Creative Performance ECLPE,SSE,LE

Topic outline

• 

  General

  • Announcements Forum
• Creative Performance ECLPE,SSE,LE

  Quiz: 1File: 1
• PART I UNIT 1:KEY CONCEPTS OF FINE ARTS AND CRAFTS

  Key unit competence: To be able to describe the meaning of
                                                the key concepts and importance of Fine
  

                                                 Arts and Crafts.

  Introductory Activity

  
  

  After observing the figure, identify the activities shown above and discuss
  the functions of crafts in Society today.
  
  1.1.Definition of concepts
  Activity 1.1
  Explain the following concepts:
  a. Arts
  b. Crafts
  
  1.1.1 Arts
  Art is a way to express ideas, thoughts, and feelings, using a variety of
  materials. Paintings, sculptures, huge bridges, and landmark buildings are
  

  all ways in which artists express themselves visually.

  
  

  1.1.2. Crafts
  Craft is an activity, which needs skills and use of hands in order to produce
  various objects. There are different types of crafts such as:
  

  • Baskets
  • Craft bags
  • Masks
  • Hats
  • Pots
  • Paper crafts
  • Batik
  • Collage

  • Mosaic

  
  
  Application activity 1.1
  • After explaining the term craftwork, describe the types of crafts.
  

  • Discuss the major steps that deal with craft production.

  1.2.Importance of art and crafts
  Activity 1.2
  Describe the importance of art and crafts.
  
  1.2.1. Important of art and crafts
  There are three general perspectives upon which to address this statement.
  
  a. From an individual’s perspective
  The importance of art in an individual’s life is a broadening of perspective
  and a deepening of insight into well, literally everything about the human
  condition. From an observer’s perspective, art connects us to one another
  on a visceral level.
  
  Cumulatively, society benefits from the positive contributions resulting from
  affirmative expressions of community life within larger societies. The art
  helps individual to respond to art or to make art and this allows them to enjoy
  the world of aesthetic.
  
  b. From a community’s perspective
  Art and crafts bring attention related to; overlooked, misunderstood,
  misrepresented, or misapprehended in ways, which provide unmatched
  clarity in creating and understanding. Art can mobilize a community and
  motivate social change, which contributes to stability within larger societies.
  
  c. From a society’s perspective
  

  • Art and crafts reflect the deepest truths about life, the human condition,
  and society in general.
  • Art and crafts provoke social introspection and define boundaries while
  providing clarity on issues.
  • Art provides the public with psychologically supportive outlets of
  expressions, which contribute toward overall social stability.
  • Artistic activity provides a healthy return on investment to every level
  of an economy.
  • Artistic history provides us with deep insights into our evolution as
  species. It is an activity that provides insights into our future like every

  other discipline of discovery.

  Application activity 1.2
  • Most of the craftworks need finishing in order to have a final product,
  

  discuss its meaning and its importance in craft.

  1.3.Components of artwork
  

  Activity 1.3

  
  

  Describe the components of art and crafts work
  1.3.1.Subject matter
  This is the main idea in a work of art. It may be rendered in an abstract
  manner or in representational way. It is referred to as theme and often, gives
  the work its name.
  
  1.3.2.Composition
  This is a total appearance of the physical object of art. It deals with the
  organization and use of the elements of art. (For example, lines, shape,
  form, value, texture, color). The elements are organized to follow principals
  like balance, proportion, dominance, rhythm, harmony and unit.
  
  1.3.3.Content or meaning
  This deals with quality or significance of an artwork and the experience it
  gives to a consumer. This includes the emotions or intellectual responses it
  

  arouses.

  Subject matter, composition and content or meaning are the three
  components of artwork, we shall further look at the elements of art and
  

  principals of organization, which go to the conception of art composition.

  Application activity 1.3

  
  

  • Analyze the content of artwork above and give its main idea.
  
  End unit assessment 1
  1. In order to understand art and crafts better, it is necessary to define
  different terms below.
  

  a. Arts
  b. Crafts

  2. Discuss the benefits of art and crafts to the society.
  

  3. Give and explain the component of art and crafts.

• UNIT 2:DRAWING STILL LIFE AND NATURE

  Key unit competence: To be able to make detailed drawing of
                                                    still life and nature studies by applying
                                                    elements and principles of art using
  

                                                    different techniques, tools and materials.

  Introductory Activity

  
  

  Make a research on elements and principles used in art and crafts.
  

  1. List down drawing materials and tools.

  2.1 Elements of art and crafts
  

  Activity 2.1
  Referring to the drawing above, define the following elements of art and
  crafts:
  a. Line
  b. Texture
  c. Value
  d. Shape
  e. Color
  f. Form
  

  g. Space

  a. Lines
  A line is a path of point moving through space. A line is one of the tools used
  to describe the appearance of a form or object. There are different types of
  

  lines, each expresses different feelings, and they are as follows:

  
  
  

  

                                                    Different types of lines.

  b. Shapes
  Shape is a flat, two-dimensional area with height and width. It is made
  when two ends of a line meet. There two types of shapes: regular shape or
  

  geometric and irregular or organic shape.

  • The regular shape

  
  

  • The irregular shape
  

  
  

  c. Texture

  Texture is the roughness or smoothness of the surface. They are two types
  

  of texture:

  • Tactile texture is how you feel if you touch on a surface.

  

  • Visual texture is the way a surface appears to you through the sense
  

  of vision.

  

  d. Value
  

  Value refers to the lightness or darkness of a colour.

  

  e. Color
  Color is the characteristic appearance of surface in the presence of light.
  There are three main kinds of colours:
  
  i. Primary colours: are yellow, red and blue. Primary means basic
  

  or first, these hues cannot be obtained from other colours.

  

  ii. Secondary colours: are orange, green and purple or violet. A
  

  secondary colour is mixture of two primary colours.

  

  iii. Tertiary color : is a new colors from the mixture of any primary colour
  with another secondary color .
  
  Example: yellow-green, yellow-orange, blue-green, blue-purple, red-orange,
  

  and red-purple.

  

  Note: Colour may be used objectively to represent forms as appear in
  nature for example; green trees and may be used subjectively as the artists
  

  chooses to express himself for example; purple water.

  f. Space
  Space means the area in and around an object. There are two kinds of
  space:
  

  i. Positive space, is area occupied by an object.

  

  ii. Negative space, is area around the object that defines its edges.

  

  g. Form
  A form is an object with three dimensions; height, width and depth. They are
  two types of forms:
  

  • Geometric forms such as, cube, sphere, cylinder, …

  

  Different geometric forms
  

  • Organic forms Such as stones, cabbages, sweet potatoes, etc.

  
  

  Application activity 2.1
  • What do you understand by the elements of design?
  

  • Describe tactile texture.

  2.2.Principles of art and crafts
  

  Activity 2.2

  
  

  Observe the drawing above and list the principles of arts and crafts used.

  We have seen the elements of art as color, form, line and dot, shape, space,
  value and texture that are used in drawing and painting. This lesson shows
  the principles of art that are not the rules, but guidelines enabling to create a
  picture that is pleasing to look at. They include balance, rhythm/movement,
  perspective, dominance/emphasis, unity, and proportion.
  
  1. Balance: It refers to feeling of equality in weight, attention, or
  attraction of the various visual elements. They are three main types of balance:
  a. Symmetrical balance/Formal balance: here the axis passes through
  

  the composition, dividing it into two equal parts.

  
  

  Asymmetrical balance/informal balance: the sides of axis are not identical
  

  but they balance out.

  

  Assymmetrical balance
  b. Radial balance: It is a form of balance where elements are arranged
  

  around the center point.

  

  2. Rhythm/movement: refers to a regular beat, whereas movement
  refers to motion. In work of art rhythm and movement can be created
  

  continuously. There are three types of rhythm:

  

  

  4. Proportion: It refers to the relationship of different parts of an object
  in terms of size. It is about the ration of one part in relation to another.
  The principle requires that part of a given form or composition be
  

  related in such a way that they are visually acceptable or pleasing.

  

  5. Unity/ harmony: It is achieved when all elements in a given work of
  art are used. This deals with a consistent and orderly whole. Related
  elements are used to create comfortable combinations as they adapt
  

  to each other easily. Circles and ovals are harmonious.

  

  6. Dominance/ emphasis: It deals with an element assuming more
  important than others in the same composition. This could be a
  strongly contrasting part in terms of colour, shape, texture, tonalvalue,
  

  line or size.

  

  Application activity 2.2
  • Mention and explain different types of balance.
  • Give the types of rhythm/movement
  • Individually make a mixture of colours in order to get colour that
  

  can used to paint similar colour of your chair

  2.3.Drawing materials and tools
  

  Activity 2.3

  
  

  After observing these drawings, what are the materials and tools used in
  producing those drawings?
  
  Materials, tools and equipment for drawing
  1. Paper
  A paper is very important material in drawing. It acts as a surface for drawing
  on. There are different types of papers and they vary according to thickness
  and texture.
  
  Types of paper according to texture:
  • News print papers (cheapest)
  • Blotting paper
  • Manila paper
  • Bond paper
  • Strawboard paper
  • Hardboard paper and so on…
  According to the size, there are papers of A0, A1, A2, A3, and A4 (duplicate paper).
  A0 is the largest size.
  

  
  Note: Cartridge paper is the best quality for technical drawing.
  

  2. Pencils
  Lead and black are the basic drawing pencils. They come in different ranges:
  9B, 8B, 7B, 6B, 5B, 4B, 3B, 2B, B, H, HB, 2H, 3H, 4H, 5H, 6B and HB
  • “H” pencils are the hard pencils.
  • “B” pencils are Soft pencils.
  • HB pencils are the medium pencils; they are very good for general
  drawing.
  NOTE: The higher the number before the letter the hardest or softest
  the pencil becomes.
  Pencils are used to draw a sketch or to make shade in drawing
  

  3. Charcoal

  
  

  Charcoal is used in drawing and sketching like a pencil. Individual may make
  some charcoal, but other may be brought commercially prepared.
  
  4. Masking tape
  It used to fix the work paper onto the drawing board when drawing.
  
  5. Drawing board
  It holds the work paper while drawing. It slants the paper to give a good
  drawing position.
  
  

  6. Set squares
  It is used in taking measurements and drawing lines.
  
  7. Tee squares
  It enables in drawing horizontal lines, which are parallel.
  
  8. A pair of compasses
  It enables in drawing circles, curves, arcs and again for bisecting angles and
  straight lines.
  
  9. Erasers or rubbers
  They are used for removing (cleaning, clearing or deleting) marks or mistakes.
  Eraser normally rubs off both pencil and ink. However, it is advisable to
  minimize rubbing so that the texture of the paper should not be interfered.
  
  10. Sharpener
  A pencil sharpener is a tool for sharpening a pencil nib by shaving away its
  worn surface. Pencil sharpeners may be operated manually or by an electric
  motor.
  11. A pair of scissors, used to give preferable size to the paper.
  

  12. Markers are used mostly to write the title and names of drawing.

  Application activity 2.3
  

  • Discuss on any three basic materials and tools used in drawing still life.

  2.4.Types of drawing
  

  Activity 2.4

  

  2.4.1.Types of drawing
  A. Drawing from observation:
  a. A still life is a work of art depicting mostly inanimate subject matter,
  typically commonplace objects—which may be either natural (food,
  flowers, plants, rocks, or shells) or man-made (drinking glasses, books,
  

  vases, jewelry, coins, pipes, and so on).

  
  

  b. Nature drawing involves drawing nature objects like leaf, fruits, and
  

  flowers

  

  c. Human figure involves drawing a person in different positions; when
  drawing human being from observation the person who poses to be
  drawn is called a model. For a model you can draw specific part or the
  

  whole.

  

  d. Scenery drawing: is about drawing outdoor and involves drawing
  

  landscape, sea- secapes and town-escapes.

  

  B. Imagination
  Imagination is drawing in an original creation. Not at all from experience,
  but conceived purely in the mind. It may have a touch of reality because
  imagination may be influenced by experience, but it can be as far from reality
  

  as possible to the point of looking absurd or bizarre.

  

  C. Imitation
  Imitation can be defined as the act of copying, mimicking, or replicating
  behavior observed or modeled by other individuals. Current theory and
  research emphasize that imitation is not mechanical “parroting,” but
  

  complex, goal-oriented behavior, which is central to learning.

  

  2.4.2 Human figure drawing from observation
  A Human figure drawing is a drawing of the human form in any of its
  various shapes and postures using any of the drawing media. In this, the
  living person is the subject. To draw a human form well, one needs to have
  an understanding of the human body structure. There are basic proportions
  associated with the human face and the human body.
  
  For drawing adult proportion you need to renew that the height of the
  whole body is eight time of the height of the head. Proportion of the child
  vary according to age , a child with 1 year the height of the body is four time
  

  of the height of the head

  

  Human figure drawing from observation involves using your eyes to observe
  directly the person that you are drawing.
  
  Artists take a variety of approaches to drawing the human figure. They may
  draw from live models or from photographs, from skeletal models, or from
  memory and imagination.
  
  Drawing from imagination involves mental ability or creativity to make new
  artworks using different material and tools.
  
  2.4.3.Drawing landscape/scenery
  A landscape painting or drawing refers to an artwork whose primary focus is
  natural scenery, such as mountains, forests, cliffs, trees, rivers, valleys, etc.
  
