General
- P3: Creative Arts-Fine Artc (Teachers Guide) File Uploaded 26/07/22, 17:49
UNIT 1: General Introduction
1.0. About the teacher’s guide
This book is a teacher’s guide for Creative Arts (Fine Art &Crafts) in Lower Primary Three. It is designed to help teachers in the implementation of competence-based curriculum specifically Creative Arts (Fine Art & Crafts and Music) syllabus. As the name says, it is a guide that teachers can refer to when preparing their lessons. Teachers may prefer to adopt the guidance provided but they are also expected to be more creative and consider their specific classes’ contexts and prepare accordingly.
1.1. The structure of the guide
This section provides a paragraph presenting the guide, overall structure, the structure of a unit and the structure of a lesson. A brief explanation is given on each component to guide the users.
1.2. Methodological guidance
1.2.1. Developing competences
Since 2015, Rwanda shifted from knowledge -based to a competence-based curriculum for pre-primary, primary and general secondary education. This called for changing the way of learning by shifting from teacher centered to a learner centered approach. Teachers are not only responsible for knowledge transfer but also for fostering children’s learning achievement and creating safe and supportive learning environment. It implies also that a learner has to demonstrate what he/ she is able to do using the knowledge, skills, values and attitudes acquired in a new or different given situation.
The competence-based curriculum employs an approach of teaching and learning based on discrete skills rather than dwelling on only knowledge or the cognitive domain of learning. It focuses on what a learner can do rather than what a learner knows. Learners develop basic competences through specific subject unit competences with specific learning objectives broken down into knowledge, skills and attitudes. These competences are developed through learning activities disseminated in learner centered rather than the traditional didactic approach. A learner is evaluated against some set standards to achieve before moving on. In addition to specific subject competences, learners also develop generic competences which are transferable throughout a range of learning areas and situations in life. Below are examples of how generic competences can be developed in Creative Arts (Fine Art & Crafts and Music)
Critical Thinking and problem solving
These activities require students to think critically about subject content. Groups can be organized to work in different ways e.g. taking turns, listening, taking decisions, allocating tasks, disagreeing constructively etc.
• Observe and analyze example; mark out areas in the school and get different groups to record still life and nature living things like insects, persons, animals and bird life.
• Identify a problem and design a methodology to collect the information needed to solve the problem.
• Make basic art equipment out of locally available materials.
Research and problem solving
In the subject of Creative Arts (Fine Art & Crafts and Music), you should get more information by:
• Using internet and a Library.
• Creating a School Library.
• Collecting data through observation.
• Looking for art materials from nearest environment.
Creativity and Innovation
This will be seen as long as learners do the following:
• Drawing and painting.
• Designing posters, motifs, and patterns.
• Modelling clay objects and weaving crafts.
• Writing and designing different items from letter styles and illustrations.
• Making practice in this subject.
• Inventing new ways of doing creative things.
• Identifying problems which require data collection to solve.
• Identifying local problems and devise ways to resolve them.
Communication Skills
• Telling stories related to the lessons of Creative Arts (Fine Art & Crafts and Music) needed to be studied.
• Presenting ideas verbally or in writing.
• Writing different letter styles for different purposes.
• Reading texts related to Creative Arts (Fine Art & Crafts and Music).
Teamwork, Cooperation, Personal and Interpersonal management and life skills
• Working in pairs that are useful for sharing reading and comprehension in lower grades but also for planning research, problem solving and planning experiments, etc.
• Small group work. • Large group work.
• Data collection from the environment.
• Collecting community photographs and artworks to make a class of the local community.
Lifelong Learning
• Taking initiative to update knowledge and skills with minimum external support.
• Coping with the evolution of knowledge and technology advances for personal fulfillment
• Seeking out friends more knowledgeable in areas that need personal improvement and development
• Exploiting all opportunities available to improve knowledge and skills in Creative Arts (Fine Art & Crafts and Music)
1.2.2 Addressing cross- cutting issues
Among the changes in the competence-based curriculum, there is the integration of cross -cutting issues as an integral part of the teaching learning process. The eight cross-cutting issues identified in the national curriculum framework are the f`ollowing:
• Gender.
• Peace and values education.
• Financial education.
• Standardization culture.
• Inclusive education.
• Environment and sustainability.
• Genocide studies.
Some cross-cutting issues may seem specific or particular in Creative Arts (Fine Art & Crafts and Music) but the teacher needs to address all of them whenever
an opportunity arises. In addition, learners should always be given an opportunity during the learning process to address these cross-cutting issues both inside and outside the classroom.
This book of Creative Arts (Fine Art & Crafts and Music) has some learning activities through which some cross - cutting issues will be developed as shown in the table below:
1.2.3. Attention to special educational needs specific to this subject
In the classroom, learners learn in different ways depending 0n their learning pace, needs or any other special problem they might have. However, the teacher has the responsibility to know how to adopt methodologies and approaches in order to meet the learning needs of each student in the classroom. Also, teachers need to understand that learners with special needs need to be taught differently or need some accommodations to enhance the learning environment. This will be done depending on the subject and the nature of the lesson.
In order to create a well-rounded learning atmosphere, teachers need to:
• Remember that learners learn in different ways so they have to offer a variety of activities (e.g. role-play, music and singing, word games and quizzes, outdoor activities and practical works).
• Maintain an organized classroom (art rooms) and limit distraction. This will help learners with special needs to stay on track during lessons and follow instructions easily.
• Vary the pace of teaching to meet the needs of each learner. Some learners process information and learn more slowly than others.
• Break down instructions into smaller, manageable tasks. Learners with special needs often have difficulty in understanding long-winded or several instructions at once. It is better to use simple, concrete sentences in order to facilitate them understand what you are asking.
• Use clear consistent language to explain the meaning and demonstrate or show pictures if you introduce new words or concepts.
• Make full use of facial expressions, gestures and body language.
Pair a learner who has a disability with a friend. Let them do things together and learn from each other. Make sure the friend is not over protective and does not do everything. Both learners will benefit from this strategy.
• Use multi-sensory strategies. As all learners learn in different ways, it is important to make every lesson as multi-sensory as possible. Learners with learning disabilities might have difficulty in one area while they might excel in another. For example, use both visual and auditory cues.
Below are general strategies related to each main category of disabilities and how to deal with every situation that may arise in the classroom. However, the list is not exhaustive because each learner is unique with different needs and that should be handled differently.
Strategies to help a learner with developmental impairment:
Use simple words and sentences when giving instructions.
• Use real objects that the learner can feel and handle. Rather than just working abstractly with pen and paper
Break a task down into small steps or learning objectives. The learner should start with an activity that s/he can do already before moving on to something that is more difficult.
• Gradually give the learner less help.
• Let the learner work in the same group with those without disability.
In the subject of Creative Arts (Fine Art & Crafts and Music), you should get more information by:
• Using internet and a Library.
• Creating a School Library.
• Collecting data through observation.
• Looking for art materials from the nearest environment.
Strategies to help a learner with visual impairment:
• Help learners to use their other senses (hearing, touching, smelling and tasting) to play and carry out activities that will promote their learning and development.
• Use simple, clear and consistent language.
• Use tactile objects to help explain a concept.
• If the learner has some sight, ask them what they can see.
• Make sure the learner has a group of friends who are helpful and who allow him/ her to be as independent as possible.
• Plan activities so that learners work in pairs or groups whenever possible.
Strategies to help a learner with hearing impairment:
• Strategies to help learners with hearing disabilities or communication difficulties.
• Always get the learner’s attention before you begin to speak.
• Encourage the learner to look at your face.
• Use gestures, body language and facial expressions.
• Use pictures and objects as much as possible.
• Ask the parents/caregivers to show you the signs they use at home for communication use the same signs yourself and encourage other learners to also use them.
• Keep background noise to a minimum.
Strategies to help a learner with physical disabilities or mobility difficulties:
• Adapt activities so that learners who use wheelchairs or other mobility aids and other learners who have difficulty in moving can participate.
