Whole School Plan Music

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Milton Gallagher
5 years ago
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1 Whole School Plan Music

2 Introductory Statement The staff of Scoil Bhríde have collaboratively drawn up this whole school plan in Music. This plan is for the information of teachers, others who work in the school, the Board of Management, Department of Education and Science and other interested parties in the school community. Rationale To benefit teaching and learning of music in our school To provide a coherent approach to the teaching of music across the whole school To review the existing plan for music in light of the 1999 Primary School Curriculum School Vision Our School recognises that music education is part of a balanced curriculum which aims to develop the whole spectrum of the child s intelligence. We also seek to develop the Childs aesthetic, intellectual, emotional, creative and cultural development through engagement in positive musical experiences. School Aims We endorse the aims of the Primary School Curriculum for Music To enable the child to enjoy and understand music and to appreciate it critically To develop the child s openness to, awareness of and response to a wide range of musical genres, including Irish music To develop the child s capacity to express ideas, feelings 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 child s self-esteem and self-confidence through participation in musical performance To enhance the quality of the child s life through aesthetic musical experience Content of Plan This music plan will be addressed under the following headings Curriculum Planning: 1. Strands and strand units 2. Approaches and methodologies 3. Linkage and integration 4. Assessment and record keeping

3 Organisational Planning: 5. Differentiation 6. Equality of participation and access 7. Timetable 8. Resources and ICT 9. Health and safety 10. Staff development 11. Parental involvement Community links Review Ratification and Communication 1.Curriculum Planning Strand: Listening and Responding Strand Unit: Exploring sound Children from Junior Infants to Second Class will: Listen to, identify and imitate familiar sounds in the environment from varying sources Describe sounds and classify them into sound families using different criteria Recognise the difference between the speaking voice and the singing voice and use these voices in different ways Recognise, demonstrate and identify pitch differences in different voices and pitch. Identify pitch differences in different voices. Use sound words and word phrases to describe and imitate selected sounds Discover ways of making sounds using body percussion. Explore ways of making sounds using manufactured and home-make instruments Explore how the sound of different instruments can suggest different sounds Children from Third to Sixth Class will: Listen to and describe a widening variety of sound from an increasing range of sources Classify and describe sounds within a narrow range Listen to sounds in the environment with an increasing understanding of how sounds are produced and organised

4 Recognise and demonstrate pitch differences Discover the different kinds of sounds that the singing voice can make Imitate patterns of long or short sounds vocally Distinguish and describe vocal ranges and tone colours heard in a piece of music Discover 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 Children from Junior Infants to Second Class will: Listen to a range of short familiar and unfamiliar pieces of music or excerpts Respond imaginatively to short pieces of music through movement Talk about pieces of music, giving preferences, and illustrate responses in a variety of ways Recognise and show the difference between fast and slow tempos Recognise and show the difference between loud and soft sounds Recognise 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) Listen and respond to patterns of long and short sounds Identify obviously different instruments Children from Third to Sixth Class will: Listen to and describe music in various styles and genres, 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 Describe initial reactions to, or feelings about, his/her compositions and the compositions. Giving preferences Respond imaginatively to longer pieces in a variety of ways Show the steady beat in listening to live or recorded music Differentiate between steady music and music without a steady beat Recognise strong and weak beats, illustrating them through gestures Identify some families of instruments Distinguish the main instrument heard in a piece of music Respond appropriately to obviously different sections in a piece

5 Discover 2-time beat and 3-time beat by using gesture to accompany music Experience 6/8 time (like a jig) in moving to music Experience dotted rhythms or syncopation in familiar tunes through gestures and movement. Strand: Performing Strand Unit: Song Singing Children from Junior Infants to Second Class will: Recognize and sing familiar songs and melodies from other sources, with increasing vocal control and confidence as the children progress. These should include pentatonic songs (based on five notes: d,r,m,s,l) Develop a sense of pitch through imitating short melodies in echoes (In Infant classes the vocal range is five to six notes D to A and by seven or eight years the range will increase to an octave) Show the shape of melodies by moving upwards, downwards or staying the same. Show the steady beat (pulse) when listening to, accompanying or performing familiar songs, rhythmic chants or games. Perform songs and rhymes with a sense of dynamic (loud/soft) where appropriate. By 1 st and 2 nd class children will begin to select the dynamics most suitable to a song. 1 st and 2 nd class will understand the difference between beat (pulse) and rhythm e.g. one group will clap the beat, another group taps the rhythm and another group sings the song. 1 st and 2 nd will identify obvious differences between sections of songs in various forms e.g. verse and refrain. Children from Third to Sixth Class will: Recognize and sing from a widening and more demanding repertoire of songs with increasing vocal control, confidence and expression. These should include: pentatonic songs (based on five notes: d,r,m,s,l) Songs with major and minor keys) When singing children should show greater control of pulse (steady beat) tempo, pitch (By the end of 6 th Class children should achieve a vocal range of approximately one and a half octaves) diction and posture. Perform songs with increased control dynamics, phrasing and expression and relate words and mood of a song to style of performance. Understand the difference between beat (pulse) and rhythm. Notice the differences created between the sections of songs in different forms: eg verse/refrain, call-and-response, solo/chorus, question-and-answer, four-line song structure as in poetry or verse and add-on-songs, Perform simple part-singing:

