General
- P3: Creative arts -Music ( Teachers Guide) File Uploaded 26/07/22, 17:54
UNIT THREE: PERFORMING SONGS WITH VERSES AND REFRAIN
3.0. Key unit competence
Perform songs with verses and refrain.
3.1. Generic competences
Performing songs and dances in public, imitating well the melody of a song, singing
in chorus, respecting the rhythm of the song, and accompanying the song with
drums or another sounding instrument, cooperating, living in harmony with others
and having self-confidence.
3.2. Cross-cutting issues to be addressed.
3.2.1. Peace and values education.
This may result from listening attentively while the teacher is teaching the song.
3.2.2. Gender balance
This happens when the teacher forms groups of girls and boys in order to sing
together. At that moment, s/he invites learners to form inclusive groups, and gives
those equal opportunities for sharing views, ideas and any other help.
3.2.3. Inclusive education
In a class, you may find learners who fail to sing a song as required because of
speech impairment. Such learners are brought into the groups where the teacher
takes care of them as s/he approaches the groups.
During assessment, the teacher gives them chance to sing even if they cannot do itwell like others s/he appreciate what they have tried.
3.3. Lessons to be taught
3.4. Strategies for teaching lessons
Introduction
The teacher introduces learners into the lesson by a singing activity. They can sing
individually or in a small group; they sing a song they already know or one of the
songs they have learned in the previous units.
• The teacher shows learners videos or photos s/he has prepared. 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 leading to the new lesson. It is not
necessary to focus on questions given in the examples, the teacher can
prepare other questions related the lesson s/he is going to teach.
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 has been used in that song.
• The teacher also asks the learners to tell him/her words they find difficult. S/
he explains the difficult words; either be those identified by learners or the
ones s/he has noted in the preparation book.
• Learners briefly explain among themselves the meaning of the song.
• The teacher sings one verse after another and learners repeat. At the end, s/
he asks learners to sing the whole song together with him/her.• The teacher asks the learners to sing the song by themselves.
Assessment
While assessing, the teacher ensures whether the learner is able to sing verses and
refrain alternatively in a song he/she has learnt. S/he invites learners to sing one
verse individually. They can even do it within a group.
Lesson One: Gospel songs
a) Specific objectives
• Alternating verses and the refrain in a song.
• Imitating the melody of others.
• Singing in chorus.
• Developing self-confidence and boldness.
• Loving and respecting God.
b) Learning and Teaching materials
• Photos or videos showing various choirs singing.
• All sorts of musical instruments.
c) Methodology
i. Introduction
• The teacher helps learners to form and join the groups.
• Learners join their groups and sing a song they know or they learnt.
• The teacher asks learners different questions that are related to the new
lesson.
Examples:
1. When you are going at the church, what are you going to do there?
Expected response: To pray
2. Whom do you pray to when you pray?
Expected response: God
3. State all ways you use while praying.
Expected response: Saying prayers, singing
ii. Body of the lesson
In this part of the lesson, the teacher chooses one of the following songs after s/he
has listened to and practiced them using a musical instrument, in order to select a
song according to the time allocated.
Song 1: Ni Wowe Mugenga, wanjye Yezu,
R/Ni Wowe Mugenga, wanjye Yezu, wandindiye ubuzima, nzagusingiza. (x2)
1. Wabanye najye mu bihe byiza, no mu bikomeye unyitaho Yezu.
2. Usingizwe Yezu uririmbwe na bose, n’abatakuzi babeshwaho nawe.
3. Urukundo rwawe runtera imbaraga, rukansindagiza ndirimba Aleluya.
4. Mfasha gukunda abandi nk’uko wankunze, bose bakumenye ko ari wowe
Mugenga.5. Kuba uyu munsi nkiri muzima, si uko ndi intungane ahubwo umfitiye umugambi.
Song 2: Mbega Urukundo rw’Imana yacu
1. Mbega urukundo rw’Imana yacu
Nta warondora uko rungana
Rusumba ukwezi rusumba izuba
Kandi ikuzimu rugerayo
Rwatumye Yesu aza mu isi yacu
Ngo indushyi aturuhure,Na cya kirara cy’inzererezi Rwatumye se acyakira.
