Creative Arts: Music

2.1 Key unit competence

Accompanying songs with sounding instruments.

2.2 Generic competences

Inviting learners to sing commonly known songs accompanying them with sounding instruments. Asking them where sounding instruments are used to accompany the songs.

2.3 General objectives

• Allying the song with dance.

• Accompanying the song with different sounding instruments.

• Fine tune the voice.

• Show Rwandan values.

2.4 Cross cutting issues to be considered

2.4.1 Peace and Values Education

This appearing when learners are listening attentively to the teacher when teaching a song and when they are singing in groups and making discussions in harmony.

2.4.2 Gender balance

This is perceived when teacher form groups of learners and mixes boys and girls so that they sing together. The teacher invites learner to form groups without discrimination and give them the equal opportunities to give answers, views and assistance.

2.4.3 Inclusive education

They are some learners who are not able to imitat the rhythm of the song due to different physical disabilities. The teacher forms the group and they do what they are able to do, and provides them speci al assistance in their groups. During the assessment, the teacher gives them the opportunity to sing even if they can not sing correctly, the teacher encourages them.

There also other learners who are shy to sing in public, they are also grouped together with others while singing and the teacher encourages them during assessment, teacher appreciate what they tried to do.

How to introduce the unit

The teacher introduces the lesson by giving an exercise of singing. They can sing one by one or in small groups, and then sing a song which is commonly known or learnt in the last units.

5 Lessons

2.6 Plan of activity

Introduction

• Showing learners pictures or photos: The teacher shows learners pictures or photos s/he has prepared according to the lesson.

• Asking learners to comment on the pictures or photos and asking them different questions that leads to the new lesson.

Body of the lesson

• listening attentively to the new song. The teacher sings the new song once slowly, showing possible emotions. (as much feelings as possible)

• Singing the song once again and asking learners to listen carefully words which are in the song and its rhythm.

• Observing and imitating to the rhythm of the song: the teacher shows how the song is sang respecting the rhythm.

• Inviting learners to list difficult words that are in the song.

• Explaining difficult words which are given by the learners and others prepared by the teacher.

• Explain briefly to each other what the song is about.

• Imitating the new song: The teacher sings one verse and then s/he asks the learners to repeat it. At the end, s/he invites the learners to perform the whole song together with him/her.

• The teacher invites learners to sing the song alone, then after they sing respecting its rhythm.

Assessment:

Perfoming the song: The teacher assesses whether the learner can perform the song by imitating what is being said in the song and respecting its rhythm. The teacher invites the learners, one by one to sing the verse of the song. They can also perfom the song in their groups and after the whole class.

Lesson one: Songs about Politeness

Specific objectives

• Allying the melody and sounding instruments respecting the rhythm of the song.

• Fine tune the voice.

• Singing in public.

• Show politeness.

Learning and teaching materials

• Pictures or photos showing acts of politeness (greeting people, leaving the place for old people, helping tired people, etc)

• Various sound instruments used in music (drum, can, jerry can, …) .

• Audio equipments.

Methodology:

Introduction:

• The teacher helps learners to form and join the groups.

• Learners in their groups sing the song about politeness.

• After, the teacher asks various questions that lead to the new lesson.

Examples:

1. Mention all the elements that characterize a polite child.

= Showing respect, being wise, he replays correctly and honestly.

2. How can you help your colleague of the same generation who behaves badly?

= Serving him/her as an example, giving him/her pieces of advice.

Body of the lesson

• Showing learners pictures or photos. The teacher shows learners pictures

or photos showing acts of politeness in general using learning and teaching

materials. Learners observe attentively what the teacher is showing them.

• The teacher invites learners to report what they see on the photos or on the pictures.

Songs to be taught:

The teacher selects one of the following songs after listening and practicing

(revising) them to choose one which is easy for learners (to learn).

(using equipments used to play the music)

Song 1: Gira ikinyabupfura

Gira ikinyabupfura mwana w’ u Rwanda, gira ikinyabupfura.

Aho unyura hose mwana w’ u Rwanda iheshe agaciro.

Ubaha abo mu ngana n’ abakuruta, abo uruta bose nabo ujye ububaha, nibigera ku barezi n’ ababyeyi ubigire akarusho

Assessment

The assessment is done in two categories: Questions related to singing and those related to the topic.

Singing

The teacher assesses learners on singing following the assessment guidelines provided in the introduction of this unit.

