Creative Arts: Music

2.1. Key unit competence

Sing the songs accompanied by claps and respecting the rhythm.

2.2. Generic Competences

By the end of this unit, learners should be able to sing in order to achieve the competences of this unit.

The learner should be:

• Sing
• Imitate sound
• Cooperate with others
•  Develop friendlness and self-confidence
•  Increase self-confidence and determination and sing in public

2.3. Sub-topic areas to be considered

2.3.1. Peace values education

This was found in Unit one, this sub/topic area is applicable when learners listen to the teacher who is teaching them a song and when learners are grouped into groups, singing or sharing views.

2.3.2. Gender balance

This sub/topic is applicable when the teacher invites the learners to form groups and gives them equal opportunities to give answers, sing and share views.

2.3.3. Inclusive education

This is applicable when the teacher assists every learner, especially those with special educational needs.

2.3.4. Environment protection

Like in unit one, this sub topic is applicable when learner sing songs and explain to them the songs related to the environment..

2.4. How to introduce the unit?

The teacher gives the activies and invites learners to sing the song. They can sing one by one or in groups and then sing the song commonly known or learnt previously.

2.5. List of lessons

2.6. Strategies to teach the lessons

Introduction

• The teacher shows pictures or images 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 questions related to the pictures and images, leading to the new lesson. The teacher can vary question and add others that have been prepared.

Body of the lesson

• The teacher sings the new song once, slowly and showing as much feelings as possible. Learners listen attentively.
• The teacher invites learners to listen again and identify the rhythm and the words that are used in that song.
• The teacher also asks the learners to tell words they find difficult from the song.
• The teacher helps learners to understand difficult words
• Learners explain briefly what the song is about
• The teacher sings one verse and invites the learners to repeat it. At the end, the teacher invites learners to perform the whole song together..
• The teacher invites stuudents to sing the song alone.

Assessment:

In Music assessment, the teacher assesses whether each learner can sing without any difficulty, accompanying the song with claps and movement with no discordance between the song and its rhythm and explaining the words from the song.

Lesson one: Songs related to the environment

a) Specific objectives

• Imitate the the melody and lyrics of the song
•  Speak in public
• Ensure environmental protection

b) Learning and teaching materials

•  Pictures or photos showing environmental elements (montains, forests, rivers, lakes, etc…)
•  Various equipements used in music

c) Methodology

Introduction

• The teacher helps learners to form and join the groups.
•  Learners in their groups sing the song learnt previously.
• After, the teacher asks various questions leading to the new lesson:

Example: 1) Say what you can see on these pictures/photos

                                    = Montains, forests, rivers, lakes, etc….

2) What are their importances to the human beings?

                                 = On the montains, we plant the forest and the forests give woods.

Body of the lesson

After practicing and revising the song attentively, chooses one of the songs (using a

musical instrument) suitable for the lesson.

Song 1: Akanyugunyugu

Mbega akanyugunyugu k’amabara meza

Icyampa ngo kaze nkagire inshuti

Nakigisha kubara, gusoma no kwandika

Nk’uko umwarimu yabitwigishije.

Song 2: Ibidukikije

Ndakurata Rwanda watatswe na Rurema,

Imisozi yawe ibereye abagusura.

Ibirunga byawe bicumbikiye ingagi,

Imigezi yawe izana ubuhehere.

Ibyo byiza byose nzabibungabunga,

mbibyaze umusaruro ndwanya ababyangiza.

Assessment

During this lesson, the teacher assesses singing only in respecting what was mentioned in introduction of the unit. Questions related to the subtopic of the song will be used in the following lesson.

Songs related to the environment

a) Specific Objectives:

• Imitate the the melody and lyrics of the song
•  Accompany song with claps and movement
•  Sing in public
•  Ensure environmental protection

b) Learning and teaching materials

•  Pictures or photos showing environmental elements (Mountains, forests, rivers, lakes, etc…)
•  Equipments used in music.

c) Methodology

• The teacher helps learners to form and join the groups
•  Learners in their groups sing the song learnt previously
• Then, the teacher asks various questions related to the song

Example:

1) What was the heading of the song we learnt in the last lesson?

