Structure and presentation
The content of the music programme in infant 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 infant classes
In the Listening and responding strand the child listens to a variety of sounds in the immediate environment. These range from mechanical sounds to voices and classroom instruments and later to short excerpts from recorded music (no longer than thirty seconds in the early stages). The emphasis is placed on active rather than passive listening; the child is thereby encouraged to move physically, talk about, describe, imitate or illustrate in response to sound.
The child will enjoy the simple singing games and activities found in the Performing strand. Some games will require several repetitions before the child will be able to perform confidently and without the support of the teacher. Many musical skills, for example keeping a simple tune in pitch, are introduced and acquired through using the voice, the first and most accessible instrument for the child, while music literacy is prepared through seeing simple rhythms of familiar tunes represented in pictures or with symbols. Similarly, in playing simple percussion instruments the child experiences another music-making source through which skills (such as keeping a steady beat) and confidence may be demonstrated.
In the Composing strand the child is given opportunities to experiment and play with instruments, including home-made instruments, within limits decided by the teacher. In a classroom environment where the subtleties of sound are emphasised and valued in listening and singing games, active interest in the potential of instruments follows naturally. Some instruments may be selected to depict isolated sounds or sound effects. These instruments and their sounds may be discussed by the children and recalled through simple pictures or symbols, or by using a tape recorder.
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.