Topic outline
General
Unit 1 Singing in Tune Respecting Traditional Rhythms
My goals
By the end of this unit, I will be able to:
Identify some traditional songs and sing them to their rhythms.
Listen to and explain the words of the selected songs.
Enjoy singing with others in public with confidence.
Enjoy life and respect it.
Genocide
Songs are a means of communication. The messages in these songs are
meant for us to learn something. These messages are called themes. For
example songs about genocide. Do you know any? Sing it again to your friends.
Activity 4
Now do the following:
1. Talk about what you know about genocide both in Rwanda and outside Rwanda.
2. Identify the groups of people in Rwanda mentioned in the song and which part of Rwanda they originally live in.
3. What good things are mentioned in the song that we should do?
4. What were the consequences of genocide to Rwanda?
5. Identify from the song what we should do to avoid genocide.
6. Suggest other ways of avoiding genocide that are not mentioned in the song.
Activity 5
Performing
Get ready to do the following:
1. As practice makes perfect, practice the song about genocide more.
2. Prepare the stage, in front of the class and perform your song,
clapping, matching and dancing for your classmates.
3. After performing, allow your classmates to tell you what was most
interesting and what they did not like above your performance.
4. Let your classmates also perform for you. When you are the viewer of the performance then you are called the audience. As
they did to you, tell them what was most interesting and what they need to improve to make their performance better.
Practical Activity 6
Assignment/home work/research
1. During your free time outside class, find out any other songs
about genocide and choose one.
2. Learn it so that you will present in correct tune and traditional
rhythm to your class or the whole school in a concert on a specific
selected day during the term.
Unity and Reconciliation
Activity 7
1. Do you always enjoy working with others? Name some things you always do with other people.
2. When your friends annoy you, do you ever forgive them? What can you always do to bring people who are annoyed with each
other, to bring them back to be friends again?
Look at the Picture Below and state what these people are doing together
3. Why do you think what they are doing is good?
4. What other things have you seen people doing together? For
example at home, school and around your villages.
5. What things stop people from working together? And how can these things be avoided?
Activity 8
1. Have you ever heard a song about unity and reconciliation? Sing it to your friends.
2. Here is another song about Unity and Reconciliation learn to sing and match it to the traditional rhythm
UBUMWE
Activity 9
Singing to memory and matching to rhythm
1. Sing the song about “Unity and Reconciliation” without looking at
the words in the book.
2. Sing the song as you clap and identify where the strong beats are and the weak ones.
3. Then sing as you stamp at these strong beats and clap the weak ones. The difference will come out that the starting rhythms are mostly strong, followed by the weak ones.
4. In order to learn rhythm more, now let us sing our song about “Unity and Reconciliation” we move and clap at the same time.
In our first lesson we found out that it is interesting to move to the rhythm of the songs, clap and dance to them at the same time. Now you can try it out again with the song about “Unity and Reconciliation” in order to enjoy yourself.
Take note: We can match songs to rhythms by clapping, stamping and snapping
Activity 10
1. What does our song say about unity and reconciliation?
2. Why should we forgive and how many times?
3. Bringing people who have annoyed each other to become friends and work together is known as reconciliation. Why is it good to reconcile with one another?
Activity 11
Performing
Need to learn to always work with others in order to sing well in
public. Get ready to do the following:
1. Practice the song more.
2. Prepare the stage in front of the class and perform your song with clapping, and dance to your classmates.
3. After performing, allow them to tell you what was most interesting and what they did not like in your performance.
4. You should provide audience to the pupils to perform for you. You will do the same for your classmates with an aim of helping them improve.
Practical Activity 12
Assignment/home work/research
1. During your free time outside class, find out any other songs about “Unity and Reconciliation”.
2. Learn so that you will present to your class or the whole school in a concert on a specific selected day during the term.
Gender equality
Our families and societies are made up of either men or women. These two groups are similar and different in some ways.
