General
- P2: Creative arts -Music ( Teachers Guide) File Uploaded 31/07/22, 10:11
UNIT THREE: SINGING RWANDAN SONGS ACCOMPANIED BY UMUDIHO (RAPID DANCE) 3
3.1 Key unit competences
Match the song with its rhythm.
3.2 Generic competences
Singing the song,imitating the listened melody correctly, singing with others,
respecting the rhythm of the song and singing in public.
Cooperating with others, living with others in harmony, develop self confidence, being able to speak in public and developing the culture of unity and reconciliation.
3.3 General objectives
• Allying the melody, steps, and time signature.
• Discovering the rhythm of different songs and dances.
• Singing and dancing in public respecting the movement and the rhythm of the song and melody of the song.
• Show values/ showing acts of politeness.
3.4 Cross cutting issues to be considered
3.4.1 Peace and Values of Education
This appears when learners are listening attentively to the teacher when teaching a song and when they are singing in groups and making discussions in harmony.
3.4.2 Gender balance
This appears when teacher form groups of learners and mixes boys and girls so that they sing together. The teacher invite learners to form groups without discrimination and give them the equal opportunities to give answers, views and assistance.
3.4.3 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 groups and they do what they are able to do, and provides them special 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.
3.5 List lessons in third unit
3.6 Plan of activity
Introduction
• Showing learners pictures or photos. The teacher shows pictures or images she/he has prepared according to the content.
• Inviting learners to comment on the pictures or photos and asking different questions that lead 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 the
words which are in the song and its rhythm.
• Observing and Imitating the rhythm of the song. The teacher shows how the song is sang respecting its rhythm.
• Inviting the learners to list difficult words that are in the song.
• Explaining difficult words, some 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 she/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
• Imitate what is being said in the song.
• Stretching arms and fine-tuning the voice.
• Developing self confidency and singing in public.
• Allying the song and rhythm.
• Show acts of politeness.
Learning and teaching materials
• Pictures or photos showing acts of politeness (greeting people, leaving the place for old people, not disturbing others while speaking helping tired people, etc)
• Audio equipment.
Methodology
Introduction:
1. The teacher helps learners to form and join the groups.
2. Learners join their groups and sing a song that they know.
3. After, the teacher asks various questions that lead to the new lesson.
Examples:
1. State all things that characterize a polite child.
S/he is wise, s/he respects others, s/he doesn’t disobey s/he replyies honestly.
2. How can you help a person of the same generation as yours who has bad manners?
To serve him as a model in terms of behavior, to provide him/her some pieces of advice.
Body of the lesson
• Showing the pictures or photos: the teacher shows the pictures or photos showing acts of politeness, 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 pictures
Song to be tought:
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.
Song: Ikinyabupfura ni ingenzi
Inyikirizo: Ikinyabupfura ni ingenzi, tukigire twese, bizatugirira akamaro.
Turangwe no kumvira ababyeyi, twubahe n’abarimu
Turangwe no kubaha abaturuta ndetse n’abo tungana
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 the theme of the song
Ikinyabupfura ni ingenzi
1. What acts that characterize a polite child?
2. According to the song you learnt, state the importance of being polite?
Lesson two: Songs about hygiene and environment
Specific objectives
• Stretching arms and fine-tune the voice.
• Develop self confidency and singing in public.
• Allying the song and rhythm.
• Maintain hygiene and protect environment.
Learning and teaching materials
• Pictures or photos showing hygienic activities and environmental protection (a child who is washing his/herself the body, washing clothers, sweeping, cutting bushes around home, planting trees, watering trees, flowers, avoidplaying in the garden, etc)
• Audio equipment
Methodology
Introduction:
• The teacher helps learners to form and join the groups.
• Learners join their groups and sing a song that they know and about hygiene and environment.
After, the teacher asks various questions that lead to the new lesson.
Examples:
1. Mention the benefits of maintain hygiene
= Protect us from diseases caused by poor hygiene, they give us value.
