CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

By the end of the lesson, the learner should be able to:

Identify name of percussion instrument.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic
Appreciate percussion instruments from different Kenyan communities

In groups, pairs or individually learners are guided to:
Identify name of percussion instrument.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic

Which percussion instruments are melodic?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

By the end of the lesson, the learner should be able to:

Identify name of percussion instrument.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic
Appreciate percussion instruments from different Kenyan communities

In groups, pairs or individually learners are guided to:
Identify name of percussion instrument.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic

Which percussion instruments are non-melodic?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

By the end of the lesson, the learner should be able to:

Identify percussion instrument according to the community of origin.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic
Appreciate percussion instruments from different Kenyan communities

In groups, pairs or individually learners are guided to:
Identify percussion instrument according to the community of origin.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic

Which percussion instruents are played by beating?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

By the end of the lesson, the learner should be able to:

Identify percussion instrument according to the method of playing.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic
Appreciate percussion instruments from different Kenyan communities

In groups, pairs or individually learners are guided to:
Identify percussion instrument according to the community of origin.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic

Which percussion instruments are non-melodic?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

By the end of the lesson, the learner should be able to:

Discuss the parts of a rattle as a percussion instrument and their roles.
Make a rattle as a percussion instrument using locally available materials.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Discuss the parts of a rattle as a percussion instrument and their roles.
Make a rattle as a percussion instrument using locally available materials.

What are the roles of the parts of a rattle?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

By the end of the lesson, the learner should be able to:

Discuss the parts of a shakers as a percussion instrument and their roles.
Make a shakers as a percussion instrument using locally available materials.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Discuss the parts of a shakers as a percussion instrument and their roles.
Make a shakers as a percussion instrument using locally available materials.

What are the roles of the parts of a shaker?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

By the end of the lesson, the learner should be able to:

Discuss the parts of a drums as a percussion instrument and their roles.
Make a drums as a percussion instrument using locally available materials.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Discuss the parts of a drums as a percussion instrument and their roles.
Make a drums as a percussion instrument using locally available materials.

What are the roles of the parts of a drum?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

By the end of the lesson, the learner should be able to:

Discuss the parts of a marimba as a percussion instrument and their roles.
Make a marimba as a percussion instrument using locally available materials.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Discuss the parts of a marimba as a percussion instrument and their roles.
Make a marimba as a percussion instrument using locally available materials.

What are the roles of the parts of a mirimba?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

By the end of the lesson, the learner should be able to:

Identify the correct procedure for making charcoal sticks.
Improvise charcoal sticks using locally available resources for drawing.
Enjoy exploiting natural resources responsibly to make charcoal sticks.

In groups, pairs or individually learners are guided to:
Identify the correct procedure for making charcoal sticks.
Improvise charcoal sticks using locally available resources for drawing.

Which is the correct procedure for making a charcoal stick?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

By the end of the lesson, the learner should be able to:

Explain how to draw using the smudge technique.
Draw a still-life picture using the smudging technique of a simple drum and shade it using charcoal with focus on;
lines of varied thickness,
different tones through application of pressure on the media.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Explain how to draw using the smudge technique.
Draw a still-life picture using the smudging technique of a simple drum and shade it using charcoal with focus on;
- lines of varied thickness,
- different tones through application of pressure on the media.

What is the procedure of drawing using smudge technique?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

By the end of the lesson, the learner should be able to:

Describe the skills of passing using the chest in Netball through demonstration.
Demonstrate the skill of passing using the chest in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of passing using the chest in Netball through demonstration.
Demonstrate the skill of passing using the chest in Netball while observing the stance, grip, release and follow through.

How is the skill of passing using the chest in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

By the end of the lesson, the learner should be able to:

Describe the skills of passing using overhead in Netball through demonstration.
Demonstrate the skill of passing using overhead in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of passing using overhead in Netball through demonstration.
Demonstrate the skill of passing using overhead in Netball while observing the stance, grip, release and follow through.

