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Holy Family B.N.S.
Askea
Carlow
MUSIC PLAN
Junior Infants – Sixth Class
MUSICIntroductory Statement:This plan for Music in Holy Family B.N.S. was formulated by the Principal and Teaching Staff on the 27th May, 2005. Reviewed in 2009. Updated in 2011.
The plan was discussed, accepted and ratified by the Board of Management of Holy Family B.N.S. in June 2009.
Rationale:To benefit teaching and learning in our school.To conform to principals of learning outlined in the Primary School Curriculum.To review the existing Plan for Music.
Vision:We hope that each boy leaving school will receive a broad moral, intellectual and social education appropriate to his age and ability, and that he will have been given a strong sense of self esteem, of belonging and responsibility to his community, his culture, his environment, his country and the wider European and World communities.
Aims:The aims of the primary Music Curriculum are
To enable the child to enjoy and understand music and to appreciate it critically.
To develop the child’s openness to, awareness of and respond to a wide range of musical genres, including Irish music.
To develop the child’s capacity to express ideas, feelings and experiences through music as an individual and in collaboration with others.
To enable the child to develop his musical potential and to experience the excitement and satisfaction of being actively engaged in musical creativity.
To nurture the child’s self-esteem and self-confidence through participating in musical performance.
To foster higher-order thinking-skills and lifelong learning through the acquisition of musical knowledge, skills, concepts and values.
To enhance the quality of the child’s life through aesthetic musical experience.
MUSIC SCHOOL PLAN
Junior and Senior InfantsSTRAND COMPOSING
Improvise and create
Select sounds from a variety of sources to create simple sound ideas, individually and in groups e.g. sound effects, vocal, body percussion.
Invent and perform short, simple musical pieces.
Improvise new answers to given melodic patterns.
Talk about and record a composition
Discuss work and preparation of work – their own and others e.g. how sounds were made, decide on what they like.
Invent symbols for single sounds and sound effects.
Record compositions on electronical media.
Assessment Teacher observation. Teacher designed tasks. Portfolios.
Integration Visual Arts → Drawing. Drama. English.
Resources Instruments. Art Materials.
STRAND LISTENING AND RESPONDING
Exploring Sounds Listen, identify, imitate, describe and classify
familiar sounds. Discover body percussion. Explore ways of making sounds using
instruments (hand-made and manufactured).
Listening and Responding to Music
Listen to different genres of music. Respond through music through movement. Discuss pieces of music and illustrate responses
in a variety of ways. Show steady beat to music. Show the difference between fast and slow
tempos/loud and soft sounds/high and low sounds/long and short sounds.
Assessment Teacher observation. Teacher designed tasks.
Resources Homemade instruments. Manufactured instruments.
Variety of CD’s.
Integration Art – An awareness of line, pattern and shape.
*English – poetry. PE – Dance. Science – Energy and forces – sound.
STRAND COMPOSING
Improvising and creating Select sounds from a variety of sources to
create simple sound ideas, individually and in groups e.g. sound effects, vocal, body percussion.
Invent and perform short, simple musical pieces.
Improvise new answers to given melodic patterns.
Talking about and recording a composition
Discuss work and preparation of work – their own and others e.g. how sounds were made, decided on what they liked.
Invent symbols for single sounds and sound effects.
Record compositions on electric media.
Assessment Teacher observation. Teacher designed tasks. Portfolios.
Integration Visual Arts – Drawing. Drama. English.
Resources Instruments. Art materials.
STRAND PERFORMING
Song singing Recognise and sing familiar songs – nursery
rhymes, action etc. Recognise and imitate short melodies in
echoes. Show the steady beat in listening to or
accompanying songs. Explore pitch in singing. Explore dynamics in performing songs.
Early Literacy Match selected sounds with their pictures. Recognise and perform simple rhythm patterns
from pictorial symbols.
Playing instruments Play simple percussion instruments. Use instruments (homemade and
manufactured) to accompany songs, nursery rhymes or rhythmic chants.
Assessment Teacher observation. Teacher designed tasks. Portfolios.
Resources Instruments (homemade and manufactured). Art materials.
Integration Visual arts – drawing. Drama. English. Gaeilge.
Rainmaker, Cabasa, Maracas – eggs, Two-tone black, Guiro, Triangle, Tambourine, Chime bars, Drum, Recording equipment, posters.
MUSIC SCHOOL PLAN
First and Second ClassSTRAND LISTENING AND RESPONDING
Exploring Sounds Environmental sounds – covered in Science. Vocal sounds – Speech Rhythm covered in a
Phonics Programme. Body Percussion. Instruments – covered by Music Teacher –
homemade (in art) and manufactured.
