UNIT 6: RWANDAN TRADITIONAL DANCES
Key Unit Competence: Be able to perform Rwandan traditionaldances
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 playtogether 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 considerAfrica’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 orunder 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 thembefore 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 NOTES20 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 playingtheir 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