slip clay, which by now has started to solidify, is
    poured out from the bucket into plastic sheeting or any appropriate slab for
    maturating.
    5.2.2.Preparation for use
    Clay must be worked to an even consistency. This means that it should have
    the right amount of moisture. This enables to be freely shaped. All the air
    pockets should be removed otherwise the vessel would break during firing.
    It should be homogeneous in texture.
    5.2.3.Wedging
    This is the process of removing air bubbles from the clay. The lump of clay is
    slammed vigorously on a firm bench base. Every slam is followed by cutting
    through the lump of clay using a thin wire. This allows the lodged air to
    escape. Join the uncut side of the lump and slam again. This process can

    be repeated as many times as possible.

    After wedging process, the clay is either rolled or kneaded. This is beating
    and mixing the dough of clay with both hands in the same way wheat flour
    is prepared for baking.
    5.2.4.Storage
    The storage of clay is very crucial to any work of pottery. The container in
    which clay is stored should be painted, from both the outside and the inside,
    if it is made of iron to prevent it from rusting. The container should then be
    lined with a moistened sack before putting the clay. Clay should never be left
    to dry and harden. A dampened sack should be used to cover on the clay.
    The dampened sack for covering should then drip to the water to keep it wet.
    This will protect the clay from drying up quickly. In case the clay dries, beat
    it to make a compact block using sack. Dip it in water for a short time and
    repeat the wedging process again.
    Application activity 5.2
    • Describe the process of wedging.

    • Give reasons why storage of clay is an important factor in ceramic.

    5.3.Clay modeling
    Activity 5.3
    1. Define the following terms,
    • Relief modeling
    • Round modeling
    2. Discuss the techniques/ methods of modeling.
    5.3.1.Definition
    Relief modeling is done on a base. It is not free standing; it gains support
    from the background. There are two main types of relief modeling:
    • Low relief modeling

    • High relief modeling

    Round modeling: it can be referred to as freestanding modeling in that, one

    can turn around to view it from all directions or work around it.

    Tools and materials used in modeling
    Chamois
    Chamois skin is great for compressing the edges of your pottery. The skin
    can also be used to smooth any pottery ware that has a rough surface.
    Towels
    A towel is a necessity in pottery. When you are throwing, it is ideal to wipe
    your hands occasionally as well as placing the towel on your lap to avoid
    ruining your clothes.
    Potter’s Needles
    Potter’s needles are long heavy needles set into wooden, metal or plastic
    handles are one of the most versatile tools in pottery. They are used to trim
    the top of your pottery ware while it is on the wheel. The needles are also
    used for scoring slabs of clay.
    Cut-Off Wires
    Cut-off wires have a wooden handle on each end; and are used to cut large
    clumps of clay. The wire also helps to remove any excess clay that remains
    on the wheel.
    Scrappers and Ribs
    These two tools are excellent for smoothing pottery ware and shaping them
    while they are on the wheel.
    Fettling Knives
    This particular type of a knife is used to cut slabs of clay or to remove the
    fettle of your pottery ware. The fettle is the small ridge of material that is left
    where the pieces of the mold join together.
    Ribbon Tools
    Ribbon tools are great for trimming any green-ware. It also helps in hand
    building your ceramic ware. Although these tools work great for trimming,
    they are too fragile to be used during the throwing process.
    Wooden Modeling Tools
    These particular tools are also ideal for any hand-building projects. They
    also work in trimming process.
    Calipers
    Calipers are used to measure the inner and outer dimensions of pottery
    ware. This comes in handy for projects such as jars and saucers.
    Box
    Having a box to carry all of your pottery tools is ideal for anyone that is taking
    pottery classes or teaching classes is different areas. It is worth including
    some accessories such as transfers for ceramics or ceramic decals, which
    will improve the decorative value of your projects.
    6.3.2.Modeling methods
    Pinching method: A lump of clay is molded into a ball in the hands. A
    groove/ hole is created in the middle of the ball using the thumb. Pinching is
    then done to form the walls by rotating a lump of clay. (The article is shaped
    as the ball is pressed in a pinching motion). The technique is also called
    thumb method.
    Coiling: There are many ways to build ceramic objects using the coiling
    technique. To do this, the potter takes clay, rolls it until it forms a long roll.

    Then, by placing one coil on top of another to form different shapes.

    Slab method: Slabs of clay are prepared and then pressed together to make
    articles such as a jug, pot… a slab is a flat piece of clay rolled out using
    rolling pin or bottles or simply even by pressing between hands. Slabs are
    cut to required shapes. To join then, scratches are made and slip is applied.

    The slabs are then pressed to fix

    .

    Ball: Ceramic balls are manufactured by pressing a ceramic powder binder
    mixture in a perform shape. After the ball is sintered, the part lines are

    removed via finish-grinding.

    6.3.3.Modeling process
    • Make research on some object you wish to model.
    • Make sketches for an object researched on
    • Look for suitable row materials
    • Prepare tools, materials and surface.
    • Choose method you wish to use for example, pinching method
    • Prepare the work place/ surface
    • Take a ball of well wedged clay and place it on the bench
    • Make a well-rounded ball of clay using your hands
    • Holding the lump between your fingers, press in the thumb from top of
    the ball of clay
    • Turn it round slightly sliding the ball on the surface as the thumbs work
    from the inside
    • Dampen the hands with water continue to work until the right thickness
    of vase walls is achieved
    • Flatten any threading crack
    • When the work is finished, use a flattening tool to cut away any
    unnecessary edges on the vase
    • Put the vase under the shade and wait for it to dry.
    Application activity 5.3
    • What is the process of making a simple clay object?
    • Using clay, model domestic objects.
    End unit assessment 5
    1. Describe the methods that can be used in modeling.
    2. Using prepared clay, make flowerpot / vase, decorate it with motifs,

    and pattern designs.

