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