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- P3: Creative arts -Music ( Teachers Guide) File Uploaded 26/07/22, 17:54
UNIT ONE SINGING SONGS FROM DIFFERENT CULTURES
1.1. Key Unit Competence
Sing songs from different cultures with respect to their rhythms.
1.2. Prerequisite skills
In order to achieve the objectives, the learner should be able to:
• Imitate the listened to melody perfectly,
• Discover rhythms of different songs and dances.
• Accompany a song with claps and movement while respecting the rhythm.
• Produce a suitable voice that rhymes with the movement of the body.
• Sing and dance before the audience/ in public.
1.3. Cross-cutting issues to be addressed
1.3.1. Peace and value education
Among songs, there are those about emphasizing social welfare and good human
relationship. While the teacher is explaining terms related to social life such as
mutual assistance, helping one another, visiting and assisting somebody who has
lost someone, avoiding hindering others, trying to tell them about the benefits of
living in harmony with members of the community and the consequences of living
in conflicts with people, particularly in Rwandan society.
1.3.2. Gender balance
For learners to understand the importance of gender equality and gender equity,
the teacher forms different small groups of boys and girls to sing together. He/
she asks them to form inclusive groups and gives them equal opportunities to give
answers, ideas and any other help.
1.3.3. Inclusive education
There are learners with different kinds of disabilities. The teacher helps andcongratulates them for what they were able to.
1.5. Strategies for teaching lessons
Introduction:
• The teacher shows to learner’s videos or photos he/she has prepared.
Learners observe them quietly, then the teacher asks them to say what they
can see on the pictures.
• The teacher asks learners some different questions related to the photos and
videos that lead to the new lesson.
Body of the lesson:
• The teacher sings the new song once, slowly and showing all possible
emotions. Learners listen attentively.
• The teacher invites learners to listen once again to identify words and the
rhythm that are used in that song.
• The teacher also asks the learners to tell him/her words they find difficult.
He/she explains the difficult words; either be those identified by learners or
the ones he/she has noted in the preparation book.
• Learners briefly explain among them the meaning of the song
• The teacher sings one verse after another and learners repeat. At the end,
he/she asks learners to sing the whole song together with him/her.
• The teacher asks the learners to sing the song by themselves.
The teacher gives an activity on singing in respect with the rhythm of a particular
song. Learners can sing individually or in small groups
Assessment:
In Music assessment, the teacher assesses whether the learner can sing without
any difficulty, with no discordance between the song and its rhythm. He/she asks
the learners to one by one to perform one verse. They can even do this in groups.
Lesson One: Songs about drug abuse
a) Specific objectives
• Imitate the melody and lyrics in a song.
• Singing with others.
• Being able to speak in public.
• Living in harmony with others.
• Avoid and fight against drug abuse.
b) Learning and Teaching materials
• Pictures illustrating various drugs e.g. kanyanga, siriduwili, cannabis, mairungi,
etc… and ways of fighting against them (prevent someone from taking drugs,
throw or burning them.
• Videos or photos showing people who are dancing/performing the Rwandan
traditional dance known as umushayayo.
• Various audio equipment.
c) Methodology
i. Introduction
• The teacher helps learners to form and join groups.
• He/she asks them to sing songs they know.
• Then he/she shows them videos or photos (as provided in the introduction of
this unit), asking some questions on them.
ii. Body of the lesson
The teacher teaches the following song, after listening and practicing it well.
Song: Twamagane ibiyobyabwenge.
Muze mwese twamagane ibiyobyabwenge
Tubirandure burundu.
Twamagane kanyanga
Twamagane urumogiTwamagane siriduwile
Twamagane kanyanga
Twamagane urumogi
Twamagane siriduwile
Twamagane kole
Tubyamagane
Tubyamagane
Tubyamagane
NB: Here, the teacher helps pupils to add other types of drugs commonly known in
their environment following the hip hop style.
iii. 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, which is the most important part of the
assessment, following the assessment guidelines provided in the curriculum.
b. Question that leads to the theme of the song
Mention types of the drugs you know.
Lesson two: Songs about fighting against vagrancy
a) Specific objectives
• Imitate the melody and words of the song.
• Singing with others.
• Being able to speak in public.
• Living in harmony with others.
