KNOW MORE
MUSIC
GRADE 3
Learner’s Activity Book
Nabwile Violet
Werashipala Kennedy
Stephen Wachana
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© Nabwile Violet,Werashipala Kennedy and Stephen Wachana, 2021
Edited by Phenny Lonyi and Misheck Njiru
Design and layout by Erick Mathenge
Illustrations by Andrew Kimeu
Cover design by Erick Mathenge
First published in 2021 as a Storymoja imprint by No Boundaries Ltd.,
PO Box 264 – 00606, Sarit Centre, Nairobi, Kenya.
Reprinted: 2022 (twice), 2023
ISBN 978-9966-62-371-3
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Contents
PERFORMING...............................................1
Songs...............................................................................................1
Singing games ..............................................................................15
Dance ............................................................................................26
Musical instruments ....................................................................36
CREATING/ COMPOSING..........................51
Rhythm ..........................................................................................51
Melody............................................................................................58
LISTENING AND RESPONDING .............. 68
Elements of music........................................................................68
1
PERFORMING
1
Songs
Let us identify
Activity 1
Look at the pictures below.What type of song do you think is being
sang in each picture?
A
C
B
D
2
Activity 2
1. Watch videos in the links below with the help of your teacher.
https://www.youtube.com/watch?v=fy4GI6GyZ9U Kamba folk dance
https://www.youtube.com/watch?v=YpBRYCMzLvQ Borana song
https://www.youtube.com/watch?v=6F5BKmgRLkc Kikuyu song
https://youtu.be/KP6LBYoqBl0 Here we go round the mulberry
bush
2. Name the occasion when the songs above were performed.
Song Occasion or ceremony
a) Kamba folk dance
b) Borana song
c) Kikuyu song
d) Here we go round the
mulberry bush
3. Name ceremonies where songs are sung in your community.
__________________
__________________
__________________
__________________
__________________
The national anthem is sung:
1. During national days
2. When raising the ﬂag
3. When presidents meet.
Let us learn
3
Let us practice
Activity 3
1. Listen to the Kenya national anthem in the video link below.
https://youtu.be/y3an_tAvz5g
2. Sing the national anthem.
Ee Mungu nguvu yetu
Ilete baraka kwetu
Haki iwe ngao na mlinzi
Natukae na undugu
Amani na uhuru
Raha tupate na ustawi.
Amkeni ndugu zetu
Tufanye sote bidii
Nasi tujitoe kwa nguvu
Nchi yetu ya Kenya
Tunayoipenda
Tuwe tayari kuilinda.
Natujenge taifa letu
Ee, ndio wajibu wetu
Kenya istahili heshima
Tuungane mikono
Pamoja kazini
Kila siku tuwe na shukrani.
4
Activity 4
1. Tick (√) the picture that shows the right posture when singing the
national anthem.
A
B C D
2. How should we behave when singing the national anthem?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Activity 5
1. Your teacher will guide you to sing the national anthem ﬁrst in
Swahili then in English.You can use the link below.
https://www.youtube.com/watch?v=sVC7094dH3k
2. Stand at attention.
5
3. Sing the national anthem and say every word correctly.
Oh God of all creation
Bless this our land and nation
Justice be our shield and defender
May we dwell in unity
Peace and liberty
Plenty be found within our borders.
Let one and all arise
With hearts both strong and true
Service be our earnest endeavour
And our homeland of Kenya
Heritage and splendor
Firm may we stand to defend.
Let all with one accord
In common bond united
Build this our nation together
And the glory of Kenya
The fruit of our labour
Fill every heart with thanksgiving.
Activity 6
Underline the behaviours that are not allowed when singing the
national anthem.
A. Standing at attention
B. Talking to your friends
C . Touching your face
D. Shaking your head
E. Clapping your hands
F. Looking at the ﬂag
6
Let us perform
Activity 7
1. Listen as your teacher plays a 3-part round song from the link
below.
https://youtu.be/eox_4hsWzU4?t=63 White sand and grey sand
2. What do you like about the song?
3. How many voice parts did you hear?
4. Which were the entry points for the voices?
Activity 8
1. With the help of your teacher, sing the song below in unison.
White sand and grey sand
White sand and grey sand
White sand and grey sand
Who will buy my white sand?
Who will buy my grey sand?
2. Your teacher will divide your class into three groups and guide you
to sing the song above in rounds.
a) When we sing the same song with different groups joining in at
different lines, the song is called a round.
b) An entry point is the line where you join to sing a song.
c) A three-part round is when three people or groups sing a song
but begin at different times.
d) Singing a round makes the song sound sweet.
Let us learn
7
Activity 9
1. Listen as your teacher plays a three-part round song from the link
below.
https://youtu.be/eox_4hsWzU4?t=63
2. Your teacher will guide you to sing the song below as a three-part
song as in the video.
Row, row, row your boat
Row, row, row your boat
Gently down the stream.
Merrily, merrily, merrily, merrily
Life is but a dream.
