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)
A sense of duration
- Listen to and imitate patterns of long and short sounds
A sense of tempo
- Understand and differentiate between fast and slow
rhythmic and melodic patterns
A sense of pitch
- Understand and differentiate between high and low
sounds
- Imitate melodies
A sense of dynamics
- Understand and differentiate between loud and soft
sounds
A sense of structure
- Understand `start’ and `stop’
A sense of timbre
- Play with and explore a variety of sound-making
materials
- Classify sound by the way they are produced
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
Environmental Sounds
The child should be enabled to
- Listen to, identify and imitate sounds in the
environment from varying sources – rain falling, car horns blowing, dogs
barking, babies crying, silence
- Describe sounds and classify them into sound
families – machines, weather, animals, people
Vocal sounds
- Recognise the difference between the speaking voice and
the singing voice and use these voices in different ways – whispering,
talking, shouting, singing, aaaaah, oooooh
- Recognise different voices – distinguish between
child and adult voices, voices in the school environment, advertisements on
the radio and tv
- Use sound words and word phrases to describe and
imitate selected sounds – clippity clop
Body percussion
- Discover ways of making sounds using body percussion
– tapping, clapping
Instruments
- Explore ways of making sounds using manufactured and
home-made instruments – triangles, tambourines, xylophone
- Experiment with a variety of techniques using
manufactured and home-made instruments – different sounds with a drum,
using a variety of beaters
Listening and responding to music
Listen to a range of short pieces of music or excerpts
such as the following:
(All the following excerpts are from Lively Music, 4 –7)
- Smith’s Hornpipe (Welsh traditional)
- Aviary and Royal March of the Lion (Carnival of the
Animals, Saint Saens)
- Where the Penguins Walk (J. Darby)
- La Poupée and Le Bal (Jeux di Infants, Bizet)
- The Typewriter (Leroy Anderson)
- Golliwog’s Cakewalk (Children’s Corner Suite,
Debussy)
- Dance of the Sugar Plum Fairy (Nutcracker Suite,
Tchaikovsky)
- Talk about pieces of music, giving preferences – this
music is bouncy, scary, funny; it makes me happy, sad, frightened, feel like
jumping
- Show the steady beat in listening to live or recorded
music – marching, clapping
- Recognise and show the difference between fast and slow
tempos – running, walking, skipping, responding to fast or slow music –
Flight of Bumble Bee (Rimsky-Korsakov) or Morning (Peer Gynt Suite, Grieg)
- Recognise and show the difference between loud and soft
sounds- gently closing a door, adjusting the volume control on a
tape-recorder; recorded music –loud : Pomp and Circumstance March (Elgar);
Soft – Over the Sea to Skye (traditional Scottish song)
- Recognise and show the difference between high and low
sounds – vocal sounds, songs, extreme notes on keyboard
- Listen to and respond to patterns of long and short
sounds – echo clapping, tapping rhythm patterns
Strand: Performing
- Recognise and sing familiar songs and melodies –
nursery rhymes, rainn Gaeilge, action songs, playground songs, popular songs
from television and radio
- Recognise and imitate short melodies in short echoes,
developing a sense of pitch – Suas /síos (s, m); See saw Marjorie Daw (l,
s, m)
- Show the steady beat in listening to or accompanying
songs or rhythmic chants – marching, clapping, tapping the beat
- Show, while singing, whether sounds move from high to
low or low to high
- Perform songs with a sense of dynamic (loud /soft)
control as appropriate
N.B. The following are the recommended list of songs
from which a minimum of 6 is to be taught in a year. (All songs are on
tapes, available from Special Duties Teacher)
Junior Infants
- The Wheels on the Bus
- Three Little Men in a Flying Saucer
- Down at the Bus Stop
- Going to the Zoo
- If You’re Happy and You Know It
- Animals
Went in Two by Two
- Incy Wincy Spider
- Istigh Sa Sú
- Christmas carols – choice to be co-ordinated by
Special Duties Teacher
Senior Infants
- Grandad
- How much is that Doggie ?
- My Grandfather’s Clock
- London Bridge is Falling Down
- Ten Green Bottles
- As I Lay Sleeping
- The Big Ship Sailed
- Row, Row, Row Your Boat
- Féileachán
- Christmas carols – choice to be co-ordinated by
Special Duties Teacher
Strand: Early Literacy
- Recognise and perform simple rhythm patterns – cat,
cat, kit-tens, cat
- Clap or tap his
own name – Seán (1 clap); Ciarán (2 claps), Jon – a –than (3 claps)
Playing instruments
- Play simple percussion instruments – holding a
triangle and striking it with a stick, shaking a tambourine, beating a drum
- Use simple home-made and manufactured instruments to
accompany songs, nursery rhymes
and chants – “Five fat sausages frying in a pan one went pop, and the
other went bang” – child plays a note for “pop” and beats a drum for
“bang”.
Strand: Composing
- Select sounds from a variety of sources to create
simple sound ideas – representing a bear or a frog
- Using sound effects to accompany a
story or a poem
- Improvise new answers to given melodic patterns –
singing conversations such as “How are you ?” “Fine, thank you.”
- Improvise new verses for familiar rhymes –
“Hickory, dickory dock, the (cat) ran up the clock”.
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