Statements of Learning
The table below shows how music is linked to central features of learning and teaching outlined in the Framework for Junior Cycle 2015.
| The statement | Examples of relevant learning |
|---|---|
| SOL 3: The student creates, appreciates and critically interprets a wide range of texts. | Students will explore the creation, appreciation and interpretation of musical texts in various notated formats, including staff notation, graphic notation, using technological means and other appropriate formats. |
| SOL 4: The student creates and presents artistic works and appreciates the process and skills involved. | Students will create a range of compositions; capturing and presenting the processes and decisions made through portfolios, manuscripts or other appropriate media. |
| SOL 8: The student values local, national and international heritage, understands the importance of the relationship between the past and current events and the forces that drive change. | Students use their musical ideas and outputs to reflect life and living in their own community and the broader context; they consider the role and impact of the past in their musical choices. |
| SOL 16: The student describes, illustrates, interprets, predicts and explains patterns and relationships. | Students understand patterns and relationships in music through exploring tonalities, chords, keys and time signatures in a variety of musical experiences. |
| SOL 23: The student brings an idea from conception to realisation. | Students work out a creative concept and decide how to bring it to fruition. This process involves moving through brainstorming, researching, practising, presenting, capturing, evaluating and reflecting. |
| SOL 24: The student uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner. | Students can use technological and digital media to create collaborative compositions; record and critique group performances and explore the works of composers, while being aware of issues related to copyright and plagiarism. |