How is the skill of passing using the overhead in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

By the end of the lesson, the learner should be able to:

Describe the skills of passing using underarm in Netball through demonstration.
Demonstrate the skill of passing using underarm in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of passing using underarm in Netball through demonstration.
Demonstrate the skill of passing using underarm in Netball while observing the stance, grip, release and follow through.

How is the skill of passing using the underarm in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

By the end of the lesson, the learner should be able to:

Describe the skills of catching using double-handed in Netball through demonstration.
Demonstrate the skill of catching using double-handed in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of catching using double-handed in Netball through demonstration.
Demonstrate the skill of catching using double-handed in Netball while observing the stance, grip, release and follow through.

How is the skill of catching using double-handed in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

By the end of the lesson, the learner should be able to:

Describe the skills of shooting using standing in Netball through demonstration.
Demonstrate the skill of shooting using standing in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of shooting using standing in Netball through demonstration.
Demonstrate the skill of shooting using standing in Netball while observing the stance, grip, release and follow through.

How is the skill of shooting using standing in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

By the end of the lesson, the learner should be able to:

Collect reusable material for improvising a Netball ball using macramé technique (overhand knot)
Improvise a ball for use in performing shooting, passing and catching in Netball
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Collect reusable material for improvising a Netball ball using macramé technique (overhand knot)
Improvise a ball for use in performing shooting, passing and catching in Netball

Which reusable materials do you need for improvising a Netball ball?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

By the end of the lesson, the learner should be able to:

Collect reusable material for improvising a Netball ball using macramé technique (overhand knot)
Improvise a ball for use in performing shooting, passing and catching in Netball
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Collect reusable material for improvising a Netball ball using macramé technique (overhand knot)
Improvise a ball for use in performing shooting, passing and catching in Netball

Is the macramé technique similar to the overhand knot?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.
Digital devices,
marked fields, goal posts.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

By the end of the lesson, the learner should be able to:

Describe how to peform the skills of passing in Netball.
Perform the skills of passing in Netball.
Enjoy playing the Netball game.

In groups, pairs or individually learners are guided to:
Describe how to peform the skills of passing in Netball.
Perform the skills of passing in Netball.

Why are the skills of shooting important in the game of Netball?

Creative Arts Curriculum Design Grade 4
Digital devices,
Netball balls,
marked fields, goal posts.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

By the end of the lesson, the learner should be able to:

Describe how to peform the skills of catching in Netball.
Perform the skills of catching in Netball.
Enjoy playing the Netball game.

In groups, pairs or individually learners are guided to:
Describe how to peform the skills of catching in Netball.
Perform the skills of catching in Netball.

Why are the skills of passing important in the game of Netball?

Creative Arts Curriculum Design Grade 4
Digital devices,
Netball balls,
marked fields, goal posts.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

By the end of the lesson, the learner should be able to:

Classify colours into primary and secondary.
Mix primary colours to create secondary colours.
Value the skill of painting.

In groups, pairs or individually learners are guided to:
Classify colours into primary and secondary.
Mix primary colours to create secondary colours.

Which are primary colors?

Creative Arts Curriculum Design Grade 4
Digital devices,
Netball balls,
marked fields, goal posts.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

By the end of the lesson, the learner should be able to:

Mix white with a secondary colour to create light tones on a scale strip.
Mix black with a secondary colour to create dark tones on a scale strip and clean the working area.
Value the skill of painting.

In groups, pairs or individually learners are guided to:
Mix white with a secondary colour to create light tones on a scale strip.
Mix black with a secondary colour to create dark tones on a scale strip and clean the working area.

Why is color black important in for,ming other colors?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

By the end of the lesson, the learner should be able to:

Paint a picture of a ball to bring out colour value.
Store the balls in an improvised storage such as; recyclable gunny bags, boxes, crates, carton boxes and woven baskets.
Display and critique own and others’ portfolios.

In groups, pairs or individually learners are guided to:
Paint a picture of a ball to bring out colour value.
Store the balls in an improvised storage such as; recyclable gunny bags, boxes, crates, carton boxes and woven baskets.