R/ Mbese urukundo rw’Imana yacu Rwagereranywa n’iki
Mu ijuru n’isi baruririmbe Kugeza iteka ryose.
2. Ingoma zose zo mu isi yacu
Zijya zihita zishiraho
Abanga Imana ntibayisenge
Bazapfa bose be kwibukwa
Nyamara urwo rukundo rw’Imana
Rutagira akagero
Urwo idukunda twe abari mu isi
Nirwo rutazashira.
3. Inyanja zose zaba nka wino
Ijuru rikaba impapuro
Ibyatsi nabyo bakabigira
Byose uducumu tw’abanditsi
Ab’isi bose bakandikaho
Iby’urukundo rwayo
Ntibabimara ntibyakwirwaho
Hakama inyanja ari yo.
4. Kandi uko ikunda umwana wayo
Jye niko inkunda ntakwiriye
Nari umugome nuko impa Yesu
Ngo ambambirwe ku musaraba
Mubo yacunguje ayo maraso
Nzi yuko nanjye ndimo
Nzajya ndirimba urwo rukundoNdukwize mu isi yose
iii. Assessment
The assessment is done in two categories i.e questions related to singing and those
related to the topic.
a) Singing
The teacher assesses singing, respecting the guidelines mentioned in the beginning
of this unit.
Questions that lead to the theme of the song:
1. Ni Wowe Mugenga
• Who is the sovereign referred to in this song?
• From the refrain of this song, state one important thing your sovereign has
done for you that makes you say you will always praise Him?
• With reference to the third verse of this song, mention the benefit of love He
has for you.
2. Mbega urukundo rw’Imana
• According to what is said in the verses and refrain, state the most important
thing God has.
• Mention some of the things that God’s love is superior to.
• With reference to verse no 4, state what shows that God has loved you evenif you do not deserve it.
Lesson 2: Gospel songs
a) Specific objectives
• Alternating verses and the refrain in a song.
• Imitating the melody of others.
• Self- confidence.
• Develop self-confidence and boldness.
• Respecting God and recognizing His love to us.
b) Learning and Teaching materials
• Photos or videos showing various choirs singing.
• Various equipment for listening music.
c) Methodology
Introduction
The teacher helps learners to form and join the groups.
Learners join the groups and sing a song they learnt in the last lesson.
Body of the lesson
The teacher asks learners various questions that lead to the new lesson.
Song no 1: Reka ndate Imana Data
R/ Reka ndate Imana Data, reka mvuge ibigwi byayo, kandi nshimire ingabire
y’ubuhanga n’ubwenge. Muntu usumba ibyo yaremye uri mu ishusho ryayo,
Muntu usumba ibyo yaremye uri mu ishusho ryayo.
1. Nzajya niyambaza Uhoraho, mu gitondo uko mbyutse, nti “Dawe Nyir’ubuntu
ngushimiye kuramuka; Malayika murinzi nkwiragije uyu munsi, Malayika murinzi
nkwiragije uyu munsi”.
2. Roho w’Imana n’Umuremyi, wowe ngendana iteka,uze untere ubutwari maze
mbone gutsinda; nshimwe nshimisha abandi nzi ko ngiriye Imana, nshimwe
nshimisha abandi nzi ko ngiriye Imana.
3. Igihe cyose ndi mu Misa, Nyagasani nkwiragize, nteze amatwi ijambo ryawe,
nkesha intumwa witoreye; zamamaza inkuru nziza mu mahanga yo ku isi,
zamamaza inkuru nziza mu mahanga yo ku isi.
4. Hari abahinyura ibyo uvuga, bakirengagiza ibyo ukora, tubime amatwi
tubihorere, maze ducinye akadiho; tuti: “Mana idukunda, kuri iyi si turi abawe”,
tuti: “Mana idukunda, kuri iyi si turi abawe”.
5. Reka ndate Imana Data, Yo Mugenga wa byose, yaduhaye umutima umwe,
ngo dukundane ubwacu; ngo dukundane ubwacu, tubone kuyikunda, ngodukundane ubwacu, tubone kuyikunda.
Mwami Mana ndakuririmbira, uri nkuru, uri nkuru.