• Ask parents/caregivers to assist with adapting furniture e.g. The height of a table may need to be changed to make it easier for a learner to reach it or fit their legs or wheelchair.
• Get advice from parents or a health professional about assistive devices.
Adaptation of assessment strategies:
Each unit in the teacher’s guide provides additional activities to help learners achieve the key unit competence. Results from assessment inform the teacher which learner needs remedial, consolidation or extension activities. These activities are designed to cater for the needs of all categories of learners; slow, average and gifted learners respectively.
• Easy activities should be given to learners with physical and mental disabilities
• Use tangible materials and textual for learners with visual impairment.
During the assessment activities of this subject of Creative Arts (Fine Art & Crafts and Music)), the teacher has to take into consideration the visually impaired learners so that the tasks to be given can match with the level of visual impairment of the learners in the classroom.
1.2.4. Guidance on assessment
Assessment is an integral part of teaching and learning process. The main purpose of assessment is for improvement. Assessment for learning/ continuous/ formative assessment intends to improve learners’ learning and teacher’s teaching whereas assessment of learning/summative assessment intends to improve the entire school’s performance and education system in general.
1.2.4. a. Continuous/ formative assessment
An ongoing process arises out of interaction during teaching and learning. It includes lesson evaluation and end of sub unit assessment. This formative assessment should play a big role in teaching and learning process.
The teacher should encourage individual, peer and group evaluation of the work done in the classroom and uses appropriate competence-based assessment approaches and methods.
In this subject of Creative Arts (Fine Art & Crafts and Music), there are learning activities which help learners to acquire knowledge and skills in right ways. This helps learners for learning progress on different lessons.
This type of assessment is done prior to or during instruction and is intended to inform teachers about the learners’ prior knowledge and skills, in order to assist with planning. It is used to make judgments about different aspects, which includes learners’ grouping, unit and lesson plans and instructional strategies.
The teacher will assess how well each learner masters both the subject and the generic competencies described in the syllabus, and from this, the teacher will gain a picture of the all-round progress of the learner. The teacher will use one or a combination of the following: (a) observation (b) pen and paper (c) oral questioning.
1.2.4. b. Summative assessment
The assessment can serve as summative or formative depending on its purpose. The end of the unit assessment will be considered as summative when it is done at the end of the unit.
It will be formative assessment, when it is done in order to give information on the progress of students and from there decide what adjustments need to be done.
The assessment done at the end of the term and end of the year is considered as a summative assessment. It makes the teacher, school and parents informed of the achievement of educational objectives and think about improvement strategies. There is also an end of level/ cycle assessment in form of national examinations.
Assigning students grades is an important component of teaching for ending unit assessment as well as final term exams. Assessments are emphasized on:
• Skills
• knowledge
• Value
• Attitudes
1.2.5. Pupils’’ learning styles and strategies to conduct teaching and learning process
There are different teaching styles and techniques that should be catered for. The selection of teaching method should be done with the greatest care and some of the factors to be considered are; the uniqueness of subjects, the type of lessons, the particular learning objectives to be achieved, the allocated time to achieve the objectives, the instructional materials available, the physical/sitting arrangement of the classroom, the individual students’ needs, the abilities and learning styles.
There are mainly four different learning styles as explained below:
Active and reflective learners
Active leaners tend to retain and understand information best by doing something actively with it, discussing or applying it and explaining it to others. Reflective learners prefer to think about it quietly first. Sensing and intuitive learners Sensing learners tend to like learning facts whereas intuitive learners often prefer discovering possibilities and relationships. Sensing learners often like solving problems by well-established methods and dislike complications and surprises, while intuitive learners like innovation and dislike repetition. Visual and verbal learners Visual learners remember best what they see i.e. Pictures, diagrams, flow charts, time lines, films, demonstrations, etc. Verbal learners get more out of written words and spoken explanations.
Visual and verbal learners
Visual learners remember best what they see i.e. Pictures, diagrams, flow charts, time lines, films, demonstrations, etc. Verbal learners get more out of written words and spoken explanations.
Sequential and global learners
Sequential learners tend to gain understanding in linear steps, each step following logically the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly “getting it.”
Additional activities can be added for learners who are quick and extensional activities for those who are slow.
1.2.6. Teaching methods and techniques that promote the active learning
The different student learning styles mentioned above can be catered for, if the teacher uses active learning whereby learners are really engaged in the learning process.
What is Active learning?
Active learning is a pedagogical approach that engages students in doing things and thinking about the things they are doing. In active learning, learners are encouraged to bring their own experience and knowledge into the learning process.
The role of the teacher in active learning
The teacher engages learners through active learning methods such as inquiry methods, group discussions, research, investigative activities and group and individual work activities.
• He/she encourages individual, peer and group evaluation of the work done in the classroom and uses appropriate competence-based assessment approaches and methods
• He provides supervised opportunities for learners to develop different competences by giving tasks that enhance critical thinking, problem solving, research, creativity and innovation, communication and cooperation
• Teacher supports and facilitates the learning process by valuing learners’ contributions in the class activities
The role of learners in active learning
Learners are key in the active learning process. They are not empty vessels to fill but people with ideas, capacity and skills to build on for effective learning.
A learner engaged in active learning:
• Communicates and shares relevant information with other learners through presentations, discussions, group work and other learner-centered activities (role play, case studies, project work, research and investigation)
• Actively participates and takes responsibility for their own learning
• Develops knowledge and skills in active ways • Carries out research/investigation by consulting print or online documents and resourceful people, and presents his findings
• Ensures the effective contribution of each group member in assigned tasks through clear explanation and arguments, critical thinking, responsibility and confidence in public speaking
• Draws conclusions based on the findings from the learning activities
1.2.7. Main steps for a lesson in active learning approach
All the principles and characteristics of the active learning process highlighted above are reflected in steps of a lesson as displayed below. Generally, the lesson is divided into three main parts whereby each one is divided into smaller steps to make sure that learners are involved in the learning process. Below are those main parts and their small steps:
a. Introduction
Introduction is a part where the teacher makes connection between the current and previous lesson through appropriate technique. The teacher opens short discussions to encourage learners to think about the previous learning experience and connect it with the current instructional objective. The teacher reviews the prior knowledge, skills and attitudes, which have a link with the new concepts to create good foundation and logical sequencings.
b. Lesson Development
The development of a lesson that introduces a new concept will go through the following small steps; discovery activities, presentation of learners’ findings, exploitation, synthesis/summary and exercises/application activities explained below:
b.1. Discovery activity
Step 1
• The teacher discusses convincingly with students to take responsibility of their learning.
• He/she distributes the task/activity and gives instructions related to the tasks (working in groups, pairs, or individual to instigate collaborative learning, to discover what to be learned).
Step 2
•The teacher lets the students work collaboratively on the task.
• During this period the teacher refrains from intervening directly on the knowledge.
• He/she then monitors how the students are progressing towards the knowledge to be learned and boost those who are still behind (but without communicating to them the knowledge)
b.2. Presentation of learners’ productions
• In this episode, the teacher invites representatives of groups to present
the students’ productions/findings
• After three/four or an acceptable number of presentations, the teacher decides to engage the class into exploitation of the students’ productions
b.3. Exploitation of learner’s productions
• The teacher asks the students to evaluate the productions i.e. which ones are correct, incomplete or false
• Then the teacher judges the logic of the students ‘production, corrects those that are false, completes those that are incomplete and confirms those that correct.
b.4.Institutionalization (summary/conclusion/ and examples)
The teacher summarizes the learned knowledge and gives examples that illustrate the learned content.\
b.5. Exercises’/Application activities
• Exercises of applying processes and products/objects related to learned unit/ subunit. Exercises in real life contexts
• Teacher guides learners to make the connection of what they learnt to real life situations. At this level, the role of the teacher is to monitor the fixation of process and product/object being learned
c. Assessment
In this step, the teacher asks some questions to assess achievement of instructional objective.