What does color value mean?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

By the end of the lesson, the learner should be able to:

Clap/tap rhythms of words involving taa and ta-te maintaining a steady beat.
Interpret rhythmic patterns involving the crotchet and a pair of quavers using French rhythm names.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Clap/tap rhythms of words involving taa and ta-te maintaining a steady beat.
Interpret rhythmic patterns involving the crotchet and a pair of quavers using French rhythm names.

Which rhythm of words involve taa and ta-te?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

By the end of the lesson, the learner should be able to:

Clap/tap rhythms of words involving taa and ta-te maintaining a steady beat.
Interpret rhythmic patterns involving the crotchet and a pair of quavers using French rhythm names.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Clap/tap rhythms of words involving taa and ta-te maintaining a steady beat.
Interpret rhythmic patterns involving the crotchet and a pair of quavers using French rhythm names.

Which rhythm of words involve taa and ta-te?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

By the end of the lesson, the learner should be able to:

Write letters of the alphabet in lowercase using free hand (ascenders and descenders).
Write the French rhythm names taa, ta-te using free hand lettering.
Have fun writing French rhythm names taa, ta-te using free hand.

In groups, pairs or individually learners are guided to:
Write letters of the alphabet in lowercase using free hand (ascenders and descenders).
Write the French rhythm names taa, ta-te using free hand lettering.

Which letters of the alphabet can you write in lowercase for ascenders and descenders?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

By the end of the lesson, the learner should be able to:

Write letters of the alphabet in lowercase using free hand (ascenders and descenders).
Write the French rhythm names taa, ta-te using free hand lettering.
Have fun writing French rhythm names taa, ta-te using free hand.

In groups, pairs or individually learners are guided to:
Write letters of the alphabet in lowercase using free hand (ascenders and descenders).
Write the French rhythm names taa, ta-te using free hand lettering.

Which letters of the alphabet can you write in lowercase for ascenders and descenders?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

By the end of the lesson, the learner should be able to:

Sing familiar songs then clap the rhythm of the song while reciting using French rhythm names.
Describe the qualities of a good rhythmic pattern.
Appreciate the qualities of a good rhythmic pattern.

In groups, pairs or individually learners are guided to:
Sing familiar songs then clap the rhythm of the song while reciting using French rhythm names.
Describe the qualities of a good rhythmic pattern.

Which are the qualities of a good rhythmic pattern?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

By the end of the lesson, the learner should be able to:

Discuss the techniques such as variation of note values used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Discuss the techniques such as variation of note values used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.

How can a rhythm be created?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

By the end of the lesson, the learner should be able to:

Discuss the techniques such as repetition of patterns used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Discuss the techniques such as repetition of patterns used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.

How is the repetition of patterns technique used incomposing rhythmic patterns?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

By the end of the lesson, the learner should be able to:

Discuss the techniques such as ending on taa used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Discuss the techniques such as ending on taa used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.

How is the ending on taa technique used incomposing rhythmic patterns?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing Melody

By the end of the lesson, the learner should be able to:

Identify solfa syllables d, r, and m in a simple melody.
Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m.
Appreciate syllables d, r, and m in a simple melody.

In groups, pairs or individually learners are guided to:
Identify solfa syllables d, r, and m in a simple melody.
Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m.

Which familiar song contains the solfa syllables, r, and m?

Creative Arts Curriculum Design Grade 4
Clay, rolling pins, water-based
paint, brushes, clay cutting tools.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing Melody

By the end of the lesson, the learner should be able to:

Identify solfa syllables d, r, and m in a simple melody.
Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m.
Appreciate syllables d, r, and m in a simple melody.

In groups, pairs or individually learners are guided to:
Identify solfa syllables d, r, and m in a simple melody.
Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m.

Which Kodaly hand signs represent the solfa syllables d and r?

Creative Arts Curriculum Design Grade 4
Clay, rolling pins, water-based
paint, brushes, clay cutting tools.

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

By the end of the lesson, the learner should be able to:

Explain/demonstrate a medium and elongated sprint start technique, (onto your marks)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish
Observe safety of self and others.

