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 shape of melodies
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
- Understand `start’ and `stop’
- Understand beginning, middle and end
- Identify an obviously repeated or different section
- Respond with a sense of phrase (observe the natural
divisions in music)
A sense of timbre
- Explore, classify and differentiate between different
sounds and instruments
- Identify some familiar instruments
A sense of texture
- Recognise differences between single sounds and
combined sounds when listening
A sense of style
- Listen to and respond to music in a wide range of
styles
Strand: Listening and
responding
Strand Unit: Exploring sounds
Environmental sounds
- Listen to and describe a widening variety of sounds
from an increasing range of sources – a ticking watch; marbles dropped
onto a hard or soft surface; a rubber band stretched across a cardboard box;
a bottle that is full of water, half-filled or empty
- Classify and describe sounds within a narrow range –
bird sounds – seagull, pigeon, jackdaw, starling; car alarms; house alarms
- Recognise and demonstrate pitch differences – high,
low and in-between sounds; higher than, lower than, same, different,
repeated; notes on a keyboard, door bells, school bells, telephone rings
Vocal sounds
- Discover the different kinds of sounds that the singing
voice and the speaking voice can make – humming, whistling; experimenting
with voice changes to create different moods and meanings; contrasting
speaking conversations and singing conversations in the natural voice
- Imitate patterns of long or short sounds vocally
Body percussion
- Discover ways of making sounds using body percussion,
in pairs and small groups – tapping, clapping, slapping, clicking
Instruments
- Explore ways of making sounds using manufactured and
home-made instruments – drums, jingle stick, triangle, chime bar,
xylophone, tin-whistle, recorder, shakers, fibres, beads, comb and paper
kazoo
- Explore the tone colours of suitable instruments can
suggest various sounds and sound pictures – tin whistle to depict birds
twittering
Strand unit:
Listening and responding to music
- Listen to and describe music in various styles and
genres, including familiar excerpts, recognising its function and historical
context where appropriate
- Irish Music – recordings by the Chieftains, Na
Casaidigh, Mary Bergin
- Sacred Music – Hallelujah Chorus – Handel
The following pieces from Lively Music, 7-9
- Radetsky March – Johann Strauss; Gallop from The
Comedians (Kabalevsky); Enigma Variation, No. 11 (Elgar); Dies Irae (Verdi);
Air on a G String (Bach); In Freezing Winter Night from A Ceremony of Carols
(Britten); Can Can from Orpheus in the Underworld (Offenbach); Dance of the
Sugar Plum Fairy (Tchaikovsky); Czardas (V. Monti)
- Describe initial reactions to, or feelings about the
excerpts – “the music reminds me of flying” etc
- The child should be encouraged to respond imaginatively
to longer pieces of music using movement, mime, by writing a story or
illustrating through visual art
- Recognise and identify some families of instruments and
distinguish between sounds of different duration (long or short) while
listening to music
Strand: Performing
Strand unit: Song singing
- Sing from memory a
widening repertoire of songs while increasing vocal control and
confidence
- Perform familiar songs with increasing understanding
and control of pitch
- Perform familiar songs with increasing awareness of
dynamics (loud and soft)
- Show greater control of pulse (steady beat) and tempo
while singing songs that are well-known to him
- Perform simple rounds – Make new friends, London’s
Burning, Freire Jacques, Three Blind Mice
Songs for Third Class
Available on Lively Music, 7 –9
6 songs from this list to be taught
- Blow the man down
- Pass the Pebble
- Shalom
- Grandpa had a Party
- Riding on a Train
- Hokey Cokey
- Those Magnificent Men in the Flying Machine
- Christmas carols – choice to be co-ordinated by
Special Duties Teacher
- Péisteoga (Futa Fada tape)
- Beidh Aonach Amárach (Pied Piper 3)
- Níl na Lá (Pied Piper 3)
- Swing Low Sweet Chariot (Pied Piper 3)
Fourth Class
- An Austrian Went Yodelling
- I said “no thanks”
- Greek Street
- The Nervous Knight
- Opposites
- High Rise
All the above songs are from Lively Music 7 –9
- Christmas carols – choice to be co-ordinated by
Special Duties Teacher
- Síolta Beaga (Futa Fada)
- Tá na báid (Pied Piper 3)
- Consider Yourself (Pied Piper 3)
Literacy
Rhythm
Recognise and be able to sue the standard symbols below
Pitch
- Sing a limited range of notes and melodic patterns
using tonic solfa, hand signs and rhythm solfa (stick notation with solfa
names)
Sample of rhythm solfa:
| l |
l |
l |
l |
l |
l |
l |
l |
| m |
m |
r |
d |
m |
s |
l |
s |
- Have some understanding of simplified staff notation as
illustrated:
This will be developed in 5th and 6h Classes where
full use of the 5 line staff will be taught
Playing instruments
- Use percussion instruments to show the bear or rhythm
in accompanying songs
- Encouraged to discover different ways of playing
melodic and percussion instruments
- Clamping the sound on a triangle by placing a hand on
it
- Scraping or striking a drum
- Letting the stick bounce on the chime bar to create a
long vibrating sound
Strand: Composing
Strand Unit: Improvising and creating
- Select different kinds of sounds (voice, body,
percussion or simple melodic instruments) to portray a character, a sequence
of events or an atmosphere in stories in poems
- Recall, answer and invent simple melodic and rhythmic
patterns using voice, body percussion and instruments
Strand Unit: Talking about and recording compositions
- Describe and discuss his work and the work of other
children
- Devise and use graphic symbols to record simple musical
patterns and inventions - s,
s,
s,
s
- Record compositions on electronic media –
tape-recorder, keyboard, computer
Contact Us
|