  As a landscape in the sense of a landscape drawing, we understand
  representations of the environment created by nature or man. Typical
  landscape drawings depict natural landscapes, mountains, cities, factory
  landscapes, seascape, park landscapes et cetera. In contrast to a still life
  - To name just one example - a landscape drawing shows a much larger
  

  section of the environment.

  Here is a summary of everything you need to consider when drawing or
  painting a landscape:
  1. Choice of a landscape / surroundings (city, nature, meadow,
  mountains, sea ...)
  2. Search and choice of eye catchers (focal points) and interesting
  objects and structures
  3. Position the horizon
  4. Choice of the image detail / total composition
  5. Choice of a season
  6. Choice of weather conditions
  

  7. Draw it!

  2.4.4 Perspective methods in landscape drawings
  In addition, there are still more tricks on how to draw landscapes better (now,
  however, it will be somewhat technical). An important aspect of a landscape
  is the perspective.
  
  All objects are smaller the further they are away from us. This effect of the
  distance is of course very strong in the landscape, as we look far into the
  distance. The decrease in size of the objects can illustrated relatively easily
  with a drawing aid: The perspective with vanishing points.
  
  Perhaps you may have already heard of perspective drawing with the help of
  vanishing points. The principle means that all objects become smaller along
  

  vanishing lines. These lines all converge at a point that lies on the horizon.

  Application activity 2.4
  • Differentiate sketch from imagination
  • Which points do you consider when you are drawing or painting landscape?
  
  2.5.Techniques of shading in drawing
  Activity 2.5
  
  After observing these drawings, explain the techniques of shading used.
  
  Techniques used for applying shading to an object are quite varied. Each
  technique produces a different texture and “feel” to the drawing. The drawing
  medium used may determine the shading technique that applied in the
  drawing.
  
  The most common application techniques include:
  Hatching: Lines drawn in the same direction. By drawing lines close together,
  darker values are created. Leaving more space between lines results in
  lighter values. For rounded objects, the lines may curve slightly around the
  

  form - following the contours of the object.

  

  Cross-Hatching: Lines cross over each other. The density at which the lines
  

  cross over each other determines the value that produced.

  

  Mass toning/Blending: Smooth gradations of value are produced either
  by adjusting the amount of pressure applied to the medium or by using a
  

  blending tool, such a blending stump.

  

  Rendering: Using an eraser to remove the medium to produce lighter values.
  

  This technique is typically used in conjunction with blending.

  

  Random lines: Loose applications of crossing lines. The frequency in which
  

  the lines cross over each determines the value produced.

  

  Stippling/ dots method: Applying countless small dots to build up darker
  and lighter values in a drawing, the density of the dots determines the value
  

  produced.

  

  Activity 2.6
  • Differentiate sketch from imagination
  • Which points do you consider when you are drawing or painting
  landscape?
  
  End unit assessment
  1. Define the following terms:
  a. Visual texture
  b. Radial balance
  c. Proportion
  2. Distinguish between objective and subjective colors.
  

  3. By using illustrations, explain techniques of shading.

• UNIT 3 :MOTIF AND PATTERN DESIGN PROCESS

  Key unit competence: To be able to design the various motifs,
                                                 patterns from different sources of
  

                                                 inspiration

  Introductory Activity

  
  

  1. Observe patterns and motif designs above and define the following
  terms:
  • motifs
  • patterns.
  2. Give the materials and tools used in motif and pattern making.
  

  3. Create different motifs and patterns.

  3.1.Definition of concepts
  Activity 3.1
  1. Discuss any three basic tools used in pattern making.
  2. Explain categories of regular pattern
  • Pattern
  Pattern making is an art of putting shapes or group of shapes in a repeated
  manner to cover an area. Patterns can make in any pictorial composition:
  mosaic, collage, drawing, painting, printing and even through simple cut and paste.
  • Motif
  A motif is an element of a pattern, image or shape, which is required in
  design. It may repeat in a design or composition, often many times or may
  

  just occur once in a work.

  Design process is the activity of making a motif.
  Motif can be created from simple shape. They can be regular or irregular.
  Regular shapes include circle, triangle, square, oval, and others. Shapes
  can be combined to form patterns.
  
  Categories of pattern
  Regular repeat: pattern displays the same motifs repeatedly on a given
  surface. Some regular repeat patterns include:
  
  Full repeat: The motif is repeated regularly in each square/rectangular space.
  
  Full-drop repeat: in this pattern formation, each subsequent space skipped
  

  as the motif is rendered as shown below:

  

  Half drop repeat: A grid is made such that the subsequent row of squares
  

  drop half way as shown below.

  

  Alternate repeat: In regular repeat patterns, the motif used can alternate
  repeat patterns. In alternate repeats, there can be two motifs, which combine
  

  to form a repeat as shown below.

  

  Irregular repeat patterns: the motifs are arranged in many styles of the
  surface. This means that there is no specific flow even through the same
  

  motif has used to create a pattern. This again called random repeat.

  

  List of pattern making tools and their uses for design:
  The tools required for pattern making are given below, basing on order of
  

  their usage

  

  • Measuring devices
  • Drafting devices
  • Marking devices
  • Cutting devices
  • Sewing devices
  

  • Finishing or pressing devices

  Measuring devices:
  Measuring tools are the most essential tools in making a pattern. The key to
  success in garment construction lies in taking accurate measurements of the
  subject and by using the appropriate tool for pattern making.
  
  • Measuring tape: It is indispensable for taking body measurements.
  It is 152 cm or 60″ long with measurements on both sides. One of its
  ends is made of metal having 3″ length and the other is made of the
  same metal having 1/2″ length. The side with the 1/2″ length used
  for measuring a circular area, while the side with 3″ length used for a
  vertical area.
  
  • Ruler: It is the best device for taking long straight measurements. It is
  mostly used for checking grain lines and marking hems.
  Drafting devices:
  
  Drafting equipment are for making paper patterns. This is the second stage
  of pattern making. Using the measurements taken, the drafting is carried out
  according to the design of a garment. The following drafting equipment is
  used:
  • Compass: It mainly used for making a curve for umbrella cloth.
  • Brush: A brush is used on Milton cloth to rub the mistakes while drafting.
  • Paper: Is for drafting by placing on the drafting table. While using brown
  paper, a grain line should follow.
  • Pencil: For marking on brown paper.
  • Rubber: It is used for deleting mistakes. Good quality rubber, which
  does not leave black lines, should select.
  • Red and blue pencils: Are used for marking on fold (red line) and
  grain line (blue arrow).
  
  Marking Devices:
  Marking devices are used for transferring the details of the paper draft to the
  fabric.
  • Design ’s chalk: It is made up of china clay and is available in different
  colors. It is used for marking the paper patterns on the cloth. Alterations
  and construction markings are drawn using tailors’ chalk.
  • Chalk in pencil form: This is used like a pencil and it marks thin
  

  accurate lines. This is used for marking pleats, darts and buttonholes.

  Cutting Devices:
  Cutting devices/equipments should be selected and used with maximum
  accuracy. A slight change in cut results in huge fitting problems. These tools
  must be selected and maintained properly in order to use them effectively.
  
  • Cutting table and cutting board: A cutting table is 6′ long, 4′ wide
  and 3′ height. People working in a standing position use the table and
  people who work seated use a cutting board. A cutting board should be
  6″ height.
  • A pair of scissors: These are used for cutting garments. They are
  7–10″ in length.
  • Paper cutting scissors: These are small scissors available in various
  sizes and meant for cutting paper.
  
  Sewing Devices:
  Sewing can be carried out either manually or by a machine. For hand sewing,
  the following are required:
  • Needles: These needles come in denominations of a 0 to 12 numbers.
  Based on the thickness of cloth, the needle number is used.
  • Pins: Pins are used for fixing the patterns on the cloth. They come in
  different colors.
  • Pincushion: It is used for keeping pins together.
  Finishing or Pressing Devices:
  The following equipment are needed for pressing:
  • Iron: A good brand with after sale services should be chosen. A steam
  iron with a thermostat regulator is preferred.
  • Ironing board: For ironing clothes, a table or ironing board can be
  used. An ironing board is 36″ long and 12″ wide. Six inches are left on
  its right side to keep the iron box. The left side of the board is angular
  and is suitable for ironing dart edges and sleeve darts while stitching.
  The table or ironing board should have proper stuffed backing.
  
  Application activity 3.1
  • Differentiate a motif from a pattern
  

  • Explain the importance of rulers in pattern making

  3.2.Process of making motif and pattern
  Activity 3.2
  Describe any two motifs styles
  The process of making motifs and pattern depend on the motifs styles.
  
  Motifs styles
  There are different styles that can be used to create both regular and irregular
  repeat patterns.
  
  • Linear patterns. In linear patterns, zig-zags, wavy, straight or circular
  

  lines can be used to create repeat patterns.

  

  • Numeral forms. When the numerals produce interesting patterns, they
  

  lose their identities and become beautiful motifs.

  

  • Real objects can be used as stencils or templates to make patterns.
  They should be arranged in the desired pattern and then colour applied
  

  as desired.

  

  • Letter forms. Using letterforms as motifs, both low case and upper
  

  case can produce interesting designs.

  

  Making patterns using stencils and templates.
  Cut out stencils and templates are used in pattern making. The pattern
  produced can either be positive.
  
  Negative design: In the negative pattern, the cut out shape of a template is
  

  coloured from the outside. This makes a positive design.

  
  

  Application activity 3,2
  • By drawing, create any two patterns.
  • With illustration, differentiate an alternate pattern from full repeat pattern.
  

  End unit assessment 3
  1. Give the name of the smallest unit of a pattern
  2. Explain the following terms:
  • Regular pattern
  • Irregular pattern
  

  3. Create a pattern for each style.

• UNIT 4:LETTERING

  Key unit competence: To be able to make a graphic work with
                                                handwriting using cursive and print
                                                letters in both lower and upper-case
  

                                                 letters.

  Introductory Activity
  A B C D E F G H I J K L M N Q R S T U V W X Y Z
  a b c d e f g h i j k l m n o p q r s t u v w x y
  1. Discuss the elements used in pictures above.
  

  2. Make greeting cards by using lettering styles

  4.1.Elements of lettering
  Activity 4.1
  Discuss about different writing of lettering styles
  Identify the basic elements of graphic art
  
  Calligraphy is writing with a single pass to create written art, hand lettering is
  a composition created with drawn letters, and typography uses prefabricated
  and designed letters. Essentially, hand lettering is the illustration of letters
  that come together to create a single, unified piece.
  
  Graphic design It is visual communication and the aesthetic expression of
  concepts and ideas using various graphic elements and tools. It involves
  the use of images, symbols or even words.
  
  The basic elements of graphic design.
  There are six main elements of graphic design; the line, the shape, the
  color, the texture, the value and the space.
  
  1. The line
  The line is usually present in every design, even if it is a solid border of 1px
  or a dotted one of 5px. Every website has lines, but the minimalistic style
  that became more popular in the past couple of years tries to erase the lines
  

  from the layouts, or at least to decrease the use of them.

  The lines can be long, red, straight, thin, blue, dashed, short, black or
  curved; they are all into the same category. They are most of the time used
  for delimitation between different sections of a design, or are used to direct
  a viewer’s vision in a specific direction.
  
  2. The shape
  The shape, or the form, is the second most used element of a web design.
  They are actually lines combined in different shapes. The forms are still
  popular and this is because if there is something that needs to stand out,
  forms are one of the ways to do it.
  There can be circles, squares, rectangles, triangles or any other abstract
  shape; most of the designs include at least one of these. Minimalistic designs
  use it a lot, because they often based on illustrations and drawings.
  
  3. Textures
  The textures can look similar to solid background colors, but if they analyzed
  closer, small but effective differences can noticed.
  Texture styles include paper, stone, concrete, brick, fabric and natural
  elements, among flat or smooth colours. Textures can also be subtle or
  pronounced and can used sparingly or liberally. They work with pretty much
  everything.
  
  Even if they do not seem important, the textures can totally change a website
  and offer a very different visual impact.
  
  4. Colour
  The colour may even be the most important element of a design, because it
  offers the most powerful visual impact at a single glance. Colour is obvious
  and does not need basic graphic skills to be noticed.
  While lines and shapes mean the same thing as in the reality, only at a
  little more profound level, the color means exactly the same thing as in the
  nature. Colour creates emotions – red is passionate, blue is calm, green is
  natural.
  
  Even if you do not realize this, colours have a clear effect on your mind.
  
  Studies were done; a person who lives in a red environment has a higher
  heartbeat and pulse than a person living in a blue environment. The human
  

  brain sees this and influences the rest of the body.

  Therefore, colour theory is very important to know, because not many
  designers can call themselves experts in this field. Being a master of colours
  might make the difference between a good design and a stunning one.
  Please, this is not saying that you have to know all of them, but knowing
  how hue, saturation, shade, tint, tone or chroma work together is crucial for
  a graphic designer.
  
  5. Value
  value is more general and represents how dark or light a design is. Value
  has a lot to do with mood too, only at a more profound level.
  
  6. Space
  The space and how it, used is crucially important in design. Lately the “white
  space” (also called negative space) became widely because it allows the
  human eye to read easier.
  For whoever is not familiar with the term “white space”, it does not mean
  precisely space filled with white, but every area of the design that only filled
  with the background color. You can see several examples below for better
  understanding of the concept.
  
