Structure and presentation
The content of the music programme in fifth and sixth classes is presented in two sections:
- a section entitled 'Concepts development', which describes the musical concepts that the child should develop as he/she engages in musical activity
- three strands, which outline the content of the curriculum. The strands should be regarded as highly inter-related, in that understanding in one is dependent upon and supportive of understanding in another and an aspect of each may feature within a single lesson. Examples and suggestions are shown in italic type throughout the content sections.
The strands in fifth and sixth classes
While building on the experiences of previous levels, the Listening and responding strand continues to expand the child's listening repertoire and includes sound sources from other cultures and eras. Auditory perception is heightened and attention is focused not only on the structural and expressive qualities of the music but also on its purpose in various situations or societies. The recognition of individual instruments and simple melodies in selected listening excerpts is consolidated in the performing strand by the singing and playing of these melodies.
The Performing strand dwells on the importance of using the voice, the first and most accessible instrument for the child, for the sheer enjoyment of performance and as a means through which musical skills may be expanded. As independence and competence expand, the child will enjoy the experience of simple part singing, ranging from the singing of a simple ostinato (repeated pattern) or drone (held note) to the addition of a second part (upper or lower) towards the end of sixth class.
Through the medium of song singing the child's attention is drawn to music literacy, ranging from simplified representation of rhythm (stick notation) and pitch (hand signs and solfa syllables) to standard notation (the five-line stave). How these elements combine continues to be explored from a foundation of familiar songs and tunes, thus consolidating the world of musical literacy in a child-centred as well as in a musical fashion.
While continuing to perform with tuned and untuned percussion instruments, the child also experiences melodic instruments, for example tin whistle or recorder, through which his/her growing confidence and understanding in making music may be demonstrated. Children with skills on other instruments, for example violin, piano, keyboard or guitar, may be included in group activities to complement classroom music.
In the Composing strand the child's creativity and uniqueness are given a means of self-expression through the provision of opportunities to experiment and gain control of a range of musical materials. These include manufactured instruments and home-made percussion and melodic instruments as well as electronic media. Instruments and techniques may be selected and used with expressive devices such as dynamics and tempo for a range of purposes. Rhythmic or melodic patterns, or other features from listening and performing activities, may also be incorporated in the composition. The child is encouraged to reflect upon and evaluate his/her composition and the compositions of others, before revising the composition, where appropriate. The final work may be represented in symbols, signs or standard notation and recorded for future listening purposes and evaluation.
Sequence, breadth and depth
In selecting content it is recommended that each strand and strand unit should be covered each year to ensure variety, balance and continuity. In general the content objectives within the strand units should be explored through the sequence in which they are presented. A scheme of work spanning one school term should recognise the inter-relatedness of the strands, while the depth of treatment of each strand unit may be adjusted from term to term or from year to year.
Linkage and integration
Within the content sections, notes below strand units suggest some of the instances where linkage (i.e. integration within the music curriculum) and integration (i.e. cross-curricular connections) are possible.