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OVERVIEW ADMINISTRATION BRANCHES ACADEMIC PROGRAM REGULATIONS ACTIVITIES FESTIVALS & CONCERTS ORCHESTRAS PRODUCTION UNIT PUBLICATION UNIT SUPPORT MEDIA CULTURAL LINKS ANNUAL REPORTS |
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Courses
The course develops the student's
skills and musical personality in group
playing. The course is intended for
piano, guitar, string and woodwind students.
Level 1
This level is designed for students
between grades 4-6 in their instrument.
The course will emphasize basic techniques
in group playing, including: listening
to others in the group, learning to
lead and follow the leader, learning
when to start and stop playing and how
to count rests and listen for entries,
awareness of correct intonation, discipline
within the group, individual and collective
responsibility for the musical result,
students tuning their own instruments,
musical phrasing as a group, dynamics
and appropriate sound production, good
sight reading.
Level 2
At this level the student will be between
grades 7-8 in their instrument. The
course will emphasize technical fluency
and flexibility, creating a tight, co-operative
and musically pleasing ensemble, basic
techniques of leading, the importance
of eye-contact with each other, creating
different sounds for different moods
explored in greater detail than before,
and a more sophisticated repertoire
with greater variety. Students may effectively
form and rehearse their own groups,
independently of tutors, and groups
are encouraged to find their own voice
and style.
The course develops the student's
singing skills through the practice
of songs from the Arabic classical and
folkloric repertoires and/or the practice
of western music vocal polyphony
Level 1
is intended to students between Grades
2-4 in their instrument. In this level
students will focus on the good use
of their voice (the ability to sing
in pitch), developing good feel of rhythm
and tempo through singing, practicing
the major and minor scales and the basic
modes of Arabic music, the focus on
the folkloric repertoire and the simple
genres of classical Arabic music.
Level 2
is intended to students starting from
Grade 5 in their instrument. In this
level students will focus on the main
genres in Arabic classical music (Dor,
Kasida, Mowashah, Taqtuqa) and /or will
focus on repertoire of western vocal
polyphonic music.
Preparatory level
This level is designed for young children
or those students requiring a stepping-stone
before level 1. They learn to produce
a sound in the 1st octave and good hand
position and posture. Proper breathing
technique is introduced at this stage,
and the concept of playing in phrases.
Pieces are short, focused in the 1st
octave and in the basic keys – mainly
up to one flat or sharp. Simple articulation
is taught: tonguing, staccato and legato
are learned as concepts and in practice.
Students learn to perform solo and with
accompaniment. Note reading and learning
by ear are both introduced at this stage,
with a flexible approach adopted depending
on the age and natural aptitude of the
student.
Level 1
All the concepts introduced in the Preparatory
level are of course extended throughout
the other 8 levels. Sound production
is extended to the overblown 2nd octave
in level 1, requiring greater lip and
diaphragm control. Intonation is discussed,
and students are trained to listen critically
to their tuning, especially when playing
with accompaniment. Good breathing and
extending breath control is emphasized,
and playing a whole phrase in a single
breath is given great value. Repertoire
is similarly extended, in terms of length,
register and complexity; mainly it will
be still in the basic keys, up to one
flat or sharp, but may include more
complex keys when appropriate. Scales
and arpeggios are introduced at this
stage: G Major, F Major and E minor
(all 1 octave) are requirements. Simple
sight reading exercises are introduced
to develop note reading skills.
Level 2
The second level introduces new notes
such as the Re in the third octave,
as well as increased chromaticism and
new keys. Repertoire and scales are
extended to major and minor keys with
up to 2 flats and sharps. Pieces show
more variety in tempo, with finger speed
becoming an important area of work.
Basic dynamic control is emphasized
(forte and piano). Intonation work is
extended, and students are made aware
of the differences in intonation in
forte and piano, the reasons for the
differences, and techniques for correcting
intonation during playing as well as
initial tuning-up. Sight reading and
learning by ear continue to be important
themes. Students may begin ensemble
playing at this stage, joining beginner
groups such as flute choir.