• During the assessment activity, learners work individually on the task/activity.
• The teacher avoids intervening directly. In fact, results from this assessment inform the teacher on the next steps for the whole class and individuals.
• In some cases, the teacher can end with a homework assignment.
2. SAMPLE LESSON PLAN
The teacher’s guide provides more than one lesson plan taking into consideration the type of lesson in the subject using the CBC format. Teaching requires good preparation to be effective.
This is the only way that learning can be enhanced and assured. The teacher will find his/her work easier if she/he goes to class well prepared with the lesson content organized in a logical manner. Even the experienced Creative Arts (Fine Art & Crafts and Music) teacher needs a lesson plan in order to use the lesson time effectively.
Below is a sample of a lesson plan.
School name ………………………………………. Academic year: …………...
Teachers’ Name...…............................................
1.1. Ubushobozi bw’ingenzi bugamijwe
Umunyeshuri azaba ashobora gushushanya akoresheje intego zinyuranye n’ibinyempande asiga amabara cyangwa amarangi.
1.2. Ubushobozi shingiro
Muri uyu mutwe umwarimu agomba kuyobora abanyeshuri mu kumenya gukurikiza uburyo bukoreshwa mu gushushanya no gusiga amabara hakoreshejwe ibikoresho bitandukanye. Kureka abanyeshuri bagashushanya bakanasiga amabara amashusho y’ibitayega n’ibidukikije. Muri uko gushushanya no gusiga amabara, abanyeshuri babasha kubona ubwiza bw’ibidukikije. Nyuma yaho kubayobora mu kumurika ibyo bakoze babitangaho ibitekerezo mu bwubahane.
1.3. Ingingo nsanganyamasomo zigaragara mu mutwe
• Kubungabunga ibidukikije igihe abanyeshuri bashushanya ibitayega n’ibidukikije nk’ibimera, udusimba duto n’inyamaswa
• Kumenya gucunga umutungo abanyeshuri bagaha agaciro ibikoresho kuko bigura amafaranga, bityo bikaba bidatagaguzwa uko umuntu yiboneye
1.4. Uburyo bwo gutangira umutwe
Mu gutangira uyu mutwe umwarimu abaza abanyeshuri intego bazi, ibitayega bazi, ibidukikije bazi, n’amabara y’ingero bagiye batanga.
1.5. Urutonde rw’amasomo
Isomo rya 1 : Gushushanya no gusiga amabara amashusho atandukanye
a. Intego zihariye
Umunyeshuri ashobora:
• Guhitamo ibikoresho byo gushushanya hifashishijwe ibinyampande
• Gushushanya no gusiga amabara mu buryo bunyuranye
• Gushima ubwiza bw’ibishushanyo hashingiwe ku miterere yabyo, umunyeshuri yakoze cyangwa byakozwen’abandi
b. imfashanyigisho
• Ikaramu y’igiti
• Amakaramu y’amabara ashushanya
• Agahanaguzo
• Agasongozo
• Impapuro zo gushushanya
c. Uburyo bukoreshwa
• Gukora ku giti cye
• Gukorera mu matsinda
• Kungurana ibitekerezo
• Igerageza
d. Uko isomo ritangwa
i. Gushushanya ibikoresho
Intangiriro
• Kwitegereza ibikoresho no kungurana ibitekerezo ku ntego zibibonekamo.
Isomo nyirizina
• Gushushanya ibitayega hifashishwa intego zitandukanye zoroheje
• Gushushanya ibitayega hifashishijwe intego z’ibanze n’ibinyampande binyuranye
• Gusaba abanyeshuri gushushanya ameza, inzu no kubisiga amabara ajyanye na byo.
• Gusaba abanyeshuri kumurika ibishushanyo bamaze gushushanya
• Gusaba abanyeshuri gutoranya ibishushanyo bikoze neza kurusha ibindi
• Gushima ibikorwa by’abanyeshuri
• Gusaba abanyeshuri gutunganya ibikoresho no kubibika neza
ii. Gushushanya ibimera
• Gusaba abanyeshuri kujya hanze no kwitegereza ibidukikije
• Gusaba abanyeshuri kungurana ibitekerezo ku bidukikije babonye bibanda kubimera
• Gusaba abanyeshuri gushushanya bimwe mu byo babonye mu bidukikije (ururabo, ibiti, amababi) no kubisiga amabara ajyanye na byo
• Kwegera buri tsinda ry’abanyeshuri arigira inama
• Gusaba abanyeshuri kumurika ibishushanyo byakozwe, nk’ururabo, igiti cyangwa amababi
• Gusaba abanyeshuri gutoranya ibishushanyo bikoze neza kurusha ibindi
• Gushima ibishushanyo by’abanyeshuri
iii. Gushushanya ibisimba
Uko isomo ryo gushushanya inyoni, ifi, urukwavu, injangwe ritangwa:
• Kujyana abanyeshuri aho bashobora kubona ibisimba, cyangwa kwerekwa amashusho biriho (inyoni, ifi, urukwavu, injangwe) no kubasaba kwitegereza ibisimba no kubitangaho ibitekerezo
• Gusaba abanyeshuri gushushanya ibisimba babona
• Gusaba abanyeshuri gusiga amabara ibisimba bashushanyije
• Kwegera buri tsinda ry’abanyeshuri umwarimu arigira inama
• Gusaba abanyeshuri kumurika ibishushanyo byabo no kubyunguranaho ibitekerezo
• Gusaba abanyeshuri gutoranya ibishushanyo bikoze neza kurusha ibindi
• Gushima ibishushanyo by’abanyeshuri
iv. Gushushanya umuntu
• Gusaba abanyeshuri mu matsinda kungurana ibitekerezo ku bishushanyo by’umuntu baba barabonye
• Gusaba abanyeshuri kugaragaza ibice bigize umuntu
• Gusaba abanyeshuri gushushanya umuntu
• Gusaba abanyeshuri kumurika ibishushanyo byabo no kubyunguranaho ibitekerezo
• Gusaba abanyeshuri gutoranya ibishushanyo bikoze neza kurusha ibindi
• Gushima ibishushanyo by’abanyeshuri
Isuzuma
• Gusaba abanyeshuri kugaragaza ibinyampande binyuranye
• Gusaba abanyeshuri gushushanya ururabo, ikibabi n’urukwavu.
Isomo rya 2: Gushushanya yigana ibyo abona mu bidukikije
a. Intego zihariye
• Guhitamo ibikoresho ashushanya yifashisha ibinyampande.
• Gushushanya ibintu abona n’ibyo yitekerereje bifite intego zinyuranye mu bidukikije.
• Gukunda no gufata neza ibidukikije.
b. Imfashanyigisho
• Amakaramu y’amabara ashushanya
• Agahanaguzo
• Agasongozo
• Urupapuro rwo gushushanyaho
• Ikaramu y’igiti.
c. Uburyo bukoreshwa
• Gukora ku giti cye
• Gukorera mu matsinda
• Kungurana ibitekerezo
• Igerageza.
d. Uko isomo ritangwa
Intangiro
• Kujya hanze y’ishuri, abanyeshuri bakitegereza ibidukikije (ibimera, ibyatsi, indabo, ibiti n’ibindi)
• Gutoranya ibimera, ibisimba bashushanya uko babibona
• Kungurana ibitekerezo mu matsinda ku byo bagiye gushushanya.
Isomo nyirizina
• Gusaba abanyeshuri gushushanya ibimera n’ibisimba bitandukanye hakurikijwe imiterere yabyo
• Gusaba abanyeshuri gusiga amabara ibishushanyo bakoze ajyanye nabyo
• Kwegera buri tsinda ry’abanyeshuri no kurigira inama
• Gusaba abanyeshuri kumurika ibishushanyo bakoze no kubitangaho ibitekerezo.
Isuzuma
• Gusaba abanyeshuri kugaragaza intego z’ibanze ziboneka mu bishushanyo byabo.