Questions related to the theme of the song

1. Who can tell me the message of this song?

2. What lesson have you learnt from this song?

Lesson Two: Songs about hygiene

Specific objectives:

• Ally the melody and sounding instruments respecting the rhythm of the song.

• Fine tune the voice.

• Singing in public.

• Maintain hygiene wherever you are.

Learning and teaching materials:

• Pictures showing hyieginic activities (washing body, sweeping, cutting bushes, collecting papers in the dustbin, mopping, cleaning the classrroom, etc)

• Various sounding instruments (drums, cans, jerrycan, etc

• Equipements used in music.

Methodology:

Introduction:

• The teacher helps learners to form and join the groups.

• Learners in their groups sing the song about hygiene thet they know.

• After that, the teacher asks various questions that lead to the new lesson.

Body of the lesson

• Showing learners pictures or photos. The teacher shows learners pictures  or photos showing hygienic activities (politeness acts) in general using learning and teaching materials. Learners observe attentively what the teacher is showing them.

• The teacher invites learners to report what they see on the photos or on the pictures.

Songs to be taught:

• The teacher selects one of these song listening (using equipments used to play the music) and practicing them, to see the one which is suitable for the time allocated.

• The teacher invites the learners to sing the song using sounding instruments.

• The teacher asks learners the message which is in the song.

• The teacher teaches the following song after listening and practicing it very well using equipments used to play music.

Song 1: Isuku rusange

1. Isuku ni ngombwa bana b’ u Rwanda, kuko ariyo soko y’ ubuzima.

2. Dusukure neza aho dutuye, isuku ni isoko y’ ubuzima

3. Tujugunye imyanda aho yagenewe isuku ni isoko y’ ubuzima

4. Dusukure ishuri n’impande zaryo, isuku ni isoko y’ ubuzima

Assessment

The assessment is done in two categories: Questions related to singing and those related to the topic.

Singing

The teacher assesses learners on singing following the assessment guidelines provided in the introduction of this unit.

Questions related to the theme of the song

Why is necessary to maintain hygiene?

According to the song, give two places where it necessary to keep clean.

Lesson Three: Songs about the unity and reconciliation and environment

Specific objectives

• Ally the melody and sounding instruments respecting the rhythm of the song.

• Fine tune the voice.

• Singing in public.

• Have the culture of unity and reconciliation and environmental protection.

Learning and teaching materials

• Pictures or photos showing the culture of unity and reconciliation (requesting apologizing and forgiving, hugging, children showing act of commitment, etc)

• Pictures showing different environmental elements.

• Various sounding instruments (drums, cans, jerrycan, etc)

• Audio equipmet.

Methodology

Introduction:

• The teacher helps learners to form and join the groups.

• Learners join their groups and sing the song they know about hygiene.

• After that, the teacher asks various questions that lead to the new lesson (Unity and reconciliation and environment).

Examples:

1. What are the importance of unity and reconciliation?

= It helps people to live in peace.

= It helps to prevent conflicts.

= It serves as a mediation among people.

= It helps to unite families.

2. Give any three examples of environmental elements you know.

= Trees, animals, rivers, lakes, mountains, etc

3. What are the importance of trees?

= Trees give wood, from trees we make furniture, they t help in rain

formation, trees protect soil against erosion, they also give air, ...

Body of the lesson

• Showing learners pictures or photos: the teacher shows learners pictures or photos showing people in the scene of the unity and reconciliation or environment elements using learning and teaching materials. Learners observe attentively what the teacher is showing.

• The teacher invites learners to report what they see on the photos or on the pictures.

Songs to be taught:

• The teacher selects one of these song listening (using equipments used toplay the music) and practicing them, to see the one which is suitable for the time allocated.

• The teacher invites the learners to sing the song using sounding instruments.

• The teacher asks learners the message which is in the song.

• The teacher teaches the following song after listening and practicing it very

well using equipments used to play music:

Song 1: Ubumwe ni bwiza

1. Muze tuburirimbe, ducinye akadiho, duhore twishimye, duharanire

ubumwe, ubumwe mu bantu, ubumwe, ubumwe.

2. Ubumwe ni ngombwa, mu bana b’ uRwanda, ubumwe ni bwiza. Bujye

buturanga, aho turi hose, ubumwe, ubumwe.

3. Tubutoze abandi, tubane twishimye, dusabane, dufatanye mu rukundo,

kubaka u Rwanda, mu bumwe, mu bumwe.

Song 2: Bidufitiye akamaro

Ibidukikije bidufitiye akamaro.