Activity 13
Indicate whether these statements are false or true.
1. Women give birth to children.
2. Men cook food.
3. Women have beards and deep voices.
4. Men have soft voices, and large breasts.
5. Women do not eat chicken and climb trees.
6. Men are the only ones to make money for the family.
7. Children and land are for Men.
8. Women are weak and Men are strong.
9. Boys are brighter than girls in this class.
10. Arts subjects are for girls and science for boys.
Apart from the things that God created differently on us that we cannot change, all the things that you can just learn to do are good to be done by both women and men or else much work may be left for one group of people. If we do this, then this practice is called gender equality.
Activity 14
Singing to memory and matching to rhythm
1. Do you know any song that talks about either men or women? Sing it to your friends. What does it say about them?
Here is another chance to enjoy singing and matching to the rhythms.
This time our song is called “Gender Equality.”
Let us sing
UBURINGANIRE
Activity 16
Performing
Get ready to do the following:
1. As practice makes perfect, practice the song more.
2. Prepare the stage, in front of the class and perform your song, by clapping and dancing for your classmates.
3. After performing, allow them to tell you what was most interesting and what they did not like in your performance.
4. You should provide audience to the pupils to perform for you.
You will do the same for your classmates with an aim of helping them improve.
Post Activity 17
Assignment/home work/research
1. During your free time outside class, find out any other songs about Gender Equality.
2. Learn it so that you will present it to your class or the whole school in a concert on a specific selected day during the term.
Patriotism
Activity 18
There are some people who have sacrificed a lot for their countries.
1. Can you name some people who have loved and worked hard and sacrificed their lives to make Rwanda a good country? The love and sacrifice to make one’s country the best is called Patriotism.
2. Look at the pictures below and guess the names of the people you see and what they did to show that they loved their countries. Use the answers given after the pictures.
a) Mrs. Wangari Mathai campaigned for growing trees in order to protect the environment.
b) President Paul Kagame fought against genocide in Rwanda.
c) Mahatima Gandi fought for the independence of India.
d) President Julius Nyerere led Tanzania to its independence
Do you know any song that talks about great people and how they
have worked for their countries? Sing it to your friends. What does it say about them?
Activity 19
Singing to memory and matching to rhythm
Here is another chance to enjoy singing and matching to the rhythms.
This time our song is about the love for Rwanda. You sing together with your friends.
Let us sing
Activity 20
Singing to memory and matching to rhythm
1. Sing the song about Rwanda without reading any where.
2. Sing the song as you identify where the strong beats are then you
stamps at these beats stronger than the others.
3. In order to learn rhythm more, now let us sing the song as you match and clap at the same time.
4. Just as in the former lesson, let us match to the rhythm of the songs, clap and dance to them at the same time to enjoy more.
Activity 21
Singing to memory and matching to rhythm
1. Do you know any song that talks about either men or women?
Sing it to your friends. What does it say about them?
Here is another chance to enjoy singing and matching to the rhythms.
Our song this time is called Gender Equality.
Activity 22
Answer the following questions about the song.
1. What are the things that the people in the song love about Rwanda?
2. Name the features that make Rwanda a beautiful country and the others that have not been mentioned in the song.
3. Identify the things the song tells you to do for Rwanda.
4. In your own view what do you think should be done to make Rwanda a better place to live in?
Activity 23
Performing
Get ready to do the following:
1. Perfect, practice the song more.
2. Prepare the stage, in front of the class and perform your song, by clapping, and dancing for your classmates.
3. After performing, allow them to tell you what was most interesting and what they did not like in your performance.
4. You should provide audience to the pupils to perform for you. You will do the same for your classmates with an aim of helping them improve.
Post Activity 24
Assignment/home work/research
1. During your free time outside class, find out any other songs about Patriotism.
2. Learn it so that you will present it to your class or the whole school in a concert on a specific selected day during the term.
Church
Every time we go to church, the choir leads us in singing. The songs sung
in churches are called church songs or hymns.