Mwami Mana ndakuririmbira, uri nkuru, uri nkuru.
2. Iyo ngenda mu ishyamba ry’ikibinga, numva inyoni uko ziririmba,
Ndi mu mpinga ndende ndeba mu nyonga, mbona imigezi numva imiyaga.
Iyo nibutse Mana ko watanze Umwana wawe ku musaraba
Imitwaro yanjye akayikorera, yamfiriye ngo nkurweho icyaha.
3. Kristo azaza azanye n’ingabo ze, azanjyana mu rugo kwa Data
Nzapfukama mpimbaze Imana yanjye, mvuze impundu nti Mana uri nkuru.
iii. Assessment
The assessment is done in two categories i.e. questions related to singing and thoserelated to the topic.
A. Singing
The teacher assesses on singing, following the guidelines mentioned in the
beginning of this unit.
B. Questions leading to the theme of the song:
a. Reka ndate Imana Data
• Mention some of the creatures of God that show his powerful.
• According to this song, verse no
3, show the reason why God sacrificed His
son to die for us.
Lesson three: Gospel songs
a) Specific objectives
• Alternating verses and the refrain
• Imitating the melody of others.
• Self-confidence.
• Develop self-confidence and boldness.
• Respecting God and recognizing His love towards us.
b) Learning and teaching materials
• Photos or videos showing various choirs singing.
• Various equipment to listen music.
c) Methodology
Introduction
• The teacher helps learners to form and join the groups.
• Learners join their groups and sing a song they have learnt in the previous
lesson.
Body of the lesson
The teacher asks various questions that lead to the new lesson.
Song 1: Ni Yesu wangize kuba umuvandimwe
1. Ni Yesu wangize kub’ umuvandimwe we, Imana ishimwe cyane kand’ ibyo
mfite byose ni we wabimpaye Imana Imana ishimwe cyane.
Kandi yarambabariy’ angir’ imbohore. Yamviriy’ amaraso yo mu mutima we
Ndanezerewe cyane kuko yancunguye Imana Imana ishimwe cyane.
2. Ibyiza yakoze mbifitemw’ umufasha, Imana Imana ishimwe cyane
Ni w’ umfasha mu bintu byose bikomeye, Imana Imana ishimwe cyaneImibabaro yanjye yose ni kw’ ayizi, ahindur’ iyo mibabaro ngw anezeze
Iman’ ishimwe kuko yumv’ amasengesho, Imana Imana ishimwe cyane.
3. Ku Mana mw’ijuru mfitey’ umugabane, Imana Imana ishimwe cyane
Mu mwanya muto tuzabon’ umunezero, Imana Imana ishimwe cyane
Mw ijur’ abera bazamurika nk’ izuba, Yes’ ubw’ azatwambik’ ikamba ry’ ubugingoTumwitegure kukw’ azagaruka vuba, Imana Imana ishimwe cyane.
Note: the 1st verses of this song is considered as chorus
Song 2: Yezu Ncuti y’abato
Inyikirizo: Yezu ncuti y’abato, abakene n’aboroheje, utuza kandi woroshya, duhe
umutima nk’uwawe.
1. Watweretse inzira y’umukiro wo kwamamaza urukundo rukunda
n’abatugomera, twigishe gukunda nkawe.
2. Watwigishije kubabarira, bityo natwe tubabarire nka Data wa twese mu ijuru,
tugwirize ubwo butwari
3. Igihe tujyanywe na sekibi mu bibuza abandi amahoro, ingufu z’ijambo ryawe
zijye zitwibutsa ibyawe.4. Abatagira epfo na ruguru ubibutsa ko uri byose, ha abatunze ibyo kuri iyi si
basangire n’abashonji.
5. Abo washinze abo bayobora bahitemo guca bugufi, ha n’abayoborwan’umutima wo kumvira mu butwari.
iii. Assessment
The assessment is done in two categories i.e. questions related to singing and those
related to the topic.
a. Singing
The teacher assesses learners on singing, respecting the assessment guidelines
provided in the beginning of Unit One.
b. Questions that lead to the theme of the songs:
a. Ni Yesu wangize kuba umuvandimwe we
• Mention the title of this song you have learned?