6 Perform rhythmic or melodic ostinato- a pattern that is repeated over and over. Use a drone Perform in groups simple rounds in two or three parts Distinguish individual parts in a round by singing, listening, moving Perform a round in several textures: voices, chimebars Perform as part of a group, two songs sung individually as partner songs e.g. This old man and Michael Finnigin Perform as part of group arrangements songs that include countermelodies or harmony parts Identify unison parts (playing or singing the same line) and harmony parts (two or more independent parts played together) visually (from notation and aurally). Strand unit: Literacy Children from Junior Infants to Second Class will be enabled to; Rhythm Match selected sounds with their pictured source e.g. teacher hums Twinkle Twinkle or Peas Pudding Hot and the child chooses a picture of a star or a picture of a porridge bowl as the appropriate matching symbol. Recognize and perform simple rhythm patterns from pictorial symbols e.g. cat/kitten, dog/puppy. Identify and perform familiar rhythm patterns from memory and from notation. Progress from pictorial to stick notation ta, ti tti and ta rest) Pitch Recognize the shape (contour) of a simple melody Recognize and sing familiar tunes within range of two and three notes: s, m,l hummed, sung to one syllable e.g. da da da; sung in tonic solfa e.g. s,m from signs; from staff notation hand (two lined stave) Rhythm and Pitch (1 st and 2 nd class) Recognize and sing simple tunes, from simplified notation, combining rhythm and pitch using: a) Stick notation b) Simplified staff notation (two lined stave)

7 Children from Third to Sixth Class will: Rhythm Identify and define rhythm patterns of well-known songs and chants progressing to more complex chants in fifth and sixth classes. Recognize, name and use some standard symbols to notate metre and rhythm. Pitch Recognize and sing familiar tunes in a variety of ways: hummed, sung to one syllable (e.g. da da da) from hand signs, sung in tonic solfa and sung from staff notation following the general direction, shape and structure of the melody. Recognize the shape (contour) of melodies on a graphic score or in a standard notation. Use standard symbols to identify and sing a limited range of notes and by 5 th /6 th class children will in addition read and play simple melodies from sight. Rhythm and Pitch Children will use standard symbols to notate simple rhythm and pitch. Discover how pentatonic tunes (based on five notes: d,r,m,s,l) can be read sung and played in G doh, C doh or F doh. By sixth class children will understand the function of major key signatures indicating the position of doh e.g. C major, D major, G major, f major. Strand unit: Playing Instruments Children from Junior Infants to Second Class will: Play simple percussion instruments e.g. triangle, tambourine, drum. They will learn to take turns, play in ones, twos and in small groups Use simple home-made and manufactured instruments to accompany songs, nursery rhymes or rhythmic chants. Children in first second class will identify and perform two-note and three-note tunes by ear or from simple notation using tuned percussion instruments e.g. chime bars/glockenspiel. Children from Third to Sixth Class will: Discover different ways of playing percussion and melodic instruments e.g. scraping or striking a drum, clamping the sound on a triangle by placing hand on it, flicking/rolling/slapping or shaking a cabasa, playing a xylophone with one or two

8 sticks, covering a number of holes on a tin whistle, using various features on an electronic keyboard. Use percussion instruments with increasing confidence and skill to accompany tunes, songs and chants e.g. playing a rhythmic ostinato, playing a drone. Identify and perform simple, familiar tunes from memory or from notation. Instruments may include tuned percussion (e.g. chime bars, glockenspiel, xylophone) melodic instruments (e.g. tin whistle, recorder) playing pentatonic tunes (based on five notes: d,r,m,s,l) on the black notes of a keyboard instrument. Repertoire may include simple melodies learned in previous years, simple rounds, tunes from the listening programme. Composing Strand Unit: Improvising and creating Children from Junior Infants to Second Class will: 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 Children in first and second class will recall, answer and invent simple melodic and rhythmic patterns, using voices, body percussion and instruments Children from Third to Sixth Class will: Select different kinds of sounds (voice, body percussions, unturned and tuned percussion, simple melodic instruments) to portray a character, a sequence of events or an atmosphere in sound story. Invent and perform simple musical pieces that show a developing awareness of musical elements Recall, answer and invent simple melodic and rhythmic patterns, suing voice, body percussion and instruments Strand Unit: Talking about and recording compositions Children form Junior Infants to Second Class will: 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 2. Approaches and Methodologies

