irish dance music essay leaving cert

This is a sample of a Leaving Cert Music Essay covering *Irish Music Dances*

This can appear in Question 5 of the Listening Paper under the essay section.

Essay in PDF format.

You must log in and be a buyer of this download to submit a review.

Username or Email Address

Remember Me

Muinteoir Cole

Join our community today.

Launching a store to sell your teaching resources is a breeze. If you’ve crafted a resource that resonates well with your class, this is your chance to share it with other educators and earn some extra cash for your efforts.

• OUTREACH PROGRAMME
• MUSIC AT WORK PROGRAMME
• WALTONS WORLD MASTERS SERIES
• WALTONS RTÉ LYRIC FM MUSIC FOR SCHOOLS COMPETITION

Online Resources for Leaving Cert. Music Students

Online resources, for leaving cert. music students, waltons new school of music.

This page includes:

Comprehensive information on the syllabus and exam. Information and YouTube videos of all Prescribed Works. Useful websites for Leaving Cert. Music students. Links to all third-level music programmes in the Republic and Northern Ireland.

The Syllabus

Performance element, music technology option, past exam papers.

Click here for a copy (in pdf format) of the current Leaving Cert. Music syllabus.

The performance element of the Leaving Certificate Music exam offers a wide range of choices for the student. Following is an excerpt from the current syllabus, which provides a brief description of the options available. Leaving Cert. Music students can be prepared for any of these options at Waltons New School of Music.

2.1.1 Performing

All students offering at Ordinary level must present performing as outlined in (a) and (b) below:

(a) Singing and/or playing individually; or Singing or playing as a member of a musical group; or Rehearsing and conducting a musical group; and (b) Singing or playing a sight reading test; or Singing or playing an aural memory test; or Singing or playing an unprepared improvisation.

2.1.2 Performing requirements

(a) Ordinary level students must perform: (i) two prepared songs or pieces and (ii) one unprepared test (i.e. either a sight reading test or an aural memory test or an improvisation)

(b) Higher level students must perform: (i) three songs or pieces and (ii) one unprepared test (i.e. either a sight reading test or an aural memory test or an improvisation).

(c) Higher level students may, as an alternative, present: (i) two Ordinary level performing activities and (ii) the appropriate Higher level sight reading test or aural memory test or improvisation.

(d) All students should show appropriate musical and technical fluency.

(e) In individual performing, other than performing on traditional Irish instruments, accompaniments should be included as appropriate.

(f) In performing traditional Irish music, some use of ornamentation will be required at Ordinary level, where this is appropriate; at Higher level, proficiency in the use of appropriate ornamentation will be required.

(g) In group performing, students must show an ability to hold their own musical line and contribute musically to its interpretation.

(h) In certain circumstances, students may, with prior permission from the Department of Education, present performing for assessment using an audio or audiovisual medium.

(i) No specific programmes are given. The criteria for choosing music for performing at Ordinary level and Higher level are set out in appendix E.

2.1.3 Higher level Elective in Performing

Students taking this elective are required to perform a programme of approximately 12 minutes’ duration that reflects a further expansion of the Higher level essential performing activity.

APPENDIX A • SINGING OR PLAYING INDIVIDUALLY

(a) Ordinary level and Higher level students may present performing under this heading.

(b) Students should note the performing requirements outlined in 2.1.2.

(c) The criteria for choosing music are given in appendix E.

(d) Presentations under this heading may include individual singing and/or playing of traditional and popular musical genres as well as classical art works.

(e) Three different options are possible under this heading:

Option 1: singing individually Option 2: performing individually Option 3: demonstrating an ability to understand and to use microtechnoloqy music-making systems.

For Option 3, students will be expected to demonstrate an ability to:

• input via electronic instruments (and/or conventional instruments with electronic controllers providing a MIDI interface) a musical score of at least two real parts;
• save, retrieve and edit that score (e.g. change rhythms, pitch, dynamics, timbres, etc.);
• produce a taped and/or printed final version.

In addition, Higher level students must demonstrate an ability to compile and perform to their own prepared recording or to play at least two pieces from the standard repertory for electronic instruments.

Below is is a summary of the requirements for Leaving Cert. Music students choosing the Music Technology option. Students can be prepared for this option through private music technology lessons at the New School or through our Leaving Cert. Music Technology Workshop .

• Backing track to consist of at least 32 bars. Candidates must show evidence of / describe the compiling of the backing track
• Backing track to consist of at least three parts/lines of at least 32 bars each. Candidates must show evidence of / describe the compiling of the backing track.

Candidates presenting the Music Technology option will be required:

• To state the medium / system / software he / she will use to input lines / parts / tracks and to name the edits they intend to make.
• To input all or part of each line / part / track, at the discretion of the Examiner.
• To make the required number of edits. Edits should make musical sense.
• To demonstrate the ability to produce a tape or printed score. While the tape or score may be produced in advance on the day of the examination, the candidate will be required to demonstrate the procedure involved to the Examiner.
• To perform the required number of pieces, if presenting Higher level core (one activity) or Higher level elective (one activity).

