S.N Pheadair agus Phil, Droim Conrach, Co. Na M.

Music Plan
Table of Contents Guiding principles Introductory Statement and Rationale Vision and aims Content of the Plan 1. Content objectives for each class level 2. Approaches and Methodologies 3. Linkage and Integration 4. Assessment 5. Children with different needs 6. Equality of participation and access 7. Timetable 8. Resources and ICT 9. Health and Safety 10. Individual Teachers Planning and Reporting 11. Staff Development 12. Parental and Community Links Success Criteria Implementation Review Ratification and Communication Appendix I Song Resource Log Template Appendix II - Literacy : Sequence of learning

Underpinning Principles
The guiding principles which inform the teaching and learning of Music in our school are: 1. Music is for all teachers and all children 2. The three strands are equally important i.Listening and Responding ii.Performing and iii.Composing 3. Active enjoyable participation is fundamental to the Music curriculum 4. Music enhances and enriches the childs life. Rationale This plan is a record of our decisions regarding Music, and it reflects the Primary Curriculum, 1999. It is intended to guide teachers in their individual planning for Music. Vision Our school recognises that Music education is part of a balanced curriculum which aims to develop the whole spectrum of the childs intelligence. We also seek to develop the childs aesthetic, intellectual, emotional, creative and cultural development through engagement in positive musical experiences. Aims We endorse the aims of the Primary Curriculum for music, which are: to enable the child to enjoy and understand music and to appreciate it critically to develop the childs openness to, awareness of and response to a wide range of musical genres, including Irish music to develop the childs capacity to express ideas, feeling and experiences through music as an individual and in collaboration with others to enable the child to develop his/her musical potential and to experience the excitement and satisfaction of being actively engaged in musical creativity to nurture the childs self-esteem and self-confidence through participation in music performance to foster higher-order thinking and lifelong learning through the acquisition of musical knowledge, skills, concepts and values to enhance the quality of the childs life through aesthetic musical experience.

1. Content Objectives for each class level Listening and Responding Strand Unit: Exploring sounds

Objectives

Infants Classes Environmental Sounds Listen to, identify and imitate sounds in the environment from varying sources. Describe sounds and classify them into sound families. Vocal Sounds Recognise the difference between the speaking voice and the singing voice and use these voices in different ways. Recognise different voices. Use sound words and word phrases to describe and imitate selected sounds. Body Percussion Discover ways of making sounds using body percussion. Instruments Explore ways of making sounds using manufactured and home made instruments. Experiment with a variety of techniques using manufactured and home made instruments.

1st & 2nd classes

P32 curriculum

Environmental Sounds Listen to, identify and imitate familiar sounds in the environment with increasing awareness Recognise and classify sounds using differing criteria Vocal Sounds Recognise and demonstrate pitch differences Identify pitch differences in different voices Explore the natural speech rhythm of familiar words Body Percussion Discover ways of making sounds using body percussion Instruments Explore ways of making sounds using manufactured and home-made instruments Explore how the sound of different instruments can suggest different sounds Environmental Sounds Listening to and describe a widening variety of sound from an increasing range of sources Classify and describe sounds within a narrow range Vocal Sounds Recognise and demonstrate pitch differences Discover the different kinds of sounds that the singing voice can make

3rd & 4th classes

P48/49 curriculum

Imitate patterns of long or short sounds vocally

Body Percussion Discover ways of making sounds using body percussion, in pairs and small groups Instruments Explore ways of making sounds using manufactured and home-made instruments Explore how the tone colour of suitable instruments can suggest various sounds and sound pictures 5th&6th Classes Environmental Sounds Listen to sounds in the environment with an increasing understanding of how sounds are produced and organised Vocal Sounds Explore a range of sounds that the singing voice and the speaking voice can make Distinguish and describe vocal ranges and tone colours heard in a piece of music Body Percussion Identify a variety of ways of making sounds using body percussion in pairs and in small and large groups Instruments Explore ways of making sounds using manufactured and home-made instruments Explore how the tone colour of suitable instruments can suggest various sounds and sound pictures Strand Unit: Listening and responding to Music Objectives Infants Respond imaginatively to short pieces of music through movement. Talk about pieces of music , giving preferences and illustrate responses in a variety of ways. Show the steady beat in listening to live or recorded music. Recognise and show the difference between fast and slow tempos. Recognise and show the difference between high and low sounds. Listen and respond to patterns of long and short sounds. 1st & 2nd classes P33/34 curriculum Listen to a range of short, familiar and unfamiliar pieces of music or excerpts Respond imaginatively to pieces of music through movement Talk about pieces of music, giving preferences, and illustrate responses in a variety of ways Show the steady beat in listening to live or recorded music. accompanying or chants Differentiate between steady music and music without a steady beat Identify and show the tempo of the music as fast or slow, getting faster or getting slower Differentiate between sounds at different dynamic levels (loud and soft, getting louder and softer) Perceive the difference between long and short sound Identify obviously different instruments