Post Activity 25
1. In this picture people are at church. Why do people go to church?
Activity 26
Let us share
1. Are you a member of any choir? Which one? Do you know any
church song? Sing it for your friend. Find out the meanings in the song which you have sung.
2. There is one for you here to learn and sing together as you learn to match the rhythm more.
Let us sing
KOMEZA INZIRA
Practical Activity 27
Singing to memory and performing with rhythm
Sing the song “KOMEZA INZIRA“ from memory.
1. Sing the song and identify where the strong beats are then stamp at these beats stronger than the others. How different are the rhythms in this song about church and Rwanda. Is it fast or slow?
2. In order to learn rhythm more, now let us sing our song "KOMEZA INZIZRA" as we match and clap at the same time.
3. Now match as you clap and dance the song.
Activity 28
Discussion
1. Name different Christian religions you know
2. Which other religions are in Rwanda?
3. On which days do Christians go to church?
4. What does the song say about God?
5. What does religion teach us?
Activity 29
Performing
1. As practice makes perfect, practice the song more
2. Prepare the stage, in front of the class and perform your song, by clapping, and dancing for classmates.
3. After performing, allow them to tell you what was most interesting and what they did not like in your performance.
4. You should provide audience to the pupils to perform for you. You will do the same for your classmates with an aim of helping them improve.
Post Activity 30
Assignment/home work/research
1. During your free time outside class, find out any other songs about church.
2. Learn it so that you will present it to your class or the whole school in a concert on a specific selected day during the term.
Glossary
Church: place of worship
Compose: create a song
Gender equality: men and women getting equal rights
Genocide: Intentional action to destroy people(an ethinic, rational, racial or religious group) in whole or part
Lyrics : words of a song
Patriotism: the love for our country
Perform: to sing, play an instrument and dance
Rhythm: aniform movement.
Stage: any space used to perform
To sing By Memory: to learn a song by hearing
Tune: simple song
Unity and reconciliation: to live together and the act of solving the disagreement which may divide us
Unit 2 singing in tune with accompaniment
Practical Activity 5
Performing with umuduri
1. Prepare the stage and perform the song “Say no to Drug Abuse” as some members accompany it with umuduri.
2. After, allow them to tell you what you did well as you performed and where you need to improve. You will do the same for your
classmates with an aim of helping them improve.
HIV/AIDS
AIDS is a dangerous and a killer disease and has no cure.
Activity 7
Let us share
1. Say what AIDS is in full.
2. Talk about how HIV which causes AIDS is acquired.
3. What should we do to avoid AIDS?
4. People suffering from HIV/AIDS need our care. What should we do to show that we care for the AIDS patients?
sing any song about HIV/AIDS and find out the message in the song. Try to accompany it with the umuduri in order to make the song more interesting. There is another song for you to sing a song, about AIDS use an umuduri to play it.
Let us sing and play umuduri
SIDA SIDA
Activity 8
Singing without instrument
1. Learn this song and sing it without reading.
2. Match the song to the rhythm as you clap.
3. Match the song to the rhythm as you clap and dance.
4. What is HIV/AIDS in full?
5. What does the song say about HIV/AIDS?
Practical Activity 9
Singing with accompaniment
1. Learn the tuning of this instrument and then try to play it.
2. Work on the fingering techniques in order to try and produce good sounds.
3. Match the rhythms of the song HIV/AIDS as you play the instrument.
4. Now try to play umuduri to the tune at a slow speed and then a little faster with more time of practice.
Practical Activity 10
Performing a song with umuduri
1. Prepare the stage and perform the song HIV/AIDS and accompany it with umuduri.
2. After, allow your classmates to tell you what you did well as you
performed and where you need to improve. You will do the same for them with an aim of helping them improve.
Malaria
Activity 12
Let us share
Write answers to the following questions in your books. Use the song as the source of the answers.