  Application activity 4.1
  • What do you understand by calligraphy?
  • Discuss any three elements of graphic design
  
  4.2.Process of making calligraphy text / cursive letter
  Activity 4.2
  By following the procedure of making calligraphy (cursive letter), construct
  the letters of alphabet.
  Calligraphy means “beautiful writing” in Greek and spans thousands of
  years and countless cultures. There are several styles, including Western,
  Eastern Asian, Southern Asian, and Islamic. All calligraphy uses the same
  basic principles to create beautiful lettering. If you want to practice the art of
  decorative handwriting, all you need to do is follow a few simple steps.
  
  Cursive letters are a handwriting in which letters are formed and joined in
  

  a rapid stroke

  Lowercase Cursive Letters

  
  

  Uppercase Cursive Letters
  

  
  

  4.3.print letters
  Print letters are not joined together and they are look like the letters in a book
  or newspaper.
  
  Lowercase Print Letters
  
  
  Uppercase Print Letters
  
  
  
  4.4.SPACING
  Spacing: is a study of a space between letter when designing a typographic
  work which refers to the nature of line that are made letter.
  Spacing between letters, words and lines is very important. It has a big effect
  on the readability (legibility) of a text.
  

  • The space between 2 words takes the space of the width of one letter.
  • The letters W and M take more space than others.
  • The letters I and J take less space than others.
  • The space between the letters will be always the same in mechanical
  spacing.
  • When 2 capital letters A and V or W are following each other, the space
  between them becomes short.

  In typography there two main types of spacing which are mechanical and
  optical spacing
  
  Mechanical Spacing:
  
  
  The yard- stick spacing of ‘’ minatown’’ shows what happens letters are all
  fitted into like areas with the same distance between them. Note how spotty
  the different letters look, especially the M, A and W and how unrelated
  the irregular letters appear. By making the M, N, A and W wide and fitting
  the irregular letters optically to compensate for their shape an even tone is
  

  obtained over all.

  Optical Spacing
  

  
  

  The example shown here illustrate how the different combinations work out
  in use. In the word ‘’ spacing’’ letter of the same size and shape are spaced
  in both ways. Note how legibility and unity are destroyed by mechanical
  arrangement. Using a ‘’ yard-stick’’ to measure the width or distance between
  letter seldom produces results and is generally detrimental to legibility.
  
  Application activity 4.2
  • Use lowercase and uppercase lettres to design your names in both
  cursive and print letters in the area of 20 cm for height and 20 cm
  for width by taking into consideration optical spacing.
  
  End unit assessment 4
  1. With your knowledge and skills, you have about calligraphy writing,
  design these words “Rwanda Education Board” in both cursive
  and print letters.
  
• UNIT 5:collage

   Key unit competence: to be able to make collage works with 
                                                   cutting and pasting techniques
  Introductory Activity
  
  
  Make a research on collage materials and tools, techniques used for
  making collage.
  Create collage artwork
  
  5.1. Materials, tools and equipment needed to make collage works.
  Activity 5.1
  Referring to different finished collage works, define the following terms:
  Collage
  Identify the articles and materials from the surrounding that may be used
  

  in making collage.

  5.1.1 Collage
  Collage (/kəˈlɑːʒ/, from the French: coller, “to glue”;) is a technique of an art
  production, primarily used in the visual arts, where the artwork is made from
  assemblage of different forms, thus creating a new whole.
  Texture is the main element of collage.
  
  5.1.2 Materials and tools used in collage.
  You can use almost anything you like to create your collage. Commonly
  used items are magazine pictures, glue, photographs, or fancy paper. If you
  are interested in making collages, it is better to start gathering materials
  before you begin the collage process.
  
  Finding Materials
  A good starting point is to go through your craft cupboards, magazine racks,
  and even your junk drawers to find unique items you can use. Another way to
  find materials for a new collage is simply to take a walk outside. You may find
  old paper, discarded bottle caps, or other treasures. As long as the materials
  are safe and (mostly) clean, feel free to use them in your art project. Found
  objects will provide character to the piece in a way that plain paper cannot.
  Put aside any objects in a large ziptop bag, an empty shoebox, or another
  area in your workspace. You don’t have to use all the materials at once and
  it’s helpful to build up a stash of supplies. For other ideas, check out this list
  of creative collage materials for a good starting point:
  • Glue
  • Buttons
  • Coloring book pages
  • Craft foam
  • Crayon shavings
  • Fabric
  • Fancy paper (like those used in scrapbooking)
  • Feathers
  • Flower petals
  • Greeting cards
  • Leaves
  • Magazine pages
  • Newspaper clipping
  • Photographs
  • Playing cards
  • Postcards
  • Puzzle pieces
  • Rice
  • Rubber bands
  • Sandpaper
  • Seeds
  • Spices
  • Stickers
  • String
  • Tissue paper
  • Toothpicks
  • Wire
  • Wrapping paper
  
  Other Materials
  This list has many three-dimensional items on it. If you are going this route,
  try to use smaller and/or flatter items. You will likely want to have a few
  different adhesives, especially if you are using larger materials in your
  collage. Standard white glue is helpful, as is a glue gun, spray adhesive, and
  rubber cement. A glue gun is the best option for larger or heavier items. It
  can be a tricky tool for smaller delicate items. Scissors and a razor or Exacto
  knife is helpful to precisely cut the materials you are using. Remember, there
  is no right or wrong way to make a collage. Choose an item above to use,
  use your own unique items, or even make a collage using a variety of items.
  It is up to you.
  
  Framing
  To add a professional touch to your collage, you can frame it once it’s
  complete. Depending on your budget, you can take a collage to a framer
  or frame it yourself. Prior to framing, make sure the college is completely
  finished to your liking. Remove any stray bits of materials or strings from
  the glue gun. A tweezers can be useful to help remove tiny elements. If you
  are framing it yourself, a shadow box style frame usually works well for a
  college. Since the art may be three-dimensional, a shadow box will allow
  more room for your collage. Hang the completed work on the wall, present it
  

  to someone, or sell it.

  Application activity 5.1
  • Describe the main element of collage.
  • Describe the main element of mosaic.
  

  • Explain any four articles and materials used in making collage.

  5.2 Processes/steps of making collage
  Activity 5.2
  Describe the procedure of making collage, and make collage work.
  a. Collect all kinds of materials from the surrounding
  b. Sort them according to shapes, colors, texture and size.
  c. Prepare the sketch or design to be made
  d. Experiment with the materials by press placing them onto the sketch.
  Arrange them according to the way the designs expected to appear.
  e. When satisfied that the arrangement interprets the theme intended,
  

  stick the materials onto the ground and leave to dry.

  Application activity 5.2
  • Describe the process of making a collage.
  

  • Make collage works by using different articles.

  End unit assessment 5
  1. Give relationship between collage and mosaic.
  

  2. Make a collage pictorial composition based on the market day.

• UNIT 6: MODELLING

  Key unit competence: To be able to prepare clay and model
  

                                                 simple object and figures.

  Introductory Activity
  

  
  

  1. Observe ceramic objects and explain the characteristics of clay.
  2. Following all the steps, prepare clay to be used.
  

  3. Make some ceramic object by using clay prepared.

  6.1. Characteristics of clay
  Activity 6.1
  

  1. After observing the drawings located in introductory activity of unit
  6, define the following concepts:

  a. Ceramic
  b. Clay
  c. Modeling
  

  d. Sculpture

  6.1.1.Definition
  Ceramic
  Ceramic is the art or technology of making work of art or objects of clay and
  similar materials treated by firing.
  
  Clay
  Clay is an earthy material that is plastic when moist but hard when fired,
  that is composed mainly of fine particles of hydrous aluminum silicates
  and other minerals, and that is used for making work of art, brick, tile, and
  pottery.
  
  Modeling
  This is the art of shaping an image from different soft materials such as clay.
  
  Sculpture
  Is the art of creating figures and forms in three dimensions. It also means an
  art of producing statues/forms from clay, wood, stones or any other material
  found usable.
  
  6.2.1.Characteristics of clay/ Physical properties
  There are three main important properties of clay:
  
  Plasticity: This is the quality that makes clay a material that can be easily
  shaped to make many forms.
  Porosity: is the ability of clay to hold water and air, all clay has a lot of water
  lodged in it. To reduce the water content, a chamotte/ grog is added.
  Vitrification: This is the quality that makes clay products yield to high
  temperature as they go through the process of firing. This makes them hard
  brittle and strong.
  
  Application activity 6.1
  

  • Discuss the three physical properties of clay.

  6.2.Clay preparation
  

  Activity 6.2

  
  

  Using the drawing above as a reference, discuss the steps of clay
  preparation
  
  6.2.1.Steps of clay preparation
  When clay is dag out from the source, and corrected with the container.
  Water is added in it to make slip (porridge like structure). The slip is then
  left to settle for some days, this allows the light impurities to go up and
  heavy impurities go to the bottom. The big impurities such as sticks, stones,
  leaves and stalks can be removing easily. It is then passage through a wire
  mesh sieve to remove the remaining impurities into a basin or a bucket. It
  left to stand for a few days. During this time, water corrects on top of the
  clay. It poured out and then slip clay, which by now has started to solidify, is
  poured out from the bucket into plastic sheeting or any appropriate slab for
  maturating.
  
  6.2.2.Preparation for use
  Clay must be worked to an even consistency. This means that it should have
  the right amount of moisture. This enables to be freely shaped. All the air
  pockets should be removed otherwise the vessel would break during firing.
  It should be homogeneous in texture.
  
  6.2.3.Wedging
  This is the process of removing air bubbles from the clay. The lump of clay is
  slammed vigorously on a firm bench base. Every slam is followed by cutting
  through the lump of clay using a thin wire. This allows the lodged air to
  escape. Join the uncut side of the lump and slam again. This process can
  

  be repeated as many times as possible.

  

  After wedging process, the clay is either rolled or kneaded. This is beating
  and mixing the dough of clay with both hands in the same way wheat flour
  

  is prepared for baking.

  6.2.4.Storage
  The storage of clay is very crucial to any work of pottery. The container in
  which clay is stored should be painted, from both the outside and the inside,
  if it is made of iron to prevent it from rusting. The container should then be
  lined with a moistened sack before putting the clay. Clay should never be left
  to dry and harden. A dampened sack should be used to cover on the clay.
  The dampened sack for covering should then drip to the water to keep it wet.
  This will protect the clay from drying up quickly. In case the clay dries, beat
  it to make a compact block using sack. Dip it in water for a short time and
  repeat the wedging process again.
  
  Application activity 6.2
  • Describe the process of wedging.
  

  • Give reasons why storage of clay is an important factor in ceramic.

  6.3.Clay modeling
  Activity 6.3
  1. Define the following terms,
  • Relief modeling
  • Round modeling
  

  2. Discuss the techniques/ methods of modeling.

  6.3.1.Definition
  Relief modeling is done on a base. It is not free standing; it gains support
  from the background. There are two main types of relief modeling:
  • Low relief modeling
  

  • High relief modeling

  

  Round modeling: it can be referred to as freestanding modeling in that, one
  

  can turn around to view it from all directions or work around it.

  

  Tools and materials used in modeling
  Chamois
  Chamois skin is great for compressing the edges of your pottery. The skin
  can also be used to smooth any pottery ware that has a rough surface.
  
  Towels
  A towel is a necessity in pottery. When you are throwing, it is ideal to wipe
  your hands occasionally as well as placing the towel on your lap to avoid
  ruining your clothes.
  
  Potter’s Needles
  Potter’s needles are long heavy needles set into wooden, metal or plastic
  handles are one of the most versatile tools in pottery. They are used to trim
  the top of your pottery ware while it is on the wheel. The needles are also
  used for scoring slabs of clay.
  
  Cut-Off Wires
  Cut-off wires have a wooden handle on each end; and are used to cut large
  clumps of clay. The wire also helps to remove any excess clay that remains
  

  on the wheel.

  Scrappers and Ribs
  These two tools are excellent for smoothing pottery ware and shaping them
  while they are on the wheel.
  
  Fettling Knives
  This particular type of a knife is used to cut slabs of clay or to remove the
  fettle of your pottery ware. The fettle is the small ridge of material that is left
  where the pieces of the mold join together.
  
  Ribbon Tools
  Ribbon tools are great for trimming any green-ware. It also helps in hand
  building your ceramic ware. Although these tools work great for trimming,
  they are too fragile to be used during the throwing process.
  
  Wooden Modeling Tools
  These particular tools are also ideal for any hand-building projects. They
  also work in trimming process.
  
  Calipers
  Calipers are used to measure the inner and outer dimensions of pottery
  ware. This comes in handy for projects such as jars and saucers.
  
  Box
  Having a box to carry all of your pottery tools is ideal for anyone that is taking
  pottery classes or teaching classes is different areas. It is worth including
  some accessories such as transfers for ceramics or ceramic decals, which
  will improve the decorative value of your projects.
  
  6.3.2.Modeling methods
  Pinching method: A lump of clay is molded into a ball in the hands. A
  groove/ hole is created in the middle of the ball using the thumb. Pinching is
  then done to form the walls by rotating a lump of clay. (The article is shaped
  as the ball is pressed in a pinching motion). The technique is also called
  thumb method.
  
  Coiling: There are many ways to build ceramic objects using the coiling
  technique. To do this, the potter takes clay, rolls it until it forms a long roll.
  

  Then, by placing one coil on top of another to form different shapes.

  

  

  Slab method: Slabs of clay are prepared and then pressed together to make
  articles such as a jug, pot… a slab is a flat piece of clay rolled out using
  rolling pin or bottles or simply even by pressing between hands. Slabs are
  cut to required shapes. To join then, scratches are made and slip is applied.
  