Activity 10
1. Show your friends how to stand while singing.
2. Show your friends how to sit while singing.
3. Tick (√) the pictures showing the right posture when singing.
A
B C D
8
1. Posture is the position of your body when standing or sitting.
2. Right posture when singing
a) Stand with your back straight.
b) Stand with your feet shoulder-width apart.
c) Your chin should be relaxed.
3. When singing, breathe in quickly and breathe out slowly.
4. Do not lift your shoulders when breathing in.
Let us learn
Activity 11
1. Your teacher will help you practice to breathe in faster at the
beginning of the lines of this song.
2. Use that breath as you sing to the end of the line before you breath
in again.
Baa, baa, black sheep
Baa, baa, black sheep have you any wool?
Yes sir, yes sir, three bags full
One for my master, one for the dame
And one for the little boy who lives down the lane.
9
Diction is speaking in a way that people can hear clearly each
word you say.
Let us learn
Activity 12
Read these sentences slowly then fast.
1. Red letter, yellow leather.
2. Peter Piper picked a peck of pickled peppers.
3. Mommy made me mash my M and Ms.
Activity 13
1. How do you feel when you do not hear clearly what someone is
trying to say to you?
______________________________________________________
______________________________________________________
2. What do you do if you cannot hear clearly the music you are
listening to?
______________________________________________________
______________________________________________________
______________________________________________________
10
Activity 14
1. Look at the picture below. Do you think the children in the picture
are projecting their voices?
Write yes or no. _________________________
2. Sing or speak loudly and clearly.This is called voice projection.
Voice projection, breath control, good posture and diction are
techniques of good musicianship.
Let us learn
Activity 15
1. Sing the Kenya national anthem.
2. Remember to project your voice, control your breath, stand at
attention and say the words correctly.
3. Observe the pitch, rhythm and beat of the song.Your teacher will
guide you.
11
To do at home
Activity 16
Ask your parent or guardian to teach you a song from your community.
Activity 17
1. Teach your class the song you learnt at home.
2. Learn songs from different communities.
3. Sing the songs.
4. Use the instruments and body percussion below to accompany the
songs.
Activity 18
In groups, discuss why it is important to learn and sing songs from
different communities.Write down the points.
____________________________________________________
____________________________________________________
A
D
B
E
C
F
12
Learning songs from other communities helps us to love other
people. It also helps us to respect each other’s culture.
Let us learn
Activity 19
1. The children are feeling _____________ (happy, sad) as they sing.
2. Talk about the body movements the children are displaying.
3. Choose a song.Which body movements can you use in your song?
4. Sing the song and move your body to the song.
5. Show different emotions such as happiness, surprise, sadness or
anger when singing.
6. Take turns recording your performance using digital devices.Your
teacher will guide you.
13
Fun with music
1. How many verses does the Kenya national anthem
have?
____________________________________________
2. What do we do to show respect to our national anthem?
__________________________________________________
3. When is the national anthem sung?
__________________________________________________
__________________________________________________
__________________________________________________
4. Name four occasions where we sing.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
5. Draw and colour two instruments that you can play while
singing. Name the instruments.
A
B
14
6. Draw and colour the ﬂag of Kenya.
7. Fill in the gaps below with words of the national anthem.
__________ taifa letu
Ee, ndio wajibu wetu
________________
Tuungane _________
________________
Kila siku tuwe na shukrani.
15
Singing games
Let us identify
Activity 1
1. Say what is happening in the picture below. The children are
________________________.
2. List ﬁve songs that you sing during play.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
16
Activity 2
1. Watch videos in the links below with the help of your teacher.
https://youtu.be/QNqdMrjwaXs
https://www.youtube.com/watch?v=72Tm-za3Euc
2. Which activities are the children in these videos doing?
3. What items are they using?
Activity 3
1. Sing the singing game below from the Luhya community.
Umbe-umbe
Solo: Umbe-umbe
Response: Mbe-umbe
Solo: Shisia inyokha
Response: Mbe-umbe
Solo: Umbe kanyama
Response: Mbe-umbe
Solo: Auuwi
Response: Chachacha
Solo: Piga gita
Response: Gita
Solo: Cheza ngoma
Response: Ngoma
2. Talk about the singing games you know.
3. Perform singing games from your community and other communities.
17
Activity 4
1. Choose singing games to perform. Your teacher will guide you.
2. Collect props and costumes to use.
3. Perform the singing games.
4. What makes a singing game enjoyable?
_____________________________________________________
_____________________________________________________
_____________________________________________________
18
Activity 5
1. What activities do children do when performing a singing game?
_____________________________________________________
_____________________________________________________
_____________________________________________________
2. Which movements do children make when performing a singing
game?
_____________________________________________________
_____________________________________________________
_____________________________________________________
3. Name the objects you use when playing.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Activity 6
1. Name the objects that the children are using.
________________ ______________
19
2. What are the children doing?
___________________________________
___________________________________
3. Learn a singing game with the help of your teacher.
4. Perform the singing game.
Activity 7
1. In groups, choose a singing game to perform.
2. Decide what role each group member will play in the singing game.
3. Get play items and costumes that you will need.
4. Perform the singing game and share the play items.
How to observe safety when performing singing games
a) Do not knock or step on others.
b) When using sticks, avoid those with sharp edges.
c) Remove objects that can hurt you.
