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
A sense of duration
- Listen to and imitate and perform simple rhythms which
include silences
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
Imitate melodies
- Perceive the shape of melodies
A sense of dynamics
- Understand and differentiate between loud and soft
sounds, getting louder and softer
A sense of structure
- Understand `start’ and `stop’
- Understand beginning, middle and end
- Identify an obviously repeated or different section
A sense of timbre
- Explore a variety of sound-making materials
- Classify instruments by the way the sound is produced
- Differentiate between obviously different sounds and
instruments – triangle, drum
A sense of texture
- Listen to and respond to sounds from one source and
from more than one source
A sense of style
- Listen to and respond to music in different styles
Strand: listening and responding
Exploring sounds
Environmental Sounds
- Listen to and identify more complex environmental
sounds – different types of mechanical sounds – lawn mower, pneumatic
drill
Vocal Sounds
- Identify pitch between “high”, “low”, “in
between sounds”
- Explore the natural speech rhythm of familiar words –
“double –decker”, “skipping-rope”, Dublin, Cork,
Swords, Tipperary, Sligo
Body Percussion
- Discover ways of making sounds using body percussion
– tapping, slapping, clicking, clapping
Instruments
- Explore ways of making sounds using manufactured
(triangle, tambourine, drum) and home-made instruments (shakers, metal or
wooden objects)
- Explore how the sounds of different instruments can
suggest sounds and sound pictures – rustling paper to represent leaves in
the wind, coconut halves to represent galloping horses
Strand: Listening and responding to music
- Listen to a range
of familiar and unfamiliar pieces or excerpts as outlined below
- Riverdance (Bill Whelan)
- Songs from Oliver (Lionel Bart)
- In the Hall of the Mountain King from Peer Gynt (Grieg)
- Vivace from Comento for Two Violins and Strings in D
minor (Bach)
- The Gnome from Pictures at an Exhibition (Mussorgsky)
- The Sorcerer’s Apprentice (Dukas)
- Minuet No. 2 from Music for the Royal Fireworks
(Handel)
- Aquarium from Carnival of the Animals (Saint-Saéns)
- Allegretto from Sinfonietto (Janacek)
- 1812 Overture (Tchaikovsky)
- March Past of the Kitchen Utensils from The Wasps
(Vaughan Williams)
The music from Vivace to March Past
is contained in Lively Music, 4 – 7
- Encouraged to respond imaginatively to pieces of music
by marching, dancing or swaying
- Talk about pieces of music giving preferences
- describing it as exciting”, “sad”, “lively”
- Differentiate between steady beat and music without a
steady beat – Winter Bonfire (Prokifiev) and Harry’s Game (Clannad)
- Identify and show the tempo of the music as fast or
slow, getting faster or slower – drum beat, dance music
- Differentiate between sounds at different dynamic
levels (loud and soft, getting louder and softer)
- Perceive the difference between long and short sounds
– resonating instrument such as triangle
- Identify different instruments – bodhrán, triangle
Strand: Performing
- Recognise and sing with increasing vocal control and
confidence a range of songs and melodies
- Recognise and imitate short melodies in echoes
- Show the steady beat when performing familiar songs
- Understand the difference between beat and rhythm
- Perceive the shape of melodies as moving upwards,
downwards or staying the same
- Select the dynamics (loud, soft) most suitable to a
song
- Notice obvious differences create between sections of
songs in various forms – verse and refrain, call and response, solo,
chorus
Six songs to be taught from the following list
(Lively Music, 4 –7)
First Class
- Elephants on a Piece of String
- Watch me dressing
- Morningtown Ride
- I am the Captain
- Tuesday Nights
- Nellie the Elephant
- In a Cottage in a Wood (Pied Piper 2)
- Aindí Lesiciúil (Pied Piper 2)
- Teidí Tinn (Pied Piper 2)
- Christmas carols – choice to be co-ordinated by
Special Duties Teacher
Second Class
Six songs to be taught from the following list
(Lively Music, 4 –7)
- A Dragon Came
- What shall I choose to eat today ?
- Aiken Drum
- Working Away
- Something I can do
- Drums
- Don’t Squash a Spider
- The Wise Man and the Foolish Man
- Oró mo Bhaidín (Pied Piper 2)
- Éiníní (Pied Piper 2)
- She’ll be comin’ round the Mountain (Pied Piper 2)
- Christmas carols – choice to be co-ordinated by
Special Duties Teacher
- Hymns for First Penance and First Holy Communion
Strand Unit : Literacy
- The child should be enabled to identify and perform
rhythm patterns from memory and notation
Pitch
- Recognise and sing familiar tunes and singing games
within a range of two or three notes – Rain, rain go away (s,m,ss, m);
Olé,
Olé (m,s,m,s)
- Become familiar with “s” and “m” from hand
signals and staff notation
Strand Unit: Playing instruments
- Be enabled to play some percussion instrument with
confidence – playing long or short notes on the triangle; tambourine or
drum
- Be enabled to perform simple two-note or three note
tunes by ear – “Hot Cross Buns” using tuned percussion instruments
(chime bars, glockenspiel)
Strand Unit: Improvising and creating
- Be enabled
to select sound effects, using a selection of home-made and percussion
instruments such as triangles, drums or tambourines to illustrate stories,
poems or pictures
Talking about and recording compositions
- Be encouraged to talk about his work and the work of
other children – how the instruments were selected, how the sounds were
produced, what he liked best
- Record the compositions on electronic media – using
tape recorder, keyboard, computer
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