Creating and Performing in Creative Arts and Sports

Drawing and Painting - Picture-Making Techniques
Drawing and Painting - Digital Resources

By the end of the lesson, the learner should be able to:
- Describe unity and harmony in drawing and painting explaining how they are achieved through consistent use of colour, texture, shape and line.
- Identify ways in which unity and harmony have been achieved in given drawings using similarity, repetition and proximity.
- Appreciate unity and harmony as foundational principles for creating visually appealing artworks.

In groups, learners are guided to:
- Observe Figure 2.1.1 and discuss how similarity, repetition and proximity have been achieved in each drawing.
- Discuss what unity and harmony are and how they are achieved through consistent use of colour, texture, shape and lines.
- Present findings to the class and comment politely on each other's observations.

Why is colour classification important in painting?

- Oxford CAS Today Grade 9 pg. 15
- Drawing materials
- Sample artworks
- Digital devices
- Internet access

- Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Colour in Compositions
Drawing and Painting - Texture in Compositions
Drawing and Painting - Colour Wheel
Drawing and Painting - Creating a Colour Wheel

By the end of the lesson, the learner should be able to:
- Explain how colour contributes to unity and harmony in a visual composition.
- Identify how colour has been used to create mood, unity and harmony in given drawings and paintings.
- Appreciate the deliberate use of colour as a creative tool for expressing harmony and mood in artworks.

In groups, learners are guided to:
- Observe and discuss pictures showing how colour has been used to create unity and harmony in different compositions.
- Identify the dominant colours in given artworks and discuss how they contribute to the overall mood of each piece.
- Present findings on colour use in compositions to the class