General
- P2: Creative arts -Music ( Teachers Guide) File Uploaded 31/07/22, 10:11
UNIT ONE: PERFOMING RWANDAN SONGS ACCOMPANYING WITH CLAPS 1
1.1 Key unit competences
Sing Rwandan songs respecting their rhythm.
1.2 Generic competences
Singing, imitating the melody, singing with others, respecting the rhythm of the song and singing in public.
Cooperating with others, living in harmony with others, self-confidence, and being able to speak in public.
1.3 General objectives
• Clapping various rhythms of Rwandan songs
• Fine-tuning the voice
• Allying the melody with claps respecting the rhythm of the song
• To have Rwandan values
1.4 Cross cutting issues to be considered
1.4.1 Peace and Values Education
This appear when learners are listening attentively to the teacher when teaching a song, and when they are singing in groups and making discussions in harmony.
1.4.2 Gender balance
This is seen when a teacher form groups of learners and mixes boys and girls so that they sing together. The teacher invites learners to form groups without discrimination and give them the equal opportunities to give answers, views and assistance.
1.2.3 Inclusive education
They are some learners who are not able to imitat the rhythm of the song due to different physical disability. The teacher forms the group 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.
1.5 Ho w 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.
1.6 List of Lessons of unit one
1.7 Plan of activity
Introduction
• 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 leading 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 the rhythm of the song, the teacher shows how the song is sang respecting the 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 s/he ask 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 hygiene
a. Specific objectives
• Imitat the melody and lyrics of the song
• Perform the song accompanying it by claps and movement respecting its rhythm.
• Sing before an audience.
• Ensure hygiene wherever you are.
b. Learning and teaching materials
• Pictures showing hygienic activities (sweeping, cutting bushes, collecting papers in the dustbin, mopping classrooms and home, etc).
• Audio equipments.
c. Methodology
Introduction
• The teacher helps learners to form and join the groups.
• Learners in their groups sing a song they know or they learnt previously.
• After, the teacher asks various questions that lead to the new lesson.
Examples:
1. Why should we keep clean?
= To protect ourselves against diseases caused by lack of hygiene.
2. Mention the activities that you can do to show that maintain hygiene.
= Washing your body every day, washing clothes, sweeping and mopping at home.
Body of the lesson
• Showing learners pictures or photos. The teacher shows learners pictures
or photos related to hygiene in general using learning and teaching
materials. Learners observe attentively what the teacher is showing them.
• The teacher asks learners to report what they are seeing on those photos or on those pictures.
Songs to be taught
The teacher selects one of the following songs after listening and practicing them to choose one which is easy for learners.
Song 1: Isuku ni ngombwa
1) Isuku ni ngombwa bana b’u Rwanda,
• kuko ari yo soko y’ ubuzima
2) Dusukure neza aho dutuye,
• isuku niyo soko y’ubuzima
3) tujugunye imyanda aho yagenewe
• isuku niyo soko y’ubuzima
4) Dusukure ishuli n’impande zaryo,
• isuku niyo soko y’ubuzima
.
Song 2: Tugire isuku
1) Dusukure mu ngo zacu, hahore hakeye igihe cyose
2) Dusukure ishuri ryacu, rihore rikeye igihe cyose
3) Dusukure imisarani, ihore isukuye igihe cyose
4) Dusukure ubusitani, buhore bubereye ijisho
5) Dusukure aho turi hose, tubikangurire n’abandi.
Assessment
The assessment is done in two categories: questions related to singing and those related to the topic.
a. Singing
The teacher assesses learners on singing, following the assessment guidelines provided in the introduction of this unit.
Questions that lead to the theme of the song
Song One: Isuku ni ngombwa
• Why is hygiene import?
• Mention different ways that you can use to maintain hygiene.
Song Two: Dusukure
• According to this song, state different areas that people must keep clean.
Lesson Two: Songs about security
Specific objectives
• Imitate the melody and lyrics of the song.
• Perform the song accompanying it with claps and movement respecting its rhythm.
• Sing before the audience.
• Ensure security wherever we are (at home, in the street and at school).
