Structure and presentation
The content of the music programme in third and fourth 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 third and fourth classes
While building on the experiences of previous levels, the Listening and responding strand expands the child's listening repertoire and includes awareness of sound sources from other cultures. Auditory perception is challenged by longer listening excerpts and more precise responses, which include recognition of some families of orchestral and Irish instruments. Physical responses link an understanding of beat, rhythm and melody with the introduction of melodic instrumental playing in the performing strand.
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 developed.
Through the medium of song singing, the child's attention is drawn to music literacy, at first in the form of simplified representation of rhythm (stick notation) and pitch (hand signs and solfa syllables) and at a later stage in the form of standard notation (the five-line stave). How these elements combine is explored from a foundation of familiar songs and tunes, thus unfolding the world of musical literacy both in a childcentred and 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.
In the Composing strand the child's creativity and uniqueness are given a means of self-expression through opportunities to experiment with and gain control of a variety of percussion and melodic instruments. Simple instruments and techniques may be selected and used with expressive devices such as dynamics and tempo to convey an atmosphere, a character or a sequence of ideas. The child is encouraged to evaluate his/her work, describing and discussing the composing process. The final composition may be represented in symbols or signs and recorded 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. Teachers can identify these opportunities when planning the programme.