Isomo rya 3: Ivanga ry’amarangi akomoka ku mabara atatu y’ibanze
a. Intego zihariye
• Kuvuga imikoreshereze y’amabara atandukanye ku mitako
• Gushushanya no gusiga amabara mu buryo bunyuranye
• Gufata neza ibikoresho no kubigirira isuku
b. Imfashanyigisho
• Ikaramu y’igiti
• Amakaramu y’amabara ashushanya
• Uburoso
• Amarangi
• Urupapuro rwo gushushanyaho
• Agahanaguzo
• Agasongozo
c. Uburyo bukoreshwa
• Gukora ku giti cye
• Gukorera mu matsinda
• Kungurana ibitekerezo
• Igerageza.
d. Uko isomo ritangwa
Intangiriro
• Gusaba abanyeshuri kugaragaza amoko y’amabara bazi.
• Gusaba abanyeshuri kwerekana uko amabara atandukanye aboneka.
Isomo nyirizina
• Gusaba abanyeshuri gukora imvange y’amarangi yo ku rwego rwa kabiri bavanga amabara abiri abiri y’ibanze.
I. Amabara atatu y’ibanze ni aya akurikira :
Uko amabara avangwa abiri abiri n’imvange ziyavamo.
• Gusaba abanyeshuri gushushanya icunga bakoresheje amabara abiri yo ku rwego rwa kabiri (ibara ry’icyatsi n’irisa n’icunga)
• Gusaba abanyeshuri kumurika ibishushanyo byabo
Isuzuma
• Gusaba abanyeshuri gukoresha imvange mu bishushanyo binyuranye bikoreye.
Isomo rya 4: Amoko y’amabara ahindura isura y’ayandi yose n’imikoreshereze yayo
a. Intego zihariye
• Kuvuga imikoreshereze y’amabara atandukanye ku mitako
• Gushushanya no gusiga amabara mu buryo bunyuranye
• Gushima ubwiza bw’ibishushanyo ashingiye ku miterere y’ibyo yakoze cyangwa byakozwe n’abandi
b. Imfashanyigisho
• Ikaramu y’igiti
• Amakaramu y’amabara ashushanya
• Uburoso
• Amarangi
• Urupapuro rwo gushushanyaho
• Agahanaguzo
• Agasongozo
• Uruziga rw’amabara
c. Uburyo bukoreshwa
• Gukorera mu matsinda
• Kungurana ibitekerezo
• Gukora ku giti cye
• Igerageza
d. Uko isomo ritangwa
Intangiriro
• Gusaba abanyeshuri mu matsinda kungurana ibitekerezo ku moko y’amabara ahindura isura y’ayandi
• Gusaba abanyeshuri kugaragaza imikoreshereze ya buri bara (umweru, umukara)
Isomo nyirizina
• Gusaba abanyeshuri gukoresha amabara ahindura isura y’ayandi bashushanyaintambwe ku yindi bava ku mukara bajya ku mweru, bava ku mweru bajya ku mukara
• Gusaba abanyeshuri kugaragaza imikoranire y’ayo mabara yombi
• Kwegera abanyeshuri umwarimu abaha ubufasha aho biri ngombwa, anabagira inama
Isuzuma
• Gusaba abanyeshuri guhuza amabara ahindura isura y’ayandi yose.
1.6. Isuzuma risoza umutwe wa 1
• Gusaba abanyeshuri kuvuga ibinyampande binyuranye biboneka mu ishuri
• Gushushanya ururabo, ikibabi n’urukwavu
• Gusaba abanyeshuri gushushanya ibimera babijyanisha n’amabara aboneka mubidukikije
• Gusaba abanyeshuri gukoresha imvange y’amabara y’ibanze mu gushushanya
• Gusaba abanyeshuri guhuza amabara ahindura isura y’ayandi yose.
1.7. Imyitozo y’inyongera
• Gushushanya igikoresho cyo mu rugo agaragaza imikoranire y’ibara ry’umwerun’iry’umukara.
2.1. Ubushobozi bw’ingenzi bugamijwe
Gushobora gutera amashusho ku bintu akoresheje ibikoresho binyuranye biboneka aho atuye.
2.2. Ubushobozi shingiro
Muri uyu mutwe umwarimu agomba kuyobora abanyeshuri mu kumenya gukurikiza uburyo bukoreshwa mu gutera amashusho, bakoresha ibikoresho binyuranye biboneka aho batuye. Kureka abanyeshuri bagatera amashusho ku bintu bakoresha ibikoresho binyuranye biboneka aho batuye. Muri uko gutera amashusho ku bintu, abanyeshuri babasha kubona ubwiza bw’ibidukikije. Nyuma yaho akabayobora mu kumurika ibyo bakoze babitangaho ibitekerezo mu bwubahane.
2.3. Ingingo nsanganyamasomo zigaragara mu mutwe
• Kwita kuri buri munyeshuri cyane cyane hitabwa ku mwihariko wa buri wese. Nk’udashoboye gukoza ikiganza mu irange ngo atere ishusho ku rupapuro azakoresha ikirenge
• Kubungabunga ibidukikije igihe abanyeshuri batera amashusho y’ibidukikije ku mpapuro nk’ ibibabi, ibyatsi, n’ibindi
• Kumenya gucunga umutungo, abanyeshuri bagaha agaciro ibikoresho ntibitagaguzwe cyangwa ngo byangizwe uko biboneye.
2.4. Uburyo bwo gutangira umutwe
Mu gutangira isomo ryo gutera amashusho ku bintu, mwarimu ashobora kuzana imfashanyigisho. Ni ukuvuga agatambaro gateyeho amashusho yoroheje abana bashobora kubona, akababwira ko nabo bazabikora.
2.5. Urutonde rw’amasomo
Isomo rya 1: Gutera amashusho ku rupapuro hifashishijwe ibikoresho
byoroheje
a. Intego zihariye
Umunyeshuri agomba gushobora:
• Guhitamo ibikoresho n’uburyo bunyuranye bukoreshwa mu gutera amashusho ku bintu
• Gukoresha ibikoresho bitera amashusho
• Gushima ubwiza bw’ibintu
b. Imfashanyigisho
Ibikoresho byifashishwa mu gushushanya no gutera mashusho ku bintu:
• Ikaramu y’igiti
• Urupapuro rwo gushushanyaho cyangwa agatambaro
• Igikoresho cyo gukata
• Amarangi
• Agafufuma
c. Uburyo bukoreshwa
• Gukora ku giti cye
• Gukorera mu matsinda
• Kungurana ibitekerezo
• Igerageza
d. Uko isomo ritangwa
Intangiriro
• Gusaba abanyeshuri mu matsinda kungurana ibitekerezo ku mashusho atewe ku bintu bitandukanye
• Gusaba abanyeshuri mu matsinda kugaragaza uruhare rw’amarangi mu gutera amashusho.
Isomo nyirizina
• Gusaba abanyeshuri gutegura ibikoresho binyuranye byifashishwa mu gutera amashusho biboneka aho batuye
• Gusaba abanyeshuri gutera amashusho ku rupapuro bakoresheje ikibabi, ikiganza n’irangi
• Gusaba abanyeshuri gutera amashusho hakoreshejwe ibikoresho biboneka aho batuye
• Kwegera buri tsinda ry’abanyeshuri umwarimu arigira inama
Isuzuma
• Gusaba abanyeshuri kumurika impapuro bateyeho amashusho
• Gusaba amatsinda y’abanyeshuri gutoranya impapuro ziteweho neza amashusho kurusha izindi hitawe ku intego ngenamukoro yatanzwe
• Gushima ibikorwa by’abanyeshuri
• Gukora isuku no kubika neza ibyakozwe.
