Here at Evergreen Secondary, pupils are inculcated and immersed in the fundamentals of music throughout their two year music programme (Starting at the beginning of Secondary One, ending at the end of Secondary Two).

Our Values (What we believe)

1. Non-Rote Learning and Self-Expression 
At Evergreen we believe that Music Education, just like any other Education in this department, should involve a great deal of Self-Expression and Creativity. Students should be encouraged to create their own work rather than practice a set piece/song. Therefore, all programmes offered here focus on encouraging students to create their own music/expression/thought with certain guidelines.  


I Love Homework by Guo Rui and Ray Ng of 2 ITG (2014)  

2.  Critical Thinking through Experimenting
We believe that the best way for students to improve their craft is for them to repeatedly try things out for themselves . This involves them making judgement calls on their own, comparing their judgement calls with the teachers’ and then carrying on improving and reworking their created material. The teacher is there to guide their judgement calls, not make the judgement calls for them.

Students voluntarily staying back after school day after day to keep editing, trying out and 
re-editing their own music composition.
3.  Critical Thinking through Socratic Learning
As they learn themselves, teachers need to be there to guide them in a way that does not stifle their creativity but rather encourage them to think further and deeper. We have therefore adopted the Socratic Approach where teachers tend to ask questions and probe students’ responses deeper so as to get them to think and create with more rigour.


Each class has to tackle the question “What is Music OR When does Noise become Music” at the start of the two year programme.

4.  Student-Centred Learning
Often times the reason why students are “not creative” is because they are unable to reproduce the musical ideas they have created in their mind. Here at Evergreen, we believe the main role of teachers is to help students overcome this obstacle. Therefore, rather than revolving our teaching practices around a fixed set of schemes, teachers are encouraged to tailor their pedagogies to suit the unique needs that each music group brings to the table.

Different groups brainstorming/practicing their STOMP ideas, ideas which have their own unique direction that teachers must help bring each group towards.

Our Canvas (What we do)

Below is the list of programmes we offer here at Evergreen Secondary:

1. Remixing music
Using audio editing software, students are encouraged to create their own music by finding music tracks and remixing them by cutting them up and splicing them together. (2014 - )

Memory Twist – Erin from Two Dynamic (2014)
(Music only)

2. Soundscapes
Using what they have learnt about rhythm and movement, students are encouraged to create and perform their own soundscape. (2013 – 2014)


                  MRT Station Soundscape                                       An Emergency Soundscape
3. Pop Song Composition
Focussing on translating their thoughts onto paper, students are tasked to create their own pop song. Their written work must contain the following: Theme, Lyrics, Rhythm for singing, Melody for singing and instructions for musicians (chords). It must also be in the pop format. Selected works will then be further translated into a recording (2014 - )

                            I Love Homework by Guo Rui and Ray Ng of 2 ITG (2014) 

4. "STOMP" Performance

Focusing on what students have learnt about layered rhythms, students are tasked with coming up with their own rhythm and movement performance with minimal teacher involvement. (2013 -)

PG – 14, a group in Two Thinking (2014)

5.  Pop Band   

An after school programme, students are allowed to form pop band groups (under teachers’ tutelage) and work towards a showcase of their bands’ skills. Prior skills preferred but not required. (2014 - )

Practice Session with Sec 4 Group -Trojans (2014)
Practice Session with Sec 2 Group - The Boundaries (2014)

6.  Critical Discussion: The Role of Music in Society

Students are encouraged to, using the terms they have learnt, explore the roles of music within different aspects of Society. (2014 - )


Describe a scene which might fit the song How Low by Jose Gonzalez and, using the terms you have learnt, explain why the scene is appropriate.


Using various musical terms you have learnt, explain how the Russian National Anthem is able to instil a sense of patriotism in the Russian People.

7. Rearranging of Set Music
Using whatever musical skills they have, students are encouraged to rearrange a famous song without making it too unfamiliar from the original. (2014) 


Secondary One students performing their own arrangement of Twinkle Twinkle Little Stars

8.  Collaboration with other Departments/Events' Committees
The Description should be as such: Here at Evergreen, we believe that community building is an important trait, both in and outside school. Therefore, the Music Department actively seeks to collaborate actively with other departments.
Collaboration with Honours' Day Committee 2014
Collaboration with English Department's Grandma Grammar Programme 2014
Collaboration with Teachers Day Committee 2013