• From the content of this song, state five things for which Jesus deserves
praises.
b. Yezu Ncuti y’abato
• With reference to the refrain of this song, mention 3 categories of people
who are Jesus’ friends.
• State what Jesus recommends to all leaders and followers.Lesson Four: Songs by other artists
a) Specific objectives
• Alternating verses and the refrain in a song.
• Imitating the voice of other artists.
• Develop self-confidence and boldness.
• Loving music and understanding the message it conveys.
b) Learning and Teaching materials
• Some of the photos of artists
• Various equipment used to listen songs
c) Methodology
Introduction
• The teacher helps learners to form and join the groups.
• Learners join their groups and sing a song they have learned in the previous
lesson.
Body of the lesson
The teacher asks learners various questions that lead to the new lesson.
Song: Bidufitiye akamaro
Ibidukikije banyarwanda bidufitiye akamaro
Twese tubirinde tubibungabunge
Amazi turayakenera turinde imigezi yacu inzuzi n’ibiyaga na byo tubirinde
Amashyamba adufasha byinshi Ni yo akurura imvurura
Ayungururura umwuka na yo tuyarinde
Nidutere ibiti byinshibisimbura ibisarurwa n’ibivangwa n’imyaka nabyo tubitere
Ibishanga nabyo n’ingenzihabamo ibinyabuzima tutabona ahandi nabyo tubirinde
Twese tuge turwanya isuringo idatembana ubutaka hagasigara ubutayu nabwo
tuburinde.
Assessment
Assessment is done in two categories i.e. Questions related to singing and those
related to the topic.
A. Singing
The teacher assesses singing respecting the instructions provided in the beginning
of this unit.
B. Questions that lead to the theme of the song
Song: Bidufitiye akamaro
a) Give an example of environmental elements found in your community that
need to be conserved.
b) Explain what you should do to conserve the environment elements in your
community.
Lesson 5: Songs by other artists
a) Specific objectives
• Alternating the verses and refrain in a song.
• Imitating the voice of other artists.
• Developing self-confidence and boldness.
• Loving Music and seize understanding the message conveyed.
b) Learning and teaching materials
• Various photos of artists.
• Various equipment used to listen songs.
c) Methodology:
Introduction
The teacher helps learners to form and join the groups.
Learners join their groups and sing a song they learned in the previous lesson.
Body of the lesson
The teacher asks learners different questions that lead to the new lesson
Songs that may be learned: Turate Rwanda
1. Turate Rwanda yacu
Turate Rwanda yacu itatse inema
Rwanda yacu nziza gahorane ishya
Gitego cyatatswe ubwiza na Rurema
Abawe baraguharanira
Rwanda nziza, ntuteze kuzahinyuka mu mahanga
Rwanda nziza, abawe baguhaye impundu
2. Wavuga iki se ku mazi magari,
Nka Kivu na Muhazi ya Buganza?
Burera na Ruhondo by’i Murera, Cyohoha inetesha Bugesera?
3. Hari ubwo se mwageze mu mukenke?
Ngo murore impara n’imparage se? Hari ubwo se mwageze mu mashyamba,
Ngo murore ingwe n’urusamagwe?
Assessment:
The assessment is done in two categories i.e questions related to singing and those
related to the topic.
a. Singing
The teacher assesses on singing, respecting the guidelines provided in the beginning
of this unit.
b. Questions that lead to the theme of the song
Mention various beauty features of Rwanda stated in this song.Song: Umubano mu bantu
Note: This song can be performed in the umushayayo style.
1. Ni umurage rusange wa basogokuruza
Ari Data ari na So bose barawusanze.
Ubasonzoranyiliza mu nzu y’amahoro,
Impumeko y’urukundo irakunda iraramba, bambe
Umubano mu bantu (x2)
2. Ni wo uhuje amahanga ni wo ubumbye imiryango
Ni cyo kiza turusha ibindi biremwa byose.