Listening and Responding to Music
Listening to familiar/unfamiliar excerpts. Responding through discussion, movement,
art, to suitable pieces. (Covered by both Music and Class Teacher).
Suggested pieces – (1) William Tell Overture (2) Score from ‘Titanic’ (3) Riverdance (4) Peter and the wolf (5) Pop Music (6) Mack the Knife – Frank Sinatra.
Assessment Observation (understanding, enjoyment).
Samples of responses. Teacher designed tasks. Questioning (Eliciting responses).
Resources CD’s / CD Player. Keyboard/Percussion Instrument. Interactive Whiteboard.
Integration Art/PE. English/Geography/Science.
STRAND PERFORMING
Song singing Covered by Music Teacher with input from
Class Teacher on choice of songs.
Early Literacy Definition of crochets, minims. Staff notation. Note names. Numbers.
Playing Instruments Recorder, covered by Music Teacher. Percussion instruments, covered by both Class
Teacher and Music Teacher.
Assessment Performing songs learnt.
(taping performances). School Concert (Video). Teacher questioning and designed tasks.
Resources Tin Whistles. Interactive Whiteboards. Tape Recorder. Percussion instruments (handmade and
manufactured).
Integration Maths. SPHE. Irish.
Religion. History.
STRAND COMPOSING
Improvising and Creating Pairwork and Imitation
One child composes a short rhythmic/melodic pattern which the partner imitates.
Telling a story through sound effects.
Talking about and recording a composition
Class discussion about their own work or the work of others.
Record compositions on the taperecorder.
Assessment Observation. Teacher designed tasks. Samples of work.
Resources Taperecorder. Instruments (Manufactured and homemade). Interactive Whiteboards.
Integration SPHE (pairwork). English.
Workshops for First and Second Classes to be conducted by Olivia Smith. Enclosed please find details.
MUSIC SCHOOL PLAN
Third and Fourth ClassSTRAND LISTENING AND RESPONDING
Listen to and describe environmental sounds
Exploring Sounds e.g. bottle full of water – ½ filled or empty / Rubber band stretched across cardboard box.
Describe sounds within a narrow range e.g. use CD with environmental sounds/House/Car alarms.
Recognise and demonstrate pitch differences e.g. Door bell / School bells / Different voices.
Vocal sounds e.g. Different nationalities / Humming, sounds we make with our voice.
Making sounds using body percussion e.g. Clapping / Tapping.
Sounds using homemade instruments/ manufactured instruments.
Using instruments to depict environmental sounds e.g. Tin Whistle / twittering birds.
Guessing cultures by listening to different sounds/music.
Rhythm developed and explored in workshop setting. Eddie Sheehan – through the “Reaching Out Scheme” to do drumming with Third Class. (Enclosed please find details).
Children from Third to Sixth Class have an opportunity to join the Choir and to train with the Choir. They perform at local venues and in three annual school events; (a) the Christmas Concert, (b) Graduation, (c) Pat McGrath Cup.
Listening and RespondingTo Music
Listen to different genres of music e.g. Pop/Film/Jazz/Sacred/Irish/Classical.
Vocal and physical pictorial response to music. Listen for beat and rhythm tempo to piece of
music. Families of instrument – Identity in piece of
music. Listen to and recognise two and three beat
time. Mood created by piece of music.
Assessment Teacher observation. Teacher designed tasks and tests. Work samples and portfolios. Record pupils singing / playing instruments /
(Audio recorder).
Resources Tape recorder / CD’s. Percussion Instruments. Tin Whistles/Books. Film Scores / Music Teacher. Interactive Whiteboard. Science – sounds – water jar – rubber band.
Integration Geography – Music from other countries. History – Life stories of composers. Art – Pictorial response to music / homemade
instruments. PE – Dance / responding to music.
STRAND PERFORMING
Song singing Sing from a widening repertoire of songs.
See Class list of songs.Hymns, Carols, Irish Songs, Folk songs from other countries. Rounds.
Singing with the Choir in school and theatre. Singing a tune while clapping or tapping the
beat and keeping the correct tempo. Marching to the beat. Group singing. Verse and refrain. Solo Chorus.
Early Literacy Recognise and use some standard symbols to
notate time and rhythm – Crochet/Quaver/ Crochet rest/Minim.Music Teacher uses staff notation, note name and number of beats in the note.
Playing Instruments Discover different ways of playing percussion
and melodic instruments. Accompany a song using instruments or
percussion.