• Avoid and fight against drug abuse.
b) Learning and Teaching materials
Various equipment used in music/ audio equipment.
c) Methodology
i. Introduction
• The teacher helps pupils form and join groups.
• S/he asks them to sing a song learnt in the previous lesson.
• Then he/she asks them the following question.
Name the types of drugs you heard from the song learnt in the previous lesson
= Kanyanga, cannabis, siriduwili, glue… (And other drugs found in their area).
ii. Body of the lesson
The teacher teaches the following song, after listening and practicing it well.
The song: Twamagane ibiyobyabwenge
Munyarwanda mwana w’u Rwanda
Twirinde ibiyobyabwenge,
Byica ubuzima bikabushegesha,
Igihugu cyacu, kikabura amaboko
Muze tubyamagane
iii. 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, which is the most important part of the
assessment, following the assessment guidelines provided in the curriculum.
b. Question that lead to the theme of the song
Give the reason why it is important to avoid drugs.
Lesson three: Songs that emphasize social welfare and good human
relationship
a) Specific objectives:
• Imitate the melody and lyrics of the song.
• Singing and dancing in public a song respecting its rhythm.
• Having acts of politeness.
• Understanding Rwandan culture.
• Imitating the rhythm of various songs and dances in Rwandan culture.
b) Learning and Teaching materials
• Pictures showing people who are dancing traditional dances from their
different regions (ikinimba, umushayayo, igishakamba, ikinyemera etc…).
• Pictures showing people in the scene of fighting against drugs and vagrancy.
• Telephone or radio used to play music.
c) Methodology
i. Introduction
• Forming groups.
• Inviting them to sing any song they know about vagrancy.
• The teacher collects the ideas from different groups and associates them
with explanations, and then orients them.
ii. Body of the lesson
The teacher teaches the song “Tugire ingeso nziza” about vagrancy, sensitizing the
learners to behave properly in the society, after listening and practicing it in orderto choose the one which meets the needs of learners.
Song: Tugire ingeso nziza
1. Bana nimuze twese tugire ingeso nziza,
Twirinde kugira uburara n’ubwomanzi,
Twibuke ko turi Rwanda rw’ejo.
2. Niba tuvuye ku ishuri twihutire gutaha,
Ntidutinde mu mayira hose si byiza,
Twibuke ko turi Rwanda rw’ejo.
3. Twirinde gushukwa n’abandi batujyana mu ngeso mbi,
Uburere bwiza dutozwa buri gihe buturange,Twibuke ko turi Rwanda rw’ejo.
iii. 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, which is the most important part of the
assessment, following the assessment guidelines provided in the curriculum.
Questions that leads to the theme of the song
• What is the song about?
• According to this song, what should characterize children?
• Mention at least three important things you have learned from this song.
• What advice can you give to the children whose behaviors are wrong such as
vagrancy, lack of respect and stealing)?
Lesson four: Songs that emphasize social welfare and good human
relationship
a) Specific objectives
• Imitate the melody, rhythm and dance of the song.
• Having acts of politeness like respect people, God, culture, etc.
• Moving while respecting the rhythm of the song.
• Performing in a suitable voice and dance.
• Fighting against vagrancy.
b) Learning and Teaching materials
• Videos or photos showing people who are dancing traditional dances
from their different regions. These dances include; ikinimba, umushayayo,
igishakamba, ikinyemera etc.
• Pictures showing people on the scene fighting against vagrancy.
• Audio equipment used in music.
c) Methodology
i. Introduction
• Inviting pupils to sing the song learnt in the previous lesson.
• Showing them the pictures or photos illustrating people on the scene
performing dances from different regions in Rwanda, then they discover the
style of the dance.
ii. Body of the lesson
The teacher helps learners to form and join the groups.
• S/he invites them to practice accompanying the song with claps.
• The teacher also invites them to practice dancing respecting its rhythm..
• Learners practice the dance in the Ikinyemera style as recommended by the
teacher.
iii. Assessment
The assessment is done in two categories i.e. questions related to singing and those
related to the topic.
Singing and dancing
The teacher assesses whether learners are able to sing and dance respecting the
style they have learnt. This is done group by group depending on the time allocated.
Questions that leads to the theme of the song
The teacher can use questions provided in the previous lesson and then may add
other questions according to the objectives of the lesson.
