Intercultural Education in the Post-Primary School - National Council ...

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• incorporate performance contexts whichinclude costume, movement, scenery, etc.• invite local musicians from othertraditions and cultures to perform to thestudents• utilise talents within the schoolcommunity of staff, students and parentsto present items from other cultures• identify and compare different types ofresponse to music performance• develop a sense of integrity and respectfor group decisions concerning musicstyle and performance• encourage participative roles in groupactivities which demonstrate initiativefor the good of the whole ensemble.2. To develop aural perception in itsbroadest sense and to foster anawareness and an appreciation of themusic of the past and of the present,and of its role in our own as well asother environments.An inclusive music programme will• refer to background cultures in the studyof songs and works from other cultures(Set Songs and Set Works)• select pieces (Choice Songs and ChoiceWorks) which offer opportunities toencounter unfamiliar cultures andtraditions• discuss the significance of the role ofmusic in these cultures• consider genres and styles whichhighlight diversity and difference whenselecting topics for the general study• use video and live performance oftraditional Irish music to strengthen theunderstanding of the relationshipbetween music and culture• explore differences and similaritiesbetween examples of music fromdifferent parts of Ireland and differentparts of Europe and the world• observe the different roles music cantake in ceremony and social function,within Ireland and beyond• identify and investigate characteristics ofmusic associated with particularcontexts, purposes and styles in past andpresent cultures• explore music as an expression ofstruggle and hope, dealing with themesof conflict and peace, of liberation anddiscrimination.3. To provide sufficient musical experienceand factual information to enable thestudents to develop and practiselistening and composing skills withgreater understanding and interest, andto support performing skills with amore informed awareness of the relatedand necessary underlying facts.An inclusive Music programme will• expose students to a variety of notationsystems (tonic solfa, numbering, nonwestern,tablature, graphic, etc.)• investigate the dominance of the westernmajor/minor tonality• explore the growth of popular music,the effect of technology of music styles,the influence of the guitar with itstonic/dominant tuning• involve students in collaborativecompositional activities that demandrespect for the contributions of others.A detailed audit of the opportunities forincluding intercultural themes in Music aswell as sample lessons can be found on theCD-ROM and at www.ncca.ie.Physical EducationAmongst the aims of the Junior CertificatePhysical Education syllabus is ‘to promotepositive attitudes towards participation inphysical activity and towards co-operation72Intercultural Education in the Post-Primary School
INTERCULTURAL EDUCATION ACROSS THE CURRICULUM 5with others in that participation’. This andmany of the other aims of the physicaleducation programme are compatible withand supportive of intercultural educatione.g. ‘develop in students an ability to makeinformed judgements…’; ‘to enablestudents to take responsibility for theorganisation and development of theirlearning…’. The P.E. curriculum embodiesmany values and skills central tointercultural education, e.g. awareness ofthe impact of many cultures on sport/danceand the similarities and diversity whichexists; the importance of fair play; theability to communicate and work in groups(co-operating, resolving disagreementpeacefully and demonstrating respect forthe opinions of others, etc). The underlyingprinciples and approaches to physicaleducation foster an acceptance of successand failure and provide challenges andachievement for all students throughpersonal goal setting, co-operative gamesand group work.Within an inclusive Physical Educationprogramme:• Students receive many opportunities todevelop self-esteem and confidence, as aresult of their experience within a broadwell-balanced programme, which catersfor the needs of all students.• Students develop the ability to identifyand challenge unfairness within physicalactivities and learn to respect theplayers, officials and rules associatedwith each activity.• Students should experience a balance ofcompetitive and non-competitiveactivities thus fostering a lifelong interestin sports/leisure.• Students develop an awareness of theorigins and history of many games andthe modification of games over theyears. Students may also be exposed to arange of different dance formsrepresenting and celebrating a diversityof cultures/traditions (folk dance, linedance, salsa dance etc.).Intercultural Education in the Post-Primary School 73
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INTERCULTURAL EDUCATION IN THE POST
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CONTENTSINTRODUCTIONiCHAPTER 1 The
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INTRODUCTIONEducation is therefore
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Chapter 2 articulates the major ele
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The Context of Intercultural Educat
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THE CONTEXT OF INTERCULTURAL EDUCAT
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Page 37 and 38: SCHOOL PLANNING 3STUDENT COUNCILSAs
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Page 41 and 42: SCHOOL PLANNING 3ensure this is add
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Page 129 and 130: GLOSSARYPositive profilingA form of
Page 131 and 132: BIBLIOGRAPHYIreland, Department of
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NCCANational Council for Curriculum
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