Scoil Bhride BNS

Music Education Plan

Scoil Bhríde

18524k


Tullamore

Co. Offaly


(0506) 21194




Introductory Statement:
Mr. John Healy and Ms. Davina Sheridan formulated this plan in September 2006 in conjunction with input from other staff members.
This plan was formulated, keeping in mind the nature of Music in the new curriculum. Music education in Scoil Bhríde (a senior urban boys school) is concerned fundamentally with developing the child's understanding and appreciation of the arts. Arts education encompasses a range of activities in the visual arts, in music, in drama, in dance and in literature. These activities and experiences help the child to make sense of the world; to question, to speculate and to find solutions; to deal with feelings and to respond to creative experience.

Rationale:
" Music is so much part of everyday life and is a diverse and lifelong activity. As a universal part of all cultures, music exists in a great many forms, for a great many purposes and at many levels of complexity.
" Music is a non-verbal form of communication that can convey ideas, images and feelings through selected sounds and symbols.
" Music involves people in both making music and listening to music. Music making is also a kinaesthetic activity, requiring the body and the mind to co-ordinate and interpret simultaneously.
" Music is an art that combines many concepts and techniques and uses them to inspire, imagine, invent and to express feeling. These are the features of listening and responding, performing and composing, on which the curriculum is based.
" Music contributes to the personal, social, mental and physical development of the child. Co-ordination of mind and body is achieved through action songs, moving to music and playing in time while listening to others.
" Speech development is fostered through vocal sounds, & learning to control breathing. Language development is enhanced through exposure to a wide variety of songs.
" Listening skills are developed through exploration of sound and sound discrimination.
" Long and short-term memory are developed through performing.
" Opportunities to development imagination arise when the child listens to pieces of music or composes using a variety of sounds. Music develops social skills through group work and fosters verbal and non-verbal communication.
Vision:
We seek to assist the boys in Scoil Bhríde to foster an appreciation of music, to contribute to the development of artistic awareness, self-expression, self-growth, self-esteem and multicultural sensitivity and therefore, to the development of the whole child.
We also seek to deepen the child's sense of humanity, teaching him to recognise beauty and to be sensitive to and to appreciate more fully the world in which he lives.
Aims:
" To enable the child to enjoy and understand music and to appreciate it critically.
" To develop the child's openness to, awareness of and response to a wide range of musical genres including Irish music.
" To develop the child's capacity to express ideas feeling and experiences through music as an individual and in collaboration with others.
" To enable the child to develop his/her musical potential and to experience the excitement and satisfaction of being actively engaged to musical creativity.
" To nurture the child's self-esteem and self-confidence through participation of musical knowledge, skills, concepts and values.
" To enhance the quality of the child's life through aesthetic musical experience.


Broad objectives
Our objectives are that the children should:
" Explore the expressive possibilities of a variety of sound sources including the voice and home-made and manufactured instruments.
" Listen to, enjoy and respond to a wide range of music including various genres and styles from different periods, cultures and ethnic groups, both live and recorded.
" Develop sensitivity to music through making physical verbal, emotional or cognitive responses.
" Demonstrate and describe differences between sounds and silences showing a sense of pulse, tempo, duration pitch, dynamics, structure, timbre, texture and style.
" Perform vocally and instrumentally from a range of musical styles and traditions relevant to the class level with particular emphasis on Irish music.
" Acquire the musical skills that enrich musical understanding and are necessary for creative expression.
" Imitate with accuracy rhythmic and melodic patterns using the voice gestures (hand signs), body percussion and manufactured and home made instruments.
" Recall and perform expressively musical phrases and pieces using tuned and untuned percussion or melodic instruments from memory or from notation as appropriate.
" Develop confidence and independence through taking the initiative, making decisions and accepting responsibility for learning individually and as a member of a group through composing activities.
" Select and structure sounds to create his musical ideas
" Improvise rhythmic and melodic patterns in response to music, movement, ideas, poems, stories and art works.
" Talk about the appropriateness & effectiveness of his composed or improvised music.
" Devise and use a range of graphic and standard notations.
" Record compositions using electronic media.
The Music plan for Scoil Bhríde is addressed under the following headings:
Curriculum Planning:
1. Strands and strand units
2. Approaches and methodologies
3. Linkage and integration
4. Assessment and record keeping
5. Children with different needs
6. Equality of participation and access

