Concept development
Musical concepts
Through completing the strand units the child should be
enabled to:
A sense of pulse
- Show a steady pulse or beat (marching, tapping,
clapping)
- Understand and differentiate between music with a
steady pulse or beat and music without a strong beat
- Discover and recognise strong and weak beats
- Discover two-beat time (like a march) and three-beat
time (like a waltz) and six-eight time (like a jig)
A sense of duration
- Listen to and perform patterns of short and long sounds
A sense of tempo
- Understand and differentiate between fast and slow
rhythmic and melodic patterns, getting faster and slower
A sense of pitch
- Understand and differentiate between high and low
sounds, different and repeated
- Imitate melodies
- Perceive the contour (shape) of melodies (general shape
of a melody on a stave, movement by steps or by leaps)
A sense of dynamics
- Understand and differentiate between loud and soft
sounds, getting louder and softer
- Select appropriate levels of loud and soft in
performing
A sense of structure
- Identify a contrasting or repeated section
- Respond with a sense of phrase (observe the natural
divisions in music)
- Recognise simple form (ABBA where A represents the
first section and B a second, contrasting section)
A sense of timbre
- Explore, classify and differentiate between different
sounds and instruments
- Identify families of instruments
A sense of texture
- Recognise single sounds from combined sounds, visually
(from graphic or standard notation) or aurally (when listening)
A sense of style
- Listen to and respond to music in a wide range of
styles
- Differentiate between clearly contrasting styles (folk
and flamenco guitar playing)
Strand: Listening and responding
Strand unit: Exploring sounds
Environmental sounds
- Listen to sounds in the environment with an increased
understanding of how sounds are produced and organised – sound waves,
echoes, resonance, vibrating air, string, metal, noise pollution
Vocal sounds
- Explore a range of sounds that the singing voice and
the speaking voice can make – whispering, whistling, muttering and hissing
- Distinguish and describe vocal tone colours heard in a
piece of music soprano, tenor, alto, bass; raspy, throaty, pure, clear,
thin, rich; opera singer, rock singer, treble
Body percussion
- Identify a variety of ways of making sounds using body
percussion in pairs, small
groups and large groups – tapping, clapping, slapping and clicking
Instruments
- Find ways of exploring sounds using a variety of
manufactured and home-made instruments
- Explore the concept of different tone colours of
various instruments
Strand unit: Listening and responding to music
- Listen
to and describe a broad range of musical styles recognising historical
context where appropriate
Irish Music
- Brendan Voyage (Shaun Davey)
- The Children of Lir (Brian O’ Reilly)
Film
- Themes by John Williams and Ennio Morricone
Sacred Music
- The Wexford Carol (Monks of Glenstal Abbey)
- The Messiah (Handel)
Classical Music
The following pieces /excerpts are available on Lively
Music 9 –11
- Sabre Dance (Khachaturian)
- Vltava (Smetana)
- Dance of the Knights (Prokofiev)
- Pomp and Circumstance (Elgar)
- Thunder and Lightning Polka (Strauss)
- The Snow is Dancing (Debussy)
- Symphony No. ! – Last Movement (Beethoven)
- Dance of the Unhatched Chicks (Mussorsky)
- Turkish Rondo (Mozart)
- O Fortuna – Carmina Burana (Orff)
- Listen to compositions (recordings or live music) and
evaluate it in terms of personal response, choice of instruments and
expressive qualities
- Respond imaginatively to music in a variety of ways –
moving, dancing, miming
- 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 – slow, moderate, fast
tempo, increases and decreases, very soft, soft, moderate, loud, very
loud
- Recognise strong and weak–beat patterns, illustrating
them with gestures – clap for the first bear, tap for second and
subsequent beats
Strand: Performing
Strand unit: Song singing
- Recognise and sing from memory a more demanding
repertoire of songs
- Sing independently, with increasing awareness of pulse
and diction and increasing control of pitch and diction
- Choose the appropriate dynamic (loud, soft) level to
emphasise phrases, bars or notes
- Performs rounds and undertake simple part singing
Fifth Class
A minimum of 6 songs to be taught from the following list
– all songs are available of Lively Music 9 – 11
- Green Grow the Rushes O !
- Not for Me
- Walking in the Air
- Silver Trumpet
- Streets of London
- Sun Arise
Also:
- Válsa Fomhair (Futa Fata)
- Amhrán na bhFiann
- Confirmation hymns
- Christmas carols – choice to be co-ordinated by
Special Duties Teacher
Sixth Class
Six songs from the following list – songs available on
Lively Music
- The Plains of Africa
- Pack up your Troubles
- Evacuee
- Dem Bones
- Auld Lang Syne
- With a Little Help from
my Friends
- Imíonn an tAm (Futa Fata)
- Confirmation hymns
- Christmas carols – choice to be co-ordinated by
Special Duties Teacher
Strand unit: Literacy
Rhythm
- Recognise longer and more complex rhythm patterns of
familiar songs and chants
- Recognise, name and use some standard symbols to notate
metre (time) and rhythm
Pitch
- Recognise and sing familiar tunes in a variety of ways
– hummed, from hand signs, sung in tonic solfa, sung from staff notation
(five line stave)
- Use standard symbols to read and sing simple melodies
from sight using tonic solfa, hand signs, rhythm (stick notation with tonic
solfa) and from staff notation (5 line stave)
- Understand the function of major key signatures as
indicating the position of doh
Playing Instruments:
- Perform a range of playing techniques on a wide
selection of percussion and melodic instruments
- Use percussion instruments with increasing confidence
and skill to accompany songs and chants
- Identify and perform familiar tunes from memory and
from notation independently – using keyboard or tin whistle or recorder
Strand: Composing
- Select from a
wide variety of sound sources (voice, body percussion, untuned and tuned
percussion and melodic instruments) for a range of musical purposes – to
accompany a song a song, story, poem, riddle, joke or game
- Invent and perform pieces that show an increasing
awareness and control of musical elements such as rhythm, melody, dynamics
and texture
- Recall, answer and invent melodic and rhythmic patterns
using voices, body percussion and instruments
Strand unit: Talking about and recording compositions
- Reflect upon and evaluate his work and the work of
other children by discussing the selection of instruments, what effects they
produced and the use of musical elements
- Devise and use graphic symbols to record musical
patterns and inventions
- Record compositions on computer or keyboard
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