Isomo rya 2: Gutera amashusho ku gatambaro gato
a. Intego zihariye
Umunyeshuri azaba ashobora:
• Kwerekana uburyo bukoreshwa mu gutera amashusho n’amabara ku bintu
• Guhanga amashusho akoresha ibikoresho binyuranye
• Gushima ubwiza bw’ibintu.
b. Imfashanyigisho
Ibikoresho byifashishwa mu gushushanya no gutera mashusho ku bintu:
• Agatambaro
• Amarangi
• Ikibabi
• Igitiritiri
• Agafuniko k’icupa
• N’ ibindi
c. Uburyo bukoreshwa
• Gukora ku giti cye
• Gukorera mu matsinda
• Kungurana ibitekerezo
• Igerageza
d. Uko isomo ritangwa
Intangiriro
• Gusaba abanyeshuri mu matsinda kungurana ibitekerezo ku mashusho atandukanye babona ku myenda.
Isomo nyirizina
• Gusaba abanyeshuri guhanga amashusho hifashishijwe ibikoresho binyuranye biboneka aho batuye.
• Gusaba abanyeshuri mu matsinda gutera amashusho ku dutambaro, bakoresheje ibikoresho biboneka aho batuye
• Kwegera buri tsinda umwarimu ariha ubufasha aho biri ngombwa anarigira inama.
Isuzuma
• Gusaba abanyeshuri kumurika udutambaro bateyeho amashusho
• Gusaba amatsinda y’abanyeshuri gutoranya udutambaro duteweho neza amashusho kurusha utundi hitawe ku ntego ngenamukoro yatanzwe
• Gushima ibikorwa by’abanyeshuri
• Gusaba abanyeshuri gusukura ibikoresho no kubibika neza.
Isomo rya 3: Gutegura no gutera amashusho ashingiye ku byo umwana yitekerereje
a. Intego zihariye
Umunyeshuri azaba ashobora:
• Guhitamo ibikoresho n’uburyo bunyuranye bukoreshwa mu gutera amashusho ku bintu
• Guhanga amashusho akoresha ibikoresho binyuranye
• Gushima ubwiza bw’ibintu
b. Imfashanyigisho
• Ibikoresho byifashishwa mu gushushanya no gutera mashusho ku bintu
• Agatambaro
• Amarangi
• Ikibabi
• Igitiritiri
• Agafuniko k’icupa
• N’ ibindi
c. Uburyo bukoreshwa
• Gukora ku giti cye
• Kujya mu matsinda
• Kungurana ibitekerezo
• Igerageza
d. Uko isomo ritangwa
Intangiriro
• Gusaba abanyeshuri guhanga amashusho n’imitako ku bikoresho biboneka aho batuye byifashishwa mu gutera amashusho ku bintu.
Isomo nyirizina
• Gusaba abanyeshuri mu matsinda gutegura amashusho bakoresheje ibikoresho biboneka aho batuye
• Gusaba abanyeshuri gutera amashushoku bikoresho bitandukanye
• Kwegera buri tsinda arigira inama
2.6. Isuzuma risoza umutwe wa 2
•Gusaba abanyeshuri guhanga amashusho bitekerereje
•Gusaba abanyeshuri gutera amashusho bakoresheje ibikoresho bifite imiterere itandukanye biboneka aho batuye
• Gusaba abanyeshuri kumurika ibintu bateyeho amashusho
• Gusaba amatsinda y’abanyeshuri gutoranya ibintu biteweho amashusho bikoze neza kurusha ibindi hitawe ku ntego ngenamukoro yatanzwe
• Gusaba abanyeshuri gutanga ibitekerezo ku bintu bateyeho amashusho
• Gushima ibintu biteweho amashusho atunganije neza
• Gusukura ibikoresho no kubibika neza.
2.7. Imyitozo y’inyongera
• Gusaba abanyeshuri gutera amashusho ku dutambaro bakoresheje ibikoresho bahawe.
3.1. Ubushobozi bw’ingenzi bugamijwe
Umunyeshuri azaba ashobora kubumba ibikoresho binyuranye yifashishije igitaka cy’inombe cyangwa ibumba.
3.2. Ubushobozi shingiro
Muri uyu mutwe, umwarimu agomba kuyobora abanyeshuri mu kumenya gukurikiza uburyo bukoreshwa mu kubumba ibikoresho binyuranye, yifashishije igitaka k’inombe cyangwa ibumba. Kureka abanyeshuri bakabumba amashusho y’ibintu bifashisha ibikoresho binyuranye biboneka aho batuye. Muri uko kubumba ibikoresho binyuranye bifashishije igitaka k’inombe cyangwa ibumba. Gutyo abanyeshuri babasha kubona ubwiza bw’ibidukikije. Nyuma yaho bayoborwa mu kumurika ibyo bakoze babitangaho ibitekerezo mu bwubahane.
3.3. Ingingo nsanganyamasomo zigaragara mu mutwe
• Kubungabunga ibidukikije igihe abanyeshuri babumba
• Kumenya gucunga umutungo abanyeshuri bagaha agaciro ibikoresho kuko bigura amafaranga, bityo bikaba bidatagaguzwa uko umuntu yiboneye
• Kwita kuri buri munyeshuri cyane cyane hitabwa ku mwihariko wa buri wese
3.4. Uburyo bwo gutangira umutwe
Mu gutangira uyu mutwe wo guhanga amashusho mu mubyimba ufatika, mwarimu ashobora kuzana imfashanyigisho, ni ukuvuga ibikoresho byoroheje bitandukanye bijyanye n’ibyo abana bashobora kubona, akababaza niba bazi icyo bikozemo, akababwira ko na bo bagiye kubikora.
3.5. Urutonde rw’amasomo
Isomo rya 1: Kubumba ibikoresho n’ibindi bintu binyuranye
a. Intego zihariye
Umunyeshuri azaba ashobora:
• Gukoresha ibumba cyangwa igitaka cy’inombe abumba ifi, akabindi, isahani, abantu cyangwa ibindi bintu binyuranye yitekerereje
• Kunoza no gushima ubwiza bw’ibintu.
b. Imfashanyigisho
• Ibikoresho byifashishwa mu guhanga amashusho afite umubyimba ufatika
• Ibumba risanzwe n’ibumba mvaruganda (plasticine).
c. Uburyo bukoreshwa
• Gukora ku giti cye
• Gukorera mumatsinda
• Kungurana ibitekerezo
• Igerageza
d. Uko isomo ritangwa
Intangiriro
• Gusaba abanyeshuri mu matsinda kungurana ibitekerezo ku bikoresho bazi bikozwe mu ibumba.
Isomo nyirizina
• Gusaba abanyeshuri mu matsinda gutegura ibumba bahereye ku kurivangura no kurisukura
• Gusaba abanyeshuri kubumba ifi
• Gusaba abanyeshuri kubumba akabindi
• Gusaba abanyeshuri kubumba isahani
• Gusaba abanyeshuri kubumba umuntu
• Kwegera buri tsinda umwarimu arigira inama.
Isuzuma
• Gusaba abanyeshuri kugaragaza uburyo ibumba ritegurwa
• Gusaba abanyeshuri kugaragaza inzira banyuzemo babumba
• Gusaba abanyeshuri mu matsinda kumurika amashusho babumbye
• Gusaba abanyeshuri gutoranya amashusho abumbye neza kurusha ayandi
• Gushima ibikorwa by’abanyeshuri
• Gusukura aho bakoreye, ibikoresho bakoresheje no kubibika neza
Isomo rya 2: Uburyo bunyuranye bwo gutaka ibintu bitandukanye byakozwe mu kubumba
a. Intego zihariye
Umunyeshuri azaba ashobora:
• Guhanga imitako ku mashusho afite umubyimba ufatika akoresha ibikoresho binyuranye
• Gushima ubwiza bw’ikintu yakoze cyangwa cyakozwe n’abandi.
b. Imfashanyigisho
• Inkogoto
• Agati
• Agasokozo
• Ibuye
• Ibumba
• Agafuniko k’icupa
• Ikaramu
• Icyuma
c. Uburyo bukoreshwa
• Gukora ku giti cye
• Gukorera mumatsinda
• Kungurana ibitekerezo
• Igerageza
d. Uko isomo ritangwa
Intangiriro
• Gusaba abanyeshuri mu matsinda kungurana ibitekerezo ku miterere y’imitako iboneka ku bintu bibumbye.