Organisational Planning:
7. Timetable
8. Resources and ICT
9. Health and Safety
10. Individual Teachers' planning and reporting
11. Staff Development
12. Parental involvement
13. Community Links
Curriculum Planning:
Strands Strand Units
Listening & Responding Exploring Sounds
Listening & Responding to Music
Performing Song Singing
Literacy
Playing Instruments
Composing Improvising & Creating
Talking about & Recording Compositions


Musical Concepts:
" A Sense of pulse The underlying 'throb' in music. Beats may be strong or weak or grouped together in threes (waltz) or fours (reel).
" A Sense of duration The length of a sound - whether long (gong) or short (woodblock).
" A Sense of tempo The speed or pace of the music.
" A Sense of pitch The height and depth of sound in a melody. (how high or low notes sound)
" A Sense of dynamics The level of sound - how loud or soft.
" A Sense of structure How a piece is organised. Structure is achieved through the use or repetition, pattern and contrast.
" A Sense of timbre The quality and variability of sound. eg instruments produce different sounds.
" A Sense of texture The layers of sounds and how sounds are put together.
" A Sense of style This is the application of all the other elements.
These musical concepts are based on the musical elements and will be developed as work is completed on the curriculum strands and strand units.
1. Strands & Strand Units:
" The strands/strand units/content objectives for the class level(s) are in the Curriculum book on the following pages:
1st / 2nd pp. 26-41 ; 3rd / 4th pp.42-59 ; 5th / 6th pp. 60-79
" There is continuity and progression in the music programme from class to class. We recognise that it is important that each strand unit and sub-unit be explored each year to ensure continuity, depth and breadth in the music programme. The strands and strand units offer teachers a sequenced, comprehensive programme on which to base the teaching and learning of music in the classroom.
" The three strands - Listening and responding, Performing and Composing, are comprehensively covered and afforded equal importance.
2. Approaches and Methodologies
Listening and responding
(Curriculum pp. 32-34(1st&2nd ); pp. 48-51 (3rd&4th ); pp. 66-70 (5th& 6th ), Teacher Guidelines pp.53-69)
" Children are provided with opportunities to listen and respond to music by experiencing a wide range of musical styles, traditions and cultures This can be achieved by listening to:
o Performers (eg popular (U2); Jazz (L. Armstrong); Rock n Roll (eg Beatles); Folk singers (eg Patsy Cline); Country (eg Patsy Cline); Blues (eg Billie Holiday); Swing (eg Glen Miller); Soul (eg Arethra Franklin).
o Opera (G. Puccini, 'Nessun Dorma')
o Musicals & Operettas eg The Sound of Music
o Film Music eg J. Williams themes from ET, Superman, Jaws
o Music From Other Cultures: Aborigines;
" The teacher can provide opportunities for active listening and responding e.g. questioning, prompting suggesting, listening to short examples repeatedly.
o When selecting listening materials these may include listening to and discriminating between environmental sounds and describing them in terms of their source, pitch, dynamics, duration and tempo.
o When selecting recorded music listening excerpts should be short and varied. They should be played several times, often and on high quality audio equipment.
" Children should be given opportunities to respond to music in a variety of ways which may include:
o Moving
o Talking about …
o Listening for specific instruments and/or specific features
o Drawing and painting
o Following/creating a pictorial score of music
o Writing in response to music
o Composing
o Singing or playing along with music
o Musical games and/or action songs.
" Children should be provided with opportunities to work in different groupings, e.g. whole group, small groups, pairs, individually and to work collaboratively/co-operatively
" Are children provided with opportunities to offer varying and creative solutions to presented problems
" What opportunities are provided for live performances?
" Listening Materials: Is a broad range of materials provided?
o Recorded music on video, audio tape, CD or music technology
o Tuned and untuned percussion instruments
o Environmental objects, such as assortments of metals, wood or fibres
o Instruments of child/children in the class
o Melodic instruments - recorder, tin whistle, piano, guitar, etc.
o Instruments of a musician on the staff, among the parent body or in the locality
o Performance of a group, ensemble, band, choir, orchestra visiting the school or at another venue.
" Selecting listening materials: What materials are selected for listening to and discriminating between environmental sounds and describing them in terms of their source, pitch, dynamics, duration and tempo?
" Selecting recorded music: Pieces can be selected under various categories. e.g. music from written and unwritten traditions, classical and folk, music from Ireland and other countries, choral and instrumental, solo and ensemble, music for different occasions and purposes.


