General
- P3: Creative arts -Music ( Teachers Guide) File Uploaded 26/07/22, 17:54
UNIT TWO:ACCOMPANYING RWANDAN SONGS WITH DRUMS AND CALABASH SOCKETS
2.0. Key unit competence
To be able to accompany songs with drums and calabash sockets.
2.1. Prerequisite skills
In order to achieve the objectives of this unit, the learner must be having the
following competences:
• Imitating the rhythms of different Rwandan songs and dances.
• Singing and dancing in public.
• Imitating the melody of others.
• Making movements respecting the rhythm.
• Perform with suitable voice and dance.
2.2. Cross-cutting issues to be addressed
2.2.1. Peace and values education.
This cross cutting issue applies when learners are following the music lesson, when
they are working together in groups explaining songs that emphasize social welfare
and good human relationship.
2.2.2. Gender balance
This is seen when the teacher invites learners to form inclusive groups that give
equal opportunities in singing, dancing and sharing views.
2.2.3. Inclusive education
This cross-cutting issue is seen when the teacher assists every learner especially
those with disabilities (special educational needs).
2.2.4. Genocide studies
This cross cutting issue applies when the teacher is explaining some of the activities
that lead t;: good human relationship fighting against all kind of divisionism and
discrimination, cooperation, to mutual assistance, giving and seeking for adviceand promoting the culture of peace.
2.3. Lessons to be taught
2.4. Strategies for teaching lessons
Introduction
The teacher gives an activity on singing by respecting the rhythm of the song.
Learners can sing individually or in small groups.
• The teacher shows videos or photos s/he has prepared for the learners.
Learners observe them quietly then the teacher asks them to report what
they have seen on the pictures or photos.
• The teacher asks different questions about these pictures or photos that lead
to the new lesson.
Body of the lesson
• The teacher sings the new song once, slowly and showing all possible
emotions as the learners listen attentively.
• The teacher invites the learners to listen once again in order to identify the
rhythm and the words 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 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 to 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
Assessment
When assessing singing, the teacher ensures whether the learner is able to sing
without any difficulty, connecting well the song with the drums and the socket
calabash. S/he invites the learners one by one to sing one verse or the whole song.
This can also be done within groups.
Lesson One: Religious songs
a) Specific objectives
• Imitate the melody and lyrics of the song.
• Combining the song with drums and the socket calabash.
• Combining the rhythm of the song with drums and the socket calabash.
• Singing and dancing in public.
b) Learning and Teaching materials
• Pictures showing the temple, church, people who are praying, faith symbols
(cross, Bible, rosary, images), etc.
• Drums and socket calabashes.
• Various audio equipment.
c) Methodology
i. Introduction
• Assisting learners to join the groups.
• Invite learners to sing a religious song they know.
ii. Body of the lesson
The teacher chooses one of the following religious songs and teaches learners to
sing it accompanying it with claps, drums and socket calabashes, respecting its
rhythm.
Song 1: Imana ni Umubyeyi
1. Imana ni Yo yaturemye, yaturemye mu ishusho yayo, iduha ubwenge
n’umutima, nimucyo natwe dukundane.
2. Yaturemye kandi idukunze, maze idutoza gukunda, idusaba twese gukundana,
nimucyo rero dukundane.
3. Imana koko ni Umubyeyi, ni Yo buhungiro bwacu, tuyigane tuyiyambaze,
nimucyo rero dukundane.
Song 2: Nzaririmba
1. Nzahora ndirimba
Mpanike ibisingizo
Ndate Rurema
Rurema, Rugira.
2. Nzahora mwamamaza
Ahantu hose
Nzamwamamaza
Rurema, Rugira.
3. Nzamubwira abandi
Nabo bamusingize
Nzamukorera
Rurema, Rugira.
4. Nzamukunda iteka
Nzahora musenga
Nzamusenga
5. Nzakora ugushaka kwe
Ndangwe n’urukundo
NzamukoreraRurema, Rugira
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 singing, which is the most important part, following the
guidelines as they are provided in the curriculum.
Questions that lead to the theme of the song
1) Imana ni umubyeyi
• In which image did God create us?
• Mention at least 2 things God gave us after He had created us.
• If God taught us to love one another, what should we do on our behalf?
2) Nzaririmba Rurema
• Mention different things in this song you will do for the Creator.
