Objectives and tasks Musical education aims to bring up a community playing music and an audience loving and understanding music. In connection with that, the foundation of musical literacy, the introduction of national and universal musical culture, the enhancement of artistic expression skills and the shaping of an everyday need for exquisite music.
The experiences offered by musical pieces presented, sung and heard improve and raise the awareness of an aesthetic sense for music and of the conviction that music is a fundamental value in human life. As a result of musical experiences and acquisition of knowledge, the musical consciousness is constantly shaping, evolving from the simple to the complex, from the Hungarian to the international, from the empirical to the cognitive. It is however important to arrange musical reality into a comprehensive overall picture at all levels of this development.
The majority of the musical corpus of teaching singing in schools includes music involving songs. Thus the musical education may contribute substantially to the development of historical and moral awareness through the lyrics of songs.
Singing and playing musical instruments are core activities of musical education since primarily those are capable of understanding music and receiving musical pieces who are able to participate in musical creative activities to some extent. Active music playing facilitates the development of a positive attitude to music through the opportunity of musical self-expression.
The sources of obtaining information expand in this age group: the scope of information from listening to music expands in along with singing, the in-class and independent use of textbooks and reference books gains a key role in obtaining information.
Learning about and accepting the specific features of musical cultures, showing interest in Hungarian works of musical art constitute an important part of the students’ musical vision of the world.
Learning about and applying the signal system of music are not for their own sake in activities of reading and writing music: musical content and information stimulate musical imagination and facilitate the development of an understanding of music.
The love for music and the establishment of the habit of listening to music entail the shaping of taste and facilitate the involvement in extracurricular musical events (choirs, orchestra performances).
Developmental requirements Singing The development of singing skills in Years 5 through 8 aims at shaping pleasant and expressive singing which provides experiences and offers joy, as the development of a fundamental form of musical self-expression and as the improvement of a tool of obtaining information. Therefore it requires individual and collective singing with a natural and pleasant harmony, with the acoustic expression of arsis and thesis. Singing with parlando of more relaxed metrics, less restricted rubato and tense giusto pulsating. Singing Hungarian folk songs, songs of nationalities and ethnic minorities in Hungary, songs of neighbouring and other peoples. Singing bichord works collectively by heart, in a pure and expressive way, by using the means of musical expression in order to communicate musical message.
Listening to music The improvement of musical hearing essentially aims at the improvement of feeling tonality, hearing the melody, hearing the tone, feeling the rhythm and the tempo, feeling dynamics and form. Observation of major and minor tonality in melodies. The development of inner hearing and polyphony through the polyphony of composed music and its observation. Development of musical memory through practising and presenting songs and themes.
Reading and writing music As a result of the development the skills of reading and writing music, the students may be expected to identify the key of pentachord and heptachord songs (up to key-signatures 2# and 2b). Recognising intervals learnt from scores, utterance of the rhythm of musical notes in score, utterance of rhythm in unison or in polyphony. Readings the scores of short and easy melodies together. Writing known pentachord and heptachord melodies from a given keynote by heart. Knowing ABC notes in G clef.
Understanding music Improvement of the understanding and feeling music: recognition and distinction of musical forms and genres associated with the musical periods learnt, development of the emphatic and interpreting ability of means of expression communicating the ideas of a musical piece tempo, dynamics, tonality, characters, harmonisation. Ability to recognise the sounds of instruments, instrumental bands orchestras in musical pieces listened to.
Number of teaching hours per year: 37
Singing folk songs of new style in adaptive rhythm.
Singing composed music excerpts in line with the presentation signals.
Singing Gregorian melodies.
Singing the themes/parts of renaissance and baroque musical pieces.
Singing canonicals in groups.
Additional Hungarian folk songs (old and new style).
Songs of other people.
New festive songs.
Old Hungarian medieval melodies.
Medieval Gregorian melodies.
Themes from renaissance and baroque musical excerpts.
Prerequisites of moving ahead Singing Emphatic, expressive presentation of another 10 historical songs, composed songs or excerpts selected from the enumerated sections of the song corpus by heart.
Listening to music Recognising and identifying vocal and instrumental folk song variations.
Recognising classical musical works listened to more often based on their themes.
Identifying the instrument sections and instruments of a symphonic orchestra.
Enumerating the composers of Wiener classicism and a few of their works.
Improvisation Construction of musical question and answer sessions (in 2 by 2 beats).
Reading and writing music; Music Identifying major and minor keys from musical notes in scores from 1# to 1b;
Interpreting accidentals after musical notes in scores;
Singing melodies learnt from letter score and musical notes in scores.
Number of teaching hours per year: 37
Singing presentation of romantic songs.
Presentation of polyphonic choir pieces.
Singing songs of other continents.
Clear intonation of new intervals in melodies learnt.
Hungarian folk songs (e.g. from the operas of Zoltán Kodály).
Additional songs of national and ethnic minorities.
New festive songs, songs of other people. Recruiting melodies.
Themes and excerpts of romantic songs and musical pieces which are easier to sing.
Canonicals, bicinia, easy choir pieces (from the corpus connected to the folk music and composed music of this year and the styles learnt before).
Learning about the stylistic marks and genres of romantic music from the works of European composers.
Analysing the sound of romantic orchestras (recognising instruments).
Listening to the folk music of other continents in authentic performances.
Comparison with folk music learnt previously.
Folk song variations (from choir pieces listened to).
National romance in Europe (national operas).
Hungarian music of the 19th century.
European works of musical arts from the 19th century.
Improvisation of folk song forms of the new style with given first line (melodies with arches and themes).
Melodies with arches and themes: a a5 a5v av ; a a5 b a; a a b a ; a b b a.
Reading and writing music
Interpreting presentation and dynamic marks.
Recognising sixth and seventh intervals in musical notes from score. Navigation in keys 2# to 2b.
Contents related to the rhythm, melody, structure, etc. materials of musical excerpts sung and listened to.
Folk songs, composed songs, themes sung, easy choir pieces (romanticism).
Notions of folk songs listened to from other continents and of European / Hungarian folk songs sung (parlando rubato _ tempo giusto).
Theory of music
Intervals: k6, n6, k7 and n7.
Scales: major and minor keys from 2# to 2b.
Presentation marks, musical terminology:
Dynamic marks: pp, p, mp, mf, f, ff, crescendo ,
Tempo marks: andante, moderato, allegro vivace.
Musical works and excerpts from listening materials (from the period of 19th-century romanticism virtuosity).
New forms of expression and presentation: electronic music.
Popular music: the Beatles, Elvis Presley, Webber, Szörényi.
Genres of jazz and popular music.
Popular music today (current issues).
Prerequisites of moving ahead Singing Participation in collective singing, performance, enhancement of the set of songs by 15 vocal excerpts.
Listening to music Ability to locate a musical piece listened to more often in the appropriate historical period of music.
Improvisation Application of knowledge concerning rhythm, melody, form and folk music styles in improvisation.
Reading and writing music Ability to use the most common tempo and dynamic marks in the course of collective and individual singing, reading and writing easy melodies and rhythms as a summary of the corpus of the 8 years.
Recommended singing and listening material
(Years 5 through 8) Folk songs A citrusfa levelestől (The lime tree and its leaves)
A csitári hegyek alatt (Under the mountains of Csitár)
A jó lovas katonának (For the good cavalry soldier)
A Vidróczki híres nyája (Vidróczki’s famous flock)