Performing - Song Singing
(Curriculum pp. 35-38 (1st&2nd ); pp. 52-57 (3rd&4th ); pp. 71-76 (5th& 6th ), Teacher Guidelines pp.70-88)
" In the Performing strand the following are emphasised
o Active enjoyable participation
o Development of skills, understanding, knowledge
o Fostering of children's attitude and interests
o Development of creativity.
" Songs are taught by taking the following into consideration:
o Using voice, recording, instrument, sheet music
o Teaching by ear
o Selecting the song - it must appeal to the teacher and children. It should form part of a selection of styles within the yearly scheme and the words should be appropriate to the child's stage of development and emotional understanding.
o Matching the vocal range of the children
o Resources.
" Effective singing skills are developed by considering issues around:
o Methodology of teaching (The teacher should always give a comfortable starting note from a pitched instrument. The tempo should be given by counting the children in at the correct speed on the correct beats, or else some verbal indication should be given eg 'Are you ready?' The teacher may accompany the children by playing an instrument in a key to suit the children's voices.
o Conducting - simple conducting gestures can stimulate and inspire confident performing. Teacher can count in 2, 3, or 4 time.
o Improving vocal quality - Children should sit or stand 'tall' for good posture; the mouth must be open for good singing, more than for speech; Children should practice filling the lungs fully, taking a good breath quickly and controlling the escape of the breath. The children should get into the habit of taking a deep breath before they sing, not to release it too quickly, and to encourage them to sing with the phrases of the music, that is, to take breaths at the sensible points.
o Vocal exercises - humming exercises should start at a high but comfortable pitch and work downwards. Eg Joy to the World hummed or sung to 'maw'. High notes should be sung softly. Vowel sounds should be exaggerated so that they are distinct and pure.
o Part singing, teaching rounds, partner songs (duet) and part songs are encouraged in our school.

Performing - Music Literacy
" Various approaches to music literacy are used. These can include graphic notation where the child represents sounds by means of a picture or symbol. Standard notation can be used to compliment graphic notation. Rhythm and pitch must be fully understood separately before attempting them in combination.

Note Value Note Name Rhythm Syllable Staff Notation Stick Notation
1 beat Crotchet Ta L
½ beat Quaver Ti (ti-ti for two)_
1 beat rest `crotchet rest (gesture)
2 beats Minim Ta-aa
Four beats Semibreve Ta-aa-aa-aa
Three beats Dotted minim Ta-aa-aa
1 ½ beats Dotted crotchet Ta-i
1 ½ beats + ½ beat `dotted crotchet, quaver Ta-I ti
1 beat + ½ beat Crotchet, quaver Ta ti


" Rhythm notation can be learned through games such as echo clapping, detecting a rhythm from a number of options given and rhythm dictation.
" Pitch notation can be learned through tonic solfa, (doh, re, mi, fah, soh, lah, ti, doh) hand signs, absolute pitch names (fixed pitch names given to notes eg c major is represented as C D E F G A B C) and finger stave (each finger and thumb represents a line of the stave).