  The slabs are then pressed to fix.

  

  

  Ball: Ceramic balls are manufactured by pressing a ceramic powder binder
  mixture in a perform shape. After the ball is sintered, the part lines are
  

  removed via finish-grinding.

  

  6.3.3.Modeling process
  • Make research on some object you wish to model.
  • Make sketches for an object researched on
  • Look for suitable row materials
  • Prepare tools, materials and surface.
  • Choose method you wish to use for example, pinching method
  • Prepare the work place/ surface
  • Take a ball of well wedged clay and place it on the bench
  • Make a well-rounded ball of clay using your hands
  • Holding the lump between your fingers, press in the thumb from top of
  the ball of clay
  • Turn it round slightly sliding the ball on the surface as the thumbs work
  from the inside
  • Dampen the hands with water continue to work until the right thickness
  of vase walls is achieved
  • Flatten any threading crack
  • When the work is finished, use a flattening tool to cut away any
  unnecessary edges on the vase
  

  • Put the vase under the shade and wait for it to dry.

  Application activity 6.3
  • What is the process of making a simple clay object?
  

  • Using clay, model domestic objects.

  End unit assessment 6
  1. Describe the methods that can be used in modeling.
  2. Using prepared clay, make flowerpot / vase, decorate it with motifs,
  

  and pattern designs.

• UNIT 7:WEAVING USING BASIC LOCAL MATERIALS

  Key unit competence: To be able to create a various forms of
                                                craft works by manipulating different
  

                                                 tools and raffia.

  Introductory Activity

  
  

  Observe weaving works and answer the following questions
  1. Differentiate between warps and wefts.
  

  2. Describe main techniques used in weaving.

  7.1Materials and tools
  Activity 7.1
  1. According to domestic objects weaved, describe the essential tools
  and materials used then deduce the definition of weaving.
  
  Weaving
  Weaving is the art of interlacing two distinct sets of threads (yarns) crossing
  each other at right angles. The vertical threads called warps and the
  

  horizontal threads called wefts.

  
  

  To weave, one needs;
  1. Yarns: These can be threads from natural fiber or synthetic materials.
  2. A loom: These are of different types. The choice depends on item
  to be made and the materials available. Loom accessories include
  shuttles, heddles, shed sticks and others like table-rooms are a bit
  complex. Factory looms are large and quite complicated.
  
  Materials and tools used for finishing. These include needles, ruler,
  cardboard, threads, scissors and pieces of wood or frames, leathers, ribbons
  and bindings. You can use virtually any type of yarn to create your warp/ weft
  truly. Weavers commonly use Cotton. It is soft and pliable, yet sturdy and
  strong. This combination makes it the perfect yarn to use to create your
  warp/ weft.
  
  Application activity 7.1
  • Explain the following terms:
  a. Yarns
  b. A loom
  

  • List the materials and tools required in weaving.

  7.2.Weaving process/ ways of weaving
  Activity 7.2
  1. From the answers to the activity 7.1, explain any two weaving
  techniques.
  2. What do you understand by Dowel loom?
  The process of weaving starts from analyzing designs and material
  preparations, apply one of the weaving techniques.
  
  Weaving techniques
  How the weft made to intersect through the warps results in a fabric with
  particular characteristics. The method is referred to as techniques.
  
  a. Cross (plain weave)
  A plain weave structure is created when a weft goes in and out the warps
  

  in a pattern of one over one. The weave diagrammatically is shown below:

  

  b. Diagonal (twill weave)
  A twill weave structure usually creates diagonal lines on the woven fabric
  and is popular with suiting materials. The weave is created by passing one
  weft over one warp, under two, over one and so on. It can also be one weft
  over one warp under three, over one and so on. The threads that look loose
  

  are called floats.

  

  c. Twining weave
  A twining weave structure forms a chained formation dense fabric. The
  

  weave is created by interlocking two crossing wefts around one warp.

  

  d. Ghiordes knot
  A Ghiordes knot is a type of technique that creates a pile like a towel or a
  bushy rag. Pieces of thread (yarn) are cut short. Two rows plain weave are
  done. The next rows are done by wrapping the short-cut threads around the
  warps in a loop called the Ghiordes knot. The next two lines are done in plain
  

  weave. Then a row of knots follows and so on. The knot is made as follows:

  

  Different simple looms
  Card looms
  There are various card looms, that is serrated rectangular card loom and
  circular card loom. To make these looms, one needs a card (manila or
  straw board), a pair of scissors or a razor blade, a ruler and other geometric
  equipment. There has to be accurate measuring, drawing and cutting. The
  

  warp threads are then stretched on the loom ready for weaving.

  

  Dowel loom
  A dowel loom is made up of four strong sticks joined together by tying or
  nailing. The warp threads are simply tied up and down the two further apart
  

  adjacent ends as shown.

  

  Frame loom
  A frame loom is made up of a wooden frame with nails driven across two
  adjacent ends. The warps are stretched across the frame, with the nails
  

  regulating their spacing as shown below.

  

  Application activity 7.2
  • Describe how to create the following weave constructions.
  a. Twining weave
  

  b. Ghiordes knot

  End unit assessment 7
  1. Using knowledge and skills you gained from weaving module,
  make your own loom.
  2. By using one of the weaving techniques, apply it and make an object
  

• UNIT 8: EMBROIDERY MOTIFS AND PATERNS ON FABRICS AND OTHER SURFACES.

  Key Unit competence: To be able to create different designs
                                                   of embroidery on different textiles
                                                   by manipulating various techniques,
  

                                                   materials and tools.

  Introductory Activity

  
  

  1. Describe the type of art and craft that was applied on the works
  above.
  

  2. Discuss the items that can be made by embroidery technique.

  There are several techniques used in applying different designs on surfaces.
  The most common techniques of decorating fabrics are; Tie and dye, Batik,
  Printing, Embroidery and Painting.
  
  8.1.Materials and tools used in embroidery
  Activity 8.1
  1. Describe the importance of embroidery in daily life of our society.
  
  By definition, embroidery is the art of decorating fabric or other materials
  

  by stitching designs using thread and needles.

  

  Embroidery is done by making a fabric beautiful with colorful designs
  with the help of needles and threads. It may be used to embellish almost
  everything, from the smallest handkerchief to big home furnishing like even
  curtains or bedcovers. Different types of garments including that of children,
  furnishings, such as bed sheets, pillow covers, tablecloth, wall hangings,
  etc. are embroidered to give a rich look.
  
  It is an art to express the creativity using different types of techniques,
  like beadwork, metal thread work, appliqué work, decorative thread work,
  cutwork, patchwork (refers to the art of sewing small geometric fabric cut
  outs together by hand or machine until a large piece is obtained.), etc.
  
  The term appliqué means the art of applying small fabric cut out on large
  background piece of fabric by sewing using a thread and a needle to create
  

  decorative designs.

  

  The tools and materials needed to make embroidery are;
  1. Fabric: this is where embroidery design and patterns are sewed.
  2. Embroidery needles: for stitching patterns using embroidery
  threads.
  3. Embroidery threads: to stitch patterns on the fabric.
  4. Pattern: is needed as reference for good looking and beautiful
  embroidery work.
  5. A pair of scissors: for cutting fabrics and threads.
  6. Lead pencil: is needed for tracing the design on the fabric.
  7. Carbon paper: this is needed for transferring the design to the fabric.
  8. Embroidery hoop: for tightening the fabric to ease stitching and
  

  ensure a clean design.

  Application activity 8.1
  1. Explain different materials used in making embroidery.
  
  8.2.Process of sewing different design patterns on cloth
  and other surfaces
  Activity 8.2
  Explain systematically the process of making an embroidery piece.
  
  Sources of embroidery making
  Most of the best patterns are gotten from objects from our surroundings; the
  sources of inspiration from the environment may be plants, flowers, leaves,
  

  trees, animals, birds and still life objects we use.

  

  

  Figures that show different source of inspiration to develop motifs and
  patterns
  
  Some of the materials we use in our dairy life are products made from
  embroidery technique (used by needles and thread), they have beauty
  because of the designs that were applied on. They include the following:
  • Dresses
  • Hand bags
  • Wall hangings
  • Pillow cases
  • Bed covers
  • Chairs covers
  • Curtain
  
  The systematic process of making an embroidery piece is as follows:
  • On white piece paper, create an embroidery design using colored
  pencils. Capture all the needed color impressions. Finally make a fine
  and clear outline of the design.
  • Acquire tools and materials. Among others, include fabric, embroidery
  threads, embroidery hoop, embroidery needles, a pair of scissors and
  carbon paper.
  • Wash, dry and iron the fabric removing all creases and folds for even
  stitching.
  • Place a piece of carbon paper on the fabric and place the design on
  top. Using a pencil, trace the design on the fabric.
  • Fix the fabric to the hoop. Ensure that it is as tight as possible and will
  not slip out.
  • Thread the needle and start stitching. Using different stitches, stitch
  the design until all your designs and patterns have been embroidered.
  • Once you are done with your stitching, turn your hoop upside down. By
  using a pair of scissors, trim off the excess thread leaving a hanging
  tail about an inch.
  Briefly, the hand embroidery will be made through the following process:
  • Hand embroidery process starts with sketching a design to be
  embroidered.
  • The design is then transferred to the fabric either using carbon paper
  or tracing at a lit table.
  • The fabric is mounted on an embroidery hoop in order to stretch the
  fabric for easy stitching.
  • Using an embroidery needle and thread, the patterns are sewn onto
  the fabric.
  • Threads of different colors can be used on different sections of the
  design according to the original design.
  Once the sewing is done, all hanging threads must be trimmed off using a
  pair of scissors to finish the embroidery process.
  
  Application activity 8.2
  • Explain different sources of inspiration in embroidery making.
  • Create and trace your chosen design on piece of cloth to be
  

  stitched.

  8.3.Techniques of embroidery
  

  Activity 8.3

  
  

  1. Observe the image above and explore where the designer found
  an inspiration.
  
  Choosing materials and tools to use in embroidery depends on the function
  of embroidered fabric and techniques.
  
  a. Blanket or button hole stitch
  This stitch is traditionally used by embroider on the blankets’ borders. You
  can space the vertical stitches, as you want (more space for a lighter effect,
  less space for an opaque effect). They will be prettier if they have the same
  

  size.

  

  b. Running stitch
  This is the simplest stitch to use. A needle is inserted in and out of the fabric
  to form horizontal line of stitches.
  

  This type of stitch is used in joining fabrics. It can be used to outline patterns.

  

  c. Feather stitch
  It is used for decorating border edges, seem embellishment, foliage and stems.
  
  d. Stem stitch
  Stem stitch is to outline designs and to give raised effects. The needle is
  inserted from the wrong side of the fabric, the thread is then held down with
  the left thumb, and the needle is inserted from right to left so that it comes
  

  out at the first point.

  

  e. Cross stitch
  

  It is used for borders and filling if worked in adjacent rows.

  

  f. French knot
  French knot is used in decorating dots, filling flower centers, leaves,
  

  plants and eyes.

  

  Application activity 8.3
  1. Distinguish Running stitch from French knot.
  
  End unit assessment 8
  1. Explain the following terms
  a. Appliqué
  b. Embroidery
  3. Explain the materials and tools that are used to make embroidery
  technique.
  4. State materials you use that are made from embroidery technique.
  5. Create a design on fabric whereby the running stitch technique will be used.
  
  REFFERENCES
  Books references:
  Robyn Montana Turner (2005). Scott foresman art.
  Robyn Montana Turner, Sara A. Chapman & James M. Clark (2005). Scott
  foresman art.
  Kenya Literature Bureau (2007). Distinction Creative Arts, For Primary
  Teacher Education.
  Kenya Literature Bureau (2010). Distinction Creative Arts, For Primary
  Teacher Education.
  Studio technology revision question and answers 2016.
  Arts, crafts &design a piratical guide for teachers’ key strategies 1&2 1997.
  Graphic art Baker Apollo 2010.
  
  Online references:
  • Quora: why art is so importance to society.
  • The spruce crafts
  • Web designer.com
  • Wiki how.
  • Auburn university.
  

  • Clothing industry.

• PART TWO: MUSIC UNIT 1:INTRODUCTION TO THE HISTORY OF MUSIC

  Key unit competence: Be able to appraise the history of Music
  
  Introductory Activity
  1. Brainstorm different concepts in Music and define them.
  2. Using different resources, discuss the History of Music in
  different ancient times to date (Medieval, Renaissance, Baroque,
  Classical, Romantic, and the Modern period) from the point of
  view of style and the famous composer(s) at each period.
  3. Choose a work from any music style of a pioneer as a model and
  

  perform it before the peers

  1.1. Definition of concepts
  
  Activity 1.1
  1. Brainstorm different concepts related to Music and define them
  2. Make research from different resources and find other concepts
       related to Music
  3. Listen to different voices produced by different things including
      animals, musical instruments, vehicles and other people who are
      speaking loudly in noisy places.
  a. What do you understand from them?
  b. Differentiate between sound and noise
  3. Choose a choral song of your preference. Try it individually and
  then in groups of more than four. What do you find as difference of
  the qualities of the two?
  
  1.1.1.What is Music
  Music is defined as sounds that are arranged in a way that is pleasant or
  exciting to listen to.
  