In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (onto your marks)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish.

Why is appropriate posture important in sprinting?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

By the end of the lesson, the learner should be able to:

Explain/demonstrate a medium and elongated sprint start technique, (stance and body alignment)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish
Observe safety of self and others.

In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (stance and body alignment)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish.

Why is appropriate posture important in sprinting?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

By the end of the lesson, the learner should be able to:

Explain/demonstrate a medium and elongated sprint start technique, (onto your marks, set position, stance and body alignment, reaction and take off)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish
Observe safety of self and others

In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (onto your marks, set position, stance and body alignment, reaction and take off)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish
practise a sprint in an athletics competition in groups while observing safety

Why is appropriate posture important in sprinting?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

By the end of the lesson, the learner should be able to:

Read through the words of the Kenya National Anthem and discuss the meaning/message
Sing the Kenya National Anthem in groups applying performance techniques (with accuracy in tune)
Recognise the value of singing the Kenya National Anthem.

In groups, pairs or individually learners are guided to:
Read through the words of the Kenya National Anthem and discuss the meaning/message
Sing the Kenya National Anthem in groups applying performance techniques (with accuracy in tune)

Why is appropriate posture important in sprinting?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

By the end of the lesson, the learner should be able to:

Read through the words of the Kenya National Anthem and discuss the meaning/message
Sing the Kenya National Anthem in groups applying performance techniques (observing the appropriate etiquette)
Recognise the value of singing the Kenya National Anthem.

In groups, pairs or individually learners are guided to:
Read through the words of the Kenya National Anthem and discuss the meaning/message
Sing the Kenya National Anthem in groups applying performance techniques (observing the appropriate etiquette)

Why is appropriate posture important in sprinting?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

By the end of the lesson, the learner should be able to:

Practice: - the medium start (on your marks-set-go),- sprinting technique, focus on start, arm and leg action and finish,
Perform the skill of medium and elongated sprint starts and sprinting techniques for knowledge and skill development
Record a sprint competition and critique the application of the techniques used (starting and sprinting).

In groups, pairs or individually learners are guided to:
Practice: - the medium start (on your marks-set-go),- sprinting technique, focus on start, arm and leg action and finish,
Perform the skill of medium and elongated sprint starts and sprinting techniques for knowledge and skill development

Why is the Kenya National Anthem performed during an athletic event?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics
Gymnastics

By the end of the lesson, the learner should be able to:

Sing the Kenya National Anthem during an athletics event.
Perform a sprint in an athletics event and fly the Kenyan flag.
Record a sprint competition and critique the application of the techniques used (starting and sprinting).
Recognise the value of flying the Kenyan flag during an athletics event.

In groups, pairs or individually learners are guided to:
Sing the Kenya National Anthem during an athletics event.
Perform a sprint in an athletics event and fly the Kenyan flag.
Record a sprint competition and critique the application of the techniques used (starting and sprinting).

Why is the Kenya National Anthem performed during an athletic event?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

By the end of the lesson, the learner should be able to:

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (start).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (start).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does music support the performance of gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

By the end of the lesson, the learner should be able to:

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (weight distribution).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (weight distribution).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does music support the performance of gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

By the end of the lesson, the learner should be able to:

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (balancing).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (balancing).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

By the end of the lesson, the learner should be able to:

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (leg extension).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (leg extension).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

By the end of the lesson, the learner should be able to:

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (descent).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (descent).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

By the end of the lesson, the learner should be able to:

Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (stance) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (stance) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs.
Use digital device to take several photographs of a person performing side roll on centre of interest.

How does music support the performance of gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

By the end of the lesson, the learner should be able to:

Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (initiation) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (initiation) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs .
Use digital device to take several photographs of a person performing side roll on centre of interest.

How does music support the performance of gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

By the end of the lesson, the learner should be able to:

Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (compilation) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (compilation) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs .
Use digital device to take several photographs of a person performing side roll on centre of interest.

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

By the end of the lesson, the learner should be able to:

Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (spotting) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (spotting) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs .
Use digital device to take several photographs of a person performing side roll on centre of interest.

