Lesson Notes By Weeks and Term v3 - Primary 2
Traditional Songs/Folk songs.
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Traditional Songs/Folk songs.
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Cultural and Creative Arts
Class: Primary 2
Term: 1st Term
Week: 4
Theme: Performing Arts & Entertainment
This page supports the lesson note with a companion video and a short classroom-ready summary.
For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.
Watch on YouTubePupils should beable to: identify the folk songs in the ir languages. perform a local/traditional song in unison (i.e. one part singing).
2. 1.
Traditional Songs / Folk Songs: Definition: Traditional songs, also known as folk songs, are musical pieces that originate from a specific community or culture and are passed down from one generation to another, usually orally (by singing and listening, rather than reading from books).
Characteristics: Oral Tradition: They are learned by listening and singing, not typically written down initially.
Community Reflection: They often reflect the daily life, history, beliefs, work, celebrations, and values of the people who created them.
Simple Melody: Usually have simple, catchy melodies that are easy to remember and sing along to.
Repetitive Nature: Many traditional songs feature repetitive phrases or choruses, making them easy for young children to learn.
Accompaniment: Often accompanied by simple musical instruments found in the community (e.g., drums, rattles, xylophones) or body movements like clapping, dancing, or tapping feet.
Purpose: Can be used for various purposes: lullabies for babies, work songs, storytelling, ceremonial songs, play songs for children, or songs for specific festivals. 2.
2. Examples of Nigerian Traditional Songs: "Suku Suku Bam Bam": A popular children's play song, often accompanied by clapping and actions. It is simple, rhythmic, and encourages group participation.
Lyrics Example (Common Version):* Leader: Suku suku bambam Chorus: Suku suku bambam Leader: Suku suku bambam Chorus: Suku suku bambam Leader: Everybody stand up Chorus: Suku suku bambam Leader: Everybody sit down Chorus: Suku suku bambam (Can substitute with actions like 'clapping hands', 'tapping feet', 'turn around' etc.) "Olé Oku" (Igbo): A children's song about a rat. "Ise Agbe" (Yoruba): A work song about farming, encouraging hard work. "Kai kai dadi na" (Hausa): A playful children's song. "Obong owo" (Efik/Ibibio): A song of praise or respect. 2.
3. Unison Singing (One Part Singing): Definition: Unison singing means that all members of a group sing the same melody (tune) at the same time, using the same lyrics. There are no different harmony parts; everyone sings the exact same notes.
Importance for P2: For primary pupils, unison singing helps develop listening skills, pitch matching, and a sense of collective musicality before introducing more complex musical concepts. It fosters teamwork and confidence in singing. 2.
4. Rhythm and Clapping: Rhythm: The pattern of sounds and silences in music. It gives music its "beat" or "pulse." Clapping to the Rhythm: Using hand claps to emphasize the beat or rhythmic patterns of a song. This helps pupils internalize the rhythm, coordinate movements with music, and maintain a steady tempo during singing. It is a common accompaniment in many Nigerian traditional songs. 3.
1. Introduction (5-10 minutes)
Teacher Activity: Begin by singing a well-known, simple traditional Nigerian children's song (e.g., "Suku Suku Bam Bam" or "A o ya e!"). The teacher should sing it clearly and with enthusiasm, perhaps clapping along.
Pupil Activity: Pupils listen attentively. The teacher then asks pupils to identify the song. The teacher asks, "Does anyone know this song?" or "Who has heard this song before?" Teacher Activity: Engage pupils in a brief discussion: "What kind of song is this? Where do we usually hear it? Who taught you this song?" Guide them to understand that it's a song passed down through generations. Introduce the term "traditional song" or "folk song." 3.
2. Exploration and Explanation (15-20 minutes)
Teacher Activity: Explain what traditional songs are, using the definitions and characteristics from Section 2.
1. Provide a few more examples of Nigerian folk songs (e.g., "Ise Agbe," "Olé Oku") to illustrate their diversity and cultural origins, without necessarily teaching the full songs. Explain that these songs tell stories, celebrate, or help with work.
Teacher Activity: Introduce the concept of "unison singing." Explain that it means everyone singing the same tune and same words together, like one big voice. Demonstrate briefly.
Teacher Activity: Introduce the chosen song for the lesson's performance objective. For this lesson, "Suku Suku Bam Bam" is highly recommended due to its simplicity and familiarity across cultures. First, sing the entire song slowly for the pupils. Then, teach the lyrics line by line, having pupils repeat each line after the teacher. Focus on clear pronunciation. Emphasize understanding the meaning of any unfamiliar words (though "Suku Suku Bam Bam" is largely action-based).
Pupil Activity: Pupils listen, repeat lyrics line by line, and ask questions for clarification. 3.
3. Guided Practice and Performance (20-25 minutes)
Teacher Activity: Once pupils are familiar with the lyrics, lead them in singing the song together. Start slowly, then gradually increase to a natural tempo. Correct any pronunciation errors or melodic inaccuracies gently.
Pupil Activity: Pupils sing the song in unison with the teacher.
Teacher Activity: Introduce clapping to the rhythm. Demonstrate how to clap along to the beat of "Suku Suku Bam Bam." Start by clapping on the main beats.