Performing - Playing Instruments
All children should be given the opportunity to playing various instruments in all classes. Percussion instruments should be used at all class levels to represent a given pulse, rhythm or pitch; to improvise pulse, rhythm or pitch or add a contrasting phrase.
When selecting instruments it is important to consider variety of timbre, quality of instrument and the number of instruments. When children are handling instruments, they must be taught to respect them and to play them softly.
Melodic instruments are introduced to some classes if the teacher so desires to teach the class a musical instrument such as the tin whistle. A tin whistle in the key of D is the most appropriate for using in primary school. When teaching a class, it is worthwhile making sure that every child uses the same brand of tin whistle, so that the tone will be consistent. The teacher should ensure that the mouthpiece is fully pushed down before playing. This affects the instrument's tuning. Also, the instrument should be warmed, either in the hand or by blowing lightly through it.
" Opportunities can be provided to perform for an audience during a school concert / talent show etc. This can be within class, to other classes or to parents and the wider community.
3. Linkage and Integration
Engaging children in activity that encompasses a number of objectives from different subject areas is an effective means of teaching and an important principle of the curriculum.
Planning for integrated learning should ensure that:
" The music component is meaningful and consistent with the curriculum. eg when choosing a song to fit a theme the teacher should ensure that the range of notes and words of the song are also appropriate for the children.
" A manageable number of strands or subject areas are included.
" Linkage within music can easily be achieved by the interrelated nature of the three strands of the curriculum. Eg a single recording of vocal music may provide a stimulus for listening, a stimulus for responding and performing by singing along, and a stimulus for composing by creating new music using the same structure or theme.
" Integration can be achieved through English (oral language vocabulary when responding orally to a piece of music); SESE ( eg sound as a form or energy in science); Mathematics (in senior classes work with rhythms complement work in fractions, decimals and number).
4. Assessment and Record Keeping
Assessment is central to the effective teaching and learning of music. It is related to the sequence in which musical knowledge and understanding are acquired. Eg a child needs to know note values before reading a particular rhythm pattern from sight.
A number of assessment tools are available:
" Teacher observation - pupils may be observed working in groups or individuals in the following contexts:
o Listening attentively to music
o Talking about what has been heard as part of class discussion
o Illustrating or writing about what has been heard
o Listening to the responses of others
o Moving in music
o Singing a favourite song
o Playing a musical instrument
o Reading a simple rhythmic or melodic pattern
o Sharing ideas for composing
o Selecting instruments for composition
o Attempting to record compositions - either on tape of invented graphic notation.
" Teacher-designed tasks and tests - can range from writing about a piece of music, taking a rhythm dictation, playing a tune, singing a song etc.
" Work samples and portfolios - display depth and breadth of the child's learning in music. The portfolio should encompass the three strands of the curriculum. It can heighten the significance of the child's self-assessment and reflection on his work sample or portfolio collections.
" Projects - these allow students to work collaboratively in a shared musical experience. Examples of projects could include:
" Composing music to tell or accompany a story
" Designing a musical instrument
" Inventing a form of notation for a piece
" Composing a dance sequence
" Comparing and contrasting different pieces of music.
5. Children with Different Needs
Scoil Bhríde recognises that the teacher must be flexible in classroom planning and preparation to cater for children with differing needs. In most cases the child with a disability can participate in classroom music, with some modification or adaptation to his needs, particularly in the areas of performing and composing. Where a child experiences learning difficulty, plenty of encouragement and repetition of instructions will be necessary. Visual symbols and clues and reinforce theoretical concepts.
" The more able musical child should be encouraged at his pace while a child from a different cultural background needs to see the music from his culture recognised and valued along with the music of the other children in the class.
" Use a mixture of whole-class teaching and focused group work. A common lesson content might be used with all pupils but different groups of children could be set tasks of various complexities.
" Provide opportunities for children to record their work using drawing, modelling or ICT rather than just written.
6. Equality of Participation and Access:
" Scoil Bhríde recognises that a 'good' education cannot be based on one culture only, and where ethnic minorities form a permanent and integral part of the population, we do not believe that education should seek to iron out the differences between cultures, nor attempt to draw everyone into the dominant culture.
" Teachers are aware of the need to show a balance in the selection of songs in an all boys school such as Scoil Bhríde.
" All boys should have access to a wide range of instruments - loud and soft instruments; big or small ones.
" Children who learn an instrument outside school should be encouraged to accompany classroom singing & playing & to enrich the class programme in listening and performing.
" The strands of the curriculum provide a number of opportunities to develop an intercultural music perspective. The use of a wide range of musical styles will naturally extend into the three strands of the music curriculum. Below is an example (taken from the Department of Education & Science Intercultural Education In the Primary School Guidelines for schools) of how music could be incorporated as part of intercultural education in our school.