Isomo nyirizina
• Gusaba abanyeshuri guhanga imitako itandukanye igenewe gukoreshwa ku bintu babumbye
• Gusaba abanyeshuri gutaka ibintu babumbye bakoresheje gucukura (incision) cyangwa guharura (impression)
•Kwegera buri tsinda umwarimu ariha ubufasha aho biri ngombwa, anarigira inama.
Isuzuma
• Gusaba abanyeshuri mu matsinda kumurika ibintu babumbye birimo amashusho n’ibikoresho no kubyunguranaho ibitekerezo
• Gusaba amatsinda y’abanyeshuri gutoranya amashusho n’ibikoresho bitatse neza kurusha ibindi
• Gushima ibikorwa by’abanyeshuri
• Gusukura aho bakoreye, ibikoresho bakoresheje no kubibika neza.
3.6. Isuzuma risoza umutwe wa 3
• Gusaba abanyeshuri kwerekana uburyo ibumba ritegurwa.
• Gusaba abanyeshuri gushushanya imitako itandukanye.
• Gusaba abanyeshuri kugaragaza imitako ikoze neza kuruta iyindi.
3.7. Imyitozo y’inyongera
•Kubumba ikintu bitekerereje no kugishyiraho imitako.
4.1. Ubushobozi bw’ingenzi bugamijwe
Umunyeshuri azaba ashobora kuboha ibikoresho binyuranye umunyeshuri yifashishije ubudodo, ubwatsi, ibirere, imigwegwe, n’ibindi.
4.2. Ubushobozi shingiro
Muri uyu mutwe, umwarimu agomba kuyobora abanyeshuri mu kumenya gukurikiza uburyo bukoreshwa mu kuboha ibintu binyuranye nko kubanga umupira wo gukina, agatebo gato, n’ibindi. Muri uko kuboha ibintu binyuranye bifashisha ibikoresho bitandukanye biboneka aho batuye. Abanyeshuri babasha kubona ubwiza bw’ibidukikije. Nyuma yaho hakurikiraho kubayobora mu kumurika ibyo bakoze babitangaho ibitekerezo mu bwubahane.
4.3. Ingingo nsanganyamasomo zigaragara mu mutwe
• Kubungabunga ibidukikije igihe abanyeshuri bibohera ibikoresho
• Kumenya gucunga umutungo igihe bibohera ibikoresho batagombye kubigura, abanyeshuri bagaha agaciro ibikoresho kuko bigura amafaranga bityo bikaba bidatagaguzwa uko umuntu yiboneye
• Kwita kuri buri munyeshuri cyane cyane hitabwa ku mwihariko wa buri munyeshuri
4.4. Uburyo bwo gutangira umutwe
Mu gutangira uyu mutwe w’ububoshyi, mwarimu ashobora kuzana imfashanyigisho. Ni ukuvuga ibikoresho biboshye ku buryo bworoheje bujyanye n’ibyo abana bashobora kubona, akababaza niba bazi icyo bikozemo, akababwira ko na bo bagiye kubikora. Nyuma hakabaho kungurana ibitekerezo ku kamaro k’ibikoresho biboshye, mu buzima bwa buri munsi.
4.5. Urutonde rw’amasomo
Isomo rya 1: Ibikoresho biboshye bitandukanye bishingiye ku muco
nyarwanda
a. Intego zihariye
Umunyeshuri azaba ashobora:
• Gukoresha indodo, imigozi cyangwa ibindi bikoresho bitandukanye biboneka aho batuye umunyeshuri akora ibintu binyuranye
• Gushima ubwiza bw’ibintu.
b. Imfashanyigisho
• Ibikoresho byo mu rugo biboshye
• Ubwatsi butandukanye (urukangaga, ubunyundo, ubusuna, ubuhivu, ishinge, intamyi, imamfu, intaratare, imigano, iminaba, imigwegwe, urufunzo, imivumu, ibirere)
• Indodo
• Urushinge
• Uruhindu
c. Uburyo bukoreshwa
• Gukora ku giti cye
• Gukorera mu matsinda
• Kungurana ibitekerezo
• Igerageza
d. Uko isomo ritangwa
Intangiriro
• Gusaba abanyeshuri mu matsinda kungurana ibitekerezo ku buboshyi hifashishwa ibikoresho biboneka aho batuye.
Isomo nyirizina
• Gusaba abanyeshuri gutegura ibikoresho by’ububoshyi.
• Gusaba abanyeshuri mu matsinda gutangira kuboha inkoko cyangwa agatebo.
• Kwegera buri tsinda ariha ubufasha aho biri ngombwa, anarigira inama.
Isuzuma
• Gusaba abanyeshuri kumurika agatebo cyangwa inkoko baboshye
• Gusaba amatsinda y’abanyeshuri gutoranya ibiboshye neza kuruta ibindi hitawe ku ntego ngenamukoro yatanzwe
• Kwegera buri tsinda umwarimu ariha ubufasha aho biri ngombwa, anarigira inama
• Gusukura aho bakoreye, ibikoresho bakoresheje no kubibika neza.
Isomo rya 2: Ububoshyi bw’imitako bunyuranye hifashishwa ibikoresho
bitandukanye
a. Intego zihariye
Umunyeshuri azaba ashobora:
• Kuvuga ibintu biboshye binyuranye, hashingiwe ku muco nyarwanda (inkoko, agaseke, inyegamo, imitako y’amabara n’ibindi)
• Kwigana ibyakozwe n’abandi mu buboshyi
• Gushima ubwiza bw’ibintu no kubagira inama.
b. Imfashanyigisho
• Ibikoresho byo murugo biboshye
• Ubwatsi butandukanye (urukangaga, ubunyundo, ubusuna, ubuhivu, ishinge, intamyi, imamfu, intaratare, imigano, iminaba, imigwegwe, urufunzo, imivumu, ibirere)
• Indodo
• Urushinge
• Uruhindu.
c. Uburyo bukoreshwa
• Gukora ku giti cye
• Gukorera mu matsinda
• Kungurana ibitekerezo
• Igerageza
d. Uko isomo ritangwa
Intangiriro
• Gusaba abanyeshuri mu matsinda kungurana ibitekerezo ku mitako nyarwanda (imiterere n’uburyo ikorwa) mu buboshyi.
Isomo nyirizina
• Gusaba abanyeshuri gutegura ibikoresho byifashishwa mu kuboha imikeka n’inyegamo
• Gusaba abanyeshuri gutangira kuboha umukeka cyangwa inyegamo
• Gusaba abanyeshuri, mu matsinda gutera imitako bataka ku mikeka n’inyegamo bakoresheje ibikoresho biboneka aho batuye
• Gusaba abanyeshuri kuboha umukeka n’inyegamo bifashishije ibikoresho biboneka aho batuye
• Kwegera buri tsinda ariha ubufasha aho biri ngombwa, anarigira inama
Isuzuma
• Gusaba abanyeshuri kwerekana uburyo umusambi cyangwa inyegamo bibohwa n’uko biterwa imitako
• Gusaba abanyeshuri gutoranya imisambi cyangwa inyegamo bikoze neza kuruta ibindi
• Gushima ibikorwa by’abanyeshuri no kubagira inama aho biri ngombwa
• Gusukura aho bakoreye, ibikoresho bakoresheje no kubibika neza.
4.6. Isuzuma risoza umutwe wa 4
• Gusaba abanyeshuri kwerekana uburyo umukeka ubohwa
• Gusaba abanyeshuri kuboha agatebo hakoreshejwe uburyo bubohwamo imikeka
• Gusaba abanyeshuri kuboha umusambi bagaragaza uburyo utangirwa ndetse nuko usozwa.
