“Handmaids” aims to widen pupils’ experiences outside the four walls of their classrooms. Hence, the Music department was established to bring in a more creative platform for the children to express themselves.
Teaching Methods
Music contributes to the development of essential cognitive system which includes: reasoning, creativity, decision-making and problems solving. It does this by activating and synchronizing neural firing patterns that orchestrate and connect multiple brain sites. Also, Neurobiologist Mark Jude Tramo of Harvard Medical School says, “Music is biologically part of human life”. Thus, classroom events aim at music composition, ear-training, identification of music characters such as pitch, duration, timbre, dynamics, notation, signs, time signature, key signature and rhythm, so that pupils develop an understanding of music theory.
Performance is the soul and spirit behind the effectiveness of music in Handmaids School. Irrespective of age, each class throughout the school is involved in orchestra, ensemble and choral, performance of “classical” and folks, and contemporary repertoires of Western and African music.
School Band and Choir
Singing is at the heart of “Handmaids” School’s Music. In addition to classroom singing, the students are also auditioned when recruiting for the school choir (25-30 voices from basic 3-6).
As well as the school choir, there are other platforms for pupils to participate in the school band (parade drumming, saxophone ensemble, recorder ensemble, and violin ensemble for school orchestra).
During the course of the year, there are various performance opportunities for pupils to display their musical skill, both choral and instrumental. These include: school assemblies, concerts performance of cantatas, welcoming a public audience, musicals and other theatrical production.
Instructor
Music instructors are high caliber multi-instrumentalist and voice specialist, who are groomed, experienced in performance and teaching. Parents/Guardians are required to pay fees for these.
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