2. What are the activities showing the hygiene that you have to maintain?
= bathing everyday, washing your clothes, cutting bushes and grasses around your home, cleaning the compound, mopping, etc
3. What is environment?
= The environment is every thing around us.
4. Give examples of environment
= Forests, rivers, mountains, lakes, houses etc.
Body of the lesson
• Showing learners pictures or photos: the teacher shows the pictures or photos showing hygienic activities and environmental protection, using
learning and teaching materials. Learners observe attentively what the teacher is showing.
• The teacher invites learners to report what they see on the pictures.
• Using teaching and learning materials, the teacher asks different questions that lead to the new lesson.
Songs to be tought:
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.
Song 1: Gira isuku
Gira isuku munyarwanda, kuko ari yo soko y’ubuzima
Ni ukuvuga ko iyo urangwa n’isuku, uba wikingiye indwara nyinshi
1. Isuku irage ituranga aho turi hose tuyigire
Irangwe aho tuba mu ngo zacu, ndetse n’inkengero zaho zose.
2. Umubiri nawo kandi buri gihe tuwugirire isuku.
Ni ngombwa kunyura hose ukeye, nibwo uzaba umuntu ukwiye agaciro
Song 2: Ibidukikije
Ibidukikije ni ingirakamaro muze tubibungabunge
1. Turwanye ba rutwitsi, tubarwanye.
2. Turwanye ba rushimusi, tubarwanye.
3. Dutere ibiti byinshi, tubitere.
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. Gira isuku:
a. Why should we maintain hygiene wherever we are?
b. Mention three different areas that we should keep clean.
2. Ibidukikije:
a. Why should we protect our environment?
b. Give examples of human activities that can damage the environment.
c. State at least three things that you can do to protect the environment.
d. What can you do when you meet a person who is damaging environment?
Lesson Three: Songs about unity and reconciliation
Specific objectives
• Imitating what is being said in the song.
• Stretching arms and fine tuning the voice in the song.
• Allying the song and rhythm.
• Develop values that lead to the unity and reconciliation.
Learning and teaching materials:
• Pictures or photos showing acts of unity and reconciliation (building house
for a person, apologising, giving a hug as sign of pardon, serving as a mediator among persons, etc)
• Audio equipment.
Methodology
Introduction
• The teacher invites learners to sing a song that they know and about unity and reconciliation. Learners can sing together if it is a song commonly known or one of them who knows that song can sing for her/his colleagues.
• The teacher helps learners to form and join the groups.
• After, the teacher asks various questions that lead to the new lesson.
Examples:
1. How do you do when your colleague betrays you?
= I feel angry, I feel unhappy, I discipline him/her.
2. What can you do to reconcile with your friend?
• = I apologise to him/her.
3. How should you behave towards a person who is apologizing to you?
= I forgive hime/her.
Body of the lesson:
Learners join their groups and sing a song they know or they have learnt.
• Showing learners pictures or photos: the teacher shows learners pictures or photos showing acts of unity and reconciliation using learning and teaching materials. Learners observe attentively what the teacher showing them.
• The teacher invites them to report on what they observe 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.
Song 1: Turi abavandimwe
Banyarwanda twese turi abavandimwe
Abato n’abakuru, turangwe n’imbabazi kandi turwanye inzangano
Tugire umutima n’umuco w’ubwiyunge
1. Twirinde amacakubiri, tugire umutima n’umuco w’ubwiyunge
2. Turwanye icyazana inzangano, tugire umutima n’umuco w’ubwiyunge
3. Twimakaze umuco w’amahoro, tugire umutima n’umuco w’ubwiyunge
4. Twubake inganzo y’amahoro, tugire umutima n’umuco w’ubwiyunge
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 “Turi abavandimwe”
a) What actions that show unity and reconciliation?
b) Give examples of actions that can generate conflicts among people.
c) Give examples of actions that show harmony among the people.
d) What should you do when you have betray your colleague?
