Creative Arts: Music

1.1. Key unit competence:

Learners will be able to sing short songs in public.

1.2. Generic competences

By the end of this unit, learners will be able to:

• Sing
• Cooperate with others
•  Develop friendliness and self-confidence
• Increase self-confidence and determination
• Increase mutual respect and enjoy singing with others to build unity in society.

1.3. Cross-cutting issues to be considered:

1.3.1. Peace and values education

This is applicable when learners listen attentively to the teacher during the music lesson, especially songs related to politeness

1.3.2. Gender balance:

This sub-topic area appears when teacher form groups of learners and mixes them without considering their weakness, gender and disabilities.

1.3.3. Inclusive education:

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

1.3.4. Environment studies:

This is applicable when songs related to environment are used while delivering a lesson.

1.4. Strategies to start the unit

The teacher introduces the lesson. During the lesson, learners can sing alone, in pairs s or in small groups; tune of the songs previously learnt.

1.5. List of Lessons

1.6. Strategies for teaching the lessons

Introduction:

The teacher shows pictures or images prepared to the learners. Learners observe them quietly, then the teacher asks them to say what they can see on the pictures.

The teacher asks learners some questions related to the pictures and images leading to the new lesson

Body of the lesson:

•  The teacher sings the new song once, slowly and showing as much feelings as possible. Learners listen attentively.
• The teacher invites the learners to listen once again to identify the rhythm and the words that are used in that song.
• The teacher also asks the learners to find difficult words in the song.
• The teacher helps learners to understand the meaning of the words in the song.
•  Learners give the meaning of the song briefly.
• The teacher sings the song line by lineas learners repeat. Then the teacher invites the learners and they sing together.
• The teacher invites learners to sing the song themselves.

Assessment:

• During the assessment, the teacher assess that learners who are able to sing the song learnt openly and whether they are able to explain the words of the song. The teacher invites the learners one by one or in groups to perform one verse.

Lesson One: Songs related to the benefits of school

a) Specific objectives

• Imitate the melody and lyrics of a song
• Sing with others
• Sing in public

b) Teaching and Learning materials

• Pictures illustrating the school and its benefits (pupils at school, pupils who are playing, a teacher who is teaching, etc…)
• Various equipments used in music (telephone, radio…)

c) Methodology

Introduction

The teacher invites the learners to sing songs they know or asks them question leading to the new lesson.

Example:

1) When you left your home, where did you tell your parents you are going? =At school

2) What do you do at school? =Learning

3) Apart from learning, can you say other activities that you do at school?

                                 = Playing, cleaning the floor, etc

Body of the lesson:

The teacher, after revising the song attentively, chooses one of the songs (using a musical instrument) to check which is suitable to the time allocated and to the level of learners.

Song 1: Nikundira Mwarimu

Song 2: Ibyiza by’ishuri

Iyo ngeze mu ishuri

Nshimishwa no guhura na mwarimu

Na bagenzi bange nkahigira byinshi birimo n’ikinyabupfura, gusoma no kwandika.

Nzakunda ishuri nzabe umuntu muzima (x2).

Song 3: Nkunda ishuri

Iyo ngiye ku shuri ngenda nishimye

Nsanga bagenzi bange

Nkunda umwarimu ngakunda amasomo

Sinzarivamo

Iyo ngeze mu ishuri numva nishimye Banyigisha imibare n’andi masomo

y’ingirakamaro, Sinzarivamo.

Iyo turi ku ishuri numva nishimye

Nkina na bagenzi bange

Ntozwa uburere ngakunda amasomo

Sinzarivamo

Iyo mvuye ku ishuri ntaha nishimye

Nsanga ababyeyi bange

Banyakira neza n’ubwuzu

Sinzarivamo.

Assessment:

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

i. Singing

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

following the assessment guidelines provided in the curriculum.

ii. Questions related to the topic

1. I love the teacher (Ntambara Jean)

•  Who can tell us what he understood from the song
•  In this song, what does the teacher do?
• Who can tell us other activities that the teacher does apart from teaching?

2. Benefit of the school:

•  What have you learnt from this song??

3. I like school

• What is interesting in this song?

Lesson Two: Songs related to the family

a) Specific objectives

• Sing with others
• Speak in public
• Love the family and its members

b) Teaching and Learning materials

•  Pictures showing members of the family (father, mother, children, grandfather, grandmother etc….).
• Various equipements to play the music

c) Methodology

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

Songs to be learnt:

Song 1: Umuryango wange

Umuryango wange data na mama n’abavandimwe

Dufashanya byinshi bituma dutera imbere

Twumvira ababyeyi na bo bakatwitaho

Dushimiye Imana niyo ibidushoboza

Note: During singing, learners clap their hands and the hands of their colleagues on their right and their left.