Tubifate neza bidufatiye runini:

Ntitwabaho nta mazi, ntitwabaho nta mwuka, ntitwabaho nta butaka,

ntitwabaho nta bimera,

Song 3: Ibyiza by’iwacu

Karisimbi na Muhabura ni ibirunga byacu

Nyiragongo na Sabyinyo ni ibirunga byacu

Karisoki na Bisoke ni ibirunga byacu.

Nyabarongo n’Akagera ni imigezi yacu

Sebeya na Rukarara ni imigezi yacu

Akanyaru na Mbirurume ni imigezi yacu

Mugesera na Muhazi ni ibiyaga byacu

Kivu, Burera na Ruhondo, Nasho na Rwanyakiziga ni ibiyaga byacu

Nyungwe, Gishwati Mukura ni amashyamba yacu

Akagera n’ibirunga ni pariki zacu nayo twitereye iwacu

Huye, Jari, Sekinnyage ni imisozi yacu Saruheshyi, Mont Kigali Nyakizu, na Rebero.

Song 4: Twite ku bidukikije

1. Muze mwese twite kubidukikije bidufitiye akamaro, twirinde

kubyangiza, ahubwo tubisigasire.

2. Mu bidukikije twavuga nk’ amashyamba aduha umwuka mwiza, akurura

imvura hose, nimuze tubisigasire.

3. Niba utemye igiti tera n’ ibindi bibiri, ufate neza ubutaka, teraho ibyatsi 

birwanya isuri, nimuze twite kubidukikije.

4. Mu byiza by’ u Rwanda harimo n’ ibirunga bicumbikiye ingagi, zikurura

 bamukerarugendo, nimuze tuzisigasire.

Assessment

The assessment is done in two categories: Questions related to singing and

those related to the topic.

Singing

The teacher assesses learners on singing following the assessment guidelines

provided in the introduction of this unit.

Questions related to the theme of the song

1. Ubumwe ni bwiza

a) What message have you gained from this song?

b) What can you do for your colleague who has betrayed you? Explain briefly.

c) What can you do for your colleague who betrayed you when s/he comes to ask you pardon?

2. Bidufitiye akamaro:

a) Give an example of environmental element which is located near your home or your school.

b) Explain briefly the importance of environment (like water, plants and animals).

3. Ibyiza by’iwacu:

a) What message have you gained from this song?

b) Give touristic things meet in Rwanda that are mentioned in this song. 

Volcanoes, forests, lakes, montains, rivers, etc

c) According to the song, mention the importance of environment.

4. Twite ku bidukikije:

a. What message have you gained from this song?

b. Give touristic things in Rwanda that are mentioned in this song?

Volcanoes, forests, lakes, mountains, rivers, etc

c. According to the song, mention the importance of environment.

Lesson Four: Songs about Rwandan culture and health

Specific objectives

• Ally the melody and sounding instruments respecting the rhythm of the song.

• Fine tune the voice.

• Singing in public.

• Love and preserve Rwandan culture and take care of health.

Learning and teaching materials

• Pictures or photos showing some of the element of Rwandan culture (coat of arms, spears, traditional house, Churn, baskets, etc)

• Pictures or photos showing different activities of health preservation (Preparing balance diet, cleaning, having medical care, insurance card, etc)

• Various sounding instruments (drums, cans, jerry can, etc)

• Audio equipment.

Methodology:

Introduction

• The teacher helps learners to form and join the groups.

• Learners join their groups and sing the song they know, about Rwanda culture or environement.

• After that, the teacher asks various questions that lead to the new lesson.

Examples:

1. Give examples of rwandan traditional furniture.

                   =Coat of arms, spears, baskets, Rwandan traditional plate, churn, etc…

2. What characterize a healthy person?

                   = Staying healthy, growing well

Body of the lesson

• Showing learners pictures or photos: using learning and teaching materials, the teacher shows learners pictures or photos showing of Rwandan traditional materials and characteristics of healthy people. Learners observe attentively what the teacher is showing them.

• The teacher invites learners to report what they see on the photos or on the pictures.

Songs to be taught

• The teacher selects one of these song after listening (using equipments used to play the music) and practicing them, to see the one which is suitable for the time allocated.

• The teacher invites the learners to sing the song using sounding instruments.

• The teacher asks learners the message which is in the song.

Song 1:

Nzakorera u Rwanda

Nzakorera u Rwanda

N z a h a r a n i r a

kurwubaka

Nzabana n’abandi mu mahoro

Turuteze imbere.