Learning and teaching materials
• Pictures or photos showing activities of keeping security walking well on the road, crossing the road while respecting the rules, avoiding conflicts and fighting with others, informing the authorities in case of abuse. etc)
• Musical equipements.
Methodology:
Introduction
• The teacher helps learners to form and join the groups.
• Learners join their groups and sing a commonly known or learnt song about security and maintaining it.
• After that, the teacher asks various questions that lead to the new lesson.
Examples:
1. What are the group of people in charge of security do you sometimes see in your village?
= Police officers, soldiers, rescue squadetc
2. What are the acts you know that can disturb security?
= Fighting with your colleague, insulting, robbery, drunkenness
3. How should a pupil walk on the street?
= He must walk on pedestrian road avoiding walking or playing on the middle of the road.
4. What should you do before crossing the street?
= You have to check both sides of the road (left ,right and left) whether there is no vehicle coming and then cross the road at right place.
Body of the lesson
• Showing learners pictures or photos. The teacher shows learners pictures or photos related to acts of kindness using learning and teaching materials (honesty and moderation).
• Learners observe carefully what teacher is showing them (attentively and curiously).
• The teacher asks learners to report what they see on those photos or pictures).
Songs to be taught
The teacher selects one of the following songs after listening and practicing them to choose one which is easy for the learners.
Song 1: Tugire umutekano
Tugire umutekano, dukumira icyaha kitaraba
Buri wese abe ijisho rya mugenzi we,
Dutangira amakuru ku gihe kandi vuba.
Song 2: Umutekano urambye
1. Buri wese nabe ijisho rya mugezi we
Dukumire kandi icyaha mbere y’uko kiba
Dutangira amakuru ku gihe
Bityo tugire umutekano urambye.
2. Umutekano rwose ni ngombwa ibyo tubimenye!
Tuzirikane kandi ko udahari ntacyo twageraho
Nitwumve ibyo dusabwa ku gihe
Bityo tugire unutekano urambye
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 (Curriculum).
Questions that lead to the theme of the song
Song One: Tugire umutekano
• Estimate three things that we can do to maintain security.
• Why is security important?
Song Two: Umutekano urambye.
• Estimate three things that we can do to maintain sustainable security
• Do you think we can develop our country without security?
Lesson three: Songs about health and child’s rights
a. Specific objectives
• Imitating the melody and lyrics of the song.
• Perform the song accompanying it with claps and movement respecting its rhythm.
• Singing in public.
• Preserving health and ensuring child’s right.
b. Learning and teaching materials
• Pictures showing different health care activities (sleeping under mosquito net, medical treatment, mutuelle de sante or other insurance cards, doing physical exercises, etc) .
• Pictures showing child’s rights feeding him/her, giving school materials, talking and listening to her/him, etc).
• Audio equipments.
c. Methodology:
Introduction
• The teacher helps learners to form and join the groups.
• Learners join their groups and sing a commonly known or a learnt song about health and child’s right.
• After that, the teacher asks various questions that lead to the new lesson.
Examples:
1. What can we do to stay healthy?
We have to eat balanced diet (energetic, protective and constructive food)
2. Give examples of: energetic food, protective food and constructive food
= Energetic food: Carbohydrate, like potatoes, cassavas, maize, etc
Protective food: vegetables, fruits, meat, beans, etc
Constructive food: eggs, meat, beans, etc
3. Give an example of child’s right
= Right to eat, right to clothes, right to education, right to medical care, etc.
Body of the lesson:
• Showing learners pictures and photos: using learning and teaching materials, the teacher shows learners pictures or photos showing people in good health and child’s right.
• Learners observe carefully what the teacher is showing them.
• The teacher invites them to comment (talk about what they observe) on those pictures or photos.
• Imitating a new song: The teacher sings one verse and then learners repeat at the end, s/he invites learners to perform the whole song together with him/her.
• The teacher invites learners to sing by themselves and then after they accompany the song with claps and movement respecting the rhythm.
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).
Song 1: Amagara arasesekara ntayorwa.
