| 1 | Getting the students to comprehend the responsibilities of the educational music composer along with the necessary knowledge and experience. |
| 2 | Getting the students to achieve the skills to build motives and sentences of defined tone/mode sequences while caring for aesthetic values. |
| 3 | Getting the students to comprehend the items to watch out for while building the musical answer sentence to the musical question sentence. |
| 4 | Getting the students to achieve the skills to compose an instrumental music piece in a single part song form. |
| 5 | Getting the students to achieve the skills to compose an instrumental music piece in a two parted song form. |
| 6 | Getting the students to achieve the skills to compose an instrumental music piece in a three parted song form. |
| 7 | Getting the students to achieve the skills to extract the rhythmic outlines of the tongue twisters, fiduciaries, riddles, and poems selected among child folklore and literature items. |
| 8 | Getting the students to achieve the skills to compose a lyric music piece in a single part song form while following prosody rules. |
| 9 | Getting the students to achieve the skills to compose a lyric music piece in a two parted song form while following prosody rules. |
| 10 | Getting the students to achieve the skills to compose a lyric music piece in a three parted song form while following prosody rules. |
| 11 | Getting the students to achieve the skills to write lyrics to instrumental music pieces while following prosody rules. |
| 12 | Getting the students to achieve the skills to create secondary sounds for the lyric-instrumental pieces they composed. |
| 13 | Getting the students to achieve the skills to accompany with rhythm instruments or piano for the main pieces they composed. |