1. What spreads malaria?
2. Where do mosquitoes breed from?
3. Suggest what you can do to avoid malaria
Practical Activity 13
Singing with accompaniment
Let us sing and play umuduri;
We already saw that when we sing with instrumental accompaniment, our performance becomes lively. Also that to play an instrument well, we need more practice. Here is another chance for you to learn to play umuduri to the song Malaria
1. Look at the instrument closely then identify the materials that were used to make the various parts.
2. Practice the handling so that you are used to the fingering.
3. Learn the tuning of this instrument before you play it.
4. Now rehearse the song Malaria with the instrument and match it to the rhythms.
Practical Activity 14
Performing a song with umuduri
1. Prepare the stage and perform the song HIV/AIDS and accompany it with umuduri.
2. After, allow them to tell you what you did well as you performed and were you need to improve. you will do the same for your classmates with an aim of helping them to improve.
Children rights
Just as adults have rights so are the children.
2. Who are children and when do they stop being children?
3. Say out some rights of children that you know.
4. To sing a song in tune, matching it to the rhythms with a musical instrument requires continuous practice. Let us learn the song “Children Rights” and how to accompany it with umuduri to perfect our performance skills.
Let us sing and play umuduri
UBURENGANZIRA BW'UMWANA
Activity 16
Singing without instrument
1. Learn this song and sing it without reading.
2. Match the song to the rhythm as you walk round and clap.
3. Match the song to the rhythm as you clap and dance.
4. What are the things named in the song as children rights? What are the other rights of children that could have not been mentioned in the song?
Practical Activity 17
Singing with accompaniment
1. Learn the tuning of this instrument then try to play it.
2. Work on the fingering techniques in order to try and produce good sounds.
3. Sing the song children rights as you match to its rhythms while playing the instrument at the same time.
4. Now try to play umuduri to the tune slow speed and then a little faster. Which of the two speeds is more difficult to play? From
your answer why do you think so?
Practical Activity 18
Performing a song with umuduri
1. Prepare the stage and perform the song ‘Children Rights’ and accompany it with umuduri.
2. After, allow your classmates to tell you what you did well as you
performed and where you need to improve. You should also do the same to them.
Environmental Sustainability
Let us sing and play umuduri
KURINDA IBIDUKIKIJE
Activity 20
1. Learn this song and sing it from memory.
2. Match the song to the rhythm as you walk round and clap.
3. Match the song to the rhythm as you clap and dance.
4. Why should we protect our environment according to the song?
5. How else is our environment important to us than what is mentioned in the song?
6. If we do not protect our environment what is likely to happen?
Activity 21
Singing without instrument
1. Learn the tuning of this instrument then try to play it.
2. Work on the fingering techniques in order to try and produce good sounds.
3. Sing the song Environment protection as you match to its rhythms while playing the instrument at the same time.
4. Now try to play umuduri to the tune; slow speed and then a little faster. Between the song Children Rights and Environment Protection which one was more challenging to sing and accompany with umuduri? Basing on your answer, why do you think so?
Practical Activity 22
Performing a song with umuduri
1. Prepare the stage and perform the song Environmental Protection and accompany it with umuduri.
2. After, allow your classmates to tell you what you did well as you performed and where you need to improve. You should also do the same to them.
Post Activity 23
Watching video or field work
1. Watch a music performance on a recorded video or attend a live performance to learn more on how the older people play the
instrument. As you watch do the following.
2. Observe their handling, fingering and striking then you will try out on your own instrument to improve your playing techniques.
If you cannot play like them, do not worry you will improve with more time of practice.
3. Choose one of the songs on any of the themes you have been singing; rehearse it with the umuduri and then get ready for a
concert performance to the rest of the school.
Before the concert, you will watch a video or go for a live performance.
Then you will watch a video or a live performance and and carefully see the use of an umuduri then do the following:
1. Compare the handling by the player in the video and how you have been doing it.
2. Compare the playing styles (techniques) with ours.
NB: If they are better than you, do not worry. They have practiced for a long time so you will also get to their standard with time.