Props include objects such as ropes,balls, dolls, tyres and hula hoops.
Costumes can include sisal skirts, hats, tails, stockings, rags and
sacks.
We can use materials such as old papers, old clothes and used
tyres to make props.
Let us learn
20
Activity 8
Name the objects below.
________________
________________
________________
________________
Activity 9
1. Watch a Kikamba singing game in the video link below.
https://www.youtube.com/watch?v=pPy7avl_-Cc
2. Learn the song and perform it. Observe safety as you perform the
song.
3. Name the props that the children are using in the singing game.
_____________________________________________________
_____________________________________________________
_____________________________________________________
C
D
A B
21
4. What are the children wearing while performing the singing game?
_____________________________________________________
5. List the measures the children have taken to observe their own
safety.
_________________________________
_________________________________
Activity 10
1. Talk about the picture below.
2. Form a group of six. Volunteer to be the group leader.
22
3. Two people will stand facing each other and tap hands. The four
members will be passing between the space of the two people as
you sing the song below.
Nyuki Fatuma
Nyuki, nyuki, ha ha ha
Nyuki Fatuma, ha ha ha
Ajenga nyumba, ha ha ha
Nyumba ya nyasi, ha ha ha
Kalolo kalolo akaingia ndani
Kalolo yaa!
4. When the song ends, the two people tapping hands lower their
hands and trap those passing.
Let us discover
Activity 11
1. What are the children doing? _______________________________
23
2. Using a digital device like a smartphone, laptop or computer,search
for singing games online.
3. Learn the singing games.
Activity 12
1. Practise singing games from different communities.
2. Participate in a cultural day that your teacher will organise.Perform
the singing games.
24
Fun with music
1. Name ﬁve props used in singing games.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
2. Why do we need others while performing singing games?
_____________________________________________
_____________________________________________
3. Draw and colour a digital device that you can use to record
music.
25
4. Draw and colour two costumes and two props.
Costumes
Props
26
Dance
Let us identify
Activity 1
1. Talk about the picture below. What are the children doing?
2. Pick words that show how the dancers are moving while dancing.
waving swaying hand-shaking digging
______________________________________________________
______________________________________________________
______________________________________________________
27
D ance
Let us iden tify
A ctivity 1
1. T alk about the pictur e belo w. What ar e the childr en doing?
2. Pick w or ds that sho w ho w the dancers ar e mo ving while dancing.
wa ving s wa ying hand-shaking digging
______________________________________________________
______________________________________________________
______________________________________________________
Activity 2
3. List the dances you know.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
4. Name occasions when dances are performed.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
A dance is when a person or a group of people move to a musical
rhythm. Every community has its own way or style of dancing.
Dances from some communities:
Dance Community
Isukuti Luhya
Mwomboko Agikuyu
Amareko Abagusii
Kamabeka Ababukusu
Mwazindika Taita/ Dawida
Kilumi Akamba
Chukka Ameru
Let us learn
28
Occasions when people dance are:
1. Wedding ceremonies
2. Good harvest
3. Celebrating victory in wars
4. Sports like wrestling
5. Funerals
6. Welcoming a new-born baby in the community.
Activity 3
1. Watch the videos in the links below.
https://www.youtube.com/watch?v=F6iWbIu65lE
https://www.youtube.com/watch?v=AH2qsQ2UdLM
2. Name the parts of the body used when dancing.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
3. Name the movements that the children are showing when dancing.
________________ _______________
________________ _______________
4. List four activities that we do everyday.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
29
Let us practice
Activity 4
1. Name the body movements shown in the pictures below.
digging waving shaking hands swaying
A
C
B
D
2. In pairs, stand and wave at your friend using your left hand.Your
right hand should touch the waist. Swing your waist as you wave.
3. Swing your waist as you wave two times then change your hands.
30
Activity 5
1. Pick one activity from the list below.
waving swaying hand shaking digging
2. Dance as you do the activity you chose.
3. Pick other activities from the list and perform them as you dance.
4. Perform your favourite dance.
Let us perform
Activity 6
1. Look at the picture below. Talk about how the children are dancing.
2. Dance like the children in the picture.
3. Your teacher will play a song. Dance to the song as you move your
body parts. Move in different directions.
4. Show emotions such as happiness and sadness when dancing.
31
Activity 7
1. Join the dots and colour.
Activity 8
Draw and colour a boy or a girl dancing.
32
Activity 9
1. Create your own dance and present it to your friends.
2. Name the parts of your body that move when you perform the
dance.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Activity 10
1. Watch a video in the link below with the help of your teacher.
https://www.youtube.com/watch?v=kPrE_rnNJzE
2. Imitate the dance.
3. Your teacher will guide you to dance. You will observe dance
elements such as space, time, energy and relationship with others.