    REFFERENCE BOOKS

    Robyn Montana Turner (2005). Scott foresman art.
    Robyn Montana Turner, Sara A. Chapman & James M. Clark (2005). Scott
    foresman art.
    Kenya Literature Bureau (2007). Distinction Creative Arts, For Primary
    Teacher Education.
    Kenya Literature Bureau (2010). Distinction Creative Arts, For Primary
    Teacher Education.
    Studio technology revision question and answers 2016.
    Arts, crafts &design a piratical guide for teachers’ key strategies 1&2 1997.
    Graphic art Baker Apollo 2010.
    Online references:
    • Quora: why art is so importance to society.
    • The spruce crafts
    • Web designer.com
    • Wiki how.
    • Auburn university.

    • Clothing industry.

  • (PART TWO: MUSIC)UNIT 1: BASIC MUSICAL SYMBOLS

    Key Unit Competence: Be able to sight sing using three notes

    (Do-Mi-Sol).

    Introductory Activity


    1. Using the written music above, observe and imitate the signs
    used when writing music
    2. Draw five parallel and equidistant lines, then put the signs in
    your own way
    3. Among those signs, what do you think is a staff, a key, notes and
    rests?

    4. Write and sing notes in the staff

    1.1 Importance of music


    Activity 1.1
    Choose a song to be performed during the following ceremonies:
    1. Birthday
    2. Itorero
    3. Marriage
    4. Death

    1.1.1 The role of Music in the society


    Every society can be said to have some types of Music which like language
    identifies the particular community. Music plays an important role in the
    society. This includes:
    a. Music is a major component in religious services.
    b. Music is used as an important symbol of identity of a given cultural
    group.
    c. Music is used as medium for transmission of knowledge and values.
    In this case, it holds History and is a tool for disseminating new ideas.
    d. Music is used for enjoyment and leisure
    e. For physical development through dancing and children’s play songs
    f. Music enhances positive attitudes like co-operation and respect
    others
    g. Music is used for therapeutically services because of its ability to
    soothe (to make someone feel calmer and lesser anxious, upset or
    angry) or relax.
    h. Music is used for celebrating important events and occasions. In
    African societies, the important stages of person’s life are marked
    with Music.
    i. In early childhood years, it enhances memory in numeracy and
    literacy.
    j. In film making and social events, it creates or enhances desired
    moods.

    1.1.2 The role of Music in education


    a. Music is integrated in the teaching of other subjects. For example, in
    Religious education, a memorable song may be used to emphasize
    the moral objectives of a lesson. In Mathematics, songs can be used
    to teach young children certain topics such as numbers.
    b. Singing enriches a person’s vocabulary
    c. Music enhances creative thinking.
    d. Sight singing, playing of instruments and music analysis enhances
    logical reasoning and stretches the capabilities of the brain
    e. Singing provides a break from monotony of the lectures. The variety
    helps sustain concentration.
    f. Music contributes to the achievements of the national goal of
    education. It promotes national unity and nationalism through the
    performance of cultural pieces from different communities.
    g. Music contributes towards individual expression and self-fulfillment.
    It provides an opportunity for talent development, enjoyment as well
    as for sharing experiences with others
    h. Learning to play musical instruments trains an individual to be
    patient, disciplined and self-motivated. In the end, mastering these
    skills brings about a sense of satisfaction and self-confidence. This
    leads to be familiar with the desired values.

    1.1.3 Role of Music in national ceremonies


    In modern society, Music is still used in most of the occasions mentioned
    above. However, it is now also used in national ceremonies like Liberation
    day, Hero’s day, Women day, Labor Day, etc. During these occasions, Music
    is used for the following purposes:
    • To promote patriotism,
    • To praise the country, the government and its people.
    • To give thanks to God and worshiping God.
    • To make the occasions colorful.
    • As a tool for communicating and educating people on emerging some
    issues like HIV and AIDS, Malaria, malnutrition, etc.
    • To honor those considered to be heroes of the nation
    • For entertainment purposes
    • To review political or development achievements
    • To remind of a people national history.

    1.1.4 Role of Music in different occasions and ceremonies



    In traditional African societies, a person goes through four rites of passages:
    birth, initiation, marriage and funeral. Each of these rites was marked by
    ceremony in which Music played an integral part. These rites of passage are
    a. In birth occasion, the community mainly represented by the
    womenfolk, welcomed the baby with gifts and adornment and lots
    of music. The role of Music was simply to mark the occasion as well
    congratulate the parents for adding a “gift “to the community.
    b. For initiation, song and dance was regarded highly in the period
    prior to, during and after the ceremony. The role of Music was to
    mark the occasion with songs that were only specific to this period.
    c. The marriage rite of passage was marked by cultural ceremony.
    Music was used to celebrate the occasion and entertain all those
    presents. The couple would also receive advice in form of song and
    dance about the customs and expectations of community.
    d. The final rite of passage was marked with certain songs and dance
    specific only to this period.
    e. Certain other occasions were also marked with song and dance. Such
    occasions include war, beer drinking parties, during work occasions
    like milking, hunting, jogging in group.
    1.1.5 Music is also used for commercial purposes
    For examples:
    a. In advertisement to capture people’s attention;
    b. To highlight the worth of a product or service for purposes of marketing.
    Application activity 1.1
    1. Create and sing at least 4 songs used in Rwandan society in the
    following occasions:
    a. Birth
    b. Marriage
    c. Jogging
    d. Liberation day
    2. Discuss the importance of Music to people with concrete
    examples.
    3. Explain roles Music in teaching and learning.
    1.2 Musical staff
    Activity 1.2

    Study the following figure and answer the questions below:


    1. How many lines are there in the figure?
    2. Draw your own figure based on the model observed and count the
    spaces between the lines
    In musical notation, the staff or stave is a set of five horizontal lines and four
    spaces on which musical notes symbols and musical symbols are placed.

    1.2.1 Lines and spaces of the staff



    This collection of five (5) lines and four (4) spaces is called a staff. We can
    refer to each line and each space by its number and we count them from the
    bottom. The lines of the staff have the same distance between them.