Assessment Teacher observation and consultation with the
Music Teacher. Teacher designed tasks and tests. Work samples and portfolios. Record pupils.
Resources Tin Whistle / Sheet Music. Homemade instruments e.g. shakers with peas,
rice etc.
Integration Art – Dance marching, brief viewing of videos
of orchestral recitals. English – Literacy Maths – Beats, ½ Beats etc. Irish.
STRAND COMPOSING
Improvising and Creating Select different kinds of sounds to portray a
character/a sequence of events or an atmosphere in sound stories e.g. “Hairy Scary Castle”, Voice sounds – Clown/Old man/Alien.
Sequence of events including sound effects e.g. walk in the jungle/accident.
Question and response in musical verse – singing conversations.
Ostinato to familiar songs e.g. “Train is coming”, “O – ro se do bheath abhaile”.
Talking about and recording a composition
Describe and discuss his work and the work of other children e.g. how the instruments were selected to convey various sounds e.g. long/short notes.
Record compositions on electronic media e.g. Tape recorder, keyboard.
Assessment Teacher observation. Work samples.
Resources Tape recorder. Interactive Whiteboard. Percussion Instruments.
Integration English – Robot → Phonics. Science – Space. Drama – Feasts and Festivals.
Keyboard – environmental sounds. CD collection – different genres of music. Percussion instruments. Recording equipment. Posters – Orchestra families of instruments. Song Boook esp. Gaeilge songs. Book with sound stories.
MUSIC SCHOOL PLAN
Fifth and Sixth ClassSTRAND LISTENING AND RESPONDING
Exploring Sounds Listen to sounds in our local school
environment/Describe and record either in
writing or picture form. Vocal sounds/vocal singing ranges. Body percussion – making homemade
instruments. Tell a story using everyday sound instruments.
Listening and Responding to Music
Listening to different forms of music and get the children to identify various genres.
Response through Art, written composition and poetry.
Identify family of instruments and moods created by different instruments.
Identify 4 beat tunes, 3 beat (Daisy Daisy) and 2 beat.
Determine a change in pattern music e.g. start with A verse B Chorus and more on the tricky pieces
Assessment Teacher observation → Teacher plays piece,
children identify name or gene and instruments e.g. Trad. Irish, Pop, Jazz and Classical.
Child performance / Class discussion.
Resources A need to build up a repertoire of suitable CD’s
and percussion instruments. Hands and feet as tools and instruments. Everyday objects (bottles, cartons) to be used
for sound. Beans, sand, rice. Bottles half full or at various stages of full or empty.
Integration Science / Maths ½ and ¼ full bottles. Geography – various countries of origin of the
music. History – Music through the ages. Art – (see
above).
STRAND PERFORMING
Song Singing Songs prepared by Teacher. Choral Singing.
Early Literacy Recognise name and use → one beat (crochet)
½ beat (quaver) one beat rest (crochet rest) 2 beats (minim) 4 beats (semi breve) and A dotted note extends the note by a half. Good for Tin Whistle. Note names and times taught for singing.
Playing Instruments Tin Whistle taught by Class Teacher. Explore and enjoy playing percussion
instruments (school supply needed). Recognising rhythm and beat patterns and care
with loud (forte) and soft (piano).
Assessment Teacher observation. Portofolio of music
sheets. Teacher designed tests – sing from memory
(play from memory and sheet). Establish progression in level of difficulty of
singing and playing tasks. Each child has a tin whistle.
Resources Each child has a tin whistle, sheet music and
words of songs.
Integration History – explore history of songs learned.
Geography – various types of music from around the world.
Gaeilge – Build up a repertoire of songs – Baidin Fheidhlimi / Trasna na Thiarta, Bheir me o / Ding Dong Dedero.
STRAND COMPOSING
Improvising and Creating Using body and percussion instruments to
accompany a song / sound story. To use and invent melodic and rhythmic
patterns with percussion / tuned percussion (water in bottles / chime bars).
Putting a conversation to music (Are you coming out to play, what will we play? Soccer or Basketball?) (Train Journey).
Talking about and Recording a Composition
Using picture / graphic symbols to record different lines of musical patterns.
Discuss and explain the kinds of instruments they use and why they use various rhythm patterns.
Assessment Worksheets used for recording compositions. Observation. Tasks. Portfolio.
Integration English - putting the stories to music. Visual arts – the other groups music (what are
they trying to tell us). Drawing the signs.
Resources Set of percussion instruments. Child’s own body. Teacher made worksheets, for graphic symbols.