  It is evenly a combination of sounds that are pleasant to the ear both in
  

  melody and rhythm.

  1.1.2.Ballet
  Ballet is defined as a theatrical presentation of dancing usually with Music,
  sometimes in the form of a story.
  
  1.1.3.Dance
  It is a sequence of rhythmic steps or movement usually performed to Music
  for pleasure or as a form of social interaction.
  
  1.1.4.Ensemble
  A group of musicians, dancers, actors and others who perform together.
  
  1.1.5.Harmony
  Two or more notes played simultaneously to produce a chord. It is also
  defined as a relationship between two distinct musical pitches played
  simultaneously.
  
  1.1.6.Movement
  In Music, movement is defined as an art of moving the parts of the body or
  moving from one place to another through a dance.
  
  1.1.7.Orchestra
  It is a large group of musicians who play together on various instruments in
  different sections, usually including some from strings, woodwind, brass and
  percussion.
  
  1.1.8.Pitch
  Pitch is defined as a highness or lowness of a musical sound.
  
  1.1.9.Rhymes
  Those are repetitive words with the same sounds used especially in Music
  and poetry.
  
  1.1.10.Rhythm
  Rhythm is defined as a repetitive arrangement of short or long sounds in
  Music.
  
  1.1.11 Sound
  A sound is a regular vibration transmitted through an elastic liquid and gas
  with frequencies capable of causing the organs of hearing to detect it. When
  the vibration is not regular, it is said to be noise.
  
  1.1.12.Monophony
  It is the simplest of musical textures, consisting of a melody or tune, typically
  

  sung by a single singer or played by a single instrument player.

  

  1.1.14 Homophony
  A melody accompanied by chords.
  
  Application activity 1.1
  1. Define the following terms:
  a. Music
  b. A pitch
  c. Harmony
  d. Dance
  2. Differentiate sound from noise
  3. Explain other concepts that you found on the internet
  4. According to the number of melodies available how do you
  differentiate monophony from polyphony?
  5. Create your own songs and sing them as monophony and
  

  polyphony

  1.2.The main periods of Music
  Activity 1.2
  1. Go to the internet and search the evolution of Music from the
  ancient times to date, and then present your findings before the peers.
  

  2. Name the famous musicians you know from the ancient times.

  1.2.1 Medieval music (6th – 14th century)
  During the medieval period, Music was characterized by the plainsong
  liturgical music of the Roman Catholic Church, the largest part of which was
  “Gregorian Chant.”
  

  For example: SALVE REGINA

  
  

  
  

  Source: “Salve Regina”, International Marian Research Institute, University
  of Dayton”. Campus.udayton.edu.
  
  The songs of that period were named Gregorian chant due to the most
  

  composer of the time was Pope Gregory I.

  
  

  During the 9th century, several developments took place where the church
  made efforts to unify chant traditions and suppress many of them in the favor
  of the Gregorian liturgy, then the earliest polyphonic music were sung.
  During that period many schools evolved where Music was taught, musical
  notation was developed and till the 14th century, there were many music
  forms where most of them were composers of one to three voices likely with
  musical instrument accompaniment.
  Other famous composers of the medieval period were Guillaume De Machaut
  and Francesco Landini.
  
  1.2.2 Renaissance music (15th -17th century)
  The renaissance Music is a vocal and instrumental music, written and
  performed in Europe during the renaissance era. Consensus among music
  historians has been with the end of medieval era, and to close it around 1600
  with the beginning of the Baroque period.
  
  The beginning of renaissance music started in the mid-15th century in Northern
  Europe especially in France, Netherland and Belgium. The style of Music
  was still polyphonic and there were different forms of sacred composition,
  including: the motet and the laude. There were also secular forms such as:
  the chanson the frottola and the madrigal.
  During renaissance, there was invention of printing which influenced more
  the musical style. Before Palestrina, the most composer of the 16th century
  

  was Josquin Des Prez. (Robert, 1994)

  
  

  By the middle of the 16th century, there was the counter-reformation Council
  of Trent (1545-1563) exemplified in Music of Giovanni Pierluigi Da Palestrina.
  The famous composers included: Andrea, Giovanni and Claudio Monteverdi.
  
  In this period, they raised polyphonic forms built on the protestant chorales
  which replaced the Roman Catholic Gregorian Chants as a basis of sacred
  music. The end of renaissance was characterized by a style known as
  monody and a corresponding staged dramatic form known today as opera.
  The major and minor modes began to predominate over the old Church
  mode.
  
  1.2.3 Baroque period (1600-1750s)
  The Baroque era took place when the first opera was written. The Baroque
  era witnessed the creation of a number of musical genres which would
  maintain a hold on composition for years to come, yet it was the Classical
  period which saw the introduction of a form which has dominated instrumental
  composition to the present day: sonata form. With it, came the development
  of the modern concerto, symphony, sonata, trio and quartet to a new peak of
  

  structural and expressive refinement.(Bukofzer&Manfred,F. 1947).

  
  

  Important composers were: Bach, Archangelo, Couperin, Frescobaldi,
  George Frederick Handel, Lully, Claudio Montevaldi, George Phillip and
  Antonio Vivaldi.
  1.2.4 Classical music era
  Music of the classical period was characterized by homophonic texture.
  During that period, instrumental music quickly replaced opera and other
  forms. However, Opera did not disappear. In that period, Wolfgang Amadeus
  

  Mozart was the most influential.

  

  At the end of Classical period Ludwig Van Beethoven and Frantz Schubert
  were transitional composers leading into the Romantic period.
  
  1.2.5 Romantic music
  The Romantic era was the golden age of the virtuoso, where the most
  fiendishly difficult music would be performed with nonchalant ease, and
  the most innocuous theme in a composition would be developed at great
  length for the enjoyment of the adoring audience. The emotional range of
  Music during this period was considerably widened, as was its harmonic
  vocabulary and the range and number of instruments which might be called
  upon to play it. Music often had a ‘programme’ or story-line attached to it,
  sometimes of a tragic or despairing nature, occasionally representing such
  natural phenomena as rivers or galloping horses.
  
  The late 19th century saw a dramatic expansion in the size of orchestra and
  in the role of concerts as part of urban society. Famous composers of the
  

  second half of the 19th century include: Johann Strauss, Verdi and Wagner.

  

  1.2.6 The Modern music
  During this period, radio gained popularity Worldwide, new media and
  technologies were developed to record, capture, reproduce and distribute
  Music. Music performances became increasingly visual with the broadcast
  and recording of music videos and concerts.
  
  Music of all kinds became portable. Headphones allowed people sitting next
  to each other listen to entirely different performances or share the same
  performance. There was the invention of musical amplification and electronic
  instruments, especially the synthetizer.
  
  In the early 20th century, many composers including Rachmaninoff, Richard
  Strauss, Giacomo Puccini, and Edward Elgar, continued to work in forms
  and in a musical language that derived from the 19th century.
  
  However, modernism in music became increasingly prominent and important;
  among the most important modernists were Alexander Scriabin and Claude
  Debussy.
  
  Different styles on Music were developed such as:
  • Blues:
  Blues musicians such as Muddy Waters brought the Delta Blues, played
  mostly with acoustic instruments, from the Mississippi delta north to cities
  

  like Chicago, where they used more electric instruments to form the Chicago
  Blues.
  
  • Country music:
  Country music, once known as Country and Western music, is a
  popular musical form developed in the southern United States, with roots in
  traditional folk music, spirituals, and the blues.
  
  • Disco:
  Disco is an up-tempo style of dance music that originated in the early 1970s,
  mainly from funk, salsa, and soul music. Its name is derived from the French
  

  word discothèque.

  • Hip Hop:
  Hip hop music, also referred to as rap or rap music is a music genre formed
  in the United States in the 1970s that consists of two main components:
  rapping (act of being MC) and the act of being a DJ (audio mixing and
  scratching).
  
  • Jazz:
  Jazz has evolved into many contrasting subgenres including smooth
  jazz, Bebop, Swing, Fusion, Dixieland and free jazz. Jazz originated in the
  early 20th century out of a combination of the Blues, Ragtime, Brass Band
  Music, Hymns and Spirituals, Minstrel music and work songs.
  
  • Polka:
  The polka, which first appeared in Prague in 1837, continued to be a popular
  form of dance music through the 20th century, especially in Czechoslovakia,
  Poland, and areas of the United States with a large population of central-
  European descent.
  
  • Rock and roll:
  Rock and roll developed from earlier musical forms including rhythm and
  

  blues, which had earlier been called race music, and country music.

  

  

  1.3 Importance of Music

  
  

  Activity 1.3
  Choose a song to be performed during the following ceremonies:
  1. Birthday
  2. Itorero
  3. Marriage
  

  4. Death.

  1.3.1 The role of Music in the society
  

  
  

  Every society can be said to have some types of Music which like language
  identifies the particular community. Music plays an important role in the
  society. This includes:
  

  a. Music as major component in religious services.
  b. Music is used as an important symbol of identity of a given cultural
  group.
  c. Music is used as medium for transmission of knowledge and values. In
  this case, it holds history and is a tool for disseminating new ideas.
  d. Music is used for enjoyment and leisure
  e. Music is used for physical development through dancing and children’s
  play songs.
  f. Music enhances positive attitudes like co-operation and respect others
  g. Music is used for therapeutically services because of its ability to soothe
  (to make someone feel calmer and lesser anxious, upset or angry) or
  relax.
  h. Music is used for celebrating important events and occasions. In African
  societies, the important stages of person’s life are marked with Music.
  i. In early childhood years, it enhances memory in numeracy and literacy.

  j. In film making and social events, it creates or enhances desired moods.

  1.3.2 The role of Music in education
  

  
  

  a. Music is integrated in the teaching of other subjects. For example, in
  Religious education, a memorable song may be used to emphasize the
  moral objectives of a lesson.
  In Mathematics, songs can be used to teach young children certain
  topics such as numbers.
  b. Singing enriches a person’s vocabulary
  c. Music enhances creative thinking.
  d. Sight singing, playing of instruments and music analysis enhances
  logical reasoning and stretches the capabilities of the brain
  e. Singing provides a break from monotony of the lectures. The variety
  helps sustain concentration.
  f. Music contributes to the achievements of the national goal of education.
  It promotes national unity and nationalism through the performance of
  cultural pieces from different communities.
  g. Music contributes towards individual expression and self-fulfillment. It
  provides an opportunity for talent development, enjoyment as well as
  for sharing experiences with others
  h. Learning to play musical instruments trains an individual to be patient,
  disciplined and self-motivated. In the end, mastering these skills brings
  about a sense of satisfaction and self-confidence. This leads to be
  familiar with the desired values.
  

  
  

  1.3.3 Role of Music in national ceremonies

  
  

  In modern society, Music is still used in most of the occasions mentioned
  above. However, it is now also used in national ceremonies like Liberation
  

  day, Hero’s day, Women day, Labor Day, etc. During these occasions, Music

  is used for the following purposes:
  • To promote patriotism,
  • To praise the country, the government and its people,
  • To give thanks to God and worship God,
  • To make the occasions colorful,
  • As a tool for communicating and educating people on emerging issues
  like HIV and AIDS.
  • To honor those considered to be heroes of the nation
  • For entertainment purposes
  • To review political or development achievements
  

  • To remind of a people national history.

  1.3.4 Role of Music in different occasions and ceremonies

  
  

  In traditional African societies, a person goes through four rites of passages:
  birth, initiation, marriage and funeral. Each of these rites was marked by
  ceremony in which Music played an integral part. These rites of passage are
  
  a. In birth occasion, the community, mainly represented by the womenfolk,
  welcomed the newborn with gifts and adornment and lots of music. The
  role of Music was simply to mark the occasion as well as to welcome
  the newborn into the society. Music was also used to congratulate the
  

  parents for adding a “gift “to the community.

  b. For initiation, song and dance was regarded highly in the period prior
  to, during and after the ceremony. The role of Music was to mark the
  occasion with songs that were only specific to this period.
  
  c. The marriage rite of passage was marked by cultural ceremony. Music
  was used to celebrate the occasion and entertain all those present. The
  couple would also receive advice in form of song and dance about the
  

  customs and expectations of community.

  

  d. The final rite of passage was marked with certain songs and dance
  specific only to this period.
  e. Certain other occasions were also marked with song and dance. Such
  occasions include war, beer drinking parties, during work occasions like
  milking, hunting, jogging in group.
  
  1.3.5 Music is also used for commercial purposes
  For examples:
  

  a. In advertisement to capture people’s attention;

  b. To highlight the worth of a product or service for purposes of marketing.

  Application activity 1.3
  1. Create and sing at least 4 songs used in Rwandan society in the
  following occasions:
  a. Birth
  b. Marriage
  c. Jogging
  d. Liberation day
  2. Discuss the importance of Music to people with concrete
  examples.
  

  3. Explain roles Music in teaching and learning.

  End unit assessment 1
  1. In order to better understand Music, it is necessary to define the
  following terms:
  a. Music
  b. Dance
  c. Rhythm
  d. Pitch
  e. Movement
  2. Music has changed with time. It underwent different changes that
  transformed it and related it with time.
  a. Describe each period and associate each with a music style
  and a famous composer
  b. Select a style of one composer and perform it before the peers
  3. Musical sound has different elements and properties
  a. Create a song of your preferences and perform it respecting
  different textures.
  b. Differentiate sound from noise
  

  4. Describe the importance of Music and its implication in daily life.

• UNIT 2: BASIC MUSICAL SYMBOLS

  Key Unit Competence: Be able to sight sing using three notes
  

                                                 (Do-Mi-Sol).