4. Observe safety as you dance. Do not knock or step on others.
Activity 11
1. Watch the video in the link below with the help of your teacher.
https://www.youtube.com/watch?v=o-IUp0HEt_4
2. Imitate the dance in the video.
3. Make steps forward, backwards and sideways to the rhythm of the
dance.
4. Make steps and perform activities like rowing a boat, pounding
maize and digging.
5. Make steps as you imitate the peacock or crested crane in circles
and straight lines.
33
To do at home
Activity 12
Ask your parent or guardian to teach you a dance from your
community.
Activity 13
1. The picture below shows a Somali dance.Talk about it.
2. Teach your friends the dance you learnt at home.
3. Learn dances from the communities of your friends.
34
Fun with music
1. What activities involving body movements can be
used in a dance?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
2. Draw and colour your friend dancing.
35
3. Neema wants to attend a dance. Show her
the direction.
36
Musical instruments
Music is either vocal or instrumental. Vocal is when you sing using the
mouth. Instrumental is when you play instruments.
Instruments accompany singing and dancing.
Musical instruments produce rhythm when played.
Let us identify
Activity 1
Name the instruments below.
violin ﬁddle guitar
A
B
C
37
Activity 2
1. This instrument is played by _____________________.
2. This instrument is played by _____________________.
38
3. This instrument is played by _____________________.
4. Play the instruments shown by imitating what the people in the
pictures are doing.
a) String musical instruments produce sound by plucking,strumming,
striking or bowing the strings.
b) A guitar produces sound by plucking or strumming the strings.
c) A ﬁddle has only one string and a bow.
A ﬁddle is known as:
• Orutu among the Luo
• Ishiiriri among the Abaluhya
• Wandindi among the Agikuyu
Let us learn
39
Activity 3
1. The instrument played below is called a lyre.
2. Talk about how it is played.
A lyre is played by plucking strings. It is called:
a) Obokano among the Abagusii
b) Nyatiti among the Luo
c) Kipkandit among the Kipsigis
d) Litungu among the Ababukusu
Let us learn
40
Activity 4
1. The instrument below is called a ground bow.
Stick String
Ground
Metal tin
Metal tin
2. The instrument is played by ______________________ (hitting,
plucking).
A ground bow is played by plucking the strings. It is called:
a) Entono among the Abakuria
b) Walubende among the Ababukusu
c) Indende among the Ameru
d) Mbaito among the Abagusii.
Let us learn
41
Activity 5
The instrument below is played by plucking. It is called a
_________________.
Activity 6
1. Watch the videos below showing how to play some string
instruments.
https://youtu.be/0FOERNVRp no ﬁddle
https://youtu.be/c0R1g0fvoLY lyre
https://youtu.be/MjihbB34OaA mouth bow
2. Imitate playing the instruments.
3. The parts of the body used in playing the ﬁddle, lyre and mouth
bow are:
_____________________________________________________
_____________________________________________________
_____________________________________________________
42
Let us create
Activity 7
Fiddle
How to make a ﬁddle
Materials needed
An empty metal tin or piece
of wood, a stick, a piece of
timber, a nail, a peg, Two
strings
Steps to follow
1. Make two holes on
the opposite sides of
the tin to the size of
the piece of timber as
shown.
2. Put the nail on one
end of the timber.
3. Fit the timber in the
holes.
4. Tie the string from
the piece of timber to the nail.
5. Fasten the string with the peg to make it tight.
6. Tie the other string to the stick to make a bow. The ﬁddle is ready.
43
The bow is used to play the instrument.To play, move the string of
the bow to the string on the tin.
Let us learn
Let us practice
Activity 8
Let us play the ﬁddle
1. Hold the timber of the instrument in your left hand as shown.
2. Hold the tin on the left hand side of the chest.
3. The right hand holds one end of the bow.
4. Move the string of the bow gently to the string of the instrument.
5. What do you notice?
44
6. Use the left hand ﬁngers to touch the string of the instrument as
you bow.
7. What do you notice?
8. You can create more melodies by changing the position of the
ﬁngers on the string.
9. Sing a familiar song as you play the instrument.
Activity 9
Name ﬁve materials used to make a ﬁddle.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Activity 10
Ground bow
Materials needed
A cans or tins, a strong
sticks, a strings, a a
cutting tool for shaping
the stick in the correct
shape and size
How to make a ground bow
1. Sharpen the two ends of the stick which is about 1m long.
2. Push one sharp end of the stick into the ground.Make sure the stick
is very ﬁrm in the ground.
45
3. Make a hole at the bottom of the tin as shown.
4. Tie or hook the string to the tin through the hole.
5. Tightly tie the other end of the string to the end of the stick that is
above the ground. The instrument is ready for playing.
6. Play by striking the string while at the same time stretching or
bending the stick. This will make the instrument produce different
pitches.
Activity 11
In groups, talk about how you can take care of string instruments.
Write down your points.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
How to take care of string instruments
a) Make a case where to keep the instruments.
b) Loosen the bow after playing the ground bow. Disconnect the
parts and put it in its case.
c) Apply wax on the strings. The wax prevents the strings from
fraying.
d) Tune the bows properly.
e) Handle the bows and strings carefully.