P 68/69/70 curriculum

3rd &4th classes

P50/51 curriculum

Listen to and describe music in various styles and genres, including familiar excerpts, recognising its function and historical context where appropriate Describe initial reactions to, or feelings about, his/her compositions and the compositions. Giving preferences Respond imaginatively to longer pieces of music in a variety of ways Show the steady beat in listening to live or recorded music. accompanying or chants Differentiate between steady music and music without a steady beat Recognise strong and weak beats, illustrating them through gestures Identify and show the tempo of the music as fast or slow, getting faster or getting slower Distinguish between sounds of different duration (long or short) while listening to music Identify some families of instruments Respond appropriately to obviously different sections in a piece Discover 2-time beat and 3-time beat by using gesture to accompany music Experience 6/8 time (like a jig) Listen to and describe a broad range of musical styles and traditions, including familiar excerpts, recognising its function and historical context where appropriate Listen to his/her own compositions and the compositions of others recording or live performances- and evaluate in terms of personal response, choice of instruments and expressive qualities Respond imaginatively to longer pieces in a variety of ways Identify families of instruments Examine the effects produced by different instruments Distinguish the main instrument heard in a piece of music Recognise and understand how tempo and dynamic choices contribute to an expressive musical performance Recognise strong and weak beats, illustrating them through gestures Identify two-beat or three-beat time in moving to music Identify six-eight time in moving to music Determine simple form and represent through gesture Experience dotted rhythms or syncopation in familiar tunes through gestures and movement.

5th & 6th Classes

P68/69/70 Curriculum

Performing Strand Unit: Song Singing Teacher guidelines P70-88 General guidelines for Song Singing P72 Singing ranges P74 Singing with the musical elements in minds P76- 81 Effective singing skills P84-85 Developing part singing P86/87 Public performances P88 Overcoming singing difficulties P 82/83 Exemplar 14 Teaching a song (first to sixth classes) Objectives

Infants: Recognise and imitate short melodies in echoes. Show the steady beat when performing familiar songs, singing games or rhythmic chants. Understand the difference between beat and rhythm. Select the dynamic most suitable to the sound. Notice obvious differences between sections of songs in various forms. 1st & 2nd Recognise and sing with increasing vocal control and confidence a classes growing range of songs and melodies Recognise and imitate short melodies in echoes, Show the steady beat when performing familiar songs, singing games or rhythmic chants Understand the difference between beat and rhythm Perceive the shape of melodies as moving upwards, downwards or staying the same Select the dynamic most suitable to a song P35 Notice obvious differences created between sections of songs in various curriculum forms 3rd &4th classes Unison singing Sing from memory a widening repertoire of songs with increasing vocal control, confidence and expression Show greater control of pulse and tempo while singing well- known tunes Understand the difference between beat and rhythm Perform familiar songs with increasing understanding and control of pitch and extended vocal range Performing familiar songs with increasing awareness of dynamics, phrasing and expression Notice obvious differences created between sections of songs in various forms Simple part singing Perform a rhythmic or melodic ostinato or drone in accompanying a song Perform, in groups, simple rounds in two or more parts Unison singing Recognise and sing from memory a more demanding repertoire of songs with an awareness of the musics social, historical and cultural contexts Sing independently with increasing awareness and control of pulse, tempo, pitch, diction and posture Perform familiar songs with increased control; dynamics, phrasing and expression Relate words and mood of a song to style and performance Notice the differences created between the sections of songs in different forms Explore structural elements within familiar songs Simple part singing Perform a rhythmic or melodic ostinato or drone in accompanying a song Distinguish individual parts in a round by singing, listening, moving or by observing notational cues Perform a round in several different textures