1. Amagara araseseka ntayorwamuze tuyiteho tuyasigasire tuzaramba!
2. Niba turwaye tuiye kwamuganga; twivuze kare turamire ubuzima tuzaramba!
3. Turye neza buri munsi na hoseindyo yuzuye dukore na siporo tuzaramba!
Song 2 : Sida ni indwara mbi cyane
1. Yandura kwinshi bahungu, SIDA ni indwara mbi cyane
2. Yandura kwinshi bakobwa, SIDA ni indwara mbi cyane
3. Yandurira mu nshinge, SIDA ni indwara mbi cyane
4. Mu nshinge zidatetse, SIDA ni indwara mbi cyane
5. Yandurira no mu busambanyi ntigira umuti ntigira n’urukingo
Song 3: Uburenganzira bw’umwana
1. Ayi mama we, umwana, akwiye kugira uburenganzira.
2. Umwana akwiye, uburenganzirabwo kuvuzwa igihe arwaye.
3. Umwana akwiye, uburenganzira bwo kugaburirwa igihe ashonje.
4. Umwana akwiye uburenganzira Bwo kujyanwa mu ishuri kwiga.
5. Umwana ufite ubumuga akwiriye uburenganzira nk’abandi bana bangana.
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 (Curriculum).
Questions related to the theme of the song
1. Amagara araseseka ntayorwa:
• According to the song, list any three acts that we can do in order to stay healthy.
2. SIDA
• Why is HIV/AIDS a dangerous disease?
• Estimate three ways in which HIV/AIDS is transmitted from a person to another.
• How can you prevent HIV/AIDS?
3. Uburenganzira bw’umwana:
• State the child’s rights that are mentioned in this song.
• List other child’s rights that are not mentioned in the song.
Lesson four: Songs about labor and sports
a. Specific objectives
• Imitating the melody and lyrics of the song.
• Perform the song accompanying it with claps and movement respectingn its rhythm.
• Singing in public.
• Love of labor and sport.
b. Learning and teaching materials:
Pictures or photos showing people at work (cultivating, building houses, repairing cars, a person sitting in the office. etc)
• Pictures or photos showing people who are playing.
• Audio equipments.
c. Methodology
Introduction:
The teacher helps learners to form and join the groups.
a. Learners joins their groups and sing a commonly known or learnt song about to the labor and games.
b. After, the teacher asks various questions that lead to the new lesson
Examples:
1. Why is it important to like labor?
= Because from the labor we gain more for our living condition.
2. Give examples of economic activities.
= Farming, trading, mechanics, arts, musics production, carpentry etc
3. How do we call a person who does not meet his responsibilities?
= A lazy person
Body of the lesson
• Showing learners pictures or photos. The teach shows learners pictures or photos showing acts of kindness using learning and teaching materials, learners observe carefully what the teacher is showing them.
• The teacher invites them to talk about what they observe on the pictures.
Songs to taught
The teacher selects one of the following songs after listening and practicing (revising) them to choose one which is easy for learners and what he/she wishes learner to understand (to learn).
Attention: while singing this song, learners join their hands in claps with their colleagues on their left and right sides.
Song 1: Nkunda umurimo
Nkunda umurimo kuko ari ingenzi,
Mbyuka kare ngakora, nkiteganyiriza ejo hazaza
Nzihatira kuba intwari ku murimo dukunde umurimo ni ingenzi !
Song 2: Kanyamanza keza
1. Mbega Kanyamanza keza ko mbona wishimye ni ki cyabiguteye ngo natwe tugufashe!
2. Erega niko mpora mwa banyeshuri mwe iyo mbona mukina numva nabakinamo
3. Ujy’uza twikinire ntabwo bibujijwe wenda wazatwigisha kuguruka nkawe
Song 3: Dukine
1. Dukine, dukine, muze dukine, gukina ni byiza, gukina ni byiza.
2. Mu byo dukina harimo nk’ubute, agati na biye ndetse n’umupira.
3. Mu byo dukina harimo umugozi, hari mabigibigi ndetse n’ikibariko.
4. Iyo dukina, tuba twunze ubumwe, bigatuma twese tuba incuti nziza!
Song 4: Muze dukine
Muze dukine, muze dukine, kuko gukina ari byiza (x2)
Bituma dusabana, bigatuma turuhuka,
Bigatuma tugira ubuzima bwiza,
Bigatuma twunguka ubumenyi bushya,
Bigatuma twiga no koroherana.