Let us learn
46
Activity 12
1. Watch how the ﬁddle is used when singing the national anthem
from the link below.
https://youtu.be/etseb93keqs
https://youtu.be/hQdn1djDb9c
2. Talk about how the ﬁddle was played in the video.
Activity 13
1. Choose familiar songs to sing.
2. Sing the songs and accompany them with the string instruments
you made.
Activity 14
1. Get percussion instruments such as drums, wind instruments such
as horns, whistles and string instruments such as ﬁddles, ground
bows and mouth bows.
2. Play the instruments. Your teacher will guide you.
47
Activity 15
1. The girl is playing a _______________.
2. Sing a song as you play a string instrument.
3. Let a friend record the performance using any digital device.
4. Watch the recorded performance and talk about it.
Activity 16
With the help of your teacher, parent or guardian, do research on
string instruments. Search for examples of string instruments, how
they are played and how to take care of them.
48
1. Colour the picture below.
2. Join the dots and colour the musical instrument below. The
instrument is called a ___________.
Fun with music
49
3. Name the instruments below.
Instrument Name
_________________________
__________________________
__________________________
__________________________
__________________________
A
B
C
D
E
50
4. Look for eight names of string musical instruments in the puzzle
below. They run across and downwards.
The ﬁrst one has been done for you.
m e o r u t u j a q a e
e v k r z a r d e s s l
l h d w a n d i n d i i
m p z x g p q y k s o t
e u r o l h a l i i u u
n i r e e a m a n i t n
t l g v n r b f i l e g
o i o b o k a n o i s u
n n m u o k i i x l a u
o d u n y a t i t i r w
d e y r w g o a r t y q
k i p k a n d i t t y q
51
Rhythm
Let us identify
Activity 1
1. What is a pulse? Feel the rhythm of your heart beating on your
wrist.Tell your teacher.
2. Some animals and objects make regular repeating sounds. These
sounds form a rhythm. Imitate the rhythms as played out in the
video link below.
https://www.youtube.com/watch?v=6UYnHJqo7_4
a) Rhythm is the repetitive pulse of the music.
b) Duration and tempo are important in rhythm.
c) Duration is how long a sound or silence lasts.
d) Tempo is the speed of the beat.
Let us learn
2
CREATING/ COMPOSING
52
Activity 2
1. Sing the song below.
Row, row, row your boat
Row, row, row your boat
Gently down the stream
Merrily, merrily, merrily, merrily
Life is but a dream.
2. Tap the rhythm of the song.
3. Clap the rhythm of the song.
4. Stamp the rhythm of the song.
Let us create
Activity 3
1. Watch and listen to a video in the link below.
https://www.youtube.com/watch?v=kcpUTa7joF8
2. Join the people in the video in making the rhythmic patterns using
body percussion.
53
Activity 4
1. Choose a song to sing. Your teacher will guide you.
2. Sing the song as a class.
3. As you sing the song, clap your hands and tap your desks.
4. You are making rhythm patterns as you accompany the song.
5. Name two activities that the children are doing with their hands.
________________________
________________________
Activity 5
1. Clap your hands once, tap the desk twice, clap your hands once,
and tap the desk twice.
2. Now, sing the song, ‘Row, row, row your boat’ as you play the
rhythmic pattern.
3. Accompany the song using other percussive instruments.
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Activity 6
1. Your teacher will play some rhythms for you.
2. You will then clap or play the same rhythm back to your teacher
on your instrument at the same speed.
3. Clap the following rhythmic pattern as you count after your
teacher.“Off” means silence (you do not clap) and counting 1 2 3
means that the clap is to be held for 4 beats.
Clap, off, clap, off, clap, clap, clap, off, clap 1 2 3, clap 1 2 3, clap, off,
clap, off.
Activity 7
The rhythm telephone
1. Stand in a single line.
2. Your teacher will tap a rhythm onto the back of the last person in
line.
3. The last person taps the rhythm on the back of the person in front
of him or her.
4. The process continues to the person at the front, who claps the
rhythm out loud.
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Activity 8
1. Clap your hands twice, tap the desk twice, clap your hands twice,
and tap the desk twice. Repeat the rhythm several times.
2. Now play it with your friend.
Activity 9
1. Watch the video in the link below.
https://youtu.be/kwT0lkYDlAk
2. Form a group.
3. Using body percussion and other rhythmic instruments, create
simple rhythmic patterns.
4. Make this a game, taking turns imitating your rhythms.
5. Make the rhythms using claps, stamps, snaps and taps.
a) We can create beats and rhythmic patterns by clapping,snapping,
tapping and stamping.
b) When we alternate clapping, tapping, snapping and stamping,
we create different rhythmic patterns.
Let us learn
Activity 10
1. Create a rhythm as a group. You can clap, tap, clap, snap, clap, tap,
clap and snap.
2. Do it ﬁrst at a slower speed then faster. Play the rhythmic pattern
repeatedly.