1. Nzaharanira kurwubaka

Nzarwanya ubunebwe

Nzahora mbwira abandi

Gukorana umwete.

2. Nzaharanira kurwubaka

Nzarwanya icyaruhungabanya

Nzafatanya n’ abandi

Kururwanira ishyaka.

3. Nzahanira kurwubaka

Nzaruvuganira hose

Nzamagana ikibi cyose

Cyatuma ruhungabana.

4. Nzaharanira kurwubaka

Mbungabunga ibidukikije

Nzamagana ba rutwitsi

N’abashimuta inyamaswa

Song 2: Ubuzima busigasiwe

Ubuzima busigasiwe buha nyirabwo kuramba, kuko nta

ndwara ziba zimurangwaho ngo zimutware ubuzima.

Nimucyo tubusigasire, turangwe no kugira isuku, turye

neza, dukore siporo

Song 3: Ubuzima bwiza

Tugire ubuzima bwiza, turye neza buri gihe indyo yuzuyemo intungamubiri z’amoko yose

Ibitera imbaraga, n’ibyubaka umubiri 

Ibirinda indwara byongera ubudahangarwa bw’umubiri

Assessment

The assessment is done in two categories: Questions related to singing and

those related to the topic.

Singing

The teacher assesses learners on singing following the assessment guidelines

provided in the introduction of this unit.

Questions related to the theme of the song

1. Nzakorera u Rwanda

According to the song, give at least two things which show patriotism to Rwanda.

Ubuzima busigasiwe:

a) Give the importance of preserving health.

b) According to the song, give four important things that

we can do to protect our health.

2. Ubuzima bwiza:

a) What message have you gained from this song?

b) Give examples of food that compose a balanced diet stated in this song.

Lesson Five: Religious songs

Specific objectives

• Ally the melody and sounding instruments respecting the rhythm of the song.

• Fine tune the voice.

• Singing in public.

• Respecting and loving God.

Learning and teaching materials:

• Pictures or photos showing different religious activities (the church, mosque, the cross, people who are praying, etc)

• Various sounding instruments (drums, cans, jerrycan. etc)

• Audio equipment.

Methodology

Introduction:

• The teacher helps learners to form and join the groups.

• Learners join their groups and sing a gospel song they know .

• After that, the teacher asks various questions that lead to the new lesson.

Examples:

1. What do people do at church or in mosque?

                       = Praying God/Allah

2. On what day do you go to pray God, in your religion?

                      = On Sunday Catholics and Protestants), on

                     Saturday (7th Day Adeventists), on Friday (Muslims).

Body of the lesson

• Showing learners pictures or photos: using learning and teaching materials, the teacher shows learners pictures or photos showing regious culture and characteristic of a healthy person. Learners observe attentively what then teacher is showing them.

• The teacher invites learners to report what they see on the photos or on the pictures.

Songs to be taught:

• The teacher selects one of these song listening (using equipments used to play the music) and practicing them, to see the one which is suitable for the time allocated.

• The teacher invites the learners to sing the song using sounding instruments.

• The teacher asks learners the message which is in the song.

Song: Imana isumba byose

Duhore dusenga dushimira Imana, niyo dukesha byose, niyo bugingo Imana isumba byose, Imana iradukunda Imana niyo mahoro.

Assessment

The assessment is done in two categories: Questions related to singing and

issues those related to the topic.

Singing

The teacher assesses learners on singing, following the assessment guidelines provided in the introduction of this unit.

Questions related to the theme of the song

Why is it Important to thank God?

Summary of the Unit

• The key unit competences intended for is to accompanying a song with sounding instrument.

• The general objectives of this unit are the following:

• To ally the song with dance.

• Imitat the melody and singing perfectly in public.

• Accompanying the song with sounding instruments.

• Songs about politeness accompanied by sounding instruments, encourage

learners to practice acts of kindness such as respecting, being wise, greeting peaple, work attentively etc

• With regard to the songs about unity and reconciliation accompanied by claps and sounding instrument, includes having culture of tolerance, apologizing and forgiving, living in harmony and avoiding conflicts.

While the songs about environment include taking care and protecting environment.

• Regarding to the songs about Rwandan culture and health, include

protecting and preserving Rwandan culture and take care of our health by eating balanced diet and preventing diseases caused by malnutrition.

• The religious songs include having culture of praying, loving God, developing friendship and striving for the unity that characterizes Christians.

• The general assessment of this unit has to be based on the key unit competences intended for which are: “Perfoming the song using sounding instruments”.