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

By the end of the lesson, the learner should be able to:

Explore the descant recorder and identify the parts (head joint, middle joint and foot joint, finger holes)
Practice holding and blowing the descant recorder
Enjoy exploring the descant recorder.

In groups, pairs or individually learners are guided to:
Explore the descant recorder and identify the parts (head joint, middle joint and foot joint, finger holes)
Practice holding and blowing the descant recorder

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

By the end of the lesson, the learner should be able to:

Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling
Care for and maintain a descant recorder
Appreciate care and hygiene for a descant recorder.

In groups, pairs or individually learners are guided to:
Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling
Care for and maintain a descant recorder

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

By the end of the lesson, the learner should be able to:

Explain how to hold and blow the descant recorder with appropriate fingering
Practice holding and blowing the descant recorder with appropriate fingering
Have fun holding and blowing the descant recorder with appropriate fingering.

In groups, pairs or individually learners are guided to:
Explain how to hold and blow the descant recorder with appropriate fingering
Practice holding and blowing the descant recorder with appropriate fingering

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

By the end of the lesson, the learner should be able to:

Collect recyclable materials such as yarns, pieces of cloth, leather.
Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation
Appreciate own and others work.

In groups, pairs or individually learners are guided to:
Collect recyclable materials such as yarns, pieces of cloth, leather.
Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation
Embellish the case with found objects

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

By the end of the lesson, the learner should be able to:

Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder
Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups.
Enjoy playing notes G A and B on the descant recorder

In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder
Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

By the end of the lesson, the learner should be able to:

Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder
Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups.
Enjoy playing notes G A and B on the descant recorder.

In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder
Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

By the end of the lesson, the learner should be able to:

Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.
Enjoy playing melodies on the descant recorder.

In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

By the end of the lesson, the learner should be able to:

Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.
Enjoy playing melodies on the descant recorder.

In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder
Swimming

By the end of the lesson, the learner should be able to:

Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.
Enjoy playing melodies on the descant recorder.

In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain/demonstrate the crouch surface dive considering the progression (stance)
Perform the skills of crouch surface dive in swimming
Appreciate your own and others' efforts in performing the crouch surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (stance)
Perform the skills of crouch surface dive in swimming

Why is the centre of interest important in photography?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain/demonstrate the crouch surface dive considering the progression (descent)
Perform the skills of crouch surface dive in swimming
Appreciate your own and others' efforts in performing the crouch surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (descent)
Perform the skills of crouch surface dive in swimming

Why is the centre of interest important in photography?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain/demonstrate the crouch surface dive considering the progression (transition)
Perform the skills of crouch surface dive in swimming.
Appreciate your own and others' efforts in performing the standing surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (transition)
Perform the skills of crouch surface dive in swimming.

Why is Swimming an essential life skill?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Discuss why swimming is an essential life skill.
Watch an actual or virtual performance/illustration of standing surface dive
Appreciate swimming as an essential skill.

In groups, pairs or individually learners are guided to:
Discuss why swimming is an essential life skill.
Watch an actual or virtual performance/illustration of standing surface dive

Why is Swimming an essential life skill?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain/demonstrate the standing surface dive considering the progression (push-off)
Perform the skills of standing surface dive in swimming
Appreciate your own and others' efforts in performing the standing surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (push-off)
Perform the skills of standing surface dive in swimming

Why is Swimming an essential life skill?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain/demonstrate the standing surface dive considering the progression (entry)
Perform the skills of standing surface dive in swimming
Appreciate your own and others' efforts in performing the standing surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (entry)
Perform the skills of standing surface dive in swimming

Why is Swimming an essential life skill?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display
Appreciation in Creative Arts
Appreciation in Creative Arts

Swimming
Analysis of Creative Arts works
Analysis of Creative Arts works

By the end of the lesson, the learner should be able to:

Explain/demonstrate the standing surface dive considering the progression (stance, push-off, descent, entry, transition)
Perform the skills of standing surface dive in swimming
Appreciate your own and others' efforts in performing the standing surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (stance, push-off, descent, entry, transition)
Perform the skills of standing surface dive in swimming

Why is Swimming an essential life skill?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Oral questions Oral Report Observation Written exercise

Appreciation in Creative Arts

Analysis of Creative Arts works

By the end of the lesson, the learner should be able to:

Explain the concept of appreciation in creative arts.
Describe the concept of appreciation in Creative Arts (behaviour, feedback, care)
Appreciate the concept of appreciation in creative arts.