  

  Introductory Activity

  
  

  1. Using the written music above, observe and imitate the signs
  used when writing Music
  2. Draw five parallel and equidistant lines, then put the signs in your own way
  3. Among those signs, what do you think is a staff, a key, notes and rests?
  

  4. Write and sing notes in the staff

  2.1 Musical staff
  Activity 2.1
  

  Study the following figure and answer the questions below:

  

  1. How many lines are there in the figure?
  2. Draw your own figure based on the model observed and count the
  

  spaces between the lines

  In musical notation, the staff or stave is a set of five horizontal lines and four
  

  spaces on which musical notes symbols and musical symbols are placed

  2.1.1 Lines and spaces of the staff

  
  

  
  

  This collection of five (5) lines and four (4) spaces is called a staff. We can
  refer to each line and each space by its number and we count them from the
  bottom. The lines of the staff have the same distance between them.
  

  
  

  2.1.2 Ledger lines

  
  

  A ledger line is a short line placed above or below a staff to accommodate
  notes higher or lower than the range of the staff. Ledger lines are used when
  notes are too high or too low for the staff. They work like staff extenders.
  As you can see they are small lines, and the notes are written either in the
  space above the lines or on the lines.
  
  Application activity 2.1
  1. Draw a musical staff and indicate the order of lines and spaces
  2. Explain the importance of a musical staff in music
  

  3. Where are ledger lines located and why?

  2.2 Musical notes and rests
  Activity 2.2
  

  Observe the following forms and describe the difference between them

  
  

  In Music, the term note has two primary meanings: a sign used in musical
  notation to represent the relative duration and pitch of a sound; a pitched
  

  sound itself.

  2.2.1 The shapes and duration of notes
  

  a. Semibreve (whole note)

  
  

  The longest note in common use today is a semibreve represented by the
  symbol O. The note has the shape of an egg or letter O. We must remember
  that the lines of the staff must pass in the center of the note if it is on the line.
  When it is in space it must be exactly between the lines. The semibreve has
  four (4) beats or times long.
  

  
  

  a. Minim (half note)

  
  

  
  

  Notice:
  i. If a note is placed above the third line of the staff, the stem faces
  downwards. When it is below the third line of the staff, the stem
  faces upwards. If it is on the third line, the stem may face downward
  

  or upwards.

  
  

  ii. The oval part of a note is called the note head. Notes shorter than
  Semibreve have a stem attached to the note head. Notes shorter than
  crotchet have flags or beams, depending on the rhythmic context.
  Quaver has one flag (or beam), Semiquaver notes have two flags
  (or two beams), and so on. The position of the note head on the staff
  

  indicates the pitch of the note.

  

  2.2.2 Symbols of the musical rests
  Music consists of silences as well as sounds. In many pieces of music, one
  or more players or singers may be silent for few times. The silences are
  called “Rests”. We can have rests anywhere in music, at the beginning, in
  the middle or at the end of a piece of music. In staff notation, rests are shown
  differently. Each note has its equivalent rest sign. Rest is a period of silence
  

  of a particular length in music and shown by the signs.

  

  The semibreve rest indicates a silence for the same duration as the
  Semibreve. Semibreve rests are drawn as filled-in rectangles hanging under
  

  the fourth line.

  b. Minim rest

  
  

  The minim rest indicates a silence for the same duration as the Minim.
  

  Minim rests are drawn as filled-in rectangles placed on the third line.

  c. Crotchet rest
  

  
  

  
  

  2.2.3 Duration and value of the rests
  

  The crotchet has a value of one time. Then the crotchet rest has the same
  value. All the other rests have the same value as the correspondent note.
  About the value, normally each of these rests is half as long as the rest
  

  above it.

  
  

  
  

  
  

  The semibreve rest is written under the 4th line of the staff while the minim
  rest is on the 3rd line of the staff.
  
  But the crotchet rest, the quaver rest and the semiquaver are placed in the
  

  middle of the staff (it means between the 2nd line the 4th line of the staff).

  
  

  2.3 Musical clef
  Activity 2.3
  1. Using various resources, find the definition of a musical clef
  2. Where is a clef placed and why?
  

  3. Draw different musical clefs.

  A clef (French: clef “key”) is a musical symbol used to indicate the pitch
  of written notes placed on one of the lines at the beginning of the staff, it
  indicates the name and pitch of the notes on that line. The three clefs used
  are G, F, and C. Since about 1750 the G and F clefs have assumed a standard
  position. The C clef is still used on different lines for different instruments
  (See the illustration in 1.2.). Each type of clef assigns a different reference
  note to the line on which it is placed. This line serves as a reference point by
  which the names of the notes on any other line or space of the staff may be
  determined.
  

  2.3.1 Treble Clef /G clef

  
  

  It is a clef used for the high voices. It establishes the second line of the staff
  and fixes the line as G. Let’s learn how to draw it:
  

  
  

  Take a close look at the treble clef:

  
  

  
  

  2.3.2 Bass clef/F clef
  

  
  

  It is a clef used for the high voices. It establishes the second line of the staff
  and fixes the line as G. Let’s learn how to draw it:
  

  
  

  Let’s learn how to draw it:

  
  

  2.3.3 The C clef

  The C-clef is still used on different lines for different instruments.

  

  Application activity 2.3
  1. Explain the types of musical clefs
  

  2. Using illustrations, describe the difference between G and F clefs

  2.4 Sol-fa notation

  
  

  Activity 2.4
  1. Using various resources, describe the origin of musical notes.
  2. Basing on G clef, show the relationship between notes.
  Sol-fa notation is a pedagogical technique for teaching sight-singing, invented
  by Sarah Ann Glover (1785–1867) of Norwich, England and popularized
  by John Curwen who adapted it from a number of earlier musical systems.
  It uses a system of musical notation based on movable do solfège, whereby
  every tone is given a name according to its relationship with other tones in
  the key: the usual staff notation is replaced with Anglicized solfège syllables
  (e.g. do, re, mi, fa, sol, la, ti, do) or their abbreviations (d, r, m, f, s, l, t,
  d). “Do” is chosen to be the tonic of whatever key is being used (thus the
  terminology moveable Do). The original solfège sequence started with “Ut”
  which later became “Do”.
  
  2.4.1 Origin of the musical notes
  The origin of the name of the notes is in a Gregorian song: the hymn of the
  feast of Saint John the Baptist. This hymn, written in Latin, presents the
  following particularity. Every verse begins on one degree higher than the
  precedent. So the corresponding notes were named according to the first
  

  syllable of each of the verses

  
  

  Ut queant laxis, Resonare fibris, Mira gestorum, Famuli tuorum, Solve
  polluti, Labii reatum, Sancte Iohannes (Ut became Do)
  Therefore, we have seven names of notes: Do – Re –Mi – Fa – Sol – La - Si
  (French version), or C – D – E – F – G –A –B (English version).
  

  2.4.2 The names of the notes on the musical staff

  
  

  Reference taken from the paragraph 2.3, the treble clef called G clef is
  placed on the second line of the staff, and so it gives its name to the note
  that is on that line. Hence, the note on the second line is called G. according
  to the series of notes, C will be found on the first ledger line below the staff.
  Therefore, the names of notes on the lines of the treble staff are Mi(E),
  

  Sol(G), Si(B), Re(D), and Fa (F).

  
  

  
  

  
  

  
  

  
  

  2.5 Grand staff.
  Activity 2.5
  On a musical sheet, you have seen two staves combined together with the
  1st written using G clef and the 2nd with F clef.
  1. Why are those staves combined?
  2. What is the relationship between them?
  
  When writing music, notes are either below or beyond the staff. In order to
  avoid many notes on ledger lines, musicians use the combined treble and
  

  Bass staves. This form is called “Grand Staff.”

  

  By comparing the names of lines and spaces in both the treble clef (G clef)
  and the bass clef (F clef). One may notice that while the note C is on the
  ledger line bellow the staff with the G clef, it is on a ledger line above the staff
  

  with F clef. If both staffs are combined, the following diagram is obtained.

  

  The great staff or Grand staff combines both the G clef and the F clef and
  consists of 11 lines. The line C in the ledger line between the treble staff and
  the bass staff is called MIDDLE C.
  
  When notes are in the treble and bass staves, the performers are supposed
  to sing all the notes in the treble and bass staves. Most of the time, notes in
  G staff are sung by Soprano and Alto voices while those in F staff are sung
  by Tenor and bass voices.
  
  Application activity 2,5
  1. Using examples explain the difference between short and grand staves.
  

  2. Sing the following melody

  

  End unit assessment 2
  1. Compare and contrast the musical notes and rests
  2. G and F clefs have a close relationship. Discuss
  3. Describe the origin of musical notes that are used when writing music
  4. You are going to teach musical notes to a person with deaf and/or
  dumb impairment. How will you proceed?
  5. Indicate the beat that are in the following notes:
  a. A minim and two quavers
  b. Five whole rests and two crotchet notes
  

  6. Sight sing the following piece of music

  

  7. Write the following notes in the staff using a crotchet as note value:
  

  Sol-Sol-Mi-Sol-Mi-Mi-Doh-Doh

• UNIT 3: SIMPLE TIME SIGNATURES

  Key Unit Competence: Be able to sol-fa respecting the simple
  

                                                 time signatures.

  Introductory Activity
  Analyze the following fractions:, and
  

  1. What is the meaning of both numerators and denominators in
  Mathematics?
  2. In Music, relate the above fractions to the grouping of notes in

  different bars

  The time signature (also known as meter signature, or measure signature)
  is a notational convention used in Western musical notation to specify how
  many beats (pulses) are contained in each measure (bar), and which note
  value is equivalent to a beat.
  
  In a music score, the time signature appears at the beginning as a time
  symbol or stacked numerals, immediately following the key signature (or
  immediately following the clef symbol if the key signature is empty). A midscore
  time signature, usually immediately following a bar line, indicates a
  change of meter.(Emmons, 2008)
  
  Simple time signatures consist of two numerals, one stacked above the
  other. The lower numeral indicates the note value that represents one beat
  (the beat unit). This number is typically a power of two. The upper numeral
  indicates how many such beats constitute a bar.
  
  The measure or bar is the group of notes, rests or notes and rests written
  between two bars of measure. The bars of measures are the vertical lines
  on the staff that separate the measures. On the staff the bar line of measure
  starts from the fifth line and stops on the first line. At the end of piece of
  

  music, we put a double bar of measure.

  

  

  3.1. Dotted notes and rests
  Activity 3.1
  In the previous unit, you have seen the notes and their values
  1. a. Write the following and associate each with its related value:
  

  • A semibreve
  • A crotchet
  • A quaver rest

  b. If a dot written on the right of each note equal the half value of it.
  Do it to the previous notes and calculate the values obtained.
  
  2. Draw a musical staff and put the following notes:
  

  A dotted minim, a quaver, a dotted crotchet, a semi quaver and a
  two dotted minima, two dotted crotchet rest, a dotted minim rest,
  a dotted quaver rest. a dotted crotchet rest, a dotted quaver rest

  
  In Western musical notation, a dotted note or rest is a note or rest with a
  small dot written to the right of it. In modern practice, the first dot increases
  

  the duration of the basic note or rest by half of its original value.

  

  

  Application activity 3.1
  1. Differentiate the dotted and undotted notes and rests
  2. What do you take into consideration when writing dotted notes in
  a musical staff?
  
  3.2 Two four time (Simple duple meter)\
  Activity 3.2
  1. Given a crotchet as basic rhythm. How many crotchet notes will be
  put in a bar of simple duple time signature?
  2. Draw musical staffs and add notes respecting the two four-time signature.
  
  The ‘2’ tell us that there are 2 beats in every bar
  The ‘4’ tell us that each beat is one quarter note long
  In simple Two Four time, there are two beats in a bar. The first beat is stressed/
  strong(accented) while the second is lighter/weak(Unaccented).
  

  Here below, it is shown the way of beating the above measure

  

  Application activity 3.2
  1. How many beats are there in a bar of simple duple time signature
  2. Draw the conducting pattern of two four meter
  3. Sight sing the following melody respecting two four-time signature
  

  with its conducting pattern:

  

  3.3 Three four time (Simple triple meter)
  Activity 3.3
  1. Given a crotchet as basic rhythm. How many quaver notes will be
  put in a bar of simple triple time signature?
  2. Draw musical staffs and add notes and rests respecting the three
  

  four-time signature.

  

  In simple three four time, there are three beats in a bar. The first beat is
  stressed/strong (accented) while other two are lighter/weak (Unaccented).
  

  Here below, it is shown the way of beating the above measure

  

  Application activity 3.3
  1. How many beats are there in a bar of simple triple time signature?
  2. Draw the conducting pattern of three four meter.
  3. Sight sing the following melody respecting three four-time
  

  signature with its conducting pattern:

  

  3.4 Four four-time (Simple quadruple meter)
  Activity 3.4
  1. Given a crotchet as basic rhythm. How many minim notes will be
  put in a bar of simple quadruple meter?
  2. Draw musical staffs and add notes respecting the four four-time signature.
  
  In simple Four four time, there are four beats in a bar. The first beat is stressed/
  strong (accented), the second beat isgetting lighter/weak (Unaccented)
  while other two are lighter/weak.
  

