Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

Select

Analyze

Responding
Integrate
Exploring Sounds

Evaluate
Listening and
Listening and Responding to
Responding Music Imagine

Song Singing Plan and Make

Creating
Irish Music U.S. National
Evaluate and
Primary Performing
Literacy Refine Common Core Arts
Curriculum Standards
Present
Playing
Instruments
Select
Composing
Improvising and Performing
Creating Analyze

Talking about and

Recording Interpret
Compositions
Rehearse,
Evaluate and Connecting
Refine

Present
Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

Adapted from: Adapted from:

National Council for Curriculum and Assessment of Ireland (NCCA). National Core Arts Standards.

Irish Music Curriculum (1999). 3rd grade standards.

3rd/4th class learning objectives. http://www.nationalartsstandards.org/sites/default/files/Music%20at%2

http://www.curriculumonline.ie/getmedia/6d3a3e34-69ed-464e-9d3e- 0a%20Glance%20rev%2012-1-16.pdf

002ab7e47140/PSEC04c_Music_Curriculum.pdf
Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

Strand: Performing
Performing
Strand Unit: Song Singing
Select
The children will be enabled to:
 demonstrate and explain how the selection of music to perform is
 sing from memory a widening repertoire of songs with
influenced by personal interest, knowledge, purpose and context
increasing vocal control, confidence and expression
Performing
 show greater control of pulse (steady beat) and tempo while
Analyze
singing well known tunes
 demonstrate understanding of the structure in music selected for
 understand the difference between beat and rhythm
performance
 perform familiar songs with increasing understanding and
 when analysing selected music, read and perform rhythmic patterns
control of pitch (accurate intervals) and extended vocal range
and melodic phrases using iconic and standard notation
 perform familiar songs with increasing awareness of
 describe how context (such as personal and social) can inform a
dynamics, phrasing (appropriate breaks in the music) and performance
expression
Performing
 notice differences created between the sections of songs in
Interpret
various forms
Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

Simple part singing  demonstrate and describe how intent is conveyed through expressive

 perform a rhythmic or melodic ostinato (a pattern that is qualities (such as dynamics and tempo)

repeated over and over) or a drone (long, held notes) to Performing

accompany a song Rehearse, Evaluate and Refine

 perform, in groups, simple rounds in two or more parts  apply teacher-provided and collaboratively-developed criteria and

feedback to evaluate accuracy of ensemble performances

 rehearse to refine technical accuracy, expressive quality, and identified

performance challenges

Performing

Present

 perform music with expression and technical accuracy

 demonstrate performance decorum and audience etiquette appropriate

for the context and venue

Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

Strand: Performing

Strand Unit: Playing Instruments

The children will be enabled to:

 discover different ways of playing percussion and melodic

instruments No directly comparable standards.

 use percussion instruments to show the beat or rhythm in

accompanying songs or rhythmic chants

 identify and perform simple, familiar tunes from memory or

from notation
Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

Strand: Performing

Strand Unit: Literacy

The children will be enabled to:

Rhythm

 identify and define the rhythm patterns of well-known songs

and chants

 recognise and use some standard symbols to notate metre

No directly comparable standards.
(time) and rhythm

 one beat (crotchet)

 half beat (quaver)

 one-beat rest (crotchet rest)

 two beats (minim) as rhythm patterns in stick notation in , or

time.
Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

Pitch

 recognise and sing familiar, simple tunes in a variety of ways

 recognise the shape (contour) of melodies on a graphic score

or in standard notation

 use standard symbols to identify and sing a limited range of

notes and melodic patterns: tonic solfa, gestures

 use standard symbols to notate simple rhythm and pitch.

Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

Strand: Listening and Responding

Connecting
Strand Unit: Exploring Sounds
 demonstrate how interests, knowledge, and skills relate to personal
The children will be enabled to: choices and intent when creating, performing, and responding to music

Environmental sounds o demonstrate selected musical ideas for a simple improvisation

 listen to and describe a widening variety of sound from an or composition to express intent, and describe connection to a

increasing range of sources specific purpose and context

o present the final version of created music for others, and

 classify and describe sounds within a narrow range: bird
describe connection to expressive intent
sounds: seagull, pigeon, jackdaw, starling
o demonstrate and explain how the selection of music to
 recognise and demonstrate pitch differences
perform is influenced by personal interest, knowledge,
Vocal sounds
purpose and context
 discover the different kinds of sounds that the singing voice
o demonstrate and describe how intent is conveyed through
and the speaking voice can make expressive qualities (such as dynamics and tempo)

 imitate patterns of long or short sounds vocally o demonstrate and describe how selected music connects to and

Vocal sounds is influenced by specific interest, experiences, or purposes

 identify pitch differences in different voices  demonstrate understanding of relationships between music and the

 explore the natural speech rhythm of familiar words other arts, other disciplines, varied contexts, and daily life
Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

Body percussion o improvise rhythmic and melodic ideas, and describe

 discover ways of making sounds using body percussion, in connection to specific purpose and context (such as personal

and social)
pairs and small groups
o describe how context (such as personal and social) can inform
Instruments
a performance
 explore ways of making sounds using manufactured and
o demonstrate performance decorum and audience etiquette
home-made instruments
appropriate for the context and venue
 explore how the tone colours of suitable instruments can
o demonstrate and describe how a response to music can be
suggest various sounds and sound pictures informed by the structure, the use of the elements of music,

and context (such as personal and social)

o evaluate musical works and performances, applying

established criteria, and describe appropriateness to the

context.
Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

Responding
Strand: Listening and Responding
Select
Strand Unit: Listening and Responding to Music
 demonstrate and describe how selected music connects to and is
The children will be enabled to:
influence by specific interest, experiences, or purposes
 listen to and describe music in various styles and genres,
Responding
including familiar excerpts, recognising its function and
Analyze
historical context where appropriate
 demonstrate and describe how a response to music can be informed by
 describe initial reactions to, or feelings about, his/her
the structure, the use of the elements of music, and context (such as
compositions and the compositions of others (recordings or
personal and social)
live performances), giving preferences
Responding
 respond imaginatively to longer pieces of music in a variety of
Evaluate
ways
 evaluate musical works and performance, applying established criteria,
 show the steady beat in listening to live or recorded music
and describe appropriateness to the context
accompanying songs or chants

 differentiate between steady beat and music without a strong

beat in music
Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

 recognise strong and weak beats, illustrating them through

gestures

 identify and describe the tempo of the music as fast or slow, or

getting faster or getting slower

 distinguish between sounds of different duration (long or

short) while listening to music

 identify some families of instruments

 respond appropriately to obviously different sections in a

piece

 discover two-beat time (like a march) and three-beat time (like

a waltz) by using gestures to accompany music

 experience six-eight time (like a jig)

Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

Creating
Strand: Composing
Imagine
Strand Unit: Improvising and Creating
 Improvise rhythmic and melodic ideas and describe connection
The children will be enabled to:
to specific purpose and context (such as personal and social)
 select different kinds of sounds (voice, body percussion,
 Generate musical ideas (such as rhythms and melodies) within a
untuned and tuned percussion, simple melodic instruments,
given tonality and/or meter
electronic instruments)

 portray a character, a sequence of events or an atmosphere in Creating

sound stories Plan and make

 invent and perform simple musical pieces that show a  Demonstrate selected musical ideas for a simple improvisation

developing awareness of musical elements or composition to express intent and describe connection to a

 recall, answer and invent simple melodic and rhythmic specific purpose and context

patterns, using voice, body percussion and instruments

Edmond Gubbins – 0900653 Artefacts – Curriculum Mapping

Creating

Present

 Present the final version of personal created music to others, and

Strand: Composing describe connection to expressive intent

Strand Unit: Talking about and Recording Compositions

Creating
The children should be enabled to:
Plan and Make
 describe and discuss his/her work and the work of other
 Use standard and/or iconic notation and/or recording technology
children
to document personal rhythmic and melodic musical ideas
 devise and use graphic symbols and/or use standard notation
Creating
to record simple musical patterns and inventions
Evaluate and Refine
 record compositions on electronic media
 Evaluate, refine and document revisions to personal musical

ideas, applying teacher-provided and collaboratively-developed

criteria and feedback