3. With the help of your teacher, record the rhythm using digital
devices.
4. Play back the record in class.
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Fun with music
1. Name the instruments below.
________________ ________________
2. Name the actions shown in the pictures.
__________________ __________________
__________________ __________________
A
C
B
D
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3. The basic, repetitive pulse of music is called
_____________________________________________
4. Name three instruments that you can use to play a rhythm.
__________________________________________________
__________________________________________________
__________________________________________________
5. We can create rhythm using our body by doing the following.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
6. Amina wants to play a rhythm of her song on the violin. Help
her ﬁnd it.
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Melody
Let us identify
Activity 1
1. Listen as your teacher plays the song,‘White sand and grey sand’
from the link below.
https://www.youtube.com/watch?v=eox_4hsWzU4
2. Sing along with the melody.
3. How can you make a song interesting?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
The elements of music are dynamics, pitch, duration and tempo.
a) Dynamics is the volume of the music. It can be loud or soft.
b) Pitch is how high or low sound in the music is.
c) Duration is how long or short music is.
d) Tempo is how fast or slow music is.
We can make music interesting by varying the rhythm and repeating
a few words.
Let us learn
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Melody
Let us iden tify
A ctivity 1
1. Listen as your teacher pla ys the song,‘White sand and gr ey sand’
fr om the link belo w.
https://www.youtube.com/w atc h?v=eo x_4hsWzU4
2. Sing along with the melody.
3. Ho w can you mak e a song inter esting?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
The elements of m usic ar e dynamics, pitch, duration and tempo.
a) Dynamics is the v olume of the m usic. It can be loud or soft.
b) Pitch is ho w high or lo w sound in the m usic is.
c) Duration is ho w long or shor t m usic is.
d) T empo is ho w fast or slo w m usic is.
W e can mak e m usic inter esting b y var ying the rh ythm and r epeating
a f e w w or ds.
Let us learn
Activity 2
1. Sing the song below as guided by your teacher.
White sand and grey sand
White sand and grey sand
White sand and grey sand
Who will buy my white sand?
Who will buy my grey sand?
2. Sing the ﬁrst line. How many words are in the ﬁrst line? _________
3. Give each word a number, starting from 1 up to 5, beginning from
white as number 1.
white sand and grey sand
1 2 3 4 5
4. Hum the tune of the ﬁrst line. Do all the words sound the same?
Which words sound louder?
___________________________________________
___________________________________________
Which words sound softer?
___________________________________________
___________________________________________
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5. Sing the ﬁrst and second line.
Do the tunes of the two lines sound the same? ___________
Between line 1 and 2, which one is sung with a higher sound? ____
6. Now, sing all the three lines.
7. What is the difference in sound between the tune of the ﬁrst,second
and third lines? Are all the notes of the same pitch? Talk about it
with your teacher.
Activity 3
1. Your teacher will guide you to sing the song ‘White sand and grey
sand’ again, as you clap to the rhythm of every word.
2. Sing as you clap to the words of the ﬁrst line.
3. Now, clap the rhythm of the ﬁrst line without singing.
4. Clap the rhythm of the ﬁrst and second line.
5. What did you notice about the rhythms of the two lines?
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Activity 4
1. Listen as your teacher plays the song, ‘Little Bunny foo foo’ from
the link below
https://www.youtube.com/watch?v=yTqVltEy4JY
2. Sing the song.
Little Bunny foo foo
Little Bunny foo foo hopping through the forest
Scooping up the ﬁeld mice and bopping them on
the head.
Activity 5
1. Sing the song, ‘Row, row, row your boat’.
2. Colour the picture below.
Row, row, row your boat
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We enjoy singing and listening to songs because of melodic variation.
Let us learn
To do at home
Activity 6
Sing the song,‘White sand and grey sand’ to your parent or guardian
as you clap your hands.
Let us practice
Activity 7
1. Listen to the tune,‘Row, row, row your boat’ through the link below.
https://www.youtube.com/watch?v=idXVyihXYdI
2. The tune has been varied. Talk about how the tune sounds different
from the one you know.
3. Sing along with the video as guided by your teacher.
Activity 8
1. Listen to the tune,‘Head, shoulders, knees and toes’. Pay attention
to how the speed of the song has been varied in the link below.
https://www.youtube.com/watch?v=QA48wTGbU7A
2. How has the song been varied?
______________________________________________
Activity 9
1. Sing ‘Baa baa black sheep’ with your teacher and change the
tempo or speed as your teacher directs.
2. Sing the song loudly then softly. Change the volume of different
words in the song.
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a) Dynamics refer to the volume of a sound.
b) You can vary a melody by changing the speed or tempo of the
song. You can also change dynamics or volume of the whole
song or parts of the song.
Let us learn
Let us create
Activity 10
1. Listen as your teacher plays the song, ‘I am alive, alert, awake, and
enthusiastic’ using the link below.
https://www.youtube.com/watch?v=c2-XsIrPRTo
2. Sing the song below.
I am alive alert awake enthusiastic
I am alive, alert, awake, enthusiastic
I am alive, alert, awake, enthusiastic
I am awake, alert, alive,
I am alive, alert, awake, enthusiastic.
