Uganda

Alfdaniels MabingoNew York University

Badu Badu and the Knee Games

• Introduction (name game)• Badu badu is a call and response game

that is played by children in Uganda• The leaders calls three words (badu badu,

badu, ba) each at a time and players are supposed to respond with arm movements.

• Badu badu is a concentration game.• The game is based on the principle “do as I

say but not as I do”• The last person to comply to the rules of

the game is declared winner. • The knee game is a competition between

two players where each player tries to touch the knees of their partner and protect their own.

What color is my continent?

Uganda

• I live in the capital city called Kampala.

• The weather is ever warm. It is not too hot and too cold. We do not have snow.

• The environment is green. The country is predominantly rural where most people live in the villages.

Family background

• I come from a family of 23. I have 22 siblings• We all grew up together but moved out of our

father’s house when we were grown up. • Games, songs, stories and dances dominate

our early childhood. We engage in singing and dancing for entertainment and social interaction.

• Note: We do not have ipods, ipads, play stations, television sets and radios especially in the villages

• Later when children are grown up they form village groups to engage in sports, music and dance competitions organised by themselves.

The traditional dinning tableCircularTraditional way of sittingThe mother serves the foodThe young ones are fed by the adults

Growing up as a child in Uganda

My family

Community and Culture

In rural communities At school

Nature of housing

Rural areas Urban and semi-urban

Community meetings

Rural areas Urban or semi-urban

National symbols and culture

The crested crane The colours

Tourist attractions

The source of river Nile The route of river Nile

The equator

The animals

Music and dance

Traditional music & dance Guest feeling the music

Music , dance and youth culture

• Everybody engages in the creation of music and dance.

• Music and dance provide entertainment for the youth.

• They also use music and dance to share experiences and live together.

• Each person contributes to the music of the team.

Activity 2: Creating music using body parts and voice.

• Communities in Uganda and the rest of Africa still rely on nature to create music and dance. This includes human body.

• The facilitator will allocate different rhythmic patterns to different individuals.

• The patterns will be put together to form a piece of music.

• The students will then perform this piece together with the facilitator.

• The facilitator will explain why people in Africa create like that.

Activity 3: Some songs and their importance to youth in Uganda

• The facilitator will take the participants through two folk songs and their meaning.

• 1. Tulo tulo, a lullaby that they sing for young ones to sleep.

• Akabira kano, a song that elders sing with their children and grandchildren to teach them the importance of good environment.

• The facilitator will explain the contextual and cultural meaning of the two songs.

Activity4: Improvise with instruments

• The facilitator will take the students through and improvisation exercise that will involve creating music on selected instruments and dancing.

• Students will be divided into dancers and instrumentalist. They will later switch roles.

• The students will also teach the facilitator a song or dance from their culture and the meaning of this song or dance.

Careers for youth in music and dance in Uganda

• Performers• Music producers• Dancers• Choreographers• Writers• TV and radio music and dance

analysts.

Conclusion

Reflection and questions End

Mwebale nnyo!Mweraba