Lesson Four: Songs about Rwandan culture
Specific objectives
• Imitate what is being said in the song.
• Stretching arms and fine-tuning the voice in the song.
• Allying the song and rhythm.
• Show Rwandan culture.
Learning and teaching materials
• Pictures or photos showing Rwandan culture activities (wearing decently, dancing Rwandan dances (intore zihamiriza), welcoming people and other acts of politeness, etc).
• Audio equipment.
Methodoly
Introduction:
• The teacher invites learners to sing a song that they know and about unity
and reconciliation. Learners can sing together if it is a song commonly known or one of them who knows that song can sing for her/his colleagues.
• The teacher helps learners to form and join the groups.
• After, the teacher asks various questions that lead to the new lesson.
Examples:
1. Mention some characteristics of Rwandan culture.
Dancing, guhamiriza (intore’s dance), mitual assistance, patriotism,
welcoming each other, wearing (imikenyero n’ imyitero: Rwanda women
tradional styles), one laguange, wedding etc .
2. According to the characteristics of Rwandan culture, what can show you
that a person has deviated from culture.
= Wearing badly, being talkative/distarbency, using drugs etc.
Body of the lesson
• Showing learners pictures or photos: the teacher shows the pictures or
photos showing Rwandan culture using learning and teaching materials
he/she will use. Learners observe attentively what the teacher is showing.
• The teacher invites them to report on what they observe on the pictures.
• After, the teacher asks various questions that lead to the new lesson:
Examples:
What are you seeing on these pictures or photos demonstrating Rwandan culture?
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.
Song: Umuco w’iwacu
Dukunde umuco w’iwacu udutoza ubupfura n’indangagaciro by’umuco
nyarwanda bigatuma tugira agaciro mu bantu
1. Mu muco w’iwacu, harimo gutabarana, harimo gufashanya tukabana mu mahoro.
2. Mu muco w’iwacu, harimo kugira isuku, harimo no kubyina ndetse no guhamiriza.
3. Mu muco w’iwacu, harimo no gusangira, harimo gutarama tukunguka ubumenyi
4. Mu muco w’iwacu, harimo kugira urugwiro, harimo gukundana tukakira neza abatugana.
5. Mu muco w’iwacu harimo no kwambara neza harimo kwiyubaha tukihesha agaciro.
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. Dukunde umuco w’iwacu
• According to this song, enumerate different things that characterise Rwandan culture.
• Which of them characterize Rwandan culture in your living place?
• From the song you learnt, what are the benefits of Rwandan culture?
• Is it necessary to hang on Rwandan culture? Explain.
• Give a concret example that shows a person who deviated from the Rwandan culture:
Wearing styles His/ her behavior
• Give all charecteristics of a child who behaves badly and a child who behaves well.
Lesson five: Religious songs
Specific objectives
• Imitating what is being said in the song.
• Stretching arms and enhancing the melody of the song.
• Develop self confidence and sing in public.
• Allying the song and rhythm.
• Show respect to God.
Learning and teaching materials
• Pictures or photos showing God’s creatures (human being, the moon, the
stars, the earth, animals, trees, flowers, etc)
• Audio equipment.
Methodology:
Introduction:
• The teacher helps learners to form and join the groups
• The teacher invites learners to sing the gospel song that they know without
considering the religion. Learners can sing in group or one by one. Then after, the teacher asks various questions that lead to the new lesson:
Examples:
1. Who created all things that you see: human beings, the Earth, trees, moon, solar, etc
= It is the God
2. Why do people every day go to pray God?
= They go to pray to thank Him about good things that He does for them everyday.
3. Do all people pray in the same religion? Why?
= No, because there are so many ways that people use to pray or
praise the lord according to the evangelist who preceded them.
Body of the lesson
• Showing learners pictures or photos: the teacher shows learners pictures
or photos showing God’s cretures using learning and teaching materials.