Organisational Planning
7. Timetable
Three hours per week is the minimum time allotted for Arts education which encompasses Music, Visual Arts and Drama. The blocking of time for Arts Education is at the discretion of the teacher. Allocating time over the course of a month or term and identifying opportunities for integration well in advance is the best approach for time allocation to music.
Teachers could decide to concentrate the available periods on one aspect of arts education at a time. Eg the concentration of the work for two or three weeks might be on dance, with a focus on listening to music, to be followed by a period in which the focus would be largely on visual arts (eg making percussion instruments) or on drama (eg composing and presenting music that tells a story).

8. Resources and ICT
There is an inventory of resources available for music of which each teacher has a copy. John Healy and Davina Sheridan are responsible for the inventory of music resources. The resources are stored centrally in the computer / learning support room. Resources are also purchased centrally and individual teachers are asked for input into possible new resources for music in our school.
The local library has popular operas on CD and books to accompany the CD's which they can lend to the school if required.
With regard to ICT, there is a code of practice to ensure safe Internet usage. Appropriate hardware & software are installed to ensure this safety. Undesirable website addresses are blocked. Individual teachers are aware of the importance of familiarising themselves with material on websites prior to use by the children. There is on-going monitoring of sites on the computer system in Scoil Bhríde.

Current Resources in Scoil Bhríde:
Instruments:
" Percussion instruments (2 sets)
" School keyboard
" Tin Whistle

CD's / Tapes:
" Lets Sing (set of CD's)
" Music in the Classroom (set of tapes)
" Set of popular music CD's
" Disney Songs Made Easy CD
" Down in the Meadow - CD featuring St. Joseph's School Choir
" Popular Christmas Songs Made Easy - CD
" Christmas Carols & Hymns Made Easy - CD
" Merry Christmas - CD
" The Music of Ireland - Set of 4 CD's
" Singing Made Easy - CD of 3rd / 4th class songs
" Singing Made Easy - CD of 1st / 2nd class songs
" Singing Made Easy - cassette of 1st 2nd class songs.
" New Music Box 3 / 5&6 CD's
" Music Box 2 cassette

ICT / Technology:
" Internet
" Digital Video Camera (recording)
" Set of CD Players
" Sets of headphones
" TV and DVD players

Books:
" Abc Three Fact sheets
" Composing in the Classroom (suitable for 9-11 year olds)
" Music Connections manual
" Music Connections piano accompaniments book
" Lets All Sing - (song book for all classes)
" The Music Book - (Prim Ed middle to upper primary)
" The Irish Times Music in the Classroom (teacher's manual)
" A Child's Island - (song book)
" Live - A Song
" Jazzbo Brown's School Songs
" Spring Songs
" Small Songs for Big People
" Autumn Songs
" Santa Goes to Ballytoy (Song book)
" Summer Songs
" New Music Box 2 / 3 / 4 / 5&6 (20 copies of 5&6)
" Upbeat 2 /3 /4 / 5&6 Classes
" Singing Made Easy - 1s t/ 2nd Classes
" Singing Made Easy - 3rd / 4th Classes
" Singing Made Easy - 5th / 6th Classes
" Pied Piper - books 2 & 4
" Music Box 2
" Music Time book 2

Other:
" Staff notation boards

Resources Required:
Of the suggested list of resources we have yet to buy are:
" Chime Bars
" Tuning forks
" High quality tape recorder / CD player to record pupil composition.
Resources are currently stored in the Computer room / Learning Support room.