Song 2: Mubyeyi wambyaye

Mubyeyi wambyaye mama wandeze

Mubyeyi wambyaye nakwitura iki?

Waraye amajoro udasinziriye

Kugira ngo mvuke warababaye.

Mubyeyi wambyaye data wandeze

Mubyeyi wambyaye na kwitura iki?

Wafashije mama kumpa ubuzima

Mwampaye uburere ndabashimira.

Bavandimwe bange tuvukana

Ndabashimira mwampaye urugero

Nange nzababera umwana mwiza

Nzabahesha ishema mu bandi babyeyi.

Assessment

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

i. Singing the song

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

ii. Questions related to the topic

1. My family:

• What do you learn from the song??
• Name the members found in your family.

2. My mother:

• According to the song, give two roles of parents.
•  ……………………………….. …………………………………..
•  What can you do to your parents to make them happy??

Lesson Three: Songs related to the environment

a) Specific Objectives

• Imitate the melody and lyrics of the song
• Sing with others
• Speak in public
• Apply corporal hygiene and environmental protection

b) Learning and teaching materials

•  Pictures or photos showing various scenes to ensure corporal hygiene (body washing, hand washing, washing clothes, etc…)
• Pictures or photos showing environmental elements (mountains, hills, forest, rivers, lakes, etc…)
• Various equipements used in music.

c) Methodology

Introduction

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

Examples

1) Do you all keep your body clean?

                                                      =Yes

2) How can you keep your body clean?

                                                      = We wash our body, we wash our hands…………..

3) Mention things around us.

                                                      =Trees, rivers, lakes, montains, etc……….

Body of the lesson

After practicing and revising the songs attentively,the teacher chooses one of the songs (using a musical instrument) suitable for the lesson:

Songs to teach:

Song 1: Akamaro k’isuku

Isuku ni isoko y’ubuzima

Nzisukura wese umubiri n’imyambaro

Nzamesa kenshi noge buri munsi

Nirinde indwara umwanzi w’ubuzima

Song 2: Isuku ni ingenzi

Habayeho akana kagira umwanda kakundaga kurya kadakarabye,

Ababyeyi bako bahoraga iteka bakabwira yuko isuku ari ingenzi

Nyamara ako kana kakica amatwi Hm!

Rimwe kararwara kajya kwa muganga.

Kamazeyo iminsi kataza ku ishuri

Mu masomo yose gasigara inyuma.

Ngaho rero bana mugire isuku, isuku ni isoko y’ubuzima!

Song 3: Mbega ibyiza

Utunyoni twinshi turirimba neza tunyibutsa iwacu kare mu gitondo.

Utugezi twiza dutemba mu mashyamba tunyibutsa igihe ngiye ku ishuri

Mbega ibyiza mbega ibyiza mbega ibyiza we!

Mbega ibyiza mbega ibyiza mbega ibyiza we!

Song 4: Hafi y’iwacu

Hafi y’iwacu hari ibiti byiza hahoramo utunyoni turirimba neza ngo ncwi! ncwi!

ncwi! Bikantera ibyishimo.

Ku ishuri ryacu hari ubusitani

Hateyemo uturabyo duhumura neza hm! hm! hm! bikantera ibyishimo.

Assessment

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

i. Performing the song

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

following the assessment guidelines provided in the curriculum.

ii. Questions related to the topic

1. The importance of Hygiene:

• Why should we apply hygiene?
• How can we apply hygiene?

2. Hygiene is important:

•  What are the characteristics of a child who is described in this song?
• What were the parents’ daily pieces of advices towards the child?
• Was the child used to follow the parents’ advice?
•  What happened to the child?
•  What did you learn from the song?

3. Mbega ibyiza (What good things):

• What is in this song that show you it is about the morning time?
• According to the song, what shows you the importance of your parents or the school?

4. Hirya y’iwacu

(In the neighbouring)

•  What makes you happy in this song?
•  What do we find in our school garden?

Lesson Four: Songs related to politeness

a) Specific objectives

•  Imitate the the melody and lyrics of the song
• Sing with others
• Speak in public
•  Show politeness

b) Learning and teaching materials

•  Pictures or photos showing people on the scene illustrating attitudes and values of the people in society (Greeting one another, respect to elders by giving them seats, helping people who are tired etc…)
•  Various equipment used in music.

d) Methodology

Introduction

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

Examples:

1) What do you do when you get into someone’ s home? = You greet

2) What attitude do you show when somebody is speaking (like a teacher)?

