This policy is a record of the teaching and learning of Music in our school.The policy was originally formulated by the staff of Cloughduv N.S, following the in-service of 2004-2005, planning days and much consultation We concentrated on researching our needs and purchased a new supply of percussion instruments to support the implementation of the revised curriculum. 2005-2006: Many of the recommended books and CDs were purchased. A complete music programme (Music Made Easy) was introduced in the junior infant class. 2006-2007: This programme was continued the following year with Senior Infants and also extended to First Class. 2007-2008: All teachers are using a structured music programme as a basis for their planning and teaching .In April 2020, this plan was reviewed to keep it in line with our SSE PLAN and many staff changes. (January 2020)
This plan is a record of our decisions regarding Music. It is intended to guide teachers in their individual planning for Music.
Vision and Aims
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 child’s aesthetic, intellectual, emotional, creative and cultural development through engagement in positive musical experiences.
- 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 music performance
- To foster higher-order thinking and lifelong learning through the acquisition of musical knowledge, skills, concepts and values
- To enhance the quality of the child’s life through aesthetic musical experience
Strands and Strand Units:
Listening and Responding
- Exploring Sound
- Listening to a wide variety of genres of music
- Song singing
- Playing Instruments
- Improvising and Creating
- Talking about and Recording Compositions
The following musical elements will be developed by teaching all the strand units of the Music Curriculum.
The children will be enabled to feel a sense of:
Pulse - steady beat
Duration - long/short, patterns, rhythm
Tempo - fast / slow
Pitch - high / low
Dynamics - loud / soft
Structure - start / stop, form, same / different
Timbre - tone colour, light sound / heavy sound
Texture - one sound / several sound
Style - types of music
1. LISTENING AND RESPONDING
Strand Unit: Exploring Sounds
Strand Unit: Listening to and Responding to Music
2. PERFORMINGStrand Unit: Song Singing
- P70-88 General guidelines for Song Singing
- P72 Singing ranges
- P74 Singing with musical elements in mind
- P76-81 Effective singing skills
- P84-85 Developing Part-Singing
- P86-87 Public Performances
- P88 Overcoming singing difficulties
- P82-83 Exemplar 14, Teaching a song (1st-6th)
Strand Unit: Literacy
Refer to pgs 89-103 for General Guidelines for Literacy
Information on graphic notation, standard notation, note values, rhythm games, pitch,
pentatonic music, handsigns (pg. 136) and exemplars for teaching.
***** p 137 A suggested sequence of rhythm
***** p138 A suggested sequence in melody
Teaching Literacy by Teaching the Tin Whistle
In Cloughduv N.S., a lot of the work in teaching literacy skills is done by teaching the children how to play the tin whistle.
From 2nd/3rd class, children are given the opportunity to learn how to play simple tunes. As well as developing their listening skills by learning to play by ear (play what they hear), we encourage all teachers to give the children written copies of the tunes they learn.
- We teach by using the standard note names, D E F# G A B C# D
- Tunes are written on the 5-line stave
- Tunes are used for reading rhythm and notes
- Tunes can also be transferred to tonic solfa to practise singing and reading known tunes
Strand Unit: Playing Instruments
Refer to pgs 104-109 for General Guidelines for Playing Instruments
- P 106 The Recorder
- P 109 Tin Whistle
- P130-131 Musical instruments suitable for primary schools
- P132-135 How to hold and play some percussion instruments
3. COMPOSINGStrand Unit: Improvising and Creating
Refer to pgs 110-119 for General Guidelines for Improvising and Creating
Note the following:
- P 113: Exemplar 20: Accompanying a story, song or poem
- P 114: Exemplar 21: Accompanying a poem
- P 115: Exemplar 22: Using musical elements
- P 116: Composing with rhythmic elements
- P118: Composing using melodic elements
Strand Unit: Talking about & recording compositions
P120-121: Talking about and recording compositions
2. Approaches and Methodologies
All children will be actively engaged in music education in Cloughduv N.S.
The content and objectives of the music curriculum support the active learning strategies recommended in the curriculum.
- Talk and discussion
- Active learning
- Collaborative learning
- Problem solving
- Use of the environment
“Active participation in musical games and in other pleasurable musical experiences is fundamental to the child’s acquisition of musical knowledge and skill” Curriculum pg. 8
3. Linkage and Integration
Particular attention will be given to possibilities for integration with other subject areas.
We consider this best practice for both educational and time-management purposes.
Music crosses into every subject area.