Level 3
At this stage students are trained in
greater use of the third octave, up
to Sol on the 4th ledger line, as well
as more focus being given to the very
low notes (C# and C). Scales and arpeggios
are mainly 1 ½ or 2 octaves and are
learned up to 3 flats and sharps, along
with the introduction of the chromatic
scale. Beauty and homogeneity of sound
throughout the range is stressed, and
in terms of intonation, students are
now encouraged to tune their own instrument
whenever possible as well as correcting
intonation during playing using the
lips. Repertoire may be up to one page
long, and will be more sophisticated
in terms of tempo, dynamics and articulation,
including ritardando, accelerando, crescendo,
diminuendo, tenuto and mid-range dynamics
such as mezzo-piano and mezzo-forte.
At this stage students should be of
a standard that they can participate
in the children’s orchestra and other
beginner ensembles.
Level 4
This is an important stage for flutists,
as they begin playing some of the mainstream
flute repertoire, for example the Siciliana
from Bach’s Sonata in E flat major and
other simple baroque sonata movements.
Their scales are extended to keys with
3 sharps and flats, as well as 2-octave
chromatic scales and the introduction
of dominant 7th patterns. A greater
level of maturity and discipline in
home practice is expected at this stage,
and a greater commitment to music. Students
at this level can expect the teacher
to work less with issues of correct
notes and rhythm (as students should
be able to work on this more or less
independently by this level) and more
with matters of stylistic playing, interpretation,
tone development etc.
Level 5
New skills at this level include playing
most scales and arpeggios over 2 octaves,
the addition of major and minor keys
up to four flats and sharps, and the
introduction of diminished 7th patterns.
Students require significant daily practice
at this level, as they need greater
finger dexterity for fast playing, especially
in the third octave (at least up to
A above the 4th ledger line), and their
pieces become significantly longer and
more challenging. Examples of typical
repertoire include the Adagio from Mozart’s
flute Quartet in D Major, Faure’s Sicilienne
and Mike Mower’s Rockitup study.
Level 6
At this level the student will be expected
to be able to play over almost the entire
range of the flute, to create a beautiful
sound in all the registers, to tune
well without prompting, and to learn
how to correct the idiosyncratic intonation
problems of the flute over the whole
range. Scales and arpeggios are extended
to include majors and both harmonic
and melodic minors up to six flats and
sharps, and all over 2 octaves. Dominant
and diminished 7ths increase, as well
as chromatics. Typical repertoire at
this stage includes the 1st Movement
of Vivaldi’s Concerto in F op.10, the
Madrigal by Gaubert, and the Allegretto
from Godard’s Suite.s
Level 7
Students at this level will mainly be
those for whom music has become a central
activity in their lives. They will be
relied upon in ensembles such as the
ESNCM orchestra and other advanced chamber
groups, and may begin to give solo recitals.
Repertoire at this level consists of
works such as the 1st movement of the
Bach G minor Sonata, 2nd Movement of
a Mozart Concerto, 2nd movement of the
Poulenc Sonata, and 2nd movement of
CPE Bach’s Solo Sonata in A minor. All
major and minor scales are required,
with additional diminished 7th, dominant
7ths and chromatics. A high level of
independence and initiative is needed,
and tutors will encourage students to
develop their own interpretative skills
and individual voice to a much greater
degree than before.
Level 8
This is the final level at the ESNCM
currently, after which students will
be awarded the Intermediate Certificate
on completion of the other requirements.
While not a guarantee, passing this
stage should give the student a high
degree of independence in their playing
and the opportunity to further their
musical studies at a higher level, and
subsequently to enter music professionally
in many cases. The repertoire taught
at this stage includes complete sonatas
and concertos, pieces from every professional
classical flutist’s repertoire such
as the 1st movement from Prokofiev’s
sonata, Debussy’s Syrinx, and movements
from sonatas by Reinecke, Hindemith,
Schubert and Poulenc. The scale list
includes 3-octave scales from C, and
consolidates all the scales from previous
levels, as well as adding whole-tone
scales and patterns in thirds. Sight
reading at this stage will be at an
advanced level, and students will be
expected to be performing regularly
in solo, chamber music and orchestral
settings.
The course develops the student's
skills and musical personality in group
playing (Oriental groups ("al-Takht
al-Sharki"), string groups, wind groups,
mixed chamber ensembles and orchestra).
Level 1
This level is designed for students
between grades 2-4 in their instrument.