    1.2.1 Ledger lines


    A ledger line is a short line placed above or below a staff to accommodate
    notes higher or lower than the range of the staff. Ledger lines are used when
    notes are too high or too low for the staff. They work like staff extenders.
    As you can see they are small lines, and the notes are written either in the
    space above the lines or on the lines.
    Application activity 1.2
    1. Draw a musical staff and indicate the order of lines and spaces
    2. Explain the importance of a musical staff in Music
    3. Where are ledger lines located and why?
    1.3 Musical notes and rests
    Activity 1.3

    Observe the following forms and describe the difference between them


    In music, the term note has two primary meanings: a sign used in musical
    notation to represent the relative duration and pitch of a sound; a pitched
    sound itself.
    1.3.1 The shapes and duration of notes symbols

    a. Semibreve (whole note)


    The longest note in common use today is a semibreve represented by the
    symbol O. The note has the shape of an egg or letter O. We must remember
    that the lines of the staff must pass in the center of the note if it is on the line.
    When it is in space it must be exactly between the lines. The semibreve has
    four (4) beats or times long.

    b. Minim (half note)


    It has a head that is not shaded and a stem. The minim has two (2) beats.

    c. Crotchet (a quarter note)


    It has a head which is shaded with a stem. The crotchet has one (1) beat.

    d. Quaver (an eighth note)


    The parts of quaver:


    A quaver has the value of a half (1/2) beat.

    e. Semiquaver (a sixteenth)


    It has an oval note head, a stem, and two hooks (flags or tails)
    Notice:
    i. If a note is placed above the third line of the staff, the stem faces
    downwards. When it is below the third line of the staff, the stem
    faces upwards. If it is on the third line, the stem may face downward

    or upwards


    ii. The oval part of a note is called the note head. Notes shorter than
    Semibreve have a stem attached to the note head. Notes shorter
    than crotchet have flags or beams, depending on the rhythmic
    context. Quaver has one flag (or beam), Semiquaver notes have
    two flags (or two beams), and so on. The position of the note head

    on the staff indicates the pitch of the note.

    Rhythmic values indicate relative duration, not absolute duration. Each

    rhythmic value is half the duration of the next longer value.

    1.3.2 Symbol of the musical rests
    Music consists of silences as well as sounds. In any pieces of Music, one or
    more players or singers may be silent for few times. The silences are called
    “rests”. We can have rests anywhere in music, at the beginning, in the
    middle or at the end of a piece of music. In staff notation, rests are shown
    differently. Each note has its equivalent rest sign. Rest is a period of silence

    of a particular length in Music and shown by the signs.

    a. Semibreve rest


    The semibreve rest indicates a silence for the same duration as the
    Semibreve note. Semibreve rests are drawn as filled-in rectangles hanging
    under the fourth line.

    b. Minim rest


    The minim rest indicates a silence for the same duration as the Minim.
    Minim rests are drawn as filled-in rectangles placed on the third line.

    c. Crotchet rest


    A crotchet rest indicates a silence of the same duration as a crotchet note. It
    appears as the symbol and occasionally as the older symbol .
    d. Quaver rest
    A quaver rest indicates a silence for the same duration as a quaver note. It

    appears as the number 7


    e. Semiquaver rest
    Semiquaver rest indicates a silence for the same duration as a semiquaver

    note. It looks like the quaver rest with 2 tails on the top left side.

    The place of the rests written on the staff


    f. Duration and value of the rests
    The crotchet has a value of one time. Then the crotchet rest has the same
    value. All the other rests have the same value as the correspondent note.
    About the value, normally each of these rests is half as long as the rest

    above it.


    1.3.3 The Summary table of figures duration of notes and rest



    The semibreve rest is written under the 4th line of the staff while the minim
    rest is on the 3rd line of the staff.
    But the crotchet rest, the quaver rest, and the semiquaver are placed in the

    middle of the staff (it means between the 2nd line the 4th line of the staff).


    Application activity 1.3
    How are musical notes different?

    Complete the following table

    1.4. Musical clef
    Activity 1.4
    1. Using various resources, find the definition of a musical clef
    2. Where is a clef placed and why?
    3. Draw different musical clefs.
    A clef (French: clef “key”) is a musical symbol used to indicate the pitch
    of written notes placed on one of the lines at the beginning of the staff,
    it indicates the name and pitch of the notes on that line. The three clefs
    used are G, F, and C. Since about 1750 the G- and F-clefs have assumed
    a standard position. The C clef is still used on different lines for different
    instruments (See the illustration in 1.2. Each type of clef assigns a different
    reference note to the line on which it is placed. This line serves as a reference
    point by which the names of the notes on any other line or space of the staff
    may be determined.

    1.4.1 Treble Clef /G clef


    It is a clef used for the high voices. It establishes the second line of the staff
    and fixes the line as G. Let’s learn how to draw it:

    Take a close look at the treble clef:


    Step 1: Start with the dot on the 2nd line at the bottom, and begin to draw the

    line upward:

    Step 2: Continue upward until you pass the top line of the staff by a short

    distance:

    Step 3: Swoop to the right and head downward, crossing the first line you

    drew at the 4th staff line:

    Step 4: Continue the line downward, slowly curving to the right, so that it

    eventually “sits” on the bottom line:

    Step 5: Finish your treble clef with a curl that brushes the 3rd line, and then

    crosses the 2nd line:

    Practice drawing some treble clefs:

    1.4.2 Bass clef


    It is a clef used for the high voices. It establishes the second line of the staff
    and fixes the line as G. Let’s learn how to draw it:
    Let’s learn how to draw it:

    The bass clef is quite a bit easier to draw:


    Step 1: Start by drawing a dot on the 4th line, then swoop upward and

    toward the right, brushing the top line:

    Step 2: Continue downward and to the left until you just graze the 2nd line:

    Step 3: Place two dots that straddle the 4th line, fairly close to the clef:

    Practice drawing some bass clefs:

    1.4.3 The C clef

    The C clef is still used on different lines for different instruments.

    Application activity 1.4
    1. Explain the types of musical clefs
    2. Using illustrations, describe the difference between G and F clefs

    1.5 Sol-fa notation


    Activity 1.5
    1. Using various resources, describe the origin of musical notes.