English: Oral Language, Creative Writing/Reading
Gaeilge: Amhráin agus Dánta Gaeilge, Listening to Irish traditional music, playing
traditional Irish tunes on the tin whistle
Science: Designing and Making, Learning about Sound/Energy & Forces
Visual Arts: Drawing as a response to music, Construction of instruments, Painting,
Elements of Art: awareness of line, pattern, shape
Drama: Use of music for various dramatic situations/ relaxation
P.E.: Dance: Exploration, creation and performance of dance
History/Geography: Researching composers etc
Religion: Singing the songs and hymns of the Grow in Love programme
Learning and performing hymns for the school’s liturgical events
Linkage Between the Strands and Strand Units: As a staff we will avail of opportunities to link the strands and strand units when planning music activities.
4. Assessment and Record-KeepingDetails of how to assess children’s progress in music are outlined in the curriculum pgs 82-89
We will use the following methods of assessment:
- Teacher observation
- Teacher designed tasks
- Workbooks that accompany music programmes being used in some classes
- Projects undertaken by children in groups or individually
Children with Different NeedsIt is the policy of Cloughduv N.S. that all children will participate in music activities. Music activities may be differentiated in order to meet the needs of particular children in all classes.
Where a teacher recognises that a child displays a particular ability in Music, this will be communicated to the parents so that the child may be encouraged to take out of school music lessons, circumstances permitting.
We recognise that some children in our school learn musical instruments. Teachers will encourage such children to play live for their classmates or to join in class performances.
Equality of Participation and Access Equal opportunities will be given to all children across all strands and activities, regardless of gender, ability, ethnic background or socio-economic status.
TimetableAll classes will have a minimum of 1 hour per week of music. This time allocation may be broken down at the discretion of the individual teacher. Opportunities for integration with other art areas will be considered when planning time allocation.
We recognise that in junior classes, the time allotted will be of shorter duration on a more frequent basis, while senior classes may divide the hour into longer time spans. (2x30 mins. or 3x 20 mins)
Teachers may occasionally use the discretionary time available for Music.
Teachers may also choose to block times for music at particular times of the year eg Christmas
Teachers should ensure that pupils attending supplementary teaching are included for as much of the music programme as possible.
Resources and ICT An inventory of all resources available in the school for teachers is listed as an appendix.
All teachers have a copy of these resources.
Appendix 1: Books and CDs, Music Programmes
Appendix 2: Instruments
Teachers hold onto books and CDs that are relevant to their class level. These get passed onto other teachers as necessary.
Appendix 3: Music and ICT
A list of music software and websites which may be useful to teachers
Health & SafetyIn accordance with our Health & Safety Statement, care and attention will be given to the following:
- Hidden dangers if children are moving around the room
- Storage facilities
- Access to and transport of equipment & instruments
- Ventilation of the classroom
- Amount of apace for children to sit or stand when doing choral or instrumental work
- Appropriate volume levels when using audio equipment and instruments
Individual Teacher’s Planning and Reporting The staff in Cloughduv have decided to use a combination of commercially produced music programmes to help them implement the music curriculum. These programmes will be adjusted according to the needs of the children. Teachers are free to vary the content of these programmes as necessary.
The Cuntas Míosúil will record the work covered by each teacher.
Staff DevelopmentStaff needs will be assessed each year as classes/teachers change. Class teaching will be supported by other members of staff if necessary. Staff will be encouraged to develop their present skills and to avail of training provided by our local Cork Education Centre.
Parental InvolvementParents will be encouraged to support their children in fostering an interest in music by:
- Encouraging positive attitudes to music in general and to school-based activities in particular
- Singing together songs learned at school and elsewhere
- Listening to music together
- Discussing attitudes towards and taste in music
- Allowing time and space to practise or improvise on an instrument
- Attending class or school performances
Community Links The local community, musicians living in the locality, local musical events will all be considered as valuable resources for the Music Curriculum. Depending on availability we may organise:
-Annual outings to music concerts
-Invitations to local musicians or bands to perform for children
-Participation in Cor Fhéile na Scol or similar school performances
Success CriteriaWe will know that we have succeeded in achieving our stated aims if most of the children have a positive attitude towards music, they are open to new experiences in music and they know their own preferences, giving them an interest for life. The success of this plan will also be evaluated through teacher’s planning and preparation, and if the procedures outlined in this plan have been consistently followed. We will also judge its success if the children have been enabled to achieve the aims outlined in this plan.
ReviewThis policy will be reviewed if the curriculum changes or when necessary to ensure optimum implementation of the Music Curriculum.
- co-ordinate the progress of the plan
- encourage and accept feedback on its implementation
- ensure teachers have the resources needed to implement this plan
- ensure each teacher has a copy of this plan
This review was done in January 2020
Ratification This plan was ratified by the Board of Management .