The course will emphasize basic techniques
in ensemble playing, including: listening
to others in the group, learning to
follow the leader, learning to follow
simple conducted hand signals in 2/4,
3/4 and 4/4 time (in the case of orchestral
instrument players), learning when to
start and stop playing and how to count
rests and listen for entries, listening
for correct intonation and correcting
intonation problems, discipline within
the ensemble, individual and collective
responsibility for the musical result.
The repertoire used for this level is
usually significantly less technically
difficult than that which the students
play in their solo work, in order that
more attention can be paid to issues
of ensemble playing. Mainly each part
will be played by several players, allowing
students to help and support each other.
Level 2
At this level, students will be between
grades 3-5 in their instrument. The
course will emphasize intonation; following
the leader or conductor; listening within
the ensemble; students tuning their
own instruments; musical phrasing as
an ensemble; dynamics and appropriate
sound production; solo parts for individual
players, increasing the responsibility
on the individual player for the group
result. Repertoire will again be somewhat
easier technically than the solo work,
but will be of a level intended to retain
the student’s interest and a sense of
challenge.
Level 3
At this level the student will be between
grades 5-7 in their instrument. The
course will emphasize a greater degree
of technical fluency and flexibility,
creating a tight, co-operative and musically
pleasing ensemble; basic techniques
of leading, the importance of eye-contact
with each other (and with the conductor
in the case of orchestra); creating
different sounds for different moods
explored in greater detail than before,
and a more sophisticated repertoire
with greater variety. More responsibility
is expected of individual students.
Level 4
At this level students will be between
grades 7-8 in their instrument. The
course will emphasize advanced repertoire;
technical fluency in the instrument;
good sight reading; increasing independence
from tutors; ensembles finding their
own voice and style; capacity for arranging
music on their own (in the case of oriental
groups).
The course is intended to students
of Western instruments starting from
Grade 5.
The course presents the basic tonal
and functional harmony of Western music
in theory and practice, and the vocal
and instrumental polyphonic technique
of different European music styles,
focusing on the Baroque period.
The general theoretical outline of the
course is as follows:
Scale material, intervals, triads, inversions,
harmonic progressions in the major and
minor modes, cadences, modulations and
special characteristics featuring the
six-fourth chord and the dominant seventh
chord.
Perfect consonance, imperfect consonance
and dissonance, rules for good voice
leading (moving step by step, a mixture
of similar, oblique and contrary motion,
occasional melodic leaps followed by
a step in the opposite direction, avoiding
leaps of major of 6th, 7th or augmented
intervals, harmonic rules of parallel
fifths and octaves, hidden fifths and
octaves, avoiding sequences or motifs),
five species counterpoint.
The course is intended for students
of oriental instruments starting from
Grade 5.
The course presents the development
of music and music theory corresponding
to the different processes of change
in Arabic urban societies, focusing
on the cultural area of Greater Syria
and Egypt starting from the second half
of the 19th century until the second
half of the 20th century.
The course will emphasize the development
of the vocal and musical genres, the
main composers and performers, their
styles and their effect on the overall
musical vision of the time, as well
as the main theoretical treatises of
the 19th and 20th centuries.
The Course is intended to students
of western instruments starting from
Grade 5.
The course presents basic knowledge
of Arabic music culture theoretically
and practically focusing on the cultural
areas of Greater Syria and Egypt.
The students will gain a basic knowledge
of the Arabic modal system, the prevalent
instrumental and vocal genres, Arabic
rhythms and their functions in given
pieces, the main composers and their
styles, the main performers, the main
Arabic instruments, and an introduction
to the Turkish and Persian musical cultures.
Introduction to Western music history:
The course is intended to students of
all instruments starting form Grade
5.
The course presents the origins and
development of Western music theoretically
and aurally from the time of the ancient
Greeks until the 20th century. Students
are trained to identify music from the
different historical periods and styles
by ear and by study of written scores.
The course introduces the development
of the different genres and the knowledge
of the main composers of the Western
music repertoire.
The outline of the course is as follows:
Early beginnings (Music in ancient Greece,
Roman times, and Hebrew music) music
in the Middle Ages (500-1450), music
in the Renaissance (1430-1600), the
Baroque period (1600-1750), Classical
period (1750-1825), the Romantic period
(1825-1900), impressionism (1890-1925)
and the 20th century.