RESOURCES FOR MUSIC
Set of Percussion Instruments Repetoire of CD’s, Various Musical Genres
Books with Songs and Music Gaeilge – Songs, words and CD’s
CD Player
CHOIR AND CONCERT
Using DEIS funding the Board of Management have employed Ms. Olivia Smith to select and train two school choirs and produce a school concert each year at Christmas time.
1) Membership of our first choir is open to all boys from third class to sixth class who audition for Ms. Smith. This choir performs in the Christmas Concert, in productions in the Visual Arts Theatre, the Pat McGrath Competition and in Holy Family Church (once a month at 12 mass).
2) Our second or fun choir is made up of children who would like to sing from third class to sixth class but who were not successful in the audition. They will sing together as a group on occasions selected by Ms. Smith.
3) Ms. Smith will work with all classes and class teachers in the production of the School Concert which takes place over two nights at Christmas.
4) Music Workshops – (see enclosed) for First and Second Classes.
Songs & Music for Junior Infants
The Farmer has an Orchard The Witch rides Mise an Traen Here comes Santa Clause Boa Constrictor
Ta Teidi agamsa There was a Princess My Pony Five Little Ducks One Elephant went out to play
Songs & Music for First Class
Teidi Beag Alainn Together Again Winnie the Witch Puisin Dubh Don’t change horses Mary had a baby
Ten little Angles I bought me a cat Tea for two The rain song Mister Sun Orange feet An Eilifint Yellow Submarine
Music and Songs for Second Class
It’s a small world Wicked Witch Something Spooky The Green Machine Chitty Chitty Bang Bang Einini
Morningtown Ride You are my Sunshine Ni maith le hEinne me The Bare Necessities Trasna na dTonnta
Music and Songs for Third/Fourth Class
With a little help from my friends I’m a believer Fields of Athenry Ireland’s call The town I knew so well Hey Jude
Rule the world (Take That) Bare Necessities Frere Jacques She’ll be coming round the mountain Winter Wonderland Merry Christmas Everyone Ghostbusters Three Black Cats (Halloween) Day Oh! Happy Birthday (In German) Getting to know you Hail Glorious St Patrick Oro se do Bheatha Abhaile Beidh Aonach Amarach Tir na n-og Peigin Leitir Moir Trasna na dTonnta An Poc ar Buile The Voyage (The Famine) Amhran na bhFiann
Music and Songs for Sixth Class
Sept. - Rock around the Clock (song)- Shoe the Donkey (Tin Whistle)
Oct. - When I’m Sixty-four (song)- Mo Ghile Mear (Tin Whistle)
Nov. - It’s a long way to Tipperary (song)- Pack up your troubles (song)- It’s a long way to Tipperary (Tin Whistle)
Dec. - Christmas Cards (Tin Whistle and Songs)
Jan. - Any Dream will do (song) - Baidin Fheidhlimidh (Tin Whistle)
Feb. - Oh better far to live and die (song) - Siege of Ennis (Tin Whistle)
Mar. - Irelands call (song) - Amhran na bhFinn (song) - Kilfenora Jig (Tin Whistle)
Apr. - Cockles and Mussels (song and Tin Whistle)
May. - Kerry Polka (Tin Whistle) Leimigi, Casaigi (song)
Jun. - Revision of tunes and songs.
Music and Songs for Senior Infants
Clocks The Cuckoo Clock Slap the Sillies out There was an old Witch Witch Witch! Halloween’s coming
Harry was a Fireman Hey, Hey Look at Me Jingle Bells Star Light Gloria Gotta Build a House The Wise Man and the Foolish Man Ta Duine ag an Doras Cuigear Fear When I was one Over in the Meadow One, Two, Three, Four The Kitten climbed the steps See Saw How do you like to go up in a swing? Katie Beardie’s Circus Who built the Ark? Ta me i mo shuigh ar mo chathaoir Marvellous things I sent a letter Hokey Pokey If you’re happy Apusski Dusky Jackie the Sailor
Music and Songs for Fifth Class
Tin Whistle Tunes
O ró sé de bheatha bhaile
Row Row Row your boat
Wheels on the bus
Twinkle Twinkle
Dilín O Deamhas
Beidh Aonach Amárach
Siege of Ennis
Kerry Polka
Three Blind Mice
London Bridge
Songs
Fields of Athenry
Follow me up to Carlow
Irelands Call
Amhrán na bhFiann
Lego House (Ed Sheeran)
Oró Sé de Bheatha
Beidh Aonach Amárach
Dilín O Deamhas
N 17
Stuck in the Middle with you