In groups, pairs or individually learners are guided to:
Explain the concept of appreciation in creative arts.
Describe the concept of appreciation in Creative Arts (behaviour, feedback, care)

How does behaviour describe the concept of appreciation in Creative Arts?

Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique

Appreciation in Creative Arts

Analysis of Creative Arts works

By the end of the lesson, the learner should be able to:

Prepare previously created artworks for display (painting)
Showcase own and peers’ artworks in a gallery
Critique displayed artworks for appreciation

In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (painting)
Showcase own and peers’ artworks in a gallery

How can previously created artworks such as painting be recreated?

Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique

Appreciation in Creative Arts

Analysis of Creative Arts works

By the end of the lesson, the learner should be able to:

Prepare previously created artworks for display (musical instruments)
Showcase own and peers’ artworks in a gallery
Critique displayed artworks for appreciation

In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (musical instruments)
Showcase own and peers’ artworks in a gallery

How can previously created artworks such as musical instruments be recreated?

Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique

Appreciation in Creative Arts

Analysis of Creative Arts works

By the end of the lesson, the learner should be able to:

Prepare previously created artworks for display (clay slabs)
Showcase own and peers’ artworks in a gallery
Critique displayed artworks for appreciation

In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (clay slabs)
Showcase own and peers’ artworks in a gallery

How can previously created artworks such as clay slabs be recreated?

Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique

Appreciation in Creative Arts

Analysis of Creative Arts works

By the end of the lesson, the learner should be able to:

Discuss the importance of analysis in Creative Arts
Describe a Kenyan folk song performance using appropriate terminologies such as (type of artwork)
Value appreciation of Creative Arts works through analysis.

In groups, pairs or individually learners are guided to:
Discuss the importance of analysis in Creative Arts
Describe a Kenyan folk song performance using appropriate terminologies such as (type of artwork)

What is the importance of type of artwork in Creative Arts?

Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique

Appreciation in Creative Arts

Analysis of Creative Arts works

By the end of the lesson, the learner should be able to:

Discuss the importance of analysis in Creative Arts
Describe a Kenyan folk song performance using appropriate terminologies such as (media used)
Value appreciation of Creative Arts works through analysis.

In groups, pairs or individually learners are guided to:
Discuss the importance of analysis in Creative Arts
Describe a Kenyan folk song performance using appropriate terminologies such as (media used)

What is the importance of media used in Creative Arts?

Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique

Appreciation in Creative Arts

Analysis of Creative Arts works

By the end of the lesson, the learner should be able to:

Identify Kenyan music of various genres
Describe how to undertake critical analysis of Kenyan folk songs focusing on community of origin and type/occasion
Appreciate critical analysis in creative arts

In groups, pairs or individually learners are guided to:
Identify Kenyan music of various genres
Describe how to undertake critical analysis of Kenyan folk songs focusing on community of origin and type/occasion

What is the importance of community of origin in analysis of Creative Arts?

Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique

Appreciation in Creative Arts

Analysis of Creative Arts works

By the end of the lesson, the learner should be able to:

Identify Kenyan music of various genres
Describe how to undertake critical analysis of Kenyan folk songs focusing on participants (soloist, instrumentalist, singers)
Appreciate critical analysis in creative arts

In groups, pairs or individually learners are guided to:
Sing Kenyan music of various genres
Describe how to undertake critical analysis of Kenyan folk songs focusing on participants (soloist, instrumentalist, singers)

What is the importance of participants in analysis of Creative Arts?

Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue

Portfolio, observation schedule, exit tickets, analysis, display and critique