P52/53 curriculum

5th & 6th Classes

 P71/72 Curriculum

Perform, as apart of a group, two songs sung individually and as partner songs Perform as part of a group, arrangements of songs that include simple countermelodies or harmony parts Identify unison parts and harmony parts visually and aurally

Performing Strand Unit: Literacy Teacher guidelines P89-103 General guidelines for Literacy P90/91 Graphic notation P82-101 Standard notation P93 Note values P96-99 Pitch P100Pentatonic music P95 Exemplar 16 Sequence for teaching a new element P 98/99 Exemplar 17 Stages of pitch notation P102 Exemplar 19 Introducing a new note P136 Handsigns P137 A suggested sequence in rhythm P138 A suggested sequence in melody

Objectives Infants Early Literacy Match selected sound with their picture source. Recognise and perform simple rhythm patterns from pictorial symbols. Rhythm Identify and perform familiar rhythm patterns from memory and from notation Pitch Recognise the shape of a simple melody Recognise and sing familiar tunes and singing games within a range of two or three notes Rhythm & Pitch Recognise and sing simple tunes, from simplified notation, combining rhythm and pitch Rhythm Identify and define the rhythm patterns of well-known songs and chants Recognise and use some standard symbols to notate metre and rhythm Pitch Recognise and sing familiar, simple tunes in a variety of ways Recognise the shape of melodies on a graphic score or in standard notation Use standard symbols to identify and sing limited range of notes and melodic patterns Use standard symbols to notate simple rhythm and pitch

1st & 2nd classes

P36/37 curriculum

3rd &4th classes

P54/55/56 curriculum

Rhythm & Pitch Discover how pentatonic tunes can be read, sung and played in g doh, c doh or f doh 5th & 6th Classes Rhythm Recognise longer and more complex rhythm patterns of familiar songs and chants Recognise, name and use some standard symbols to notate metre and rhythm Pitch Recognise and sing familiar tunes in an increasing variety of ways Recognise the shape of a melody and movement by steps or by leaps, from a graphic score or from notation Rhythm & Pitch Use standard symbols to read. Sing and play simple melodies from sight Use standard symbols with increasing fluency and accuracy to notate simple rhythm and pitch Recognise that melodies can be read, sung or played in different keys Read, sing and play simple tunes from sight with C G F as doh Understand the function of major key signatures as indicating the position of doh

P73/74/75 Curriculum

Performing Strand Unit: Playing instruments Teacher guidelines P104-109 General guidelines for playing instruments P106 The Recorder P109 Tin Whistle P130/131 Musical instruments suitable for primary schools P132-135 How to hold and play some percussion instruments Objectives Infants Play simple percussion instruments. Use simple home-made and manufactured instruments to accompany songs, nursery rhymes and rhythmic chants. 1st & 2nd classes P38 curriculum 3rd &4th classes P57 curriculum 5th & 6th Classes Play some percussion instruments with confidence Use percussion instruments to show the beat or rhythm in accompanying songs or rhythmic chants Identify and perform simple two-note or three-note tunes by ear or from simple notation Discover different ways of playing percussion and melodic instruments Use percussion instruments to show the beat or rhythm in accompanying songs or rhythmic chants Identify and perform simple, familiar tunes from memory or from notation Perform a range of playing techniques on a wide selection of percussion and melodic instruments

P76 Curriculum

Use percussion instruments with increasing confidence and skill to accompany tunes, songs and chants Identify and perform familiar tunes from memory or from notation independently. Composing

Strand Unit: Improvising and Creating Teacher guidelines P110-119 General guidelines for Improvising and creating P113 Exemplar 20 Accompanying a story, song or game P114 Exemplar 21 Accompanying a poem P115 Exemplar 22 Using musical elements P116 Composing with rhythmic elements P118 Composing using melodic elements Objectives Infants Select sounds from a variety of sources to create simple sound ideas, individually and in groups Invent and perform short, simple musical pieces with some control of musical elements. Improvise new answers to given melodic patterns. P24 curriculum. 1st &2nd classes P39 curriculum 3rd &4th classes Select sounds from a variety of sources to illustrate a character or a sequence of events, individually and in groups Invent and perform short musical pieces with increasing ease and control of musical elements Recall, answer and invent simple melodic and rhythmic patterns, using voices, body percussion and instruments Select different kinds of sounds (voice, body percussion, untuned ad tuned percussion, simple melodic instruments, electronic instruments) to portray a character, a sequence of events or an atmosphere in sound stories Invent and perform simple musical pieces that show a developing awareness of musical elements Recall, answer and invent simple melodic and rhythmic patterns, using voice, body percussion and instruments Select a wide variety of sound sources ( voices, body percussion, untuned and tuned percussion, melodic instruments and technology for a range of musical purposes Invent and perform pieces that show an increasing awareness and control of musical elements Recall, answer and invent melodic and rhythmic patterns, using voices,body percussion and instruments