4.7. Imyitozo y’inyongera
• Kwerekana uko umukeka utangirwa kubohwa
• Gusaba abanyeshuri kuboha inyegamo.
5.1. Ubushobozi bw’ingenzi bugamijwe
Umunyeshuri azaba ashobora gukora ibikinisho by’ubwoko bunyuranye no kuremekanya ibintu bitandukanye ku buryo bibyara ikindi kintu.
5.2. Ubushobozi shingiro
Mu masomo yabonye yabanjirije uyu mutwe mu isomo ryo gushushanya n’iry’ububoshyi,umunyeshuri yize intego z’ibanze zitandukanye n’ibinyampande binyuranye, anashushanya ibintu bimwe na bimwe biboneka mu bidukikije. Umunyeshuri nanone afite ubushobozi bwo gutoranya ibikoresho biboneka aho atuye, anatozwa kubungabunga ibidukikije. Mu gukora ibikinisho no kuremekanya, umunyeshuri azifashisha ibi byavuzwe haruguru.
5.3. Ingingo nsanganyamasomo zizitabwaho
Ibikoresho umunyeshuri yifashisha muri uyu mutwe akora ibikinisho n’iremekanya, abitoranya mu bidukikije, bityo akaba asabwa kubibungabunga kuko ari byo soko y’ubuzima, kandi bikaba n’inganzo dukuramo ibikoresho twifashisha mu buzima bwacu bwa buri munsi. Ikindi ni uko mu gihe umwarimu afasha abanyeshuri gukora amatsinda, azirikana ko agomba kubonekamo ibitsina byombi, bityo ihame ry’uburinganire rikaba ryubahirijwe. Indi ngingo nsanganyamasomo igaragara muri uyu mutwe, ni abafite ubumuga nabo bagomba kwitabwaho by’umwihariko n’umwarimu, abaha ikicaro, hitabwa ku mwihariko wa buri wese.
5.4. Uburyo bwo gutangira umutwe
Kwereka abanyeshuri ibikinisho bitandukanye no kubasaba kubyunguranaho ibitekerezo hashingiwe ku ntego zabyo zitandukanye ndetse n’ibikoresho byifashishijwe mu gukora ibyo bikinisho Kwereka abanyeshuri amashusho atandukanye arimo n’aremekanyije, no gusaba abanyeshuri kuyatandukanya batanga ibitekerezo ku miterere y’ibikoresho byifashishijwe hakorwa ayo mashusho
5.5. Urutonde rw’amasomo
Isomo rya 1: Iremekanya ry’ibintu binyuranye hakorwa amashusho
a. Intego zihariye
• Gukora iremekanya ry’ibintu yigana amashusho anyuranye yakozwe n’abandi
• Kuvuga uburyo bukoreshwa mu guteranya ibintu bidafite akamaro n’ibindi bikurwamo ibikinisho cyangwa amashusho aremekanyije
• Kunoza ibintu no gushima ubwiza bw’ibyakozwe.
b. Imfashanyigisho
• Inyoborabarezi
• Impapuro
• Ikaramu y’igiti
• Amashusho
• Ibikoresho biboneka mu bidukikije
• Ibikoresho bikata
• Ubujeni
c. Uko isomo ritangwa
Intangiriro
• Gusaba abanyeshuri mu matsinda kungurana ibitekerezo ku bikoresho byifashishwa mu iremekanya ry’amashusho
• Gusaba abanyeshuri kugaragaza ahandi hantu baba bazi haboneka amashusho aremekanyije
Isomo nyirizina
• Gusaba abanyeshuri gutegura ibikoresho byifashishwa mu iremekanya ry’amashusho
• Gusaba abanyeshuri gushushanya aho bari bwomeke
• Gusaba abanyeshuri komeka aho bashushanyije
• Kwegera buri tsinda umwarimu ariha ubufasha aho biri ngombwa, anarigira inama.
Isuzuma
• Gusaba abanyeshuri mu matsinda kumurika amashusho bakoze
• Gusaba amatsinda y’abanyeshuri gutoranya amashusho akoze neza kurusha ayandi
• Gushima ibikorwa by’abanyeshuri
• Gusukura aho bakoreye, ibikoresho bakoresheje no kubibika neza.
Isomo rya 2: Gukora ibikinisho bifitanye isano n’ibidukikije
c. Intego zihariye
• Kuvuga uburyo bukoreshwa mu guterateranya ibintu bidafite akamaro n’ibindi bikurwamo ibikinisho
• Gukora ibikinisho bitandukanye umunyeshuri yifashisha ibikoresho biboneka aho atuye
• Gukunda no gufata neza ibidukikije.
c. Imfashanyigisho
• Inyoborabarezi, ibikinisho, ibikoresho biboneka mu bidukikije, ibikoresho byifashishwa mu gukata.
d. Uko isomo ritangwa
Intangiriro
• Kwereka abanyeshuri ibikinisho bikozwe mu buryo butandukanye, hakoreshejwe ibikoresho binyuranye no kubasaba kubyunguranaho ibitekerezo.
Isomo nyirizina
• Gusaba abanyeshuri gutegura ibikoresho biboneka mu bidukikije byifashishwa mu gukora ibikinisho bitandukanye.
• Gusaba abanyeshuri kubanga imipira bifashishije ibikoresho biboneka aho batuye.
• Gusaba abanyeshuri gukora ibikinisho bitandukanye bifitanye isano n’ibidukikije (nk’akanyamaswa n’ibindi)
• Kwegera buri tsinda umwarimu ariha ubufasha aho biri ngombwa, anarigira inama.
Isuzuma
• Gusaba abanyeshuri mu matsinda kungurana ibitekerezo ku mashusho bakoze
• Gusaba amatsinda y’abanyeshuri gutoranya amashusho akoze neza kurusha ayandi.
• Gushima ibikorwa by’abanyeshuri
• Gusukura aho bakoreye, ibikoresho bakoresheje no kubibika neza.
5.6. Isuzuma risoza umutwe wa 5:
Gusaba abanyeshuri gukora ishusho y’urukwavu bakoresheje uburyo bw’iremekanya.
5.7. Imyitozo y’inyongera
ba abanyeshuri gukoresha uburyo bw’iremekanya bakora imodoka Gusaba abanyeshuri gukoresha uburyo bw’iremekanya bakora utunyamaswa
6.1. Ubushobozi bw’ingenzi bugamijwe
Umunyeshuri zaba ashobora gufuma no gutaka ishusho ku myenda.
6.2. Ubushobozi shingiro
Muri uyu mutwe hari byinshi twafataho ingero tubikomora mu mitwe yawubanjirije cyane cyane nko muwo gushushanya no gusiga amabara ibitayega n’ibidukikije. Mu gufuma imitako ku myenda umunyeshuri azifashisha uburyo bwo kubanza gushushanya imideli itandukanye ku bitambaro. Nanone mu bijyanye no gutoranya amabara umunyeshuri agerageza kwifashisha amabara yagiye abona mu isomo ryo gusiga amabara.
6.3. Ingingo nsanganyamasomo zizitabwaho
Muri uyu mutwe hazitabwaho abafite ubumuga bwo kutumva no kutavuga bahabwe ikicaro imbere hafi ya mwarimu kugira ngo ashobore kubakurikirana by’umwihariko abasobanurira akoresheje amarenga n’amashusho. Ikindi nuko mu gufasha abanyeshuri gukora amatsinda, umwarimu azazirikana ko ayo matsinda agomba kubonekamo ibitsina byombi, bityo ihame ry’uburinganire rikaba ryubahirijwe.
6.4. Uburyo bwo gutangira umutwe
• Kwereka abanyeshuri ibitambaro bifumye bitegurwa mu cyumba cy’uruganiriro no kubasaba kubyunguranaho ibitekerezo hashingiwe ku ntego, imiterere n’amabara y’imitako bifite.
