Structure and presentation
The content of the music programme in first and second 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 first and second classes
As the child matures, attention is focused in the Listening and responding strand on an increased range of sound sources in the environment. Active responses are encouraged through listening to rhythmic musical excerpts or sound patterns. These help the child differentiate between beat and rhythm. The child also enjoys music which is simple and melodic, or which includes a storyline, and discussion often extends into other subject areas. Gradually, the child becomes aware of broad groups of instruments, for example drums and stringed instruments.
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 medium through which musical skills may be introduced. As the child's competence and confidence grow in song singing, attention is drawn to music literacy for the first time. This is presented in the form of a simplified representation of rhythm (stick notation) and pitch (a limited range of hand signs, solfa syllables and notes). The way these elements combine is explored from a foundation of familiar songs and tunes and is gradually understood by the child over the course of this two-year cycle. By performing with tuned and untuned percussion instruments the child is provided with musical experiences through which his/her growing confidence and understanding of musicmaking, for example keeping a steady beat throughout a piece, may be extended.
In the Composing strand the child is given opportunities to experiment and to gain control of instruments, including home-made instruments, and to develop a greater understanding of their sound-making potential. The range of instruments and techniques may be selected to illustrate a character or a sequence of events in a familiar story. The child is encouraged to talk about the process of his/her composition, to represent it in symbols or signs and to record it for future listening purposes.
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.