Glossary
Children’s rights: freedom and good treatment of children
Compose: Create a Song
Drug abuse: not to use medicine properly and smoking
Environmental protection: keeping our surrounding safe and not destroying it
HIV/AIDS and Malaria: killer diseases
Instrument: anything that can be played to produce music
Perform: to sing, play an instrument and dance
Stage: any space used to perform
Umuduri: one stringed Kinyarwanda instrument
Unit 3 Reciting and Composing Icyivugo / Self-Praise Poem
My goals
By the end of this unit, I will be able to:
Explain what the ibyivugo are.
Explain the structure of ibyivugo and the rhymes in them.
Identify the themes in the selected ibyivugo.
Respect people and protect the environment.
Compose my own ibyivugo following the examples learnt in this unit.
Work with determination and perform ibyivugo with others in public with confidence.
Make a difference between icyivugo and ordinary song.
Let us share
1. Do you know of any Self-praise poem? (Icyivugo) What is it about?
Do you know who composed it?
2. Say it to your friend and you will realise that it is also an interesting form of art that we can compose and perform. Our first icyivugo to recite is about patriotism just as we already sung about this
theme in unit 1: Do you remember what patriotism means?
Let us recite
Ndi intwari isumba izindi
Yo kwa KANYARWANDA
Intore isanga izindi, mu mico n’iterambere
Mpora ku isonga mu mihigo.
Iki gihugu cyanjye, nkunda kandi nshima,
nzagikorera iteka, kandi kwitanga ubu nabigize intego
Nkundira Abanyarwanda ko twese turi bamwe,
Kuko ni umuco wacu watugize indasumbwa. Ubububu…
Hardwork and success
We need to work in order to succeed
Activity 5
Let us share
1. Have you ever done some work? What kind of work was it? Say what you understand by work.
2. When we work we succeed. Suggest the things that show that someone is successful after work.
3. What happens to people who do not want to work?
What should be done to people who do not want to work?
4. In pairs, think of icyivugo about work. Recite it to your friends.
Identify the message in it.
Activity 6
1. Look at the picture below and describe what these
2. How does the type of work benefit them?
Environmental sustainability
Our environment is important to us because it provides us with the necessary things we need to live such as food, medicine, trees for timber, fresh air and water among others.
Activity 10
Let us share
Look at the picture of the natural environment and say what you would miss if you destroyed it.
Activity 11
1. Suggest who the speaker is in this icyivugo. Give reasons to support your answer.
2. Who is being praised in this poem and why?
3. What are the good things that were created for Rwandans to use and enjoy life?
4. Name what we would do if we were to destroy our environment.
5. The speaker advises us to protect our environment. How can wedo this?
6. Suggest what would happen to us if we failed to protect the environment.
Gender equality
Though men and women are physically different, we can all do the same work, eat the same food, fall sick, become happy or annoyed. However, our societies have made us think that we are not the same even in certain things.
Activity 13
Let us share
1. Look at the picture below and say what the people are doing.
2. Do you support what they are doing? Yes or No. Support your answer.
Inclusive Education
Education is good. Through it we get knowledge and understanding.
It is the key to success so everybody needs to go to school to get education.
Activity 19
Look at the picture below and identify the different people you can
see. Mention other people who are not in the picture yet they should be at School?
Activity 20
Discuss the following questions:
1. Education should be for all. Some children may not be going to school? Why?
2. Is it good for the lame, blind and deaf to go to school where you also go? Why?
3. What are the problems that pupils face at school?
4. How can these problems be solved?
Recite the icyivugo below about inclusive education and then compose yours after.
Activity 21
Reciting ikivugo
1. Practice the poem Education by heart, use some facial expression, gestures and dance movements to add meaning to your message and make the presentation interesting.