                                                                                              =Environment

2) State some of environmental elements(things around us) we mentioned in the

                                                                                          song. =Mountains, lakes, forests, …

Body of the lesson

The teacher invites learners to leave the groups and go back into their seats and then invites them to sing the song that he/she taught them in the last lesson (Environment). They sing group by group accompanying the song with claps and movement. After, the teacher ensures whether they respect claps and movement and corrects them where necessary.

Assessment

The assessment is done in two steps: Questions related to singing and issues related to the topic.

i. Singing

The teacher assesses learners on singing, the most important part of the assessment,

following the assessment guidelines provided in the curriculum.

ii. Questions related to the topic

•  What is the topic of this song?
•  What are the Rwandan assets that are mentioned in this song?
• What can you prevent people from destroying environment?

Lesson Three: Songs related to politeness

a) Specific objectives

• Imitate the melody and lyrics of the song
•  Accompany the song with claps and movement
•  Sing in public
•  To show politeness

b) Learning and teaching materials

• Pictures or photos showing good attitudes and values of the people in the society (Greeting one another, leaving places(seats) for the old people, helping tired people, etc…)
• Equipments used in music

c) Methodology

Introduction

• The teacher helps learners to form and join the groups.

• Learners in their groups sing the song learnt previously.

• Then, the teacher asks various questions related to new lesson.

Examples:

1. In first term, we sang songs related to politeness.

Mention the characteristics of a person who is polite.

= Knocking on the door first when you want to enter in a house, greeting when you

reach home, greeting with two hands the old people, etc…………….

Body of the lesson

After practicing and revising the songs attentively,the teacher chooses one of the songs suitable for the lesson.

Song 1: Kubaha

Dufatanye twese twebwe Rwanda rw’ejo twitoze kubahana tube intangarugero

aho tunyura hose turangwe no kubaha tuzatanga amahoro natwe tuyabone

Assessment

The assessment is done in two steps: Questions related to singing and issues related to the topic.

i. Singing

The teacher assesses learners on singing, the most important part of the assessment, following the assessment guidelines provided in the curriculum.

ii. Questions related to the topic

• What is the moral lesson of the song?
• What should be our behavior wherever we are?

Lesson Four: Songs related to hygiene

a) Specific objectives

• Imitate melody and lyrics of the song
• Accompany song with claps and movement
• Sing in public
•  Keep one’s home clean

b) Learning and teaching materials

• Pictures or photos showing hyigienic activities (cleaning the floor, cutting grasses, collecting dust in durtbins, etc…)
•  Equipements used in music

c) Methodology

Introduction

• The teacher helps learners to form and join the groups
• Learners in their groups sing the song learnt previously
• After, the teacher asks various questions leading to the new lesson

Examples:

1. In first term we sang songs related to body hygiene. Mention different ways to keep your body clean.

                        = Washing the body, washing clothes, etc…

2. Apart from our body, is there any other place that should be kept clean?

                      = Our home, our school, the toilettes, our garden, etc…

Body of the lesson

After revising the song attentively,the teacher chooses one of the songs (using a musical instrument) suitable for the lesson.

Song 1: Isuku yo mu rugo

Nimbyuka mu gitondo ngasukura mu nzu nkitegura neza

Nyuma ngane ishuri

Nzabanza mpasukure sinshaka kurwara kubera umwanda

Ahubwo ndashaka iterambere

Song 2: Amazi ni meza

Amazi ni meza mu buzima

Amazi ni meza koko,

Iyo tuyanyweye asukuye, tugira ubuzima bwiza

Iyo tuyakarabye twese, tugira ubuzima bwiza

Amazi ni ingenzi mu buzima.