3. Talk about how similar the song above is to,‘If you are happy and
you know it’.
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Activity 11
1. Choose a song that you know as a group.
2. Change the words in the song. Practise the new tune.
3. Present your new song to the class.
4. Talk about your song with your classmates.
Activity 12
1. Sing the songs below with the tune of ‘Twinkle, twinkle little star’.
2. Vary your performance in terms of speed, volume and words. Your
teacher will guide you.
Twinkle, twinkle little star
Twinkle, twinkle, little star
How I wonder what you are!
Up above the world so high
Like a diamond in the sky.
Twinkle, twinkle, little star
How I wonder what you are!
Meta meta nyota
Meta meta nyota
Jinsi ulivyo nashangaa
Kule juu u winguni
Kama almasi angani
Meta meta nyota
Jinsi ulivyo nashangaa
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Activity 13
1. Sing the familiar song below on your own.
Brother John
Are you sleeping, are you sleeping
Brother John, Brother John
Morning bells are ringing
Morning bells are ringing.
Ding, ding, dong
Ding, ding, dong.
2. Replace the words of the song with your own words, e.g. names of
fruits or domestic animals.
Activity 14
Tuned water bottles
1. In groups, ﬁll six glass-bottles of the same size with water at
reducing levels as shown below.
2. Using a spoon, a nail or a metallic rod, tap the sides of the bottles
starting with the one with the highest amount of water up to the
one with the lowest amount of water.
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3. Which bottle produces the loudest sound? _____________________
4. Which bottle produces the lowest sound? _____________________
Activity 15
1. Watch and listen to the video from the link below as played by
your teacher.
https://www.youtube.com/watch?v=TxsZL7Pbeq0
2. Now practice playing the song ‘Twinkle, twinkle little star’ on the
tuned water bottles.
3. Play other songs using the tuned water bottles.
4. Record the tunes using digital devices.Your teacher will guide you.
Fun with music
1. Name four elements of music.
____________________________________________
____________________________________________
____________________________________________
2. Colour the bottles to show water at different levels that can
produce different melodies.
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3. Find and circle these words in the puzzle below.
pitch rhythm tempo dynamic tunes melody
t w a s f h y h k
l r h y t h m t o
a d b t u n e s j
m v h e e t d s g
e n j m r h h a r
l b m p p i t c h
o x k o f s g h v
d z l a q w e r y
y d y n a m i c s
4. You want to ﬁnd a melody for a song you created. Draw a path
that you will follow.
5. List three songs that are performed loudly.
_______________________________________________
_______________________________________________
_______________________________________________
6. List two songs that are performed softly.
_______________________________________________
_______________________________________________
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Elements of music
Let us identify
Activity 1
1. Listen to the music from the links below.
https://youtu.be/zPm5y2FLN6E
https://www.youtube.com/watch?v=ptK3fzSlcfc
2. How does the music make you feel?
_______________________________________________
_______________________________________________
Activity 2
1. Listen to the music from the links below.
https://www.youtube.com/watch?v=4FQKh3hMeqM
2. What is your reaction to this song? __________________ (sad,
happy)
3. Sing songs that make you feel happy.
4. Sing songs that make you feel sad.
3
LISTENING AND RESPONDING
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Activity 3
1. Colour and talk about the picture below.
2. In pairs, practice speaking in the following voices:
a) a man
b) a woman
c) a child.
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Activity 4
We can use our voices to speak and sing.
1. When you talk to people, you use a ____________ (speaking,
singing) voice.
2. In music, you use a ____________ (speaking, singing) voice.
3. Which voice are the children below using _______________
(speaking, singing)
Activity 5
1. Your teacher will make different voices.
2. Say which voice is _____________________________.
a speaking
voice
a singing
voice
an adult
voice
a child
voice
a male
voice
a female
voice
3. Make a speaking voice.
4. Make a singing voice.
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Different kinds of music produce various feelings in us.
a) Some of the feelings are sadness, happiness, joy, nervousness,
fright, fear and excitement.
b) We use our voices to sing, talk, shout and whisper.
c) A speaking voice is the voice used while talking to someone next
to you.
d) A singing voice is the voice you use for a song.
Let us learn
Activity 6
1. What songs are sung in the occasions shown in the pictures below.
A
B
2. Say the songs you sing during the occasions shown in the pictures.
Sing the songs.
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Let us discover
Activity 7
Colour the picture below and talk about it.
Activity 8
1. Sing the lullaby below.
Nyandolo
Nyandolo, nindo tere
Nyandolo, nindo tere
Nindo tere o nyandolo nindo tere
Nindo tere o nyandolo nindo tere.
2. How do you feel singing or listening to this song?
3. What does the song remind you about?
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Activity 9
1. Listen to the song in the link below.
https://www.youtube.com/watch?v=4FQKh3hMeqM
2. Where did you hear this song? ___________________________
3. How do you feel listening to this song?
4. Where are you likely to experience this kind of music?
5. What experiences,events or stories do the song remind you about?
Tell your friends and write them down.