P58 curriculum 5th & 6th Classes Curriculum P77

Composing Strand Unit: Talking about and recording compositions Teacher guidelines P110-119 General guidelines for Improvising and creating

P120/121 Talking about and recording compositions

Objectives Infants Talk about his/her work and the work of other children. Invent graphic symbols for single sounds and sound effects. Record compositions on electronic media. 1st & 2nd classes P40/41 curriculum 3rd &4th classes P59 curriculum 5th & 6th Classes P78/79 Curriculum Talk about his/her work and the work of other children Invent graphic symbols or use standard notation to represent selected sounds Record compositions on electronic media Describe and discuss his/ her work and the work of other children Devise and use graphic symbols and/or use standard notation to record simple musical patterns and inventions Record compositions on electronic media Reflect upon and evaluate his/her work and the work of other children Devise and use graphic symbols and/or use standard notation to record different lines of musical patterns and inventions Record compositions on electronic media

Through engaging in the strands and strand units the child should be enabled to develop a sense of the Musical Concepts of pulse, duration, tempo, pitch, dynamics, structure, timbre, texture and style.

2. Approaches and Methodologies

All children will be actively engaged in music education in our school. Approaches and methodologies used will be based on the active learning strategies recommended in the curriculum: talk and discussion active learning collaborative learning problem solving skills through content use of environment

3. Linkage and Integration

Integration Particular attention will be given to possibilities for integration. As a staff we see possibilities for integrating our work in music with the following aspects of other subject areas: Oral language (English/Gaeilge) Design and make (Science) Energy and forces- Sound (Science) Visual arts: Construction, Drawing, Painting P.E: Dance - Exploration, creation and performance of dance History - stories that go with particular songs, songs relating to historical events

10

Geography -songs relating to different countries or counties Religion-Songs from religion programme, Preparation for sacraments, School Choir. Assemblies

Integration may also be approached through planning on a thematic basis. As a staff we will be avail of opportunities for linkage between strands when planning individual music activities.

4. Assessment and Record Keeping

We will use the following assessment tools for assessing pupils: Teacher observation Teacher designed tasks and tests e.g. rhythmic dictation, visual arts response to music etc Projects e.g. composition projects, Christmas carol service, Choir etc

5.Children with Different Needs

It is the policy of our school that all children in mainstream classes will participate in music activities. Music activities will be differentiated in order to meet the needs of all the children in each class. Where a teacher recognises that a child displays a particular ability in Music, this will be communicated to the parents, so that the child may have opportunity to take out of school music lessons, circumstances permitting. We recognise that some children in our school learn musical instruments. Teachers will encourage such children to play for their classmates, so that the other children will have opportunities to listen and respond to live music.

6. Equality of Participation and Access

Equal opportunities will be given to all children regardless of gender, ethnic background, socioeconomic status across all strands and activities.

7. Timetable
All classes will have a minimum of one hour per week of Music. This time allocation may be broken down at the discretion of the individual teacher. We recognise that in the junior classes, the time allotted will be of shorter duration on a more frequent basis, while senior classes may divide the hour into longer time spans, such as two thirty-minute sessions, or three twentyminute sessions. Teachers may also choose to block times for music at particular times of the year. Timetables will all record the time allocation for Music. There are two hours of discretionary time available each week which teachers may occasionally use to support the Music curriculum. Teachers should ensure that pupils attending supplementary teaching are included for as much of the Music programme as possible.