Learners observe attentively what the teacher is showing them.
• The teacher invites them to report on what they observe on the pictures.
Songs to learn
Song 1: Imana iradukunda
Imana ni nziza Imana ni nziza
Isumba byose iradukunda
1. Niyo yaremye isi n’ijuru, Imana iradukunda.
2. Niyo mahoro niyo mizero, Imana iradukunda.
3. Nzayikorera nzayibyinira, Imana iradukunda.
Song 2 : Imana ni nziza
Imana ni nziza, Imana ni nziza niyo
Rukundo rwahebuje, Imana ni nziza we!
1. Ni yo nyir’impuhwe nyinshi, Imana ni nziza we!
Ni nyir’imbabazi nyinshi, Imana
ni nziza we! ni yo nyir’ubuntu
bwinshi, Imana ni nziza we!
2. Ni yo dukesha ubu buzima, Imana ni nziza we!
Ni yo dukesha kuramba, Imana ni nziza we!
Niyo dukesha kuramuka, Imana ni nziza we!
Assessment
The assessment is done in two steps 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. God is good
a. Why do we say that God is Good?
b. Mention different things that show that God is good.
2. God loves me
a. According to the song learnt, mention different things that show that God loves people.
b. According to what God did for you and the love he loves people, what can you do to prise God?
Summary
• The key unit competence of the unit three is to sing Rwandan songs respecting the movement rhythm. The general objectives which are in this unit are the following:
• Allying the melody, steps and arms time signature.
• Singing and dancing in public respecting the movement and rhythm of the song.
• Showing acts of politeness.
• In songs accompanied by “umudiho” about politeness, including attitudes and acts that have to characterize an educated and polite person such as kindness, showing respect to everyone, avoiding informal language, etc
• This is accompanied with singing the songs respecting their rhythm and movement.
• In songs about hygiene and environment: includes to maintaining hygiene wherever we are like washing our body every day, washing hands after coming from toilet, washing clothes everyday, cleaning home and around preventing from diseases caused by poor hygiene, taking care and protecting our environment including forest, rivers, animals and their place, by avoiding to throw wastes everywhere.
• In songs about unity and reconciliation, these songs include the culture of kindness, being honest, being simple, the culture of forgiveness, not to be overwhelmed by grief or anger for one who betrayed you, being wise and creating culture of asking and giving pardon.
• Within the songs about Rwandan culture, there is having and preserving Rwandan culture, correlating other cultures in the country with the cultureof your living place, having politeness as a Rwandan child.
• With regard to Religious songs include knowing that God is the creator of all things, and no one can be an enemy of others because of how he/she looks like, his/her size because each and every person is created in an image of God and no one has chosen to be born in the area where she/he lives.
General assessment
1. Which activities that characterize a polite child?
2. According to the song, you have learnt, give the importance of being polite.
3. How does a good educated child answer in the classroom?
4. How does a child who is polite behave when s/he is with old people?
5. Mention different things that characterize a polite child and an impolite one.
6. Why is it important to maintain hygiene wherever we are?
7. Perform a song we learnt about unity and reconciliation.
8. Why is it importat to protect our environment?
9. Give examples of human activities that are harmful to the environment.
10. According to the song we learnt, mention different things show that God loves people.
Possible solutions
1. Being wise, not being stubborn, respond when is pointed to, not
disturbing others while they are speaking, greeting others, showing
respect to parents.
2. A polite child is trusted and valuable among others.
3. S/he responds gently and in politness avoiding informal languages.
4. S/he pays attention to the advices given to him/her, s/he respect them, s/ he can request for explanations politely.
5. (a) A polite child:
▪ shows respect.
▪ avoids vagrancy.
▪ helps parents at home (simple works depending on her/his age).
▪ returns home directly after class.
▪ loves her/his colleagues.
▪ gets advices from parents.
