Meaning of Tribe and FolkSong | Singing indigenous Songs Primary 1 (Basic 1) Term 2 Week 11 Culture and Creative Arts
CULTURAL AND CREATIVE ARTS
SECOND TERM
WEEK 11
PRIMARY 1
THEME – ARTS AND CRAFTS
PREVIOUS LESSON – Identification and Meaning of Craft Items | Drawing of Craft Items at Home and in the Class Primary 1 (Basic 1) Term 2 Week 10 Cultural and Creative Arts
TOPIC – CRAFT ITEMS
LEARNING AREA
1. Introduction
2. Meaning of Tribe and Folksong
3. Sing Songs in Our Languages
4. Lesson Evaluation and Weekly Assessment (Test)
PERFORMANCE OBJECTIVES
By the end of the lesson, most pupils should have attained the following objectives –
1. decide their own tribe.
2. examine their culture.
3. sing their local song.
ENTRY BEHAVIOUR
The pupils can communicate and sing in their own language.
INSTRUCTIONAL MATERIALS
The teacher will teach the lesson with the aid of mp3 player.
METHOD OF TEACHING
Choose a suitable and appropriate methods for the lessons.
Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons.
REFERENCE MATERIALS
1. Scheme of Work
2. 9 – Years Basic Education Curriculum
3. Course Book
4. All Relevant Material
5. Online Information
CONTENT OF THE LESSON
LESSON 1 – INTRODUCTION
A tribe is a group of people that speak the same language and share the same customs and beliefs. There are 371 or more ethnic groups in Nigeria. The largest of which are the Yoruba, Hausa and the Igbo.
Each of the tribe has their own culture – a ways of live. Song is one of their ways of life. The song that is associated with a particular people or tribe is known as folksong.
MEANING OF FOLKSONG
A folksong is a song that is peculiar to a group of people or tribe. It is also known as traditional or tribal songs. For example,
YORÙBÁ FOLKSONGS
Yorùbá/Yoruba Folksong 1
Lábẹ́ igi òrom̀bó,
Níbẹ̀ la gbé ń’ṣeré wa
Inú wa dùn
Ara wá yá,
Lábẹ́ i gi òrom̀bó
Yorùbá Folksong 2
Orí mi, Èjìká, Orúnkún Ìka Ẹsẹ̀
Orí mi, Èjìká, Orúnkún Ìka Ẹsẹ̀
Ojú, Etí, Imú, Ẹnu
Orí mi, Èjìká, Orúnkún Ìka Ẹsẹ̀
Yorùbá Folksong 3
Eye mélo tolongo wáyé? Tolongo!
Ọ̀kan dúdú aro, Tolongo!
Ọ̀kan rẹ̀rẹ̀ osùn, Tolongo!
So-so-so f’ìrù ba’lẹ̀, So o o!
So-so-so f’ìrù ba’lẹ̀, So o o!!!
LESSON 2 – IGBO AND HAUSA FOLKSONGS
Igbo Folksong
Onye huru Ugo jaa ya mma
na anaghi ahu ugo daa!
I ma n’ugo bere n’oji bere n’oke osisi!
Ugo bere n’oji bere n’oke osisi
Mmiri ugo jiri kwuo aka
ka ugbala jiri saa ahu
Eze nw’ugo amaka
Ugbene nw’ugo ama ka
I mara mma e…uwa ga-ekwu okwu
I joro njo ee…uwa ga-ekwu okwu
I mara mma e, I joro njo e, I na-acha ka nw’ugo
Eze nw’ugo amaka
Ugbene nw’ugo amaka
Igbo Folksong 2
Onye tili nnwa na-ebe Akwa?
Egbe tili nnwa na-ebe akwa
Weta uziza, weta Ose
Ka umu nnunnu racha ya
Ka o kpo otutu kpogbue ha
Tufue nu nnwa mere aru
E rue echi amuta ozo
Igbo Folksong 3
Nne nne m, udu m araputa m o, udu
Nne nne m, udu m araputa m o, udu
Udu m ji echu mmiri, ifugo udu m awa, udu
Udu m ji echu mmiri, ifugo udu m awa, udu
Ukwu kporo m, udu m were waa, udu
Ukwu kporo m, udu m were waa, udu
Nne nne m, udu m araputa m o, udu
Hausa Folksong 1
Dan Maliyo, Maliyo,
Dan Maliyo nawa
Chorus: Maliyo
Yaje inna ne ?
Chorus: Maliyo
Ya je Ilorin
Chorus: Maliyo
Bazai dawo ba ?
Chorus: Maliyo
Sai a watan gobe
Chorus: Maliyo
Gobe de labari
Chorus: Maliyo
jibi da labari
Chorus: Maliyo
Karkada mug an rawar ki
Aris, Aris, Aris. Ra warki Aris
Hausa Folksong 2
LESSON 3 – DRAWING OF CRAFT ITEMS
PRESENTATION
To deliver the lesson, the teacher adopts the following steps:
1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;
2. Teacher organizes the pupils into groups depending on the size of the class.
3. Teacher plays a short song for each of the major tribe in Nigeria.
4. Teacher asks pupils as groups to state the language in which each song was played.
Pupil’s Activities – The pupils identify the three major folksongs in Nigeria.
5. Teacher uses the pupils relevant responses to introduce the lesson and leads a discussion on the meaning of tribe.
Pupil’s Activities – The pay attention to the lesson introduction and participate actively in class discuss.
6. Teacher invites colleagues in the school to support and lead pupils to sing in their own dialect.
Pupil’s Activities – The pupils sing, appreciate and analyze the importance of folksongs in their society.
7. Teacher summarizes the lesson on the board using appropriate lesson evaluation.
Pupil’s Activities – The pupils participate actively in the lesson summary by responding correctly to most of the questions and write as instructs.
CONCLUSION
To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.
NEXT LESSON
LESSON EVALUATION
Teacher asks pupils to –
1. explain the meaning of tribe.
2. state three major tribes in Nigeria.
3. define a folksong.
4. sing a song in your language.
WEEKLY ASSESSMENT (Test)
INSTRUCTION – Choose the correct answer from the options A – B.
1. ________ is a group of people that speak the same language and share the same customs and beliefs.
A. Tribe
B. Language
C. Folksong
2. There are ________ or more ethnic groups in Nigeria.
A. 371
B. 173
C. 731
3. The largest of which are the ________, ________ and the ________.
A . Tiv, Idoma and Yoruba
B. Igbo Hausa and Yoruba
C. Yoruba, Calabar and Igbo
4. Culture is a ways of ________.
A. Music
B. Folksong
C. Culture
5. ________ is a song that is peculiar to a group of people or tribe.
A. Music
B. Folksong
C. Culture