8. Resources and ICT

Instruments: Full set of 25 chime bars Selection of unturned percussion instruments Electronic keyboard

11

Other

resources: Lets Go Shoolie Shoo book and cd. Listening to Music Elements 7+, Book and CD Flying Around Three Singing Pigs Singing Sherlocks Book 1 100 Popular Classics-castle communications Music box series, book and CD. Lets all sing book The Pied Piper Singing made easy Bernie Murray-Ryan The Pied Piper series Hallelujah Concert CDS/Cross Border Orchestra CDs Various other C.Ds used by individual teachers ICT: Each class is equipped with a cd player, tv and computer with internet access. Teachers may use these to access useful sites to support the music programme such as: www.pcsp.ie www.vanbasco.com www.teachnet.ie

Pupils own instruments Tin whistles

Assembly: We have a monthly assembly. The music programme forms a central part of assembly each month. We teach songs to the whole school on a variety of themes. We also include part singing, music and movement activities and listening exercises in assembly from time to time. An appropriate amount of money will be requested from the Board of Management to fund our music programme. Grants from the DES allocated for the music will be used specifically for this subject.

9. Health and Safety

Care and attention will be given to the following: Hidden dangers if children are moving around the classroom Storage facilities Access to, and transport of, equipment/instruments o Ventilation of the classrooms o Amount of space for children to sit or stand when doing choral or instrumental work o Appropriate volume levels when using audio equipment and instruments.

10. Individual Teachers Planning and Reporting

Planning for the school year . The focus for the forthcoming years planning will be on developing the performing strand. Whilst the focus for planning will be on the performing strand, children will have opportunities to experience aspects of all three strands throughout the year. Each level will collaborate on content and methodology for the chosen strand in the forthcoming year. Details of these decisions will be recorded and collated.

12

11. Staff Development

Staff needs will be assessed and the local Education Centre will be requested to provide suitable ongoing training as the need arises. Teachers on staff who have particular musical ability will offer help and advice to colleagues as required. The staff will also avail of training as provided by the Department of Education and Science.

12. Parental Involvement

Parents who sing or play instruments, who are willing to help with making instruments from found materials, or who would like to be involved in musical events in the school will be considered as a valuable resource by the staff of the school

13. Community Links

The local community and musicians living locally will be considered as valuable resources as support for the Music Curriculum. Listed below are activities / initiatives which happen in our school annually or bi-annually: School mass Christmas carol service in local church Confirmation Communion

Success Criteria
Self- assessment Have I/we covered the agreed strand units? What do I/we need to change? Pupil assessment Teacher observation Teacher designed tasks and tests Projects

DES/outside assessment

Implementation
Roles and Responsibilities The principal will be responsible for overall development of the music curriculum. She will delegate tasks as appropriate to the musical interests of members of staff. It will be her remit to liaise with others within the school community on the matter of music development within the school. She will also be responsible for all resources.

Review
Roles and Responsibilities Each teacher and the staff as a group will evaluate the progress in Music by referring back to our set of stated objectives as stated in this plan. Timeframe

13

The content of this whole school plan for music will be fully implemented by in October 2012.

Ratification and Communication

This school plan for music was ratified by the Board of Management in October 2012.

Appendix I Song Resource Log Template

Class 1st 2nd class Song Resource

3rd - 4th class

5th 6th class

Strand: Performing

14

Strand Unit: Playing instruments All children will receive the opportunity to play untuned and/or tuned percussion instruments. Children from Second class to sixth class will receive the opportunity to play the tin whistle and/or chime bars Strand: Performing Strand Unit: Literacy

Appendix II Literacy : Sequence of learning

Junior & Snr Infants

1st & 2nd classes

Introduced in 3rd class Revised in 4th class Symbols from level 2& these new symbols

5th & 6th classes

Pictorial symbols Rhythm

Pictorial symbols from level 1 leading to the use of these symbols

Symbols from levels 2 & 3 & new rhythm symbol and patterns

ta ti ti gesture

ta-aa-aa-aa ta-aa ta-aa-aa ta- i- ti standard notation

Standard notation

Standard notation

Pitch

Singing two and three note songs Measuring the contour of the melody (up/down)

s-m l-s-m two line stave soh & mi in different positions i.e. on lines or spaces

l-s-m-r-d three line stave doh in different positions On three & five line stave

l-s-m-r-d f-t (d-r-m-f-s-l-t-d) Five line stave five line stave, key signature indicate position of doh

Rhythm & Pitch

Rhythm and pitch are combined when children have first learned each separately children begin to recognise the symbols of rhythm patterns, and also associate pitch with dots/spots on the lines combining both of these leads to music literacy Further suggestions for teaching literacy, can be found on pages 137/138, & 89101, in the Teacher Guidelines

15