Methods of inputting, as defined in the syllabus, must be via electronic instruments and/or conventional instruments with MIDI controllers/interface. Music may also be input by use of the mouse directly onto the stave using appropriate notation software. Inputting may be in real time or step time. Teachers and candidates are reminded that copying and pasting is not a valid method of inputting unless the music copied was first input by the candidate.

Music to be input should be at least 16 bars long and of an appropriate degree of difficulty.

Past exam papers for Leaving Cert. Music are available in pdf format (readable with Adobe Reader) in the Exam Material Archive on the State Examinations Commission website.

Resources on the Works

Group a on youtube, group b on youtube, the prescribed works group a (2023, 2024, 2025).

Bach: Cantata BWV 78 Tchaikovsky: Romeo and Juliet Fantasy Overture Mercury/Queen: ‘Bohemian Rhapsody’ Barry: Piano Quartet No. 1

The Prescribed Works Group B (2026, 2027, 2028)

Mozart: Piano Concerto No. 23 in A Major Berlioz: Symphonie Fantastique , Parts II and IV The Beatles: Songs from Sergeant Pepper Deane: Seachanges (with Danse Macabre)

Resources on the Prescribed Works

The following resources (in pdf format) were produced by the Post-Primary Music Teachers Association and are available to download on Google Drive:

• Prescribed Works Group A
• Prescribed Works Group B
• Irish Music

The Contemporary Music Centre also has useful study study notes available on Gerald Barry’s Piano Quartet No. 1 and Raymond Deane’s Seachanges (with Danse Macabre) :

• Piano Quartet No. 1 Study Notes
• Seachanges (with Danse Macabre) Study Notes

Johann Sebastian Bach Cantata BWV 78

Pyotr ilyich tchaikovsky romeo & juliet fantasy overture, freddie mercury / queen ‘bohemian rhapsody’, gerald barry piano quartet no. 1, wolfgang amadeus mozart piano concerto no. 23, hector berlioz symphonie fantastique, ii (a ball), iv (march to the scaffold), the beatles songs from sergeant pepper, ‘sgt. pepper’s lonely heart’s club band’, ‘when i’m sixty-four’, ‘she’s leaving home’, raymond deane seachanges (with danse macabre), useful websites, third-level music programmes, third-level music programmes in the republic and northern ireland.

• Ballyfermot College of Further Education
• BIMM Institute Dublin
• CIT Cork School of Music
• Dublin City University
• Dublin City University, Institute of Education
• Dundalk Institute of Technology
• Griffith College Dublin, Music & Multimedia
• Irish World Academy of Music and Dance
• NUI Maynooth
• Queen’s University Belfast
• Royal Irish Academy of Music
• St. Patrick’s College, Drumcondra
• Trinity College Dublin
• TU Dublin Conservatoire
• Ulster University
• University College Cork
• University College Dublin
• University of Limerick, Mary Immaculate College
• Waterford Institute of Technology