9. Health and Safety
Scoil Bhríde recognises that when organising a music lesson, it is important to consider the following health and safety issues:
" Hidden dangers if children are moving around the classroom
" The level of sound in the room when using audio equipment and instruments.
" Ventilation
" The amount of space available for children to sit, stand or move
" Access to and transport of musical equipment
10. Individual Teachers' Planning and Reporting
The whole school plan for music in Scoil Bhríde will aim to provide help to the teacher. Teachers will plan using the strand and strand units in line with the school plan. They may use a thematic approach in their teaching. Teacher reports, plans and the Cuntas Miosiúil can be used to review and develop the whole school plan for the coming years.
Each teacher will strive to:
" Establish the work covered with the class through liaison with the previous class teacher/consultation with class records and use this information in planning the year's work.
" Select appropriate strands and strand units to devise a balance programme
" Use a wide range of teaching methods and approaches
" Devote an appropriate amount of time to strands and strand units
" Consider integration with other subjects when planning.
11. Staff Development.
" All teachers have access to reference books, resource materials, instruments, equipment and websites dealing with music. Resource books are stored in the office.
" CD's and tapes are stored in the computer / learning support room.
" Information about in-service courses, school visits and musical events are communicated to all through the staff notice board. Teachers are encouraged to attend in-service courses
" A number of music courses take place in the area each Summer. Staff members are encouraged and supported if they wish to avail of these.
" Staff members share any expertise acquired during planning days, staff meetings or through sharing notes received at such courses.
" Help is given to colleagues who need assistance and advice on the preparation and implementation of the music curriculum through informal discussion with other staff members - if they so with.
" Opportunities are provided for team-teaching in our school. This can be managed by way of arrangement between the individual teachers concerned.
" Whole school engagement in music takes place:
" School talent show
" Choir for school mass, 1st Communion and Confirmation
12. Parental Involvement
Parents can support their child in fostering an interest in music by:
" Singing together songs learned at school or elsewhere
" Listening to music together
" Playing with 'found' sounds
" Encouraging active listening
" Discussing attitudes towards and taste in music
" Allowing time and space to practise or improvise on an instrument
" Encouraging positive attitudes to music in general and to school based activities in particular.
" Attending school or classroom events, playing the role of critical listeners or supportive audience members or assisting in the supervision of movement of children.
13. Community Links
" Members of the community can be involved in supporting the music programme e.g. Ceoltas, Ceile Bands and local musicians.
Success Criteria
The following criteria will be used to assess the success of the plan. We will know the plan is being implemented if:
" Teachers' preparation is based on this plan
" Procedures outlined in this plan are being consistently followed

Indicators Teacher, parent and community feedback
" Children's feedback regarding enjoyment and skills and concepts development.
" Inspector suggestions/ reports.

We will know that the plan has promoted the key considerations of a broad and balanced music education programme and that is has enhanced pupil learning if:
" Children have a positive attitude and appreciation of music
" Children have an interest in expression through music
" Children engage in listening and responding, performing and composing music
" Children have explored sound including vocal sound, body percussion, instruments and environmental sounds
" Children have listened and responded to music from a wide variety of genres and cultures in a variety of ways
" Children sing songs appropriate to their vocal range from a wide variety of genres and cultures
" Children play a variety of instruments
Implementation

Roles and Responsibilities
The plan will be supported, developed and implemented by all teachers. John and Davina will co-ordinate the progress of the plan and will encourage and accept feedback on its implementation. We will also report back to the staff on findings. This plan will be monitored and evaluated on an annual basis by John and Davina.
Timeframe
It is our aim that the music plan will be implemented in September 2006.
Review
Roles and Responsibilities
It will be necessary to review this plan on a regular basis to ensure optimum implementation of the music curriculum in the school. Those involved in the review include:
" Teachers
" Pupils
" Parents
" Post holders/plan co-ordinator
" Board of Management
The review will be co-ordinated by Mr. John Healy and Ms Davina Sheridan

Timeframe
The school plan will be reviewed in June 2006 in order to update it and make any necessary amendments in preparation for the next school year.
Ratification and Communication
This plan will be presented to the Board of Management for ratification. It will be communicated to members of the school community as appropriate.


Internet Sites Containing Music Lesson Plans / Ideas:


INTO
http://www.into.ie/ROI/Interactive/ClassroomResources/Music/

Scoilnet
http://www.scoilnet.ie

Teachnet
http://www.teachnet.ie