Lesson five: Songs strengthening social welfare and good human
relationship.
a) Specific objectives
• Imitate the melody and lyrics of the song.
• Preserving Rwandan culture and respecting other cultures.
• Understanding child’s rights.
• Disapproving and fighting against child abuse.
b) Learning and Teaching materials
• Pictures and photos showing child’s rights for example a right to play, a right
to education, a right to clothing, a right to eat, a right to go for a walk, etc…
• Radio or another instrument to play music.
c) Methodology
i. Introduction
• Forming groups.
• Revise the song they already know or they have learnt.
ii. Body of the lesson
The teacher chooses the simplest song among the following after s/he has listened
to and learnt it.
Song 1: Tubamagane
This song is in the Ikinyemera style. It is performed by dancing while hands are
extended up like “Inyambo” (cows used for parade in ancient Rwanda with their
long horns) and by clapping following its rhythm as it is written on music scores.
Example ta-ta-ta-/ta-ta-ta.
Song 2: Twite ku bana
Umwana akwiye kwitabwaho, akagira ubuzima buzira umuze,
Agatera imbere no mubwenge, kandi buri wese akaba mu muryango.
a) Icuruzwa ryabo turaryamaganye
b) Ibiyobyabwenge turabyamaganye
c) Imirimo ivunanye turayamaganyed) Gusambanya abana turabyamaganye
Abana bose bige, kandi bavuzwe babone indyo yuzuye !
Tubamagane
a) Uburenganzira bw’umwana muze twese tubushyigikire
b) Twamagane ababuza abana kwiga kandi ari bo bayobozi b’ejo.
c) Twamagane ababuza abana gukina kandi bahigira gusabana
4. Twamagane abatavuza abana kandi ari bo rwanda rw’ejo
5. Twamagane abaheza abana kandi nabo bafite ubushobozi.
iii. Assessment
The assessment is done in two categories i.e. questions related to singing and those
related to the topic.
Singing
The teacher assesses whether learners are able to sing and dance respecting the
rhythm of the song. This is done group by group.Questions that lead to the theme of the song
These questions are related to both songs:
• What have you heard from this song?
• Give examples of people who should be disapproved for abusing children’s
rights.
• Give examples of actions that should be disapproved because they can abuse
children’s rights.
• Is it necessary to give rights to children? Explain.
1.6 End of unit assessment
a. What do drugs mean?
b. Give examples of drugs you know.
c. What lesson have you learned from the song about fighting against drug
abuse?
d. Briefly tell how you can avoid vagrancy.
e. Give examples of children’s rights.
f. Does a child need rights? Explain.
g. Sing properly by respecting the rhythm of the song on:
a) Fighting against drugs.
b) Fighting against vagrancy.
c) Fighting against child rights abuse.
Expected answers on the assessment
a) Drugs are things someone takes in his/her body which change mindset.
b) Kanyanga, siriduwili, cannabis, mayirungi, cifu waragi (chief waragi).
c) Avoid drug abuse, indicate where drugs are found, advise the users to
give up taking them.
d) Avoid vagrancy, not being tempted by others, going straight home after
school, avoid watching films on pornography, be satisfied with what the
parents have provided you, feel happy in your present situation, etc.
e) Right to school, to food, to clothes, to health care, to share4 views, be
educated within a family, be educated by parents.
f) Yes. Because the child is also capable of thinking and giving his views,
grow up in mind and culturally and live.
g) The teacher assesses whether learners are able to perform well a song in
respect with its rhythm.1.6. Consolidation activitiesThe following activity is given to the learners who confuse the rhythm of songs.
Using claps, differentiate between the rhythms of the following songs: Tubamagane
and Twite ku bana (Lesson five)
This activity is for learners who have manifested shyness to dance in public:
• The teacher asks such learners to dance in a group of five.
• With few of his/her colleagues and friends, the learner should do this as
frequently as possible. Slowly by slowly as s/he gets used to it, s/he will
dance in a group and then after in front of the whole class.
• Accompany the easiest song to you with dance.
1.7. Extended activities
1) The teacher may use a musical instrument to play any of the songs to the learners
with Rwandan rhythm, asks them to accompany it with the dance and respecting
its rhythm then ensures that there is no discordance between the dance and its
rhythm.
2) The teacher can ask learners to form a school cultural dance troupe in which
they will be performing Rwandan songs in public.