______________________________________________________
______________________________________________________
______________________________________________________
Activity 10
1. Listen to the song in the video link below.
https://youtu.be/hH62KYwkXMY
2. What event normally takes place when this kind of song is sung?
3. Have you ever attended an event like this? Talk about it.
4. Sing some of the songs sung during this kind of function.
a) Every day, we go through different happenings in the society.
b) Songs are used to express emotions felt during experiences,
events or stories.
c) Different songs make us remember different kinds of events in
our lives.
Let us learn
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Activity 11
1. Your teacher will play a short melody from the link below. Listen to
the melody.
https://www.youtube.com/watch?v=hW2DDGX7Tcc
2. Imitate the melody.
Activity 12
1. Your teacher will play a song from the link below.
https://www.youtube.com/watch?v=c2-XsIrPRTo
2. Imitate the song as you pay attention to its rhythm and pitch.
I am alive, alert, awake and enthusiastic
I am alive, alert, awake, enthusiastic
I am alive, alert, awake, enthusiastic
I am awake, alert, alive,
I am alive, alert, awake, enthusiastic.
3. Colour the picture below.
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Activity 13
1. Listen to music from the link below.
https://www.youtube.com/watch?v=hW2DDGX7Tcc
2. Talk about the dynamics of the song. The music is _____________
(loud, soft).
3. Which words are repeated in the song?
4. Do you think repeating the words makes the song easier to learn
and remember? ___________ (yes, no)
5. Learn and sing the song below.
Follow me
Follow me. Follow me. It’s as easy as can be.
Follow me. Follow me. 1, 2, 3 …
Clap your hands.
Spin around.
Bend your knees.
Touch the ground.
Follow me. Follow me. It’s as easy as can be.
Follow me. Follow me. 1, 2, 3 …
Wiggle your ﬁngers.
Tippy toe.
Stretch up high.
Wave hello!
Follow me. Follow me. It’s as easy as can be.
Follow me. Follow me. 1, 2, 3 …
Flap your arms.
Stomp your feet
Pat your back.
Take a seat!
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Activity 14
1. Colour the picture.
2. The children are ____________ and ________________.
a) Some of the elements of music that make up songs are pitch and
rhythm.
b) When we imitate a song, we must pay attention to the correct
pitch and rhythm.
c) When the rhythm or pitch of a song is imitated wrongly, the
song will sound different.
d) We can make singing good by varying the dynamics and the
tempo.
e) Repeating part or a whole song helps by:
• Making it easy to learn the song
• Making the song popular.
Let us learn
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Activity 15
Sing the song from the link below.
https://www.youtube.com/watch?v=AOvcW8l3RzE
Reduce reuse recycle
Reduce, reuse, recycle
It is very easy to do
It is simple to remember
Recycle what you use!
Separate glass and paper
Separate plastic and tin
Then put them their places
In the recycling bin!
Activity 16
1. Listen to the song from the link below about Covid-19.
https://youtu.be/drxsD6PKWlk
2. Sing other songs that you know about Covid-19.
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Activity 17
1. Listen to the song from the link below about the environment.
https://youtu.be/yfhyXx1kCz0
2. Learn and sing the song.
Protect our planet
Earth is home to you and me
Let us try our best to keep it clean
Ok, let us see how we can keep our Earth green!
Do not drop your rubbish
Do not leave the water running
Do not use up all that plastic
Do you really need the light on?
Earth is home to you and me
Let us try our best to keep it clean
I will try my best to keep it green.
3. What is the song about?
______________________________________________________
______________________________________________________
4. What do we learn from the song?
______________________________________________________
______________________________________________________
Activity 18
1. Listen to the song from the link below.
https://youtu.be/LrM62pv56o0
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2. Sing the song.
Little monkeys jumping on the bed
Four little monkeys jumping on the bed
One fell off and bumped his head
So Mama called the doctor and the doctor said
No more monkeys jumping on the bed!
Three little monkeys jumping on the bed
One fell off and bumped his head
So Mama called the doctor and the doctor said
No more monkeys jumping on the bed!
Two little monkeys jumping on the bed
One fell off and bumped his head
So Mama called the doctor and the doctor said
No more monkeys jumping on the bed!
One little monkey jumping on the bed
He fell off and bumped his head
So Mama called the doctor and the doctor said
No more monkeys jumping on the bed!
3. What do we learn from the song?
______________________________________________________
Activity 19
1. With the help of your teacher, listen to the song from the link
below.
https://www.youtube.com/watch?v=zPm5y2FLN6E
2. Which message does the song carry?
______________________________________________________
3. Which feelings do you get as you listen to the song?
______________________________________________________
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Fun with music
1. List the emotions that you feel when you listen to songs.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
2. What is the difference between a child’s voice and an adult’s
voice?
_______________________________________
_______________________________________
3. Faraja has heard a voice singing. Help her trace the source of
the voice.