• Gusaba abanyeshuri gutegura ibikoresho no gutangira gufuma imideli itandukanye hifashishijwe amashusho yo mu bidukikije.
6.5. Urutonde rw’amasomo
Isomo rya 1: Uburyo bukoreshwa mu gufuma imideli
itandukanye
a. Intego zihariye
• Guhitamo ibikoresho bitandukanye bikoreshwa mu gufuma imyenda
• Gukora imitako inyuranye yoroheje ikoreshwa mu gufuma no gutaka
• Gufata neza ibikoresho no kubigirira isuku
b. Imfashanyigisho
• Ikaramu y’igiti, ibitambaro bifumye, indodo z’amabara atandukanye, impapuro, udutambaro duto, urushinge.
c. Uko isomo ritangwa
Intangiriro
• Gusaba abanyeshuri kwitegereza no kungurana ibitekerezo ku bitambaro bifumye beretswe
• Gusaba abanyeshuri kurondora ibikoresho babona iwabo mu ngo biriho imitako ifumye
Isomo nyirizina
• Gusaba abanyeshuri gutegura amashusho ku dutambaro bashushanya
• Gusaba abanyeshuri gutangira gufuma amashusho anyuranye hakoreshejwe amabara atandukanye n’umushono basabwe cyangwa bihitiyemo
• Kwegera buri tsinda umwarimu ariha ubufasha aho biri ngombwa, anarigira inama
Isuzuma
• Gusaba abanyeshuri mu matsinda kumurika udutambaro bafumye no kudutangaho ibitekerezo
• Gusaba amatsinda y’abanyeshuri gutoranya udutambaro dufumye neza kurusha utundi
• Gushima ibikorwa by’abanyeshuri no kubagira inama ku bitakozwe neza
• Gusukura aho bakoreye, ibikoresho bakoresheje no kubibika neza.
Isomo rya 2: Uburyo bwo gutera igifungo no gukora
intoboro yacyo
a. Intego zihariye
• Kuvuga uburyo butandukanye bwo gufuma no gutaka
• Gukora imitako inyuranye yoroheje ikoreshwa mu gufuma no gutaka
• Gufata neza ibikoresho no kubigirira isuku
b. Imfashanyigisho
• Ikaramu y’igiti,
• Indodo,
• Udutambaro duto,
• Urushinge,
• Ibikoresho bikata
c. Uko isomo ritangwa
Intangiriro
• Gusaba kugaragaza ahantu bazi hakoreshwa ibifungo
• Gusaba abanyeshuri gutegura ibikoresho bashyira urudodo mu rushing.
Isomo nyirizina
• Guha abanyeshuri amabwiriza y’ uko batera igifungo
• Gusaba abanyeshuri kwifashisha urudodo n’urushinge batera igifungo bakurikiza amabwiriza y’umwarimu
• Kwegera buri tsinda umwarimu arigira inama anarifasha aho biri ngombwa
• Kwereka abanyeshuri uko bakora n’ uko bafuma intobora y’ igifungo
• Gukora intoboro y’ igifungo no kuyifuma.
Isuzuma
• Gusaba abanyeshuri mu matsinda kumurika udutambaro bateyeho igifungo banakozeho intoboro yacyo
• Gusaba abanyeshuri mu matsinda gutoranya udutambaro duteyeho ibifungo tunakozweho intoboro neza
• Gushima ibikorwa by’abanyeshuri no kubagira inama aho batashoboye gukora neza
• Gusukura aho bakoreye, ibikoresho bakoresheje no kubibika neza
Isomo rya 3: Uburyo bwo gufuma hifashishijwe amashusho yo mu bidukikije
a. Intego zihariye
• Guhitamo ibikoresho bitandukanye bikoreshwa mu gufuma imyenda
• Guhanga indi mitako umunyeshuri ashingiye ku bidukikije
• Gushima ubwiza bw’imitako itandukanye mu buzima busanzwe
b. Imfashanyigisho
• Ikaramu y’igiti,
• Impapuro,
• Indodo z’amabara,
• Udutambaro duto,
• Inshinge zitandukanye,
• Ibikoresho bikata.
c. Uko isomo ritangwa
Intangiriro
• Kubaza abanyeshuri ibintu bazi bibonekaho imitako ifumye.
Isomo nyirizina
• Gusaba abanyeshuri gutegura ibikoresho byifashishwa mu gufuma
• Gusaba abanyeshuri gushyira urudodo mu rushinge
• Gusaba abanyeshuri gushushanya ururabo ku gitambaro bagiye gufuma
• Gusaba abanyeshuri gufuma amashusho ku dutambaro bakoreshe imishono basabwe cyangwa bihitiyemo
• Kwegera buri tsinda umwarimu arigira inama
Isuzuma
• Gusaba abanyeshuri mu matsinda kumurika udutambaro bateyeho igifungo banakozeho intoboro yacyo
• Gusaba abanyeshuri mu matsinda gutoranya udutambaro duteyeho ibifungo tunakozweho intoboro neza
• Gushima ibikorwa by’abanyeshuri no kubagira inama aho batashoboye gukora neza.
• Gusaba abanyeshuri gutunganya ibikoresho no kubibika neza
6.6. Isuzuma risoza umutwe wa 6
• Gusaba abanyeshuri gushushanya no gufuma ingoma
• Gusaba abanyeshuri gushushanya no gufuma ikibabi
• Gusaba abanyeshuri gushushanya no gufuma igiti
6.7. Imyitozo y’inyongera
• Gusaba abanyeshuri gushushanya no gufuma ibyo mwarimu amusabye cyangwa ibyo yitekerereje.
IBITABO BYIFASHISHIJWE
1. Mock, R. (1955). Principles of Art Teaching; 1st Edition, University of London Press, England.
2. Elizabeth K. E. (2010). Distinction, Creative Arts, year 2, Kenya Literature Bureau, Nairobi.
3. Elizabeth K. E. (2010). Distinction, Creative Arts, year1, Kenya Literature Bureau, Nairobi.
4. Obonyo O. D., Elizabeth C. (2008). Art and Design forms one and two, East African Educational Publishers.
5. Richard H., Art & Design, French’s road, Cambridge CB43NP, Pearson Publishing.
6. Baker A. (2010). Fundamentals Graphic Art, Trinity Books Ltd, Uganda.
7. Minisiteri y’Uburezi, Ikigo Gishinzwe Integanyanyigisho (2015). Integanyanyigisho y’ubugeni mberajisho mu kiciro cya mbere cy’amashuri abanza. Kigali. Iki ni igitabo cyunganira umwarimu wigisha isomo ry’ubugeni. Kigizwe n’imitwe itandatu, intego za buri somo, ubushobozi bw’ingenzi bugamijwe kuri buri somo, n’urugero rw’imbata y’isomo. Harimo kandi imyitozo, isuzuma kuri buri mpera y’isomo n’imyitozo y’inyongera, byose bigamije kuzamura ubumenyi, ubumenyingiro n’ubukesha by’umunyeshuri w’umwaka wa gatatu. Si ihame gukoresha ibikoresho
byakoreshejwe muri iyi nyoborabarezi gusa, umwarimu ashobora kwifashisha ibindi
bikoresho biboneka aho atuye, ikigamijwe ni ukubakamo umunyeshuri ubushobozi mu
byerekeye ubugeni.
Imitwe igize iki gitabo ni iyi ikurikira :
•Umutwe wa mbere: Gushushanya no gusiga amabara ibitayega n’ibidukikije
•Umutwe wa kabiri: Gutera mashusho ku bintu akoresha ibikoresho binyuranye.
Umutwe wa gatatu: Amashusho mu mubyimba ufatika
•Umutwe wa kane: Ububoshyi hifashishwa ibikoresho biboneka aho atuye
•Umutwe wa gatanu: Ibikinisho n’ Iremekanya ry’ibintu binyuranye mo ibindi bintu
•Umutwe wa gatandatu: Gufuma imitako ku imyenda