    2. Basing on G clef, show the relationship between notes.

    Sol-fa notation is a pedagogical technique for teaching sight-singing, invented
    by Sarah Ann Glover (1785–1867) of Norwich, England and popularized
    by John Curwen who adapted it from a number of earlier musical systems. It
    uses a system of musical notation based on moveable Do solfège, whereby
    every tone is given a name according to its relationship with other tones in
    the key: the usual staff notation is replaced with Anglicized solfège syllables
    (e.g. do, re, mi, fa, sol, la, ti, do) or their abbreviations (d, r, m, f, s, l, t,
    d). “Do” is chosen to be the tonic of whatever key is being used (thus the
    terminology moveable Do). The original solfège sequence started with “Ut”
    which later became “Do”.
    1.5.1 Origin of the musical notes
    The origin of the name of the notes is in a Gregorian song: the hymn of the
    feast of Saint John the Baptist. This hymn, written in Latin, presents the
    following particularity. Every verse begins on one degree higher than the
    precedent. So the corresponding notes were named according to the first

    syllable of each of the verses.

    Ut queant laxis, Resonare fibris, Mira gestorum, Famuli tuorum, Solve
    polluti, Labii reatum, Sancte Iohannes(Ut became Do)
    Therefore, we have seven names of notes: Do – Re – Mi – Fa – Sol – La - Si
    (French version), or C – D – E – F – G –A –B (English version).

    The names of the notes on the musical staff

    Reference taken from the paragraph 2.3, the treble clef called G clef is
    placed on the second line of the staff, and so it gives its name to the note
    that is on that line. Hence, the note on the second line is called G. According
    to the series of notes, C will be found on the first ledger line below the staff.
    Therefore, the names of notes on the lines of the treble staff are Mi, Sol, Si,

    Re and Fa.

    The names of notes in the spaces of the treble staff are Fa (F), La (A), Do(C)

    and Mi (E).

    In English tradition, they are some of the most popular mnemonics used on

    spaces: Every Good Boy Does Fine.

    Or else of spaces: FACE

    From this, C scale can be defined as a set of seven notes from Do (C) to Si

    (B)

    On the key board, it is:

    From the keyboard, the distance between two nearest keys is a semi tone
    (Half step or half tone). So the series of tones and semi tones in C scale will

    be as follows:

    Using manual signs of tone in key, note are presented in the following way:

    Application activity 1.5

    1. Sing the following notes:

    2. Draw a musical staff and place on it the following notes using a
    quaver as note value:
    Mi, Re, Fa, Sol, La, Si, Doh.
    3. Place the following notes on ledger lines
    Below the staff: Doh, La
    Above the staff: La Si, Doh
    4. Sight sing the following notes musical phrases with and without

    manual signs of tones.

    1.6 Grand staff


    Activity 1.6
    On a musical sheet, you have seen two staves combined together with the
    1st written using G clef and the 2nd with F clef.
    1. Why are those staves combined?
    2. What is the relationship between them?
    When writing music, notes are either below or beyond the staff. In order to
    avoid many notes on ledger lines, musicians use the combined treble and

    Bass staves. This form is called “Grand Staff.”


    By comparing the names of lines and spaces in both the treble clef (G clef)
    and the bass clef (F clef). One may notice that while the note C is on the
    ledger line bellow the staff with the G clef, it is on a ledger line above the staff

    with F clef. If both staffs are combined, the following diagram is obtained.

    The great staff or Grand staff combines both the G clef and the F clef and
    consists of 11 lines. The line C in the ledger line between the treble staff and
    the bass staff is called MIDDLE C.
    When notes are in the treble and bass staves, the performers are supposed
    to sing all the notes in the treble and bass staves. Most of the time, notes in
    G staff are sung by Soprano and Alto voices while those in F staff are sung
    by Tenor and Bass voices.
    Application activity 1.6
    1. Using examples explain the difference between short and grand
    staves.

    2. Sing the following melody

    End unit assessment 1
    1. Describe the importance of Music and its implication in daily life
    2. Compare and contrast the musical notes and rests
    3. G and F clefs have a close relationship. Discuss
    4. Describe the origin of musical notes that are used when writing
    Music
    5. You are going to teach musical notes to a person with deaf and/or
    dumb impairment. How will you proceed?
    6. Indicate the beats that are in the following notes:
    a. A minim and two quavers
    b. Five whole rests and two crotchet notes

    7. Sight sing the following piece of Music

    8. Write the following notes in the staff using a crotchet as note value:

    Sol-Sol-Mi-Sol-Mi-Mi-Doh-Doh

  • UNIT 2: SIMPLE TIME SIGNATURES

    Key Unit Competence: Be able to sol-fa respecting the simple

    time signatures.

    Introductory Activity
    Analyze the following fractions:
    1. What is the meaning of both numerators and denominators in
    Mathematics?
    2. In Music, relate the above fractions to the grouping of notes in

    different bars

    The time signature (also known as meter signature, meter signature, or
    measure signature) is a notational convention used in Western musical
    notation to specify how many beats (pulses) are contained in each measure
    (bar), and which note value is equivalent to a beat.
    In a music score, the time signature appears at the beginning as a time
    symbol or stacked numerals, immediately following the key signature (or
    immediately following the clef symbol if the key signature is empty). A midscore
    time signature, usually immediately following a bar line, indicates a
    change of meter. (Emmons, 2008)
    Simple time signatures consist of two numerals, one stacked above the
    other. The lower numeral indicates the note value that represent one beat
    (the beat unit) this number is typically a power of two. The upper numeral
    indicates how many such beats constitute a bar.
    The measure or bar is the group of notes and rests written between two
    bars of measure. The bars of measures are the vertical lines on the staff that
    separate the measures. On the staff the bar of measure starts from the fifth
    line and stops on the first line. At the end of piece of music, we put a double

    bar of measure.