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 (Curriculum).
Questions related to the theme of the song
1. Nkunda umurimo:
• Give examples of jobs you know.
• Why is it important to work? why should we love work?
• In Kinyarwanda they say “umurunga w’ iminsi ari umurimo”. What does it mean?
2. Kanyamanza keza:
• Why is akanyamanza happy?
• Give other names of birds you know.
3. Dukine:
• Is it important to play? Give the reason.
• Give different games which children like to play and explaining their impotances.
4. Muze dukine:
• What are your advice to a child who does not like playing or watching photos?
Lesson Five: Songs about religion
a. Specific objectives
• Imitating the melody and lyrics of the song.
• Performing the song accompanying it with claps and movement respecting its rhythm.
• Singing in public.
• Respecting God.
b. Learning and teaching materials
• Pictures showing different religious activities (cross, church, mosque, people who are praying, Rosary. etc)
• Audio equipments.
c. Methodology
• Introduction:
• The teacher helps learners to form and join the groups.
• Learners in join their groups and sing a commonly known or learnt song about religion.
• After, the teacher asks various questions that lead to the new lesson.
Examples:
1. Why should we respect God?
= Because He created us, He created the Earth, He created concrete and abstract things.
2. Give real examples which shows that God is powerful
= People, the sun, the moon, stars, trees, birds, sky. etc
Body of the lesson
• Showing learners the pictures and photos. The tacher shows learners pictures or photos illustrating religious activities using learning and teaching materials.
• Learners observe carefully what the teacher is showing them.
• The teacher invites them to talk about what they observe on the pictures.
Song 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 and what s/he wishes learner to understand.
Song 1: Nzakorera Imana
Iyo mbyutse mu gitondo nshimira Imana yandinze,
Bigatuma mparanira iteka kuyishakashaka no kuyikorera.
Song 2: Imana irakomeye
1. Hagenimana, Habyarimana, Harerimana, Hakuzimana.
2. Hatungimana, Hatangimana, Hagabimana, Hafashimana.
3. Habonimana, Harorimana, Havugimana, Hashakimana
4. Haratwimana, Haganzimana, Hagumimana, Harindimana
5. Habashimana, Hashimimana, Hakizimana, Hategekimana. Dukundimana,
Dushimimana, Dusengimana, Imana irakomeye.
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(Curriculum).
• The teacher assesses whether the learner knows to sing by asking one by one to sing one verse of a song. They may also sing it in groups.
Questions related to the theme of the song
1. Nzakorera Imana:
• Why do you praise the lord in the morning?
• What do you plan to do for Him?
2. Imana irakomeye:
• What is the relationship between the names that are mentioned in this song?
• From this song, mention the names which shows the following:
• God is the only provider
• God is the only protector
• God is the only savior
• God is the only one to love
• God is the only one to worship
Summary of unit one
• In this first unit the key unit competences intended for (of this unit) is to sing Rwandan songs respecting their rhythm. The general objectives which are in all lessons (this unit) are the following:
• Clapping respecting the rhythm of the Rwandan song.
• Ally the claps with the melody respecting the rhythm of the song.
• Songs about hygiene accompanied by the claps encourage learners to maintain hygiene (wash the body), like washing their body daily, wash their hands after coming from (having) toilets, wash clothes regularly, cleaning their homes and the surrounding areas in orde to prevent diseases caused by lack of hygiene.
• Song about security at home, on the road, and at school, include culture of preserving your own and others security, going well on the road avoiding accidents that kill people. includes culture of being honesty,
showing devotion, being humble, apologizing and developing the culture of forgiveness and informing others when you meet the situation that can cause insecurity.
• Songs (related to) about the health and child’s rights, include incouraging every body to take care to his/her own life and others, eating balanced diet, knowing and understanding child’s rights, such as right to medical care, right to education, right to be fed, right talk to his/her parents. etc
• Songs (related to) about the labor and sport encourage learners to show love and develop work in order to gain profit in their daily life, to know and understand the importance of sports, include enjoying with others, developing physical fitness which improves on their health.
