Seir Kieran’s National School

Music Policy

Introduction:

This policy was reviewed in December 2013

Rationale:

This policy was reviewed -

  1. To ensure that the children experience elements of all the three strands every year as they move from Junior Infants to Sixth Class

The strands are as follows -

  • Listening and Responding
  • Performing
  • Composing
  1. To ensure that there is continuity, progression and consistency from class to

class in each of the strands.

Relationship to the Characteristic Spirit of the School.

Music is highly thought of in the school because it provides for sensory, emotional, intellectual and creative enrichment and contributes to the child’s holistic development. It is recognised that children of all ages and abilities have potential in music, and music education celebrates individual differences among them. It also encourages inclusiveness.

Aims:

  • To clarify the position of the school and individual teachers with regard to the Teaching of Music.
  • See pg. 12 – 13 of Music Curriculum statement for overall aims and objectives.
  • School Choir – to encourage the children to become involved in the school choir (from 2nd-6th) and to enjoy singing and performing as a group.

Guidelines:

  • All classes are to receive 1 hour per week of Music Education.
  • School choir – children from 2nd to 6th class form the school choir who sing for various masses/events throughout the year
  • Every second year the school hold a Christmas concert comprising of a dramatic play with music and dance. For this the children are usually divided into two groups. Junior Infants – 2nd and 3rd to 6th.
  • Every other year the children take part in a Choir Concert/Carol Service
  • It is important that all teachers would familiarise themselves with the elements of music ie.

Pulse

Duration

Tempo

Pitch

Dynamics

Structures

Timbre

Texture

Style

(see pg. 10 – 11 of Music T.G. for explanation)

  • Each Strand and Strand Unit is to be touched on every year by individual teachers and should be afforded equal importance

Strands Strand units

Listening and responding Exploring sounds

(refer to Appendix A) Listening and responding to music

Appendix (a)

Listening and Responding

Junior Infants , Senior Infants & First Class

Year 1 – Based on the Right Note / Year 2 – Based on Ready to Rock B
The syncopated clock / You’ve got a friend
Harrys Theme / High/Low notes
Listening / Fairytale music
Haste to the Wedding / Toy Shop Party
The Elephant / Listening to songs and responding with actions
The Typewriter / Follow , sequence and add actions
The Dance of the Sugar Plum Fairies / I know an old lady
Sip a dee doo da / Follow the bears journey
Under the sea / The Bear went over the mountain
Part of your world / Sequence pictures to rhyme
Flight of the Bumble Bee

Second , Third and Fourth Class

Year 1 / Year 2 / Year 3
Aquarium: Carnival of the animals / Stripsody:Cathy Berberian / Telephone,Rubber Band: Penguin Cafe Orchestra
Crasehauer: For citizens & Peasants / The Comedians:Dimitri Kabalevsky / Scherzanda & Waltz: Stan Friedman
Andante:Suprise Symphony / An Caitin Ban: The Chieftans / Piddellipom: Swap
Grandad:Peter and the Wolf / Spring in Buenos Aires; Astor Pizzolla / A suite for Strings; Joan Timble
The Kerfunken Jig: Martin Hayes/Dennis Cahill
Adagio/Presto: The Four Seasons

Fifth and Sixth Class

Year 1 – Music in the Classroom / Year 2 – New Music Box 5/6
Carnival of the Animals – L’elephant / The Rakes of Mallow
Ballet Carmen Suite / Ripples in the Rockpool
The Sorcerers Apprentice by Dukas / O come all ye Faithfull
1812 A festive Overture - Tchaikosovsky / Dance of the Flutes – The nutcracker Suite
Clair de Lune by Debussy / The Radetzky March

Performing

Song singing

Literacy

Playing instruments

Junior Infants , Senior Infants & First Class

Year 1 – Based on the Right Note / Year 2 – Based on Ready to Rock B
Songs / Songs
Slap the Sillies Out / Get ready to rock
Clocks / Cara Nua
The Cuckoo Clock / Dia Duit Hello
Na Casuir / I’ve got a talent
Witch Witch / Nursery Rhymes
What shall we do in work today / Its a small world
Ta duine ag an doras / Ag dul go dti an bhfeirm
Jingle Bells / Are you listening
Christmas Show Songs / Old McDonald
Gotta build a house / Milk a cow
Over in the meadow / The farmer wants a wife
A haon a do a tri / I have a small teddy
Sin do lamha / Teddy Bears Picnic
Who built the ark / Apples and Bananas
Ta me i mo shuigh ar an gcathaoir / Mo Lollipop
Marvellous Things / Head , Shoulders Knees and toes
I sent a letter / Six Little Ducks
Hokey Pokey / Jingle Bells
Cuigear Fear / S-A-N-T-A
When I was one / Santa is coming to town

Second , Third and Fourth Class

Year 1 / Year 2 / Year 3
Alley Alley oh / Bought me a cat / Late a come
The Little Drummer Boy / Hallowe’en / Mister Tambourine Man
Kookaburra / Juukanoo / Mango Walk
Dilin o Deamhas / Raindrops keep falling on my head / Silent Night
Nora Bheag / Bog Braon / Michael Finnegan
I lar na coillte Moire / I’ll tell me ma
Nil an la