General assessment ending the second unit

a) Sing a song you learnt about politess using any sounding instrument

b) Mention the message you gained from this song

Perform the song Isuku ni ngombwa, following the rhythm given by this sounding instrument Rwandan Children,

Isuku ni ngombwa bana b’ u Rwanda kuko ari isoko y’ ubuzima

Dusukure neza aho dutuye isuku n’ isoko y’ ubuzima

Tujugunye imyanda ahabugenewe isuku n’ isoko y’ ubuzima

Dusukure ishuri n’ impande zaryo isuku n’ isoko y’ ubuzima

dukarabe muntoki mbere yo kurya isuku n’ isoko y’ ubuzima

Questions:

a) Why is it important to ensure hygiene?

b) Mention different places which we have to ensure that they are always clean.

Perform the song that you have learnt about unity and reconciliation respecting its rhythm.

Questions:

a. Give an example of the elements of environment that are located near your living place or near your school.

b. Give brief explanation on the importance of environment.

Perfom sing properly a song you have learnt about environment using sound instruments to accompany it.

a. Give various activities that we have to do stay healthy.

b. Accompany the song [Ubuzima bwiza] with a sounding instrument.

Perform the song “Imana isumba byose” respecting its rhythm.

Perform any religious song that you know using a sounding instrument.

Expected answers

1.

a. The learner performs a song about politeness that s/he have learnt, the teacher ensures that the learner sings correctly respecting the rhythm and using a sounding instrument.

b. Showing politeness wherever we are:

• respecting old people.

• respecting teachers and parents.

2. The teacher uses a sounding instrument that s/he have prepared while the learner is performing the song ISUKU NI NGOMBWA. The teacher ensures that the learner is following the rhythm provided by the sounding instrument.

a. Because it is the source of life.

b. At home, at school, in the garden, in toilette etc

3. The learner sings one of the songs learnt about unity and reconciliation

and the teachers ensures that the learner is respecting the rhythm of the

song without mismatching it with the sounding instrument s/he has.

a. Mountains, water, plants, air, animals etc

b. The importence of environment.

Mountains (Volcanoes) and animals attract tourists.

Water: we drink it, we use it for cooking, we use it for washing our hands,

domestic animals drink water, we use water for watering plants etc

Plants: we use plants to feed our animals, plant serve as food for people

Air: For respiration

NB: The teacher can add other answers either given by the learners or provided by her/him when they are related to the question.

2.7 Additional activities

Consolidation activities

• Perform any song that you learnt in your class about politeness by using the claps or a sounding instrument.

• The following activity is given to the child who is not able to ally the song and the rhythm using claps.

• The teacher tries to sings with them accompanying the song with claps and sounding instruments step by step s/he ask them to repeat.

• Sing the song that you learnt in this term about health.

This activity is given to the learners who are afraid of singing in public. The teacher asks the learner to sing for him/her,after doing it well, the teacher asks him or her to sing in the group, by doing it well he/she asks learner to sing in front of the whole class.

Answers

The teacher ensures that the instructions given above are respected.

Extended activities

1.

a. Perform the song “Iby’iwacu” (Lesson three, Song three) using one of sounding instruments and respecting its rhythm.

b. Mention the names of Volcanoes that you know.

c. What is the importance of Volcanoes to Rwanda in general?

2.

a. Give the examples of Rwandan Lakes which are mentioned in this song.

b. What are the importance of Lakes to socio/economic development?

3. How can we protect the Rwandan touristic elements?

Answers

1.

a. The learners perform the song showing emotions that are in the song

(smiling, clapping, accompanying the song with sounding instrument).

b. The names of Volcanoes which are located in Rwanda are the following:

• Kalisimbi, Muhabura, Gahinga, Bisoke na Sabyinyo

c. Volcanoes are the homes of gorillas and they attract tourists who come to visit them and give us foreign currency.

• Forests in volcanoes give us fresh air that we breath and attract the rain

2. a) Lakes in our country are:

• Kivu, Burera, Ruhondo, Rwanyakizinga, Muhazi, Mugesera, Cyohoha. Lakes are used for water transport.

• They are home for fish which we eat and we gain better health, improve the standards of living of fishermen with their families

and attract tourists.

3. According to this activity, the teacher ensures that a learner is giving his/her own answers after a deep thinking. Some of answes to these questions:

• Avoid soil erosioin by planting grasses.

• Giving information in case poaching and grazing.

• Avoid throwing waste into rivers, lakes or streams because they are harmful to the living things which live in water.