Abantu tugasangira urupfu no kuramba
Subiza agatima impembero wibaze nawe, bambe
Umubano mu bantu (x2)
3. Ni wo utsinda amahane tukava inda imwe twese
Mu mulyango uzira ubulyalya utagira inabi
Abantu tugasangira urupfu no kuramba
Subiza agatima impembero wibaze nawe, bambe
Umubano mu bantu (x2)
4. Kandi wuje urukundo kandi wuje umurava
Ukagira amahoro ho umunywanyi wa hafi,
Ni wo ubyara gutabarana no gufatanya
Ni wo soko y’ubumwe bubonereye abantu, bambe
Umubano mu bantu (x2)
5. Ni iki cyaruta ubuntu n’imbabazi mu bantu bambe?
Umubano mu bantu (x2)
Nta cyaruta umushyikirano no kuva inda imwe
Mu mubano w’abantu (x2)
Ni iki cyaruta gufatanya hakora ukuli bambe?
Umubano mu bantu (x2)
General questions on the themes in the song
Song: Umubano mu bantu
• What is this song about?
• What is in this song that makes human being superior to other creatures?
• State the benefits of good cohabitation of people particularly with your
colleagues.
3.5. End unit assessment
In this assessment, the teacher ensures whether the learner is able to sing a song
alternating the verses and the refrain in the songs s/he has learned. Since the main
objective is singing, questions related to the topics in this unit were reduced. Due
to time available, it should be better if the teacher assesses on all the songs of this
unit.
Assessment questions
a) Explain why it is important to love and respect God.
b) Mention any good things God does that someone can sing in a song.
c) Choose one of the gospel songs you have learned and tell the message
you gained from it.
d) Which themes in these songs can be used by different artists?
e) Suppose you become an artist, who would be your role model? What
topic would you sing about?
Some of the expected answers
1) It is important to love God because He does good things, loves us, protects us
and provides everything we have.
We also must respect Him because He created us, He is strong and powerful…
2) Some of the good things God does that someone may sing are: His love, charity,
pity, generosity, faithfulness.
3) About this question, the learner tells the message he/she has gained from the
selected song, and the teacher guides him/her so that it can be well understood.
4) Some of the themes different artists can sing about social relationship, love,
history, labor, education, religion, fighting against epidemic diseases such as HIV,
patriotism etc.
5) The learner answers this question as s/he understand and the teacher guides
him/her in his/her answers.3.6. Additional activities
Extended activities
a. The teacher can give this activity to learners who failed to enhance the melody.
Therefore, he/she sings with the learner so as to help him/her enhance the
melody. In case the learner succeeds, the teacher gives more songs from the
simplest to the most difficult.
Sing a song you remember from those you have sung in class.
b. This activity is for learners who failed to respect the rhythm of the song. The
teacher asks learners to sing a small part of the song, and s/he guides them with
claps starting from the refrain then once they have succeeded, they move to the
verse and finally alternate them. By the time the teacher notices that the learner
is successful in respecting the rhythm, s/he then tells the learner to sing alone.
Perform the song entitled “Mwami Mana ndakuririmbira” (see Lesson 2)
c. This activity is for learners who confuse the verses and the refrain, who failed to
alternate them as required. Here, the teacher gives him/her a song with verses
that are similar to the refrain, and when they sing it well, s/he gives another one
with verses that are different from their refrain, but which is easier.)
d. Perform the following song:
Reka ndate Imana Data (see Unit 2, Song № 1)
Answers
In these activities, the teacher ensures whether the requirements at the beginning
of each activity are being respected, and s/he emphasizes on where it is necessary.
Extended activities
Activities in this category should focus on singing. After the teacher has taught all
the provided songs, s/he invites learners to sing gospel songs and songs by other
artists of their choice.REFERENCES
a. Emma D. (1970) Children discover music and dance, New York
b. Judy T. (1990) Understanding music, London
c. Ministry of Education, REB 2015. Integanyanyigisho y’Ubugeni n’Ubuhanzi,
Ikiciro cya mbere cy’amashuri abanza, Kigali
d. Ministry of Education, NCDC (2010) Teacher’s music reference book in
primary school, Kigali
e. Indirimbo zo gushimisha Imana, Indirimbo z‘agakiza
f. Singizwa Nyagasani № 7, Byumba, Ukwakira 2011, urup 38g. https://www.musixmatch.com/lyrics