General assessment ending unit one
Assessment Measurement: To ensure that the learner is able to perform the song allying it with claps and movement.
General Assessment:
1.
• Sing perfectly the song that you have learnt about HIV/AIDS accompanying it with claps.
• Why is HIV/AIDS a (bad) dangerous disease?
• Mention different ways in which HIV/AIDS is transmitted from a person to another.
• How can you prevent HIV/AIDS?
2. Sing one of the songs that you have learnt about religion accompanying it with claps and movement.
3.
• Sing the following songs about child’s right accompanying them with claps.
• Ayi mama we, umwana, akwiye kugira uburenganzira.
• Umwana akwiye, uburenganzira bwo kuvuzwa igihe arwaye.
• Umwana akwiye, uburenganzira bwo kurya igihe ashonje.
• Gukina n’abandi bana no kwambikwa, kujyanwa mu ishuri nabyo arabikwiye
Umwana ufite ubumuga akwiriye uburenganzira nk’abandi bana bangana.
• State the child’s rights that are mentioned in this song?
• State other child’s rights that are not mentioned in in this song?
Expected answers
1.
• The teacher ensures that the learner sings well the song accompanying it with claps and dance.
• Because it is a desease that has no remedy and no vaccine.
• Adultery, blood contact, sharing sharp objects like razor blades, niddle. etc
• Avoid adultery, avoid sharing sharp objects, protecting your body against one’s blood contact.
2. The teacher ensure that the learner sings well the song about religion accompanying it with claps and movement.
• The teacher ensure that the learner sings well the song about to child’s rights by using claps and dancing it.
• Right to medical care, right to eat, right to clothing, right to play, right to education.
• Freedom of speech, Right to visit his/her colleagues, right to church, and any other the teacher consider as true. etc
Note: On these proposed answers, the teacher may add on others and accept those proposed by learners in case s/he finds that they match to the questions asked.
1.8 Additional activities
Consolidation activities:
The following activities given to the child who is not able to fine tune the melody or mismatching claps and rhythm of the song. The teacher tries to sing with them clapping they hands in the rhythm of the song, step by step he/she ask them to repeat. Using claps, perform the the song “Nzakorera Imana” (refer to lesson Five).
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 “Muze dukine” (refer to lesson Four, song three)
This activity is given to the learners who are afraid of singing in public. The teacher invites orasks 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 songs about the love of the labor that you learnt in this term.
This activity is given to the learners who show difficults to imitat what is being said in the song or showing their feelings related to the song: here, the teacher invites like four learners, and then he/she asks the learner who is supposed to do this activity to sing a song about playing and ask them to do gestures of what they are singing.
Sing the song “Dukine” about the love of sport and its benefits.
Answers:
For these questions, the teacher ensures whether the instructions in the beginning of each question are fulfilled and emphasizes where it is necessary.
Extended activities
1.
a) Perform the song “SIDA” (Lesson Two, song Two) showing gestures and respecting its rhythm and movement.
b) Explain different ways of HIV/AIDS transmission.
2.
a) Explain briefly the way in which you can use to prevent HIV/AIDS.
b) What are your pieces of advice towards children who develop bad behavior that can lead to HIV/AIDS contamination?
Answers:
1.
a) The learner performs the song showing his/her feelings (dancing, smiling, clapping hands, etc).
b) Different ways of HIV/AIDS transmission:
• Adultery.
• Being raped by a person who lives with HIV/AIDS virus.
• Sharing sharpen objects such niddles, razor blades, used by others.
• A pregnant woman while giving birth.
• Transfusion of untested blood to a person in need.
2.
a) According to this activity, the teacher ensures that a learner is giving his/her own answers after a deep thinking. The answers are the following:
• Avoid adultery
• Avoid reutilazing non treated sharp objects used by others.
• A pregnant woman has to use anti Retrovirus drugs as prescribed by the doctor.
• Blood testing before transfusion to a critically ill patient.
• Advising learners to avoid begging.
• Avoid attending night clubs.
• Earlier going back home after class.
• Avoid using drugs and alcohol