• Perform the following song properly, accompanying it with:
a) Drums
b) A socket calabashLesson two: Songs strengthening life and harmony in society.
a) Specific objectives
• Combining the song with drums and socket calabashes.
• Imitate the melody and words from the song.
• Singing and dancing in public, respecting its rhythm.
• Having acts of politeness.
• Emphasize social welfare and good human relationship.
b) Learning and Teaching materials
• Pictures showing people dancing Rwandan traditional songs such as Ikinimba,
Umushayayo, Igishakamba, Ikinyemera, etc.
• Pictures illustrating fellowship, good human relationship, love deeds, and so
on.
• Telephone or radio playing music.
c) Methodology
Introduction
• Forming groups.
• Asking learners to sing the song learnt in the previous lesson.
Body of the lesson
The teacher teaches the following song after s/he has listened and practiced it well.
Song: Haranira amahoro (Igishakamba rhythm)
Haranira amahoro, haranira amahoro,
Haranira amahoro twubake u Rwanda rwacu,
Turuteze imbere, haranira amahoro.
1. Dukundane twese, haranira amahoro.
2. Dushyire hamwe, haranira amahoro.
3. Twubake u Rwanda, haranira amahoro.
Assessment
The assessment is done in two categories i.e. questions related to singing and those
related to the topic.
Singing
The teacher assesses singing, which is the most important part, following the
guidelines as they are provided in the curriculum.
Questions that lead to the theme of the song
1. Haranira amahoro
• What topic is this song about?
• Mention different actions you would do to strive for peace among your
colleagues.
• Discuss on different activities which show that our country strives for peace.
Lesson three: Songs that disapprove drug abuse
a) Specific objectives
• Imitating correctly the melody and lyrics of a song.
• Singing in chorus.
• Singing in public.
• Accompanying the song with drums and socket calabashes.
• Disapprove the use of drugs.
b) Learning and Teaching materials
• Pictures showing various drugs and ways of fighting against them.
• Drums and socket calabashes
• Various audio equipment to play music
c) Methodology
Introduction
• Assisting learners to form and join groups.
• Inviting learners to sing a song they learnt in Term 1 or in P2 on drug abuse.
Body of the lesson
The teacher teaches the following song, after listening and practicing it very well:
Song: Tubyamagane
1. Twamagane ibiyobyabwenge, kuko byica ubuzima.
Twamagane ababikwirakwiza, natwe tubyirinde
2. Twamagane urumogi n’itabi kuko byica ubuzima.
Twamagane ababikwirakwiza, natwe tubyirinde.
3. Twamagane kanyanga na kore, kuko byica ubuzima.
Twamagane ababikwirakwiza, natwe tubyirinde.
4. Twamamaze inzoga ku bana zangiza ubwonko bwabo.
Twamagane abazibagurisha, natwe tubyirinde.
Assessment
The assessment is done in two categories: Questions related to singing and those
related to the topic.
Singing
The teacher assesses singing, which is the most important part, following the
guidelines as they are provided in the curriculum.
Questions on the theme of the song
• Name drugs that are said in the song you have learned.
• According to the song you’ve learnt, show the wrong side of some of the
drugs as stated in the song.
• Name people we have to disapprove who engage in drug abuse.
Lesson four: Songs disapproving vagrancy among the youth
a) Specific objectives
• Imitating the melody, rhythm and dance of a song.
• Have acts of politeness.
• Making movements respecting the rhythm.
• Performing with suitable voice and dance.
• Fighting against vagrancy among the youth.
b) Learning and Teaching materials
• Pictures showing various Rwandan traditional dances such as Ikinimba,
Umushayayo, Igishakamba, Ikinyemera, etc.
• Pictures illustrating fighting against vagrancy (avoid child vagrancy, going
straight home after school, avoid watching pornography films).
c) Methodology
Introduction
• Assisting learners to form and join groups.
• Inviting learners to sing a song on vagrancy they have learned in Term One.
Body of the lesson
The teacher teaches the song below after listening and practicing it very well:
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.
Assessment
The assessment is done in two categories i.e. questions related to singing and those
related to the topic.
Singing
The teacher assesses singing which is the most important part, following the
instructions as they are provided in the curriculum.
Questions on the theme of the song
• Suggest examples of good conduct characterizing a well-educated child.