The course presents the theory and
practice of the Arabic and Turkish modal
system. The course emphasizes the function
of the modal system in the different
vocal and instrumental genres and the
knowledge of the modal system in regards
of playing and improvising on the instrument.
The course also aims to develop the
singing and aural skills of the student.
Level 1
Is intended to students of oriental
instruments between Grades 2-4. in this
level students will gain basic knowledge
of the maqam theory (the concept of
24 quarter tones, intervals, the basic
tetra-chords, the concept of scale,
tonal sequences, the basic modes (maqamat),
the different attitudes to key signature,
transposition), ability to identify
the basic modes by ear and by study
of written music, the function of the
basic modes in simple vocal and instrumental
genres.
Level 2
is intended to students of oriental
instruments from Grades 5. In this level
students will gain knowledge of a wide
variety of modes extended from the basic
families and used in practice, a view
of the main theory treaties of the Arabic
and Turkish modal systems and the overlapping
between the two systems, more features
of the unfolding of modes (melodic progression,
ambitus, alternative tetra-chords, texture,
the concept of "modulation"…), the function
of the modal system in the main vocal
and instrumental genres, the ability
to improvise in the different modes,
basic knowledge of composition in the
classical instrumental genres.
The course is designed for piano
students.
The course presents the major styles
of western classical music in a historical
context ranging from Baroque to Jazz,
offering a guideline for an appreciation
of piano music repertoire in particular.
It includes listening and analysis of
great piano performances; student performance
and live concert attendance. Biographical
background and stylistic characteristics
of the great piano composers enhances
the students understanding and performance
of their works.
Level 1
is intended for piano students from
Grade 3-4 on their instrument. In this
level students would be introduced to
the general stylistic features of the
different historical periods.
Level 2
is intended for students starting from
Grade 5 on their instrument. In this
level students are introduced to a more
detailed and specified level of analysis
and styles of the main piano music composers
in the different historical periods
and more focus on interpretation.
The course emphasizes the development
of rhythmic, singing, and aural skills,
while stimulating the growth of the
student's musicality. The method book
used in the course was developed in
the ESNCM and is grounded in western
classical music, but in combination
with the Palestinian student's own heritage.
For example we emphasize the use of
traditional and popular melodies in
the exercises; the use of Arabic words
in connection with certain rhythmic
formulas, and an introduction to the
Arabic modal system.
The theoretical outline for the different
levels is as follows:
Level 1
Introduction into staff, pitch and rhythm;
Do Major scale, Sol and Fa keys, introduction
to the keyboard, half and whole steps,
sharps and flats, tempo (Lento, Adagio,
Andante, Moderato, Allegretto, Allegro,
Presto), dynamics (fortissimo, forte,
mezzo forte, piano, pianissimo), articulation
(legato and staccato).
Level 2
Re, Fa and Sol major scales, melodic
and harmonic intervals (major and minor
second, perfect first and eighth), dissonance
and consonance, key signature, repeats
(repeat brackets, D. C. and D. S. al
Fine).
Level 3
La minor scale, Si Flat major scale,
natural, harmonic and melodic scales
(Re and Mi minor), major and minor third
intervals, perfect fourth and fifth
intervals, ritardando and diminuendo,
8ve and arpeggio, portato and tenuto.
Level 4
Conducting patterns, accent in meter,
ornaments (grace note, turn, mordent,
trill), major and minor sixths and sevenths
intervals, interval inversions, chromatic
and diatonic semitones, enharmonic tones,
double flats and sharps, augmented and
diminished intervals, enharmonic intervals,
chromatic scales, basic introduction
to Maqam (Arabic Modal system), half
Flat and half Sharp, key signature in
Maqams (Arabic Modes), Bayat, Hijaz,
Rast, Ajam and Nahawand modes.
Level 5
Major and minor scale, circle of fifths,
transposition, compound intervals, major
and minor triads and their inversions,
augmented and diminished triads, key,
scale degrees, melodic and harmonic
functions, cadences (perfect, plagal,
imperfect, interrupted), chromatic tones,
modulation, musical texture, musical
form (AAB, AB, ABA, theme and variation),
Kurd, Saba and Sikah modes.