                                                                                                                      = You keep quiet

3) What do you pay attention to while having a meal?         = Gloutonny, etc….

4) What do you do when you are sitted and an old person is standing up?

                                                                                                                             =I leave my place for him or her

5) What does the person who behaves in such a way have?       = Politeness

Body of the lesson

After practicing and revising the songs attentively (using a musical instrument),the

teacher chooses one of the songs suitable for the lesson.

Songs to be learnt:

Song 1: Imbonezabupfura

Rimwe kabiri gatatu tworoherane,

Kane gatanu dukore cyane,

Gatandatu twishime,

Karindwi umunani twiteze imbere,

Ikenda icumi twamagane ibiyobyabwenge.

Assessment

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

i. Singing

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

following the assessment guidelines provided in the curriculum.

ii. Questions related to the topic

Name two things that show the politeness stated in this song

Lesson Five: Songs related to numeracy

a) Specific objectives

•  Imitate the the melody and lyrics of the song
• Sing with others
• Speak in public
•  Be able to count, write and read elementary numbers

b) Learning and teaching materials

• Figures showing basic numbers (1, 2, 3, 4, 5, 6, 7, 8, 9, 10)
• Equipements used in music

c) Methodology

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

Example: Give the basic number you know.

After practicing and revising the song attentively,the teacher chooses one of the songs (using a musical instrument) suitable to the lesson

Songs to be learnt:

Song 1: Nge nzi kubara

Nge nzi kubara rimwe kabiri gatatu kane.

Nge nzi kubara gatanu gatandatu karindwi

Nge nzi kubara. umunani ikenda icumi.

Song 2: Imibare y’ibanze

Rimwe kabiri gatatu tworoherane, twitoze umuco w’imbabazi,

Kane gatanu gatandatu tuzakore cyane,

Karindwi umunanI twiteze imbere

Ikenda icumi twirinde ibiyobyabwenge.

Assessment

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

related to the topic.

i. Singing

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

ii. Questions related to the topic

Give the numbers that are stated in this song

1.2. Unit One: General assessment

During this assessment, the teacher assesses wether pupils are able to sing openly the song learnt, straightly and is able to explain the words in the song. There are also some questions related to this topic that are in different lessons of this unit.

Questions of the assessment

1. a) Sing openly and loudly the following song:

Habayeho akana kagira umwanda kakundaga kurya kadakarabye,

Ababyeyi bako bahoraga iteka bakabwira yuko isuku ari ingenzi

Nyamara ako kana kakica amatwi Hm!

Rimwe kararwara kajya kwa muganga.

Kamazeyo iminsi kataza ku ishuri

Mu masomo yose gasigara inyuma.

Ngaho rero bana mugire isuku, isuku ni isoko y’ubuzima.

b) What are the characteristics of the child which is stated in this song?

c) Which lesson have you learnt from this song?

2. Why should we keep our body clean?

3. How can we keep our body clean?

4. What makes you happy whs you are going to school, you are at school or you are

coming from school?

Expected answers

1. a) The teacher assesses whether the learner is able to sing the song openly or loudly.

b) The child stated in this song is dirty and disobedient to her or his parents

c) Keep the body clean and respect our parents

2. Preventing hygienic diseases

3. Wash the body every day, washing clothes, brushing teeth and others related to hygiene.

• When I go to school I meet my colleagues
•  When I am at shool I meet my teacher and the teacher teaches me lessons and initiate me politely
• When I come from school my parents welcome me warmly

Additional activities

Consolidation

1) The following activity is given to the child who is not able to perform the song.

The teacher sings with the learner and invites him or her repeat many times till

the child performs the song:

Sing the song that you have learnt at school

2) The following activity is given to the learner who failed to imitate well the sound.

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

Sing the song “Nikundira Mwarimu” (Refer to the lesson One, song one)

3) This activity is given to the learners who are afraid of singing in public. The

teacher invites the learner to sing alone and performs well,then sings in a group

and there after the learner is invited to sing in front of the class:

The learner sing the song that you learnt in this term.

Extended activities

The teacher invites the learner to sing the song on her/ his own choice. The

teacher ensures that the learner is singing correctly and confidently. The teacher

then allows or tells the learner to sing as needed. (by clapping, dancing, marching proudly, etc...).