• What advice would you give to your colleague who is engaged in vagrancy?
Lesson five: Songs on fighting against child’s rights abuse.
a) Specific objectives
• Imitating the melody and the words of the song.
• Combining the song with drums and socket calabashes.
• Understanding children’s rights.
• Disapprove and fighting against children’s rights abuse.
b) Learning and Teaching materials
• Pictures illustrating child’s rights such as the right; to school, materials and
clothes, to food, to express his/her views, to walk, and so on.
• A radio or any other audio equipment (instrument for music delivery.
c) Methodology:
Introduction
• Forming groups.
• Repeating a song, they know or they learnt about child’s rights.
Body of the lesson
The teacher chooses one of the following songs after listening and practicing them
very well in order to select the simplest one.
Song: Tubamagane
This song is in the Ikinyemera style. It is performed by extending arms high like
Inyambo (cows used for parade in ancient Rwanda) with their log horns and by
clapping following its rhythm as it is written on Music scores. Example: ta-ta-ta.
Song 1: Tubamagane
1. Uburenganzira bw’umwana muze twese tubushyigikire
2. Twamagane ababuza abana kwiga kandi ari bo bayobozi b’ejo.
3. 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
Song 2: Uburenganzira bw’umwana
1. Ayi mama we, umwana akwiriye kugira uburenganzira.
2. Umwana akwiriye uburenganzira bwo kuvuzwa igihe arwaye.
3. Umwana akwiriye uburenganzira bwo kugaburirwa igihe ashonje
4. Umwana akwiriye uburenganzira bwo kujyanwa mu ishuri kwiga.
5. Umwana ufite ubumuga akwiriye uburenganzira nk’abandi bana bangana
Assessment
The assessment is done in two categories i.e. questions related to singing and those
related to the topic.
Singing
The teacher assesses singing which is the most important part, following the
guidelines as they are provided in the curriculum.
Questions leading to the theme of songs
1. Tubamagane
a) Suggest examples of what a child is allowed to do at home.
b) Mention examples of what a child is not allowed to do.
c) What should parents do for their child to respect his/her rights?
2. Uburenganzira bw’umwana
a) Which topic is this song about?
b) Suggest examples of what should be disapproved that abuse child
rights.
c) Is it necessary to give rights to children? Explain
2.5. End unit assessment
1. Sing properly respecting the rhythm of the song on:
a) Fighting against drug abuse.
b) Fighting against vagrancy among the youth.
c) Fighting against child rights abuse.
2. Perform the song “Imana ni Umubyeyi” (lesson one, song one) respecting its
rhythm.
a) What lesson have you learnt from the song on fighting against drug
abuse?
b) Briefly state how you could avoid vagrancy.
c) Suggest examples of child’s rights
d) Does a child need rights? Explain.
Expected answers to this end unit assessment
1. Question 1 and 2: The teacher assesses whether learners are able to
perform well the song they have learnt, accompanying it with drums and
socket calabashes without mismatching its rhythm.
2. Avoid drug abuse, indicate where they are found, advise the users to give up
taking them.
3. Avoid vagrancy, not being tempted by others, going straight home after school,
avoid watching films on pornography, feel satisfied by what parents have
provided, feel happy in the present situation, etc.
4. Right to school, to food, to clothes, to health care, to sharing views, be educated
within a family, and be educated by parents.
5. Yes, because the child is also capable of thinking and giving his views, grow up in
mind and culturally and live.
2.6. Additional activities
For learners who are not able to combine the song with the drum or the socket
calabash, the teacher asks them to:
• Accompany it with claps first then they play the drum imitating claps or when
clapping one hand should touch the socket calabash imitating the other claps
but singing within heart.
• When they are done with respecting the rhythm, now they can sing
accompanying the song with drums or socket calabash.• The teacher chooses the simplest song (example: Twamagane ibiyobyabwenge
or Nzaririmba Rurema).
For learners who are shy in dancing before an audience, the teacher gives them an
activity similar to the one s/he has given in Unit One.
2.7. Extended activities
It is clear that learners who are given such activities are more competent than
others in allying the song with drums, rhythm and socket calabashes. They can be
given activities similar to the ones in Lesson One, which are for example:
a) Accompanying any Rwandan song with drums and socket calabashes.
b) Forming a school dancing troupe of which will have to represent the schoolat various occasions.