  Here below, it is shown the way of beating the above measure

  

  Complete measure: all measures of a piece must be complete, with the
  exception of the first and the last measure if there is anacrusis. It means
  that all measures must have the number of time designated by the time
  signature.
  

  The anacrusis:

  
  

  By definition, the anacrusis is a note or series of notes that comes before
  the first complete measure of a composition; an introductory (and optional)
  measure that does not hold the number of beats expressed by the time
  signature. The anacrusis prepares your ears for the next measure’s downbeat
  and is therefore sometimes referred to as the ‘upbeat’ In traditional notation,
  the amount of beats in the anacrusis is taken out of the very last measure of
  the song to even out the difference.
  
  Sometimes, the anacrusis is an incomplete measure by which can start a
  piece of music. This incomplete measure should be completed by the last
  

  measure.

  Application activity 3.4
  1. How many beats are there in a bar of simple quadruple time
  signature?
  2. Draw the conducting pattern of four four-meter.
  3. Sight sing the following melody respecting four four-time signature
  

  with its conducting pattern:

  

  End unit assessment 3
  1. What is anacrusis?
  2. In time signature, there are two numerals. What are they standing for?
  3. How many beats are there in:
  a. A bar of four four-time
  b. Three bars of simple triple meter
  c. Six bars of two four time
  4. Draw the conducting pattern of:
  a. Simple triple meter
  b. Four four-time
  5. Respecting the simple time signature, sight sing the following
  

  melody:

  

• UNIT 4: COMPOSITION OF SHORT MELODIES

  Key Unit Competence: Be able to compose a melody with and
  

                                                  without musical notation.

  
  

  Introductory Activity

  1. Differentiate a lyric from a melody
  2. Discuss the order of activities during composition of songs:
  Getting impressed, composing melody, composing lyrics, getting
  

  an idea, organizing the idea, being inspired.

  Composing a melody involves making up and then writing one’s own melody.
  The melody can be written using various note values, including semibreves,
  minims, crotchets and others. The notes are combined in various ways to
  make the required rhythms for the melody.
  
  Different pitches are used together with the rhythms to make up a melody.
  The composition is carried out in different keys and modes (C major, A minor,
  

  B minor, G minor, F major,…)

  4.1. Composing lyrics
  Activity 4.1
  a. Sing different songs of your choices. Then, identify and describe their
  parts.
  b. Describe the contribution of those parts to the quality of the songs.
  
  Lyrics are words that make a song. When writing lyrics, the composer must
  be impressed by a given situation that will inspire him/her an idea. Let us
  cross through the following five steps of writing lyrics.
  
  Step 1: Understanding common structures
  With this step, the following are considered:
  
  a. Understand the parts of a song.
  There are several parts of a song. Your song can include all of them or none
  of them. They include:
  

  i. An Introduction

  This is the section at the beginning which leads into the song. Many songs
  do not have an introduction, so don’t feel like you have to use it.
  

  ii. A Verse

  This is the main part of the song. It is usually fifty percent to twice the number
  of lines as the chorus but it does not have to be. What gives away a section
  of a song as a verse is that the melody is the same but the lyrics are different
  between the different verses.
  

  iii. A Chorus

  The chorus is the part of the song that repeats without changing: both the
  lyrics and melody are unchanged or nearly unchanged.
  

  iv. A Bridge

  The bridge is a part that exists in some songs but not all. Usually coming
  sometime after the second chorus, the bridge is a part of the song that
  sounds completely different than the rest of the song. It is usually short, just
  

  a line or two of lyrics, and will sometimes lead into a key change.

  b. Start with the AABA structure.
  The AABA structure is probably the most common structure of a song in
  modern popular music. In the study of song structures, A usually signifies a
  verse and B usually signifies a chorus. In other words, in this structure there
  are two verses, a chorus, and then a final verse.
  
  c. Experiment with other structures.
  There are of course, many different standard song structures. You can try
  AABB, ABA, AAAA, ABCBA, ABABCB, ABACABA...C usually signifies a
  bridge
  
  Step II: Getting inspiration
  a. Use stream of consciousness exercises.
  Stream of consciousness writing is where you just write and keep writing and
  don’t stop: just write everything that comes into your head. This will capture
  many ideas that change quickly but it can help you find ideas when you’re
  really lost. Come up with as many words as you can, without worrying if
  they’re interesting.
  
  b. Look at existing songs.
  Look at songs which are known for great lyrics to get inspiration. You can
  learn a lot from thinking about what makes a song good and what makes a
  song bad. Look for the kinds of things they talk about, how they talk about
  them, what rhymes they use, the rhythm of the lyrics, etc.
  
  c. Use your own opinions on what type of music you want to write, and
  figure out what types of lyrics you like and dislike.
  d. Look at existing poems
  If you’re hard up for inspiration but you want to keep practicing your song
  writing, try adapting existing poems.
  
  e. Be true to your style
  Don’t ever look at how others write songs and feel like you have to do the
  same; everyone has a different style.
  
  f. Keep writing to get to the good stuff
  Everyone has to make bad things on the way to making good things. Write
  as much as you can until you feel it is finished or ready to be set aside. To
  even write a single word or sound is an excellent start. Let the song ferment.
  Songwriting takes time! Keep everything. If you write a single sentence of a
  

  song down, it always leads to something else sooner.

  g. Write all the time
  Write about your feelings. Write about the world around you. Describe a
  person or a thing that matters to you. This is to help you find the words
  worthiest of a song.
  
  Step III: Finding your words
  a. Show, don’t tell
  The best lyrics, like any good writing, get us to feel emotions because they
  capture that experience, not because they tell us what to feel. Try to write
  about what it’s like to feel something, instead of just telling your audience.
  Brainstorm some ideas so you can see what you have and choose or even
  build off of an existing idea. It is probably best if you have an inspiration.
  
  b. Rhyme within reason
  You should avoid having all of your lines rhyme, and the rhymes that you do
  use should look natural. Don’t put weird phrases or words into your lyrics just
  to get a rhyme. Really, your lyrics don’t have to rhyme at all. Plenty of songs
  have non-rhyming lyrics.
  
  c. Try non-standard rhyme schemes
  If you do want to make your rhyming stand out a bit more and avoid sounding
  cheesy, you can experiment with different styles of rhyming
  Step IV: Keeping music in mind
  
  a. Understand music notation.
  Learn about how music notation works (bars, measures, notes, rests, etc.)
  so that you can make sure your lyrics fit in with the music.
  
  b. Start with a melody already written
  When you first start songwriting, if you’re doing it on your own it’s best to
  start with a melody already written. This is easier for most people than trying
  to create a melody which matches existing lyrics.
  
  c. Stay in a single range
  When you come up with a melody, keep the notes within a reasonable range
  so that someone can actually sing it. Think about your singers.
  
  d. Add in parts for the singer to take a breath.
  Singers are human too and they need to breathe. Put an extra two to four
  beats here and there that allow the singer to stop for a second to catch their
  

  breath. This also gives the listener a chance to take in what you are saying.

  Step V: Wrapping up
  a. Read what you wrote
  What is the bigger picture? Does the song form a narrative, a declaration,
  or a description? Is it a call to action, a set of directions, or a greeting?
  Is it philosophy or a reflection? Is it genuinely nonsensical? Does it have
  multiple forms? Start moving around words and changing them so they fit
  in with the rest of the lyrics. Think about how you want to come across and
  how that balances with what you want to say. Do you like the placement of
  the vowel and consonant sounds? Does a line have multiple meanings?
  Does a particular phrase stand out? Do you want to repeat a line or word?
  Remember the first time an audience hears a song; they only hear the parts
  that stand out the most.
  
  b. Rewrite
  Who says you can’t change what you have written? If you like the original,
  then keep it. But most lyricists need to play with the song a bit to get that
  perfect sound. A good song can be written in one draft, but more often it
  takes a while. Even move around entire verses so the song has continuity.
  Sometimes, a song takes on a whole new meaning.
  
  c. Consult with others
  Once you’re done with your song, it can be a really good idea to share a test
  version with others. Even if they’re just reading your lyrics, they may be able
  to find places where the rhythm is off or where the rhymes sound strange.
  Of course, Music by committee is a bad idea but if they catch something and
  you agree it’s wrong, fix it!
  
  Application activity 4.1
  Following the steps of writing lyrics, compose lyrics relating to the
  following topics:
  a. Patriotism
  b. Unity
  c. Hard work
  

  d. Integrity

  4.2 Composing a melody
  

  
  

  Activity 4.2
  

  1. Using the lyrics written in the activity 4.1, divide the words into
  

  syllables respecting the nature of rhymes.
  

  2. Mark the accented syllables and choose the time signature to be used.
  3. Work out a tune that captures the theme and spirit of the lyrics.
  4. Set the words to the tune by writing each syllable directly under the
  notes for which it is meant.
  
  In writing melodies to given lyrics, the following steps should be followed:
  

  i. Interpret the words to get the themes and spirit

  ii. Recite the words in speech rhythm, to be certain of the syllables. This
  

  should also be an indicator as to the note values to be used.
  Example: inkokô ya Nkuusi differs from inkooko ya Nkuusi
  iii. Divide the words into syllables using dashes (-). Note the number of
  syllables as it may assist in deciding the time.
  iv. Mark the accented syllables. This should indicate the position of bar
  lines.
  v. Work out the appropriate time signature
  

  vi. Work out the appropriate rhythm, which should lead to choice of

  notes values to be used.

  vii. Work out a tune that captures the theme and spirit of the lyrics. If it
  is a happy theme, the melody should accordingly sound bright and

  inspiring

  viii. Set the words to the tune by writing each syllable directly under the
  notes for which it is meant. Remember there should be a note for
  each syllable. If a syllable takes two or more notes, a slur should be

  used to ensure their smooth performance to that one.

  Example of composing a song
  Given the topic: “Unity or Ubumwe”
  Umuco nyarwanda ipfundo ryacu
  Ururimi rwacu ni ubukungu
  Turabusangiye ntiducurane
  Ubumwe bwacu tububumbatire
  Tujye mu mugongo w’ubunyarwanda.
  
  By composing lyrics:
  U-mu-co-nya-rwaa-nd’i-pfuu-ndo-ryaa-cu
  U-ru-ri-mi-rwaa-cu-n’u-bu-kuu-ngu
  Tu-ra-bu-saa-ngi-ye-nti-du-cu-ra-ne
  U-bu-mwe-bwaa-cu-tu-bu-bu-mba-ti-re
  Tu-jye-mu-mu-goo-ngo-w’u-bu-nya-rwa-nda.
  

  
  

  Then composing a melody, the result is:

  
  

  Finally, matching the melody composed with lyrics:
  

  
  

  Application activity 4.2
  Following the application activity 4.2, compose melodies to match the
  

  lyrics composed.

  End unit assessment 4
  1. Describe different steps of composing lyrics
  2. Discuss the main parts of a well composed song
  3. You are invited in a graduation ceremony and you are asked to
  compose a song just to please the guests. Compose a song that
  you would compose and perform it before the peers
  

• UNIT 5:MODERN AND TRADITIONAL MUSICAL INSTRUMENTS

  Key Unit Competence: Be able to play modern and traditional
  

                                                  musical instruments.1

  

  Introductory Activity
  1. You have seen a military parade playing on different musical
  instruments. Identify different instruments they use to perform.
  2. In Rwanda, there are different instruments used when
  accompanying songs. Describe them.
  3. Use available instruments and perform different songs before the peers.
  
  The grouping of an instrument is often determined by the making. It may also
  be determined by the means of sound production. There are 3 main groups
  

  of musical instruments. These are:

  5.1 Stringed instruments or chordophones
  Activity 5.1
  1. Considering musical instruments with strings, classify them
  according to their ways of producing sounds
  2. Play the available stringed musical instruments accompanying
  songs of different styles (religious, folkloric etc.
  
  Stringed instruments produce sound when the player makes one or more
  strings vibrate. They are two basic types:
  
  a. Bowed stringed instruments
  Bowed stringed instruments are usually stroked with a bow. The pressure of
  the bow on the strings produces vibrations that are amplified by the body of
  the instrument (case of resonance). To produce other pitches, the musician
  shortens the strings by pressing down on them with the fingers.
  

  Examples: violin, viola, cello, iningiri.

  

  b. Plucked stringed instruments
  Plucked stringed instruments are played by plucking strings with the fingers
  or a pick. The guitar is the common plucked instrument. Other examples are:
  

  harp, lute, mandolin, banjo, inanga.

  

  Application activity 5.1
  1. Differentiate the bowed from the plucked musical instruments
  2. Using any available stringed instrument, play the notes Do-Mi-Sol
  
  5.2 Wind instruments
  
  Activity 5.2
  1. Considering musical instruments that are blown in, classify them
  according to their ways of producing sounds
  2. Play the available wind musical instruments accompanying songs
  of different styles (religious, folkloric, etc.
  Wind instruments produce sounds when the player blows in. they are two basic types.
  
  a. Brass instruments
  For brass instruments, the vibrations of the player’s lips make the column of
  air vibrate. For example, French horn, tuba, trombone, saxophone, trumpet etc.
  
  b. Woodwind instruments
  Most of woodwind instruments have a reed which vibrates when the player
  blows in it, making the column of air vibrates. Sound is produced from the
  flute when the player blows across the mouth piece, causing vibrations of
  

  the column of air. Examples: Piccolo, flute, clarinet, oboe, bassoon, recorder.