2. Say out the ikivugo Education to your friend, then exchange so that your friend may do the same to you.
3. Talk about what is interesting in your presentation (recitation) and what can be improved.
4. Organise the stage and perform to the rest of the class.
5. Give them a chance to tell you what is interesting about your ikivugo and what you should improve. You will do the same for
the other groups with an aim of helping them improve.
Activity 22
1. Suggest who the speaker is in this icyivugo. Give reasons to support your answer.
2. This poem is in praise for education. What are the things that the speaker mentions to show that education is good?
3. Name the jobs that educated people can do.
4. Inclusive education means giving chance to the lame, blind, deaf and other disabled children. Why is it good to allow these children to go school?
5. What are the problems faced by young people who go to school?
6. Suggest how these problems can be solved.
Unit 1 Drawing Still life and Nature
How to use basic materials and tools for drawing and painting
In Primary One, Two and Three, you were used to holding a pencil and writing letters, words and sentences in your book. It is good you know how to write. In the same way, you can hold a pencil to draw a picture on paper. It is that simple, begin by holding your pencil freely and comfortably. Look at how a child freely holds a pencil as he draws on a paper in Figure 3. Now you are ready to draw a picture of your choice.
I hope you were able to observe that the lines produced with a sharpened pencil look smarter. For such materials like pencils and crayons, they need to be sharpened with a cutter or sharpener in order to work properly. You can only get clear lines by using sharpened pencils. Such lines and dots help us a lot when we are drawing the different shapes of objects. They often provide us with the starting point in drawing and painting.
How to draw and paint basic shapes of objects (still life)
Look around you. What objects can you see? How do they look like?
What shapes can you see? What colours can you see? Well, such objects can be shown on paper by using materials for drawing and painting. Do you observe that the objects from your classroom have simple shapes such as rectangles and squares? What about triangles and circles?
I hope you have seen similar shapes in Mathematics. How are they called? They are called geometric shapes . Many manmade objects bare such simple shapes. Shapes appear in different sizes; very small, small, medium, big and very big. Using different lines, you can draw the shape of a given object. Work out activity 6.
Practical Activity 7
Drawing and painting natural objects
1. Visit your environment and pick a natural object (such as a plant, a flower, a leaf, an insect, or a fruit). Also use other objects which can be possible to be picked.
2. Using a pencil, draw the object on paper. Make sure it is big enough depending on the size of paper.
3. Paint the object using attractive colours.
You have just drawn objects from nature. These are called natural objects
and they have got natural shapes. Keep your work safely for discussion later on.
Take note: Some of the natural objects you could draw and paint from imagination.
Drawing and painting compositions from our surroundings (Nature 2)
We can also draw and paint objects from our surroundings to form a composition. Our surroundings have many objects. But to make an interesting drawing, you pick on a few and leave out the rest.
For example, the pictures shown in Figure 8 were drawn and painted by primary school pupils, showing compositions from their surrounding. Look at how the pupils selected a few objects to make up their pictures. Identify these objects and the colours that were used in the pictures.
Drawing often includes the use of dry materials such as pencils, charcoal, pens, pastels and sometimes ink. In painting we often use brushes and liquid paint.
Figure 9: Arrangement of pupils’ works on the wall
For example the picture above shows how pupils’ drawings and paintings were displayed on the wall. How were the different works displayed to look attractive?
I hope you can observe that the following aspects were followed to make the work look organised and attractive:
Works follow vertical lines.
There are equal spaces left between each work.
Now try to talk about the style of your work and that of your friends as you go through activity 9.
Unit 2 Motifs, Patterns and Design Process
Figure 1: Objects with patterns
How to make motifs or patterns from our surroundings
From the examples shown in the picture above, you observe that patterns
can be developed from shapes of objects from your surroundings. Then
patterns are made by repeating these shapes in a particular way. Now in group try out activity 3.
Figure 4: Cutting out stencil Figure 5: A stencil ready for Printing