9 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 Our approach to the teaching of music curriculum will be governed by the underpinning principles as outlined in the opening statement of this document. Therefore, we have agreed the following: All teachers will provide opportunities for their classes to engage with the strands. All classes will explore sound-vocal, body, environment and percussion as per the objectives for that class level. Opportunities will be supplied to listen and respond to musical pieces taken from 100 Classical Masterpieces, and pieces will be revisited at different times of the year, where a different response is elicited The emphasis will be on active learning. Textbooks will be used as a resource for teachers. 3. Linkage and Integration We recognise the inter-related nature of the Music curriculum, and acknowledge that while the children are engaged in the other strand, Performing and composing, they will frequently be listening and responding provides many opportunities for integration, and teachers will plan for integration as appropriate. We recognise in particular the integration, and teachers will plan for integration as appropriate. We recognise in particular the opportunities to integrate the strand unit Exploring sound with the Science curriculum. In addition we recognise that there may be opportunities to integrate with History, Geography, Language and Visual Arts: Drawing Paint Elements of art: an awareness of line, pattern, shape P.E. Dance: Exploration, creation and performance of dance. Science: Energy and forces sound. 4. Assessment and Record Keeping We will use the following assessment tools for assessing pupils

10 - Teacher observation - Teacher designed tasks and tests - 5. Differentiation It is the policy of our school that all children will participate in music activities. Music activities will be differentiated in order to meet the needs of the children in a particular class. 6. Equality of participation and access Boys and girls have equal access to and opportunities to experience all strands of the music curriculum. Organisational Planning: 7. Timetable Time allocated to Music in every class will be as outlined in the Introduction to the Curriculum. Some discretionary time may be allocated periodically for Music, particularly in the context of integrated project work and celebration occasions. 8. Resources and ICT A variety of publications are available as reference for members of staff: e.g. The Right Note, New Music Box etc. The Interactive whiteboard may also be used. In each classroom there will be a selection of age appropriate books available to children. These will have a variety of stimuli and some information on composers and various musical genres. The local community, musicians living locally, local arts centre and education officers, concert halls, galleries, local musical events and national support structures will be considered as valuable resources as support for the Music Curriculum. 9. Health and safety Care and attention will be given to the following:

11 Hidden dangers if children are moving around the classroom Storage facilities Access to, and transport of, equipment/instruments Ventilation of the classrooms Amount of space for children to sit or stand when doing choral or instrumental work Appropriate volume levels when using audio equipment and instruments. 10. Staff development The local Education Centre will be requested to provide suitable ongoing training as the need arises. The staff will also avail of training as provided by the Department of Education and Science. Staff and social outings will sometimes include attendance at musical events and performances. 11. 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 always be welcomed by the staff of Scoil Bhríde. Community links The local community, musicians living locally, local arts centres and education officers, concert halls, galleries, local musical events and national support structures will be considered as valuable resources as support for the Music Curriculum. Success Criteria The criteria for the successful implementation of this School Plan for Music in Scoil Bhríde can be determined in a number of ways. These include Children sing songs appropriate to their vocal range from a wide variety of genres and cultures Children play a variety of instruments Children engage in listening and responding, performing and composing music Children have explored sound including vocal sound, body percussion, instruments and environmental sounds Classroom preparation to be based on this plan Children have a positive attitude and appreciation of music

12 Teacher/parent/pupil community feedback Inspectors feedback Review It will be necessary to review this plan when the need arises. Each teacher and the staff as a group will evaluate the progress in the Music Curriculum by referring back to our set of stated objectives as stated in this plan. Ratification and Communication A copy of this document will be previewed by members of Board of Management prior to ratification. Following ratification the document will be available on request. Signature of Chairperson: Date:

Music. Curriculum Glance Cards

Music. Curriculum Glance Cards Music Curriculum Glance Cards A fundamental principle of the curriculum is that children s current understanding and knowledge should form the basis for new learning. The curriculum is designed to follow