Assessment

The assessment is done in two steps: Questions related to singing and issues related to the topic.

i. Singing

The teacher assesses learners on singing, the most important part of the assessment,

following the assessment guidelines provided in the curriculum.

ii. Questions related to the topic

Hyigiene at home:

• What did you learn from this song?
•  Mention two effects of lack of hygiene.
•  Mention the importance of clean water

Lesson Five: Songs related to literacy

a) Specific objectives

• Imitate the melody and lyrics of the song
• Accompany song with claps and movement
• Sing in public
• Be able to write and read alphabet

b) Learning and teaching materials

• Figures showing alphabet as consdered in vowel order: a, e, i, o, u
•  Equipments used in music

c) Methodology

Introduction

• The teacher helps learners to form and join the groups.
•  Learners in their groups sing the song learnt previously.
•  After, the teacher asks various questions leading to the new lesson

Examples: 1) List down the vowels that you have studied in class

                                                                = a, e, i, o, u

Body of the lesson

After practicing and revising the song attentively,the teacher chooses one of the

songs (using a musical instrument) suitable for the lesson..

Song 1: inyuguti zibanze

Nzubaha Imana A A A

Nzirinda amahane E E E

Nzubaha ababyeyi I I I

Nzaba intangarugero O O O

Nzagira ubumuntu U U U

Nzaba umuntu wuzuye A E I O U

Song 2: Dukunda gusoma

Iwacu mu rugo dukunda gusoma.

Ibitabo ndetse n’ibinyamakuru.

Abana basoma batsinda amasomo

Ni umuco mwiza.

Assessment

The assessment is done in two steps: Questions related to singing and issues related to the topic.

i. Singing

The teacher assesses learners on singing, the most important part of the assessment,

following the assessment guidelines provided in the curriculum.

ii. Questions related to the topic

Letters of alphabet

1. List down basic letters mentioned in this song

2. What the values mentioned in the line with basic letters in this song?

We like reading

1. What do you like to read at home?
2. What are the importances of reading to the children?(How is reading good to children?)

2.7. General assessment

During this assessment, the teacher assesses wether pupils are able to sing openly

the song learnt, straightly and is able to explain the words in the song. There are

also some questions related to this topic that are in different lessons of this unit.

Questions of the assessment

1. Proudly sing and accompany with claps songs related to any of the following topics:

a) Environment

b) Politeness

c) Hygiene in our community and at school

d) Basic liretacy

2. What lesson have you learnt from the songs that we studied (examples: songs

related to environment, politeness, hygiene and basic literacy?)

Expected answers

1. The teacher ensures that the learner sings the song proudly and correctly

2. Lesson learnt

a. Songs related to environment: protecting environment

b. Songs related to politeness: Respect one another

c. Songs related to Hygiene: cleaning our home, cleaning our school, drinking clean water

d. Songs related to basic literacy: Respect to God, avoid conflicts, respect to parents, serve as an example, humanism,like reading books………

2.8. Additional activities

• Consolidation activities

1. The following activity is given to the learner who failed to imitate well the sound:

the teacher uses the strategy mentioned above till the child is able to imitate the sound.

Sing the song “Inyuguti z’ibanze” (Cfr Lesson five, song one)

2. This activity is given to the learners who are afraid of singing in public: the teacher invites the learner to sing alone,and performs well,then in in a group and there after the learner is invited to sing in front of the class:

Sing the song that you learnt in this term.

3. This activity is given to the learners who are not able to ally the song with claps and movement. The teacher invites the learner to clap for others while they are singing and this learner is not allowed to sing first. This can even use the stick as he/she beats the desks following the rhythm of the song. If the learner does so, the teacher invites him/her to sing till he/she comes to perform the song.

Accompany this song “Ibidukikije” with claps: Refer to lesson one

Extended activities:

• The competences provided in this topic are to sing in public the song by accompanying it with claps and movement respecting the rhythm of the song. The teacher gives the following activities:
•  The teacher chooses any song (not learnt in class), sings it and invites the learners to clap following the rhythm

The teacher invites one of the learners to sing any song on his/her choice (not seen

in class ), accompanying with clap and respecting the rhythm.