Pupil Activity: Pupils practice clapping along with the teacher while singing.
Teacher Activity: Divide the class into two or three small groups. Each group takes turns singing the song in unison, while others provide rhythmic clapping. Encourage peer feedback and positive reinforcement. The teacher provides constructive feedback on unison singing and rhythmic accuracy.
Pupil Activity: Pupils perform the song in their groups, focusing on singing in unison and clapping to the rhythm. 3.
4. Conclusion (5 minutes)
Teacher Activity: Recap the lesson by asking pupils to state what they learned about traditional songs and what unison singing means. Reiterate the importance of preserving these songs.
Pupil Activity: Pupils answer questions and share their learning.
Question 1: Listen to the teacher sing a short part of a song: "Lullaby, my baby, go to sleep now, sleep." Is this likely a traditional song from Nigeria? Why or why not?
Solution 1: Answer: Yes, it is likely a traditional song.
Commentary: Many traditional songs are lullabies, sung by mothers or caregivers to help babies sleep. They are usually simple and passed down orally. This example fits the characteristics of a traditional song, serving a clear community purpose (comforting a baby).
Question 2: The teacher teaches the song "Suku Suku Bam Bam." Everyone in the class sings the song together, using the same words and the same tune at the same time. What is this type of singing called?
Solution 2: Answer: Unison singing (or one-part singing).
Commentary: This question directly assesses the understanding of unison singing, which is a key performance objective. The description perfectly matches the definition of unison singing.
Question 3: The teacher sings a song that talks about planting yams and harvesting maize. What kind of activity might this traditional song be associated with in a Nigerian community?
Solution 3: Answer: Farming or agricultural activities. It could be a 'work song'.
Commentary: This question connects traditional songs to real-life contexts. Many traditional Nigerian songs are work songs, reflecting daily occupations like farming, fishing, or hunting, and are sung to ease the work or synchronize efforts.
Question 4: When we sing "Suku Suku Bam Bam" and clap our hands to the beat, what important part of the music are we following?
Solution 4: Answer: The rhythm (or the beat).
Commentary: This question checks understanding of rhythm and its practical application through clapping, which is a component of the performance objective. 8.
1. Differentiation Strategies (for diverse learners): Visual Aids: Write the lyrics of the chosen song on the chalkboard or a chart. Use simple hand gestures or actions to accompany specific words or phrases to aid understanding and memory for visual learners.
Peer Support: Pair stronger singers with struggling learners during group practice to provide immediate support and encouragement.
Simplified Tasks: For pupils finding it difficult to sing the whole song, focus on just the chorus or a specific line. Allow them to primarily focus on clapping to the rhythm if singing is challenging initially.
Call-and-Response: Utilize the call-and-response format (common in Nigerian folk songs) to make participation easier and build confidence. The teacher sings a line, and pupils respond, gradually building up to unison singing. 8.
2. Remediation (for struggling learners): Individualized Coaching: Provide one-on-one or small group practice sessions with the teacher, focusing on specific phrases or challenging parts of the melody or rhythm.
Repetition with Emphasis: Repeat the problematic sections of the song slowly and clearly, breaking down the rhythm or melody into smaller, manageable chunks.
Rhythmic Games: Use simple rhythm games (e.g., clapping games, drumming on tables) to help pupils internalize the beat before applying it to singing.
Listening Practice: Encourage pupils to listen to recordings of traditional songs (if available) repeatedly at home or in class to familiarize themselves with the melodies and lyrics. 8.
3. Extension (for high-achieving learners): Additional Verses/Songs: Introduce a second verse to the taught song or teach a new, slightly more complex traditional song from a different Nigerian ethnic group.
Instrumental Exploration: Challenge them to identify traditional Nigerian musical instruments that could accompany the songs they've learned (e.g., talking drum, shekere, flute) or even try to mimic their sounds.
Research and Presentation: Encourage them to find out more about the meaning or origin of a specific traditional song from their community or another culture and share their findings with the class.
Creative Adaptation: Challenge them to create simple, new actions or a short dance routine for the traditional song learned in class.
Cultural Preservation and Identity: Singing traditional songs helps pupils connect with their ethnic heritage and local culture. These songs are vehicles for language preservation, as they often contain words and phrases unique to a specific dialect or language, reinforcing cultural identity in a diverse nation like Nigeria. For example, learning "Ise Agbe" (Yoruba work song) connects pupils to the values of hard work and community in farming.
Community and Celebration: Traditional songs are integral to various community events, festivals (e.g., New Yam Festival, Osun-Osogbo Festival), ceremonies (naming ceremonies, weddings), and storytelling sessions across Nigeria. Pupils can actively participate in these events by knowing and performing these songs, fostering a sense of belonging and community engagement. When they sing "Suku Suku Bam Bam" during playtime, they are experiencing a common cultural thread.
Moral and Social Education: Many traditional songs carry moral lessons, historical accounts, or social commentaries. For instance, some lullabies not only soothe but also tell stories or impart wisdom. By learning these songs, pupils implicitly absorb cultural values, historical knowledge, and social norms, contributing to their character development and understanding of societal expectations in a Nigerian context.