Fifth and Sixth Class

Year 1 / Year 2
Amhran na bhFiann / Irelands Call
Walk in the light / A mhuire mhathair
The Fields of Athenry or similar ballad / The Rose of Mooncoin – or similar ballad
Variety of songs for school show performance / Variety of songs for school show performance
Si, si , si / Siya Hamba
Current Pop song in English or Irish / Current pop song in English or Irish

Composing

Improvising and creating

Talking about and recording compositions

  • Teachers will make use of the ‘Right Note’ , Ready to Rock, Upbeat 2/3/4 and other approved music programmes to supplement or replace much of the above mentioned topics.
  • It should be recognised that individual teachers will use a wide variety of approaches and methodologies of their own but due recognition should be taken of the “Approaches and Methodologies” advocated in the New Revised Curriculum. see pgs. 52 on in Music T.G.
  • This school will provide children who learn musical instruments outside of the school with an opportunity to develop and showcase their talents at various events throughout the year – e.g school masses , concerts , talent showcases etc

Integration and Linkage.(see pg. 20, 21 of curriculum T.G.)

1.

  • Music can be easily integrated in all other curricular areas.
  • Maths eg. Counting syllables, beats

2.

  • Themes in music may be explored though dance, drama and gymnastics

3.

  • Songs provide the children with instant access to new words and phrases, especially songs in Irish or in modern languages.

4.

  • History eg. Life Stories of Composers
  • English eg. Putting music or accompaniment to a poem or story
  • Arts eg. Responding to music visually, creatively (dance, movement) and making instruments
  • P.E. eg. Responding through dance and movement
  • Gaeilge eg. Repertoire of Irish songs
  • Science eg. Sound, how instruments work, designing and making
  • Geography eg. Countries that composers come from, origin of the music or instruments
  • Religion eg. Learning and performing songs based on weekly theme

Assessment and Record Keeping

Classroom music making involves assessing as a natural part of the teaching and learning process.

Teacher observation is the main assessment tool as regards Music education.

It is important that the teacher would watch each child’s behaviour as they sing, play an instrument or create their own music.

Children will be encouraged to talk about the music they have listened to.

It should be noted that parents and other teachers need to be informed of the progress of the child in all areas of the curriculum, and music is no exception.

The primary aim is that all children are happy to participate and enjoy all musical activities.

Children with different needs:

Music is such an inclusive subject that all children will take part in all classroom activities to the best of their ability.

Equality of Participation and Access:

Teachers should promote equal access to music making amongst all children when planning and implementing a music programme.

Organisational Planning

Timetable

  • Time allocation. 1 hour per week at each class level.
  • At infant level two half hours.
  • However at certain times in the year teachers may decide to concentrate on a particular musical project e.g. Christmas Play, Christmas choir concert/carol service

Resources

  • See Appendix B for inventory of resources, equipment and instruments.
  • Each teacher has a copy of same.
  • Locations of resources also included in Appendix B.
  • Resources are updated as necessary
  • Resources are mainly purchased centrally

Health and Safety

The following issues are considered:

  • Bags, chairs and lunch boxes secured during a music class
  • Teacher transport the equipment
  • Ventilation of all classrooms
  • Spare classroom used for music classes
  • Appropriate space and volume levels

Individual Teachers Planning and Reposting

  • Teachers music plans are to be found in their term plans
  • Teachers use both thematic approach and strand and strand units
  • Cúntas Miosúil will be used for review and further planning of Plean Scoile.

Staff Development

  • Teachers attend music courses, and expertise acquired at these courses is shared
  • Teachers with particular expertise exchange classes with other
  • Teachers have access to reference books, resource materials, instruments equipment and websites dealing with music
  • Information about in-service courses, school visits, musical events are communicated to all
  • Teachers are involved in team-teaching, where possible

Parental Involvement

  • Parents are invited to view the children’s performances in music
  • Parents with musical talents are invited in to support musical activities

Community Links:

  • Annual School Mass in local church.
  • Christmas Concerts.
  • Involvement with local choir for Confirmation and Communion
  • Children attend local musical events from time to time

Success Feedback

  • Staff Feedback
  • Organization
  • Use of Resources
  • More effective planning
  • Parent and children feedback
  • Review within the next year to consider

(a)Children’s positive attitude and appreciation of music

(b)Children’s involvement in the various strands

Implementation

  • Class teachers are responsible for the implementation of the music curriculum. However in the case of a particular teacher having a talent in that area, this talent will be used for the benefit of the children. The post holder with responsibility for music (currently Mrs. Guinan) supports the implementation of the music programme and is also responsible for the distribution and monitoring of resources. She also provides feedback to the staff as required.

Review:

  • Plan will be revised/reviewed every 2 years or as needed in the interim

Ratification and Communication:

  • This plan was presented to the Board of Management in January 2014, by the Principal.
  • Made available to all the educational partners in the school

Signed:______Date:______

Chairperson