• Academic Calendar • Hours
• Teaching Faculty
• Administration
• Reviews • Testimonials
• Your Feedback
• Job Opportunities
• New School Regulations
• COVID-19 Safety Policy
• Child Protection Policy
• Dignity at Work Policy
• Fire Safety Policy
• Environmental Policy
• Tuition Assistance Policy
• Privacy Policy
• Tuition Options
• Online Tuition
• Drums • Percussion
• Guitar • Bass • Ukulele
• Piano • Keyboard
• String Instruments
• Traditional • Folk • World Instruments
• Voice (Singing)
• Wind Instruments
• 5-String Banjo
• Summer Bodhrán
• Guitar for Adults
• Summer Guitar for Adults
• Guitar for Children
• Guitar for Teens
• Irish Fiddle
• Summer Irish Fiddle
• Piano/Keyboard for Adults
• Summer Piano/Keyboard for Adults
• Piano/Keyboard for Children
• Singing for Adults
• Summer Singing for Adults
• Tin Whistle
• Summer Tin Whistle
• Ukulele for Adults
• Summer Ukulele for Adults
• Ukulele for Children
• Violin for Adults
• Summer Violin for Adults
• Violin for Children
• World Drumming
• Acoustic Blues Guitar Basics
• Jazz Piano Basics
• Jazz Vocal Workshop
• Musical Theatre Workshop
• Trad Guitar Basics
• Collaborative Songcamp
• Music Fundamentals
• Sight Singing Made Easy
• Songwriting Workshop
• The Art & Craft of Songwriting
• Preliminary Course
• Two-Year Course
• Easter Revision Course
• Pre-Exam Revision Workshop
• Music Technology Workshop
• Online Resources for Leaving Cert. Students
• Private, Partner & Intensive Lessons
• Introducing Music Technology
• Summer Music Technology Essentials
• Ableton Live Basics
• Leaving Cert. Music Technology
• Music Technology for Teens
• Free Music-Making Software
• Making Music (Ages 3-4)
• Musical Adventures (Ages 4-5)
• Musical Explorations (Ages 5-6)
• Music for Me Parent Participation
• Music for Me FAQs
• Flute Ensemble
• Jazz Ensembles
• Rig-a-Jig • Irish Traditional Music Group
• Sing & Swing Jazz Vocal Ensemble
• Sing Your Heart Out Choir
• String Ensemble
• Ukulele Ensemble
• Trad Slow Sessions
• Intensive Lessons
• Irish Music Tasters
• Summer Programme
• Lessons • Ensembles
• Group Courses for Adults • Teens
• Group Courses for Children
• Leaving Cert. Music Courses
• Summer Term
• Term Re-enrolment
• Gift Certificates • Gift Cards
• Practice • Rehearsal Rooms
• Outreach Programme
• Music at Work Programme
• Tuition Assistance
• Enrolment FAQs
• First • First-Second • First-Third Terms
• First Term Late Enrolments
• Second • Second-Third Terms
• Second Term Late Enrolments
• Third Term Late Enrolments
• Summer Term Late Enrolments
• Scholarships • Prizes
• Gift Options
• School Concerts
• Practice • Rehearsal Facilities
• Student Benefits
• Grade Exam Syllabi by Instrument
• About the New School
• About Music Education
• About Our Stage System
• About Music Grade Exams
• Practice Tips
• Twelve Benefits of Music Learning
• Careers in Music
• Useful Links

Cookies & Privacy

10 Leaving Cert Music Tips

Special contributor: Shannon Boyle, LC Music teacher , breaks down the Leaving Cert Music (Higher Level) exam into 10 clear tips for a better grade.

Set A and Set B Music Notes are now available to purchase

Listening Paper

The listening paper examines your knowledge of the four set works, Irish traditional music and general music theory.

1. Ensure that you are adequately prepped for these questions, knowing your definitions for each section – e.g. for Bach be able to define things like cantata, figured bass, ritornello and for Barry know all your techniques such as retrograde, inversion, polymetre etc.

2. If a question asks you to describe , a one word answer will not receive full marks. For example if it asks you to describe the rhythm of the piece and you say ‘syncopation’, you must display that you know what that word means and how it affects the music. Eg. The rhythm here is syncopated as the rhythm of the violin emphasises the weaker beats, the second and fourth beat of each bar.

3. Know the difference between a melodic, compositional, rhythmic and instrumental technique . A melodic technique only concerns the melody and cannot refer to rhythm. This may appear obvious but people lose marks for this every year. A melodic technique includes wide leaps, wide range, repeated notes, whereas a rhythmic technique can be syncopation or dotted rhythm. Compositional techniques are things like retrograde, inversion, canon – things the composer has done to the melody. Instrumental techniques can include pizzicato, arco, senza vibrato. If it doesn’t specify which type of technique it is looking for then you are more free in your answer but if it states give a compositional technique then repeated notes will not receive marks.

4. Question five concerns Irish Traditional Music and will include three listening excerpts and an essay. The listening section is quite predictable and usually examines the dance types, sean nos singing and fusion . You need to know traditional and non-traditional features of ITM and features of the traditional sean nós singing. The most common dance types to come up are reel, hornpipe, jig, slip jig. You need to know their time signature and a typical bar of rhythm.

5. The trad essay often suffers due to students providing answers that aren’t detailed enough. The examiner is looking for facts about the topic not a general, vague synopsis. Four options come up for the essay so be tactical  in what you study. You can get away with not knowing every topic but do not leave yourself short on the day. Many topics overlap slightly – you can mention Sean O Riada briefly in a céilí band essay, he is an example of a composer who uses fusion and he can come up in his own right. You need a knowledge of sean nós and the dance tradition for the listening so these can also be handy answers to prepare.

6. Question six is completely unprepared and the only thing you can do is practice past papers . There is often an element of dictation to this, a comment on the style of the piece, identification of instruments and features. You need to show the examiner that you can analyse music here. Again if it says describe, do not give one word as an answer. If it asks you to describe Brahm’s use of dynamics simply saying loud will not get full marks.

Composing Paper

The composing paper features some choice but I will be discussing question 1 and question 5 as they are most common and do overlap with the other options.