(a) An impolite child:
disobeys everybody.
is vagrancy.
commits robbery.
uses informal language.
insults everybody etc
6. Maintaining hygiene protects us against diseases caused by lack of hygiene.
7. The teacher ensures that learners perform the song respecting the rhythm.
8. Environment is very important for us because: it provides us air, it attracts the rain, it serves as a home for living things (all types of animals), it attracts tourists who pays foreign currency, it helps to clean the sky. From environment, we make different things, etc
9. Deforestation and forest burning, throwing waste in unplanned place, killing animals and poaching, throwing waste into rivers and lakes, dropping human feces (having pee) anywhere, overgrazing etc
10. God forgives us when we sin, He sent his son Jesus to save us, He promises us everlasting life when we do not commit sins, he gives us life, God is generous, He created us in his image, He gave us knowledge and spirit.
NB: The teacher can add other answers either given by the learners or provided by her/him when they are related to the question.
3.7 Additional activities
Consolidation activities
Sing any religious song that you have learnt in the class.
The following activity is given to the child who is not able to perform the song or to ally the song with its movement. The teacher tries to sing with her or him step by step he/she invite learner to repeat.
Sing the song “Ibidukikije” (refer to lesson two, song Two)
This activity is given to the learners who present some difficults to memorize the song: the teacher invites the learner to sing a small verse of a song repeating it till he memorizes the whole song:
Sing the song that you have learnt about politeness:
This activity is given to the learners who are afraid of singing in public: the teacher invites and asks the learner to sing for him/her, by 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.
Sing the song “Gira umunsi mwiza” the song which is about ceremonies of birthday. This activity is given to the learners who show difficults to imitate what is being said in a song or showing possible emotions in the song: the teacher invites fourlearners to sit in front of others, then asks that learner to sing a song about birthday ceremonies by saying the names of those childen facing and touch of them.
Answers:
The teacher ensures the instrustions mentioned at the beginning of each question are respected.
Extended activities
1.
a) Sing a song “Tubungabunge ibidukikije” (Lesson Two, song Two) imitating the the message and respecting the movement.
b) Explain what you can do to protect the environment at your place.
2.
a) What can you do when you see a person (people) who is damaging environment?
b) Give an example of environmental elements located near your home that have to be conserved.
Answers:
1.
a. The learner sings the song showing all possible emotions in the song (dancing, smiling, clapping, etc).
b. Some activities done to protect our environment:
• Planting trees/ Aforestation.
• Preparing the garden at home, at school and elsewhere if possible.
• Avoid throwing waste every where.
• Avoid dropping human feces every where.
• Protecting the soil against erosion by planting trees.
• Giving information when you meet a person damaging environment like forest burners, overgrazing and poaching.
2.
a. 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:
• Explaining the importance of environment and giving informing on time.
b.
• Forests
• Rivers
• The garden in which trees are planted
REFERENCES
Emma D. (1970). Children discover music and dance, New York
Judy T. (1990). Understanding music, London
Ministry of Education, REB 2015. Integanyanyigisho y’Ubugeni n’Ubuhanzi,
Ikiciro cya mbere cy’amashuri abanza, Kigali
Ministry of Education, NCDC (2010) Teacher’s music reference book in primary
school, Kigali
• This book is a teacher’s guide for Creative Arts/Music in Lower Primary Two. It is designed to help teachers in the implementation of competence-based curriculum specifically Creative Arts (Fine Art, Crafts and Music) syllabus, and was adopted by the Ministry of Education in April 2015. The content of this book is a combination of attitudes and values from Rwandan culture, which are provided in the curriculum.
• This book will help the music teacher as one of learning and teaching materials S/he will need to teach Creative Arts/ Music. It is structured in a way that the teacher starts from what is known by the learner, what S/he can see in his/her daily life and this helps the learner to discover new things. The learner is given the main role in activities
that lead him/her to skills, attitudes and values which will help him/ her to better change, having what to do which can contribute to his/her development, and to society as a whole.