  

  Application activity 5.2
  1. Differentiate the brass from the woodwind musical instruments
  

  2. Using any available wind instrument, play the notes Do-Mi-Sol

  5.3 Percussion and other musical instruments

  
  

  Activity 5.3

  1. Considering musical instruments that are hit or shaken, classify
  them according to their ways of producing sounds
  2. Play the available percussion musical instruments accompanying
  songs of different styles (religious, folkloric, etc.
  3. Discuss the instruments that have keys and those that are used to
  amplify sounds.
  
  Percussion instruments produce sounds when shaken, clapped, struck,
  and banged, shook, or hit with a stick or a mallet. When a membrane (the
  stitched part) of a drum is hit, it vibrates and creates a sound. Instruments
  such as xylophones or chimes have a series of tubes or bars you strike one
  of the tubes or bars a sound is produced.
  
  Examples: Percussion instruments are two types:
  a. Membranophones
  They have a membrane which vibrates when it is hit. For example:drums.
  
  b. Idiophones
  They produce sound when shaken, clapped, struck, and banged, shook or
  

  hit. Examples: cymbals, bells, triangle, amayugi, ikinyuguri …

  

  Notice:
  Body percussion are different sounds and rhythms made by using parts of
  body. Examples: Clap, stamp, slap, whistle…Some musical instruments can
  be keyboard instruments or electronic instruments.
  

  c. Other musical instruments

  
  

  Keyboard instruments have a series of keys connected with a device that
  produces tones. The musician presses the keys to make sounds. The most
  popular keyboard instruments are: piano, pipe organ.
  
  Electronic instruments include that generate sounds electrically and
  those that electrically amplify sound produced by the instrument. The most
  common electronic instrument is electric guitar. It makes louder and more
  varied tones than an ordinary guitar. Other examples are electric piano an
  electric organ.
  
  An electronic instrument called synthetizer is used to create original sounds
  or to imitate sounds of other musical instruments.
  
  Application activity 5.3
  1. Differentiate the membranophones from the idiophones musical
  instruments
  2. Using examples, explain what body percussion is?
  3. Play C scale on the piano keyboard.
  4. Using any available keyboard instrument, play the notes Do-Mi-Sol.
  
  End unit assessment 5
  1. A guitar is different from a trumpet. How is it so?
  2. How are keyboard instruments played?
  3. Classify the following musical instruments in their relative classes:
  umuduri, ikondera, ishakwe, cymbals, triangle
  4. Using available materials create your own instruments and
  

  accompany a song with them.

• UNIT 6: RWANDAN TRADITIONAL DANCES

  
  Key Unit Competence: Be able to perform Rwandan traditional
  

                                                dances

  

  Introductory Activity
  In Rwanda, there are different ceremonies in which different songs are
  sung and performed.
  

  1. Sing different songs that are performed in different ceremonies
  in Rwanda.
  2. What traditional dance is it performed to your living area?
  3. With your colleagues, try to perform some of them.

  
  Picture of dancers and singers with instruments
  Music and dance are an integral part of Rwandan ceremonies, festivals,
  social gatherings, and storytelling. The most famous traditional dance is
  Intore, a highly choreographed routine consisting of three components: the
  ballet performed by women; the dance of heroes performed by men and the
  drums.
  
  Traditionally, Music is transmitted orally with styles varying between the
  social groups. Drums are of great importance, the royal drummers having
  enjoyed high status within the court of the Umwami. Drummers usually play
  

  together in groups of seven or nine.

  6.1 Dances of local ceremonies
  Activity 6.1
  1. Brainstorm different dances performed in local ceremonies across
  the country.
  2. Share the ideas and perform before the peers
  3. Judge and choose the well performed and imitate it.
  

  6.1.1 Igishakamba

  
  

  Igishakamba is one of Rwandan traditional dances found in different countries
  of Africa and it is performed by males and females during ceremonies. The
  dance is performed during weddings, ceremonies and important cultural
  events. Notably, Igishakamba dancers and drummers, express communal
  desires, values and collective creativity.
  

  6.1.2 Umushayayo

  
  

  Umushayayo is the common dance of women. The female’s dance is usually
  compared to ballet. It is meant to display the grace as well as the beauty
  of the women of Rwanda as they emulate the movements of cows and
  wildlife. Its strength is the Graceful movement of Rwandan women highlight
  kindness, goodness, purity and the radiant beauty of what many consider
  

  Africa’s most beautiful women.

  6.3.1 Ikinimba
  

  
  

  Ikinimba dance is performed as part of a courtship ritual. Songs that
  accompany this dance are focused on advising the future bride on how to
  deal with her prospective in-laws. Once a woman was married, she was no
  longer eligible to perform in the dance.
  

  
  

  6.1.4 Umudiho

  
  

  It is one of Rwandan traditional dances that is performed by both men and
  women, especially during ceremonies. It is danced rhythmically with musical
  accompaniment and those who perform it are always happy.
  
  Application activity 6.1
  1. Discuss the Rwandan traditional dances performed in local
  ceremonies and how they are performed based on gender.
  2. Differentiate Ikinimba and Umudiho.
  6.2 Dances of the court ceremonies
  
  Activity 6.2
  1. At the court of Umwami, there were different ceremonies. Describe
  the dances that were performed in those ceremonies?
  

  2. Discuss the set of drums that were played in the court ceremonies

  6.2.1 Umuhamirizo
  

  
  

  It is performed by men wearing grass wigs, carrying spears and bells on each
  foot which make a rhythm in the background. The dancers move from side
  to side combining grace and complex choreography with a raw aggression.
  At certain stages the dancers stop with arms outstretched and make bloodcurdling
  battle cries. These calls are individual to each dancer and represent
  warriors claiming the details of achieved performances from the battle.
  

  
  

  6.2.2 Drums (Umurishyo w’ingoma)

  
  

  Drums have immense importance in Rwandan ceremonies. The ingoma
  is usually played on festive occasions or to welcome an important guest.
  The drummers use two wooden sticks called imirishyo. To ensure that the
  instrument plays the right tone, the membrane is warmed up by placing it
  near a fire or under the sun.
  
  The ingoma ensemble that plays nowadays comprises eight to ten drummers,
  each with his own drum. There are four types of drum, each having a different
  pitch: the ishakwe, the inyahura, the igihumurizo and the Inumvu.
  
  • The ishakwe is the smallest (47 cm high) and has a high tone. There
  is always just one in the ensemble, with the task of establishing the
  rhythm and then playing an ostinato rhythm as the basis for the other
  drums.
  
  • The inyahura (up to 78 cm high) has a medium tone and the ensemble
  usually has three or four of these. The leader of the ensemble plays
  this type of drum. He is also the one who plays the solo rhythm and
  ensures continuity between the various successive rhythms.
  
  • The drums with the deepest tone are called the igihumurizo and are 85
  cm high, although they have a much larger diameter than the inyahura.
  They usually play an invariable ostinato rhythm together with the
  inyahura.
  
  • The Inumvu: those are drums with a high tone but they produce a
  higher tone when they are not warmed up by placing it near a fire or
  

  under the sun as it is done for others. They are also called “Impuma.”

  Application activity 6.2
  1. Umuhamirizo was the most famous traditional dance at the court
  of Umwami. How was it performed and why?
  2. What do you understand by Imirishyo?
  3. Drums were of great importance within the court of the Mwami.
  Discuss the kinds of drums and how they are played.
  
  End unit assessment 6
  1. What do you understand by a Rwandan traditional dance?
  2. Differentiate Umushayayo from Umuhamirizo.
  3. Sing different Rwandan traditional dances and perform them
  

  before the peers.

  REFERENCE BOOKS
  Robert Stewart: An Introduction to Sixteenth-Century Counterpoint and
  Palestrina’s Musical Style (Ardsley House, Publishers, 1994),
  Gustave Reese: Music in the Renaissance (W.W. Norton & Co., New York,
  1954).
  Burton, Anthony (2002). A Performer›s Guide to the Music of the Classical
  Period. London: Associated Board of the Royal Schools of Music.
  p. 3. ISBN 978-1-86096-1939.
  Downs, Philip G. (1992). Classical Music: The Era of Haydn, Mozart, and
  Beethoven, 4th vol of Norton Introduction to Music History. W.W. Norton &
  Company. ISBN 0-393-95191-X (hardcover)
  Bukofzer, Manfred F. (1947). Music in the Baroque Era: From Monteverdi
  to Bach. New York: E. W. Norton & Company, Inc. ISBN 0-393-09745-
  5, Burrows, Donald (1991). Handel: Messiah. Cambridge, New York, and
  Melbourne: Cambridge University Press. ISBN 0-521-37620-3.
  Tim Emmons, Odd Meter Bass: Playing Odd Time Signatures Made Easy(Van
  Nuys: Alfred Publishing, 2008): 4. ISBN 978-0-7390-4081-2.
  Stephen E. Hefling. “Dotted rhythms”. In Deane L. Root (ed.). Grove Music
  Online. Oxford Music Online. Oxford University Press
  Taylor, Eric (2011). The AB Guide to Music Theory Part I. ABRSM.
  

  p. 18. ISBN 978-1-85472-446-5

  ADDITIONAL NOTES
  

  20 Important Benefits of Music in our schools

  
  

  Why is Music Education in schools important? ... Unfortunately, many schools
  have begun to exclude Music from their curriculums to make room for other
  subjects. Music is an extremely important subject for all children to learn and
  can lead to better brain development, increases in human connection, and
  even stress relief.
  
  In fact, nearly everyone enjoys Music, whether by listening to it, singing,
  dancing or playing an instrument. But despite this almost universal interest,
  many schools are having to do away with their Music education programs.
  This is a mistake, with schools losing not only an enjoyable subject, but a
  subject that can enrich students’ lives and education. Read on to learn why
  music education is so important, and how it offers benefits even beyond
  itself.
  
  Musical training helps develop language and reasoning: Students who have
  early musical training will develop the areas of the brain related to language
  and reasoning. The left side of the brain is better developed with Music, and
  songs can help imprint information on young minds.
  
  A mastery of memorization: Even when performing with sheet music,
  student musicians are constantly using their memory to perform. The skill of
  memorization can serve students well in education and beyond.
  
  Students learn to improve their work: Learning Music promotes craftsmanship,
  and students learn to want to create good work instead of mediocre work.
  

  This desire can be applied to all subjects of study.

  Increased coordination: Students who practice with musical instruments can
  improve their hand-eye coordination. Just like playing sports, children can
  develop motor skills when playing music.
  
  A sense of achievement: Learning to play pieces of music composition on
  a new instrument can be a challenging, but achievable goal. Students who
  master even the smallest goal in Music will be able to feel proud of their
  achievement.
  
  Kids stay engaged in school: An enjoyable subject like Music can keep kids
  interested and engaged in school. Student musicians are likely to stay in
  school to achieve in other subjects.
  
  Success in society: Music is the fabric of our society, and Music can shape
  abilities and character. Students in band or orchestra are less likely to abuse
  substances over their lifetime. Musical education can greatly contribute to
  children’s intellectual development as well.
  
  Emotional development: Students of Music can be more emotionally
  developed, with empathy towards other cultures they also tend to have
  higher self-esteem and are better at coping with anxiety.
  
  Students learn pattern recognition: Children can develop their math and
  pattern-recognition skills with the help of musical education. Playing music
  offers repetition in a fun format.
  
  Better SAT scores: Students who have experience with music performance or
  appreciation score higher on the SAT. One report indicates 63 points higher
  on verbal and 44 points higher on math for students in music appreciation
  courses.
  
  Fine-tuned auditory skills: Musicians can better detect meaningful,
  information-bearing elements in sounds, like the emotional meaning in a
  baby’s cry. Students who practice music can have better auditory attention,
  and pick out predictable patterns from surrounding noise.
  
  Music builds imagination and intellectual curiosity: Introducing Music in the
  early childhood years can help foster a positive attitude toward learning and
  curiosity. Artistic education develops the whole brain and develops a child’s
  imagination.
  
  Music can be relaxing: Students can fight stress by learning to play music.
  Soothing music is especially helpful in helping kids relax.
  Musical instruments can teach discipline: Kids who learn to play an instrument
  can learn a valuable lesson in discipline. They will have to set time aside to
  practice and rise to the challenge of learning with discipline to master playing
  

  their instrument.

  Preparation for the creative economy: Investing in creative education can
  prepare students for the 21st century workforce. The new economy has
  created more artistic careers, and these jobs may grow faster than others in
  the future.
  
  Development in creative thinking: Kids who study the arts can learn to think
  creatively. This kind of education can help them solve problems by thinking
  outside the box and realizing that there may be more than one right answer.
  
  Music can develop spatial intelligence: Students who study Music can improve
  the development of spatial intelligence, which allows them to perceive the
  world accurately and form mental pictures. Spatial intelligence is helpful for
  advanced mathematics and more.
  
  Kids can learn teamwork: Many musical education programs require
  teamwork as part of a band or orchestra. In these groups, students will learn
  how to work together and build camaraderie.
  
  Responsible risk-taking: Performing a musical piece can bring fear and
  anxiety. Doing so teaches kids how to take risks and deal with fear, which
  will help them become successful and reach their potential.
  
  Better self-confidence: With encouragement from teachers and parents,
  students playing a musical instrument can build pride and confidence.
  Musical education is also likely to develop better communication for students.
  

  Source: This article originally appeared on the Bachelor’s Degree website

• Topic 16
• Topic 17
• Topic 18
• Topic 19
• Topic 20
• Topic 21
• Topic 22