7. It is incredibly difficult to obtain full marks in the melody question but there are steps you can take to avoid unnecessary deductions .

a) You must pick an instrument for your melody

b) You must have enough beats in a bar (have the correct amount for each phrase if it has an upbeat)

c) It must have barlines

d) It must include dynamics which make sense

e) It must have phrasing

f) It has to modulate to the dominant if in a major key

8. The Q1 option of the composing section is development of a given opening , so you must analyse the phrase they give you. Do they use any interesting leaps? What type of rhythm do they use? What chord is bar 1 and 2 based on?

You can develop the opening by using retrograde, inversion, putting it up/down the octave, omitting/altering passing notes, changing the rhythm. There are plenty of ways to alter it but ensure you show the examiner that you understand that this is a development of the existing phrase.

9. The backing chord question (Q5) is worth sixty marks so give it plenty of practice and allow enough time to check over it in the exam.

Pick the chord that best fits the bar – if you’re in the key of D and there is a D, G, B in the treble clef then the chord of D is weaker than the chord of G because the bar includes all notes of the G chord. Remember you cannot repeat chords but you can use inversions.

10. Use and develop the bass pattern provided but also make your bassline interesting by adding your own ideas in places and including a falling bass where possible.

Finally – Bring a pencil, a rubber, a topper – no one wants to read a melody scribbled in pen! Highlight key words of the listening paper and make sure your answer makes sense.

You may also like:

Leaving Cert Music Syllabus

Sign Up to Our Mailing List

Leaving Cert Music

This comprehensive two-year course is aimed at students intending to sit the Leaving Certificate Music exam with the Department of Education.

Held every Saturday and taught by Kim Fallen Bailey , this popular course offers students the opportunity to prepare for the music syllabus outside of school.

The course covers all aspects of the written papers for Leaving Cert Music. This includes melody writing and composition, set works, Irish music and unprepared history.

It is the student’s responsibility to enter this examination through his/her Secondary School. The course commences in September of each Academic year. 

Applications for the Two Year Leaving Certificate Course

© 2024

Web Design and Development by Annertech

⚠️Want a FREE 2024 Study Planner?

• Feb 4, 2023

Leaving Cert Irish Essays: A Guide for Students

Updated: Feb 17

Introduction

The Leaving Certificate Irish exam is a major challenge for students in Ireland, and one of the most difficult parts of the exam is the essay section. This section requires students to write a comprehensive and well-written essay in Irish on a topic of their choice. To help you prepare for this challenge, we have put together this guide to Leaving Cert Irish essays .

Choosing a Topic

The first step in writing a successful Leaving Cert Irish essay is choosing the right topic. The best topic is one that you are passionate about and that you have a good understanding of. It is also important to choose a topic that you can write about in a concise and structured manner. Here are a few tips to help you choose the right topic:

Choose a topic that you are familiar with

Choose a topic that you have a strong opinion on

Choose a topic that you can write about in a structured manner

Choose a topic that is relevant and up-to-date

Research and Preparation

Once you have chosen a topic, the next step is to do research and preparation. This involves gathering information about your topic and organizing it into a structure that you can use to write your essay. Here are a few tips to help you with your research and preparation:

Gather information from a variety of sources, including books, websites, and news articles

Take notes as you research to help you organize your thoughts

Use a mind map or outline to organize your information into a structure that you can use to write your essay

Make sure that you understand the key points of your topic and that you can explain them in your own words

Writing the Essay

Once you have done your research and preparation, it's time to start writing your essay. Here are a few tips to help you write a successful Leaving Cert Irish essay :

Start with a strong introduction that grabs the reader's attention and sets the tone for the rest of the essay

Use a clear and concise structure, with an introduction, body, and conclusion

Use examples and evidence to support your points

Use clear and concise language, and avoid using complex or technical terms unless necessary

End with a strong conclusion that ties together the main points of your essay

The Leaving Cert Irish essay is a challenging part of the exam, but with the right preparation and attention to detail, you can write a successful essay. By following the tips in this guide, you can choose the right topic, do your research, and write a well-structured and well-written essay that will impress the examiners and help you achieve a high grade. Good luck with your essay!

Are you a Leaving Certificate student looking to improve your grades and reach your full potential?

Look no further! Our grinds service offers personalized tutoring from experienced and qualified teachers. Our tailored approach ensures that you receive the support and guidance you need to excel in your exams and achieve your goals.

With our help, you will be well-prepared and confident on the day of your exams. Don't miss out on this valuable opportunity – contact us today to learn more and start achieving your dreams!

Recent Posts

Leaving Cert Irish Oral - Sláinte na nÓg Seachtain na Sláinte

Leaving Cert Irish Oral - An Ghaeilge: seoid luachmhar agus cuid dár gcultúr

Leaving Cert Irish Oral - Mé Féin agus Mo Theaghlach (Guide)

Listening - Irish Music Essay

Videos from the community ( 0 ).

Why not start the community off by adding a post or uploading a resource?

Notes from the community ( 0 )

Websites from the community ( 0 ).