    2.1 Dotted notes and rests
    Activity 2.1
    In the previous unit, you have seen the notes and their values
    1. Write the following and associate each with its related value:
    a. A semibreve
    b. A crotchet
    c. A quaver rest
    2. If a dot written on the right of each note equal the half value of it.
    Do it to the previous notes and calculate the values obtained.
    3. Draw a musical staff and put the following notes:
    A dotted minim, a quaver, a dotted crotchet, a semi quaver and a
    two dotted minima, two dotted crotchet rest, a dotted minim rest,
    a dotted quaver rest, a dotted crotchet rest, a dotted quaver rest.
    In Western musical notation, a dotted note or rest is a note or rest with a
    small dot written to the right of it. In modern practice, the first dot increases

    the duration of the basic note or rest by half of its original value.

    If the note to be dotted is on a space, the dot also goes on the space, while
    if the note is on a line, the dot goes on the space above (this also goes for

    notes on ledger lines)

    Application activity 2.1
    1. Differentiate the dotted and undotted notes and rests
    2. What do you take into consideration when writing dotted notes in
    a musical staff?
    2.2 Two four time (Simple duple meter)
    Activity 2.2
    1. Given a crotchet as basic rhythm. How many crotchet notes will be
    put in a bar of simple duple time signature?
    2. Draw musical staffs and add notes respecting the two four-time

    signature.

    The measure is a measure of two times or beat of crotchets, means

    that two times of crotchets are necessary by measure or the equivalent.

    The ‘2’ tell us that there are 2 beats in every bar
    The ‘4’ tell us that each beat is one quarter note long
    In simple Two Four time, there are two beats in a bar. The first beat is

    stressed(accented) while the second is lighter.

    Here below, it is shown the way of beating the above measure

    Application activity 2.2

    1. How many beats are there in a bar of simple duple time signature
    2. Draw the conducting pattern of two four meter
    3. Sight sing the following melody respecting two four-time signature

    with its conducting pattern:

    2.3 Three four time (Simple triple meter)
    Activity 2.3
    1. Given a crotchet as basic rhythm. How many quaver notes will be
    put in a bar of simple triple time signature?
    2. Draw musical staffs and add notes and rests respecting the three
    four-time signature.
    The measure 3 ⁄4 is a measure of three times of crotchets. That means that

    three times of crotchets are necessary by measure or the equivalent.

    In simple Three Four time, there are three beats in a bar. The first beat is
    stressed (accented) while other two are lighter.

    Here below, it is shown the way of beating the above measure

    Application activity 2.3
    1. How many beats are there in a bar of simple triple time signature?
    2. Draw the conducting pattern of three four meter.
    3. Sight sing the following melody respecting three four-time

    signature with its conducting pattern:

    2.4 Four four-time (Simple quadruple meter)
    Activity 2.4
    1. Given a crotchet as basic rhythm. How many minim notes will be
    put in a bar of simple quadruple meter?
    2. Draw musical staffs and add notes respecting the four four-time

    signature.

    The measure 4 ⁄4is a measure of four times of crotchets. That means that

    four times of crotchets are necessary by measure or the equivalent.

    In simple Four four time, there are four beats in a bar. The first beat is
    stressed/strong (accented), the second beat is getting lighter/weak while
    other two are lighter.

    Here below, it is shown the way of beating the above measure

    Complete measure: all measures of a piece must be complete, with the
    exception of the first and the last measure if there is anacrusis. It means
    that all measures must have the number of time designated by the time

    signature.

    The anacrusis:


    By definition, the anacrusis is a note or series of notes that comes before
    the first complete measure of a composition; an introductory (and optional)
    measure that does not hold the number of beats expressed by the time
    signature. The anacrusis prepares your ears for the next measure’s downbeat
    and is therefore sometimes referred to as the ‘upbeat’ In traditional notation,
    the amount of beats in the anacrusis is taken out of the very last measure of
    the song to even out the difference.
    Sometimes, the anacrusis is an incomplete measure by which can start a
    piece of music. This incomplete measure should be completed by the last
    measure.
    Application activity 2.4
    1. How many beats are there in a bar of simple quadruple time
    signature?
    2. Draw the conducting pattern of four four-meter.
    3. Sight sing the following melody respecting four four-time signature

    with its conducting pattern:


    End unit assessment 2

    1. What is Anacrusis?
    2. In time signature, there are two numerals. What are they stand
    for?
    3. How many beats are there in:
    a. A bar of four four-time
    b. Three bars of simple triple meter
    c. Six bars of two four time
    4. Draw the conducting pattern of:
    a. Simple triple meter
    b. Four four-time
    5. Respecting the simple time signature, sight sing the following

    melody:

  • UNIT 3: COMPOSITION OF SHORT MELODIES

    Key Unit Competence: Be able to compose a melody with and
    without musical notation.
    Introductory Activity
    1. Differentiate a lyric from a melody
    2. Discuss the order of activities during composition of songs:
    Getting impressed, composing melody, composing lyrics, getting
    an idea, organizing the idea, being inspired.
    Composing a melody involves making up and then writing one’s own melody.
    The melody can be written using various note values, including semi breves,
    minims, crotchets and others. The notes are combined in various ways to
    make the required rhythms for the melody.
    Different pitches are used together with the rhythms to make up a melody.
    The composition is carried out in different keys and modes (C major, A minor,
    B minor, G minor or F major).
    3.1 Composing lyrics
    Activity 3.1
    1. Sing different songs of your choices. Then, identify and describe
    their parts.

    2. Describe the contribution of those parts to the quality of the songs.

    Lyrics are words that make a song. When writing lyrics, the composer must
    be impressed by a given situation that will inspire him/her an idea. Let us
    cross through the following five steps of writing lyrics.
    Step 1: Understanding common structures
    With this step, the following are considered:
    a. Understand the parts of a song
    There are several parts of a song. Your song can include all of them or none
    of them. They include:
    i. An Introduction
    This is the section at the beginning which leads into the song. Many songs
    do not have an introduction, so don’t feel like you have to use it.
    ii. A Verse
    This is the main part of the song. It is usually fifty percent to twice the number
    of lines as the chorus but it does not have to be. What gives away a section
    of a song as a verse is that the melody is the same but the lyrics are different
    between the different verses.
    iii. A Chorus
    The chorus is the part of the song that repeats without changing: both the
    lyrics and melody are unchanged or nearly unchanged.
    iv. A Bridge
    The bridge is a part that exists in some songs but not all. Usually coming
    sometime after the second chorus, the bridge is a part of the song that
    sounds completely different than the rest of the song. It is usually short, just
    a line or two of lyrics, and will sometimes lead into a key change.
    b. Start with the AABA structure
    The AABA structure is probably the most common structure of a song in
    modern popular music. In the study of song structures, A usually signifies a
    verse and B usually signifies a chorus. In other words, in this structure there
    are two verses, a chorus, and then a final verse.
    c. Experiment with other structures
    There are of course, many different standard song structures. You can
    try AABB, ABA, AAAA, ABCBA, ABABCB, ABACABA, and so on. Usually
    signifies a bridge
    Step II: Getting inspiration
    a. Use stream of consciousness exercises
    Stream of consciousness writing is where you just write and keep writing and
    don’t stop: just write everything that comes into your head. This will capture
    many ideas that change quickly but it can help you find ideas when you’re
    really lost. Come up with as many words as you can, without worrying if
    they’re interesting.
    b. Look at existing songs
    Look at songs which are known for great lyrics to get inspiration. You can
    learn a lot from thinking about what makes a song good and what makes a
    song bad. Look for the kinds of things they talk about, how they talk about
    them, what rhymes they use, the rhythm of the lyrics, etc.
    c. Use your own opinions on what type of music you want to write, and
    figure out what types of lyrics you like and dislike.
    d. Look at existing poems
    If you’re hard up for inspiration but you want to keep practicing your song
    writing, try adapting existing poems.
    e. Be true to your style
    Don’t ever look at how others write songs and feel like you have to do the
    same; everyone has a different style.
    f. Keep writing to get to the good stuff
    Everyone has to make bad things on the way to making good things. Write
    as much as you can until you feel it is finished or ready to be set aside. Even
    write a single word or sound is an excellent start. Let the song ferment.
    Songwriting takes time! Keep everything. If you write a single sentence of a
    song down, it always leads to something else sooner.
    g. Write all the time
    Write about your feelings. Write about the world around you. Describe a
    person or a thing that matters to you. This is to help you find the words
    worthiest of a song.
    Step III: Finding your words
    a. Show, don’t tell
    The best lyrics, like any good writing, get us to feel emotions because they
    capture that experience, not because they tell us what to feel. Try to write
    about what it’s like to feel something, instead of just telling your audience.
    Brainstorm some ideas so you can see what you have and choose or even
    build off of an existing idea. It is probably best if you have an inspiration.
    b. Rhyme within reason
    You should avoid having all of your lines rhyme, and the rhymes that you do
    use should look natural. Don’t put weird phrases or words into your lyrics just
    to get a rhyme. Really, your lyrics don’t have to rhyme at all. Plenty of songs
    have non-rhyming lyrics.
    c. Try non-standard rhyme schemes
    If you do want to make your rhyming stand out a bit more and avoid sounding
    cheesy, you can experiment with different styles of rhyming
    Step IV: Keeping music in mind
    a. Understand music notation
    Learn about how music notation works (bars, measures, notes, rests, etc.)
    so that you can make sure your lyrics fit in with the music.
    b. Start with a melody already written
    When you first start songwriting, if you’re doing it on your own it’s best to
    start with a melody already written. This is easier for most people than trying
    to create a melody which matches existing lyrics.
    c. Stay in a single range
    When you come up with a melody, keep the notes within a reasonable range
    so that someone can actually sing it. Think about your singers.
    d. Add in parts for the singer to take a breath
    Singers are human too and they need to breathe. Put an extra two to four
    beats here and there that allow the singer to stop for a second to catch their
    breath. This also gives the listener a chance to take in what you are saying.
    Step V: Wrapping up
    a. Read what you wrote
    What is the bigger picture? Does the song form a narrative, a declaration,
    or a description? Is it a call to action, a set of directions, or a greeting?
    Is it philosophy or a reflection? Is it genuinely nonsensical? Does it have
    multiple forms? Start moving around words and changing them so they fit
    in with the rest of the lyrics. Think about how you want to come across and
    how that balances with what you want to say. Do you like the placement of
    the vowel and consonant sounds? Does a line have multiple meanings?
    Does a particular phrase stand out? Do you want to repeat a line or word?
    Remember, the first time an audience hears a song, they only hear the parts
    that stand out the most.
    b. Rewrite
    Who says you can’t change what you have written? If you like the original,
    then keep it. But most lyricists need to play with the song a bit to get that
    perfect sound. A good song can be written in one draft, but more often it
    takes a while. Even move around entire verses so the song has continuity.
    Sometimes, a song takes on a whole new meaning.
    c. Consult with others
    Once you’re done with your song, it can be a really good idea to share a test
    version with others. Even if they’re just reading your lyrics, they may be able
    to find places where the rhythm is off or where the rhymes sound strange.
    Of course, Music by committee is a bad idea but if they catch something and

    you agree it’s wrong, fix it!

    Application activity 3.1
    Following the steps of writing lyrics, compose lyrics relating to the following
    topics:
    a. Patriotism
    b. Unity
    c. Hard work

    d. Integrity

    3.2 Composing a melody


    Activity 3.2
    1. Using the lyrics written in the activity 3.1, divide the words into
    syllables respecting the nature of rhymes.
    2. Mark the accented syllables and choose the time signature to be
    used.
    3. Work out a tune that captures the theme and spirit of the lyrics.
    4. Set the words to the tune by writing each syllable directly under
    the notes for which it is meant.
    In writing melodies to given lyrics, the following steps should be followed:
    i. Interpret the words to get the themes and spirit
    ii. Recite the words in speech rhythm, to be certain of the syllables.
    This should also be an indicator as to the note values to be used.
    iii. Example: inkokôyaNkuusi differs from inkookoyaNkuusi
    iv. Divide the words into syllables using dashes (-). Note the number of
    syllables as it may assist in deciding the time.
    v. Mark the accented syllables. This should indicate the position of bar
    lines.
    vi. Work out the appropriate time signature
    vii. Work out the appropriate rhythm, which should lead to choice of
    notes values to be used.
    viii. Work out a tune that captures the theme and spirit of the lyrics. If it
    is a happy theme, the melody should accordingly sound bright and
    inspiring
    ix. Set the words to the tune by writing each syllable directly under the
    notes for which it is meant. Remember there should be a note for
    each syllable. If a syllable takes two or more notes, a slur should be
    used to ensure their smooth performance to that one.
    Example of composing a song
    Given the topic: “Unity or Ubumwe”
    Umuconyarwandaipfundoryacu
    Ururimirwacuniubukungu
    Turabusangiyentiducurane
    Ubumwebwacutububumbatire
    Tujye mu mugongow’ubunyarwanda.
    By composing lyrics:
    U-mu-co-nya-rwaa-nd’i-pfuu-ndo-ryaa-cu
    U-ru-ri-mi-rwaa-cu-n’u-bu-kuu-ngu
    Tu-ra-bu-saa-ngi-ye-nti-du-cu-ra-ne
    U-bu-mwe-bwaa-cu-tu-bu-bu-mba-ti-re
    Tu-jye-mu-mu-goo-ngo-w’u-bu-nya-rwa-nda.

    Then composing a melody, the result is:


    Finally, matching the melody composed with lyrics:


    Application activity 3.2
    Following the application activity 3.1, compose melodies to match the
    lyrics composed.
    End unit assessment 3
    1. Describe different steps of composing lyrics
    2. Discuss the main parts of a well composed song
    3. You are invited in a graduation ceremony and you are asked to
    compose a song just to please the guests. Compose a song that

    you would compose and perform it before the peers


  • UNIT 4: MODERN AND TRADITIONAL MUSICAL INSTRUMENTS

    Key Unit Competence: Be able to play modern and traditional
    musical instruments.
    Introductory Activity
    1. You have seen a military parade playing on different musical
    instruments. Identify different instruments they use to perform
    2. In Rwanda, there are different instruments used when
    accompanying songs. Describe them
    3. Use available instruments and perform different songs before
    the peers.
    The grouping of an instrument is often determined by the making. It may also
    be determined by the means of sound production.There are 3 main groups
    of musical instruments. These are:
    4.1 Stringed instruments or chordophones
    Activity 4.1
    1. Considering musical instruments with strings, classify them
    according to their ways of producing sounds
    2. Play the available stringed musical instruments accompanying
    songs of different styles (religious, folkloric etc.
    Stringed instruments produce sound when the player makes one or more
    strings vibrate. They are two basic types:
    a. Bowed stringed instruments
    Bowed stringed instruments are usually stroked with a bow. The pressure of
    the bow on the strings produces vibrations that are amplified by the body of
    the instrument (case of resonance). To produce other pitches, the musician
    shortens the strings by pressing down on them with the fingers.

    Examples: violin, viola, cello, iningiri.

    b. Plucked stringed instruments
    Plucked stringed instruments are played by plucking strings with the fingers
    or a pick. The guitar is the common plucked instrument. Other examples are:

    harp, lute,mandolin, banjo, inanga.

    Application activity 4.1
    1. Differentiate the bowed from the plucked musical instruments
    2. Using any available stringed instrument, play the notes Do-Mi-
    Sol

    4.2 Wind instruments

    Activity 4.2
    1. Considering musical instruments that are blown in, classify them
    according to their ways of producing sounds
    2. Play the available wind musical instruments accompanying songs
    of different styles (religious, folkloric, etc.
    Wind instruments produce sounds when the player blows in. they are two
    basic types.
    a. Brass instruments
    For brass instruments, the vibrations of the player’s lips make the column of
    air vibrate. For example, French horn, tuba, trombone, saxophone, trumpet

    etc.

    b. Woodwind instruments
    Most of woodwind instruments have a reed which vibrates when the player
    blows in it, making the column of air vibrates. Sound is produced from the
    flute when the player blows across the mouth piece, causing vibrations of

    the column of air. Examples: Piccolo, flute, clarinet, oboe, bassoon, recorder.

    Application activity 4.1
    Application Activity 4.2
    1. Differentiate the brass from the woodwind musical instruments
    2. Using any available wind instrument, play the notes Do-Mi-Sol

    4.3 Percussion and other musical instruments


    Activity 4.3
    1. Considering musical instruments that are hit or shaken, classify
    them according to their ways of producing sounds
    2. Play the available percussion musical instruments accompanying
    songs of different styles (religious, folkloric, etc.
    3. Discuss the instruments that have keys and those that are used
    to amplify sounds.
    Percussion instruments produce sounds when shaken, clapped, struck,
    banged, shook, or hit with a stick or a mallet. When a membrane (the stitched
    part) of a drum is hit, it vibrates and creates a sound. Instruments such as
    xylophones or chimes have a series of tubes or bars you strike one of the
    tubes or bars a sound is produced.
    Examples: Percussion instruments are two types:
    a. Membranophones

    They have a membrane which vibrates when it is hit, for example, drums.

    b. Idiophones
    They produce sound when shaken, clapped, struck, and banged, shook or

    hit. Examples: cymbals, bells, triangle, amayugi, ikinyuguri, …

    Notice:
    Body percussion is different sounds and rhythms made by using parts of
    body.
    Examples: Clap, stamp, slap, whistle…Some musical instruments can be
    keyboard instruments or electronic instruments.

    c. Other musical instruments


    Keyboard instruments: They have a series of keys connected with a device
    that produces tones. The musician presses the keys to make sounds. The
    most popular keyboard instruments are: piano, pipe organ.
    Electronic instruments: Include that generate sounds electrically and
    those that electrically amplify sound produced by the instrument. The most
    common electronic instrument is electric guitar. It makes louder and more
    varied tones than an ordinary guitar. Other examples are electric piano and
    electric organ.
    An electronic instrument called synthetizer is used to create original sounds
    or to imitate sounds of other musical instruments.
    Activity 4.4
    1. Differentiate the membranophones from the idiophones musical
    instruments
    2. Using examples, explain what body percussion is?
    3. Play C scale on the piano keyboard.
    4. Using any available percussion instrument, play the notes Do-

    Mi-Sol.

    End unit assessment 4

    1. A guitar is different from a trumpet. How is it so?
    2. How are keyboard instruments played?
    3. Classify the following musical instruments in their relative classes:
    umuduri, ikondera, ishakwe, cymbals, triangle
    4. Using available materials, create your own instruments and

    accompany a song with them.

    REFERENCE BOOKS

    Robert Stewart (1994): An Introduction to Sixteenth-Century Counterpoint
    and Palestrina’s Musical Style. Ardsley House Publishers.
    Gustave Reese (1954): Music in the Renaissance. W.W. Norton & Co., New
    York.
    Burton, Anthony (2002). A Performer’s Guide to the Music of the Classical
    Period. London: Associated Board of the Royal Schools of Music. ISBN 978-
    1-86096-1939.
    Downs, Philip G. (1992). Classical Music: The Era of Haydn, Mozart, and
    Beethoven, 4th vol of Norton Introduction to Music History. W.W. Norton &
    Company. ISBN 0-393-95191-X.
    Bukofzer, Manfred F. (1947). Music in the Baroque Era: From Monteverdi to
    Bach. New York: E. W. Norton & Company, Inc. ISBN 0-393-09745-5.
    Burrows, Donald (1991). Handel: Messiah. Cambridge, New York, and
    Melbourne: Cambridge University Press. ISBN 0-521-37620-3.
    Tim Emmons (2008): Odd Meter Bass: Playing Odd Time Signatures Made
    Easy. Van Nuys: Alfred Publishing: 4. ISBN 978-0-7390-4081-2.


    ADDITIONAL NOTES

    20 Important Benefits of Music in our schools


    Why is Music Education in schools important? ... Unfortunately, many schools
    have begun to exclude music from their curriculums to make room for other
    subjects. Music is an extremely important subject for all children to learn and
    can lead to better brain development, increases in human connection, and
    even stress relief.
    In fact, nearly everyone enjoys music, whether by listening to it, singing,
    or playing an instrument. But despite this almost universal interest, many
    schools are having to do away with their music education programs. This is
    a mistake, with schools losing not only an enjoyable subject, but a subject
    that can enrich students’ lives and education. Read on to learn why music
    education is so important, and how it offers benefits even beyond itself.
    Musical training helps develop language and reasoning: Students who have
    early musical training will develop the areas of the brain related to language
    and reasoning. The left side of the brain is better developed with music, and
    songs can help imprint information on young minds.
    A mastery of memorization: Even when performing with sheet music,
    student musicians are constantly using their memory to perform. The skill of
    memorization can serve students well in education and beyond.
    Students learn to improve their work: Learning music promotes craftsmanship,
    and students learn to want to create good work instead of mediocre work.
    This desire can be applied to all subjects of study.
    Increased coordination: Students who practice with musical instruments can
    improve their hand-eye coordination. Just like playing sports, children can
    develop motor skills when playing music.
    A sense of achievement: Learning to play pieces of music on a new instrument
    can be a challenging, but achievable goal. Students who master even the
    smallest goal in music will be able to feel proud of their achievement.
    Kids stay engaged in school: An enjoyable subject like music can keep kids
    interested and engaged in school. Student musicians are likely to stay in
    school to achieve in other subjects.
    Success in society: Music is the fabric of our society, and music can shape
    abilities and character. Students in band or orchestra are less likely to abuse
    substances over their lifetime. Musical education can greatly contribute to
    children’s intellectual development as well.
    Emotional development: Students of music can be more emotionally
    developed, with empathy towards other cultures They also tend to have
    higher self-esteem and are better at coping with anxiety.
    Students learn pattern recognition: Children can develop their math and
    pattern-recognition skills with the help of musical education. Playing music
    offers repetition in a fun format.
    Better SAT scores: Students who have experience with music performance or
    appreciation score higher on the SAT. One report indicates 63 points higher
    on verbal and 44 points higher on math for students in music appreciation
    courses.
    Fine-tuned auditory skills: Musicians can better detect meaningful,
    information-bearing elements in sounds, like the emotional meaning in a
    baby’s cry. Students who practice music can have better auditory attention,
    and pick out predictable patterns from surrounding noise.
    Music builds imagination and intellectual curiosity: Introducing music in the
    early childhood years can help foster a positive attitude toward learning and
    curiosity. Artistic education develops the whole brain and develops a child’s
    imagination.
    Music can be relaxing: Students can fight stress by learning to play music.
    Soothing music is especially helpful in helping kids relax.
    Musical instruments can teach discipline: Kids who learn to play an instrument
    can learn a valuable lesson in discipline. They will have to set time aside to
    practice and rise to the challenge of learning with discipline to master playing
    their instrument.
    Preparation for the creative economy: Investing in creative education can
    prepare students for the 21st century workforce. The new economy has
    created more artistic careers, and these jobs may grow faster than others in
    the future.
    Development in creative thinking: Kids who study the arts can learn to think
    creatively. This kind of education can help them solve problems by thinking
    outside the box and realizing that there may be more than one right answer.
    Music can develop spatial intelligence: Students who study music can improve
    the development of spatial intelligence, which allows them to perceive the
    world accurately and form mental pictures. Spatial intelligence is helpful for
    advanced mathematics and more.
    Kids can learn teamwork: Many musical education programs require
    teamwork as part of a band or orchestra. In these groups, students will learn
    how to work together and build camaraderie.
    Responsible risk-taking: Performing a musical piece can bring fear and
    anxiety. Doing so teaches kids how to take risks and deal with fear, which
    will help them become successful and reach their potential.
    Better self-confidence: With encouragement from teachers and parents,
    students playing a musical instrument can build pride and confidence.
    Musical education is also likely to develop better communication for students.

    Source: This article originally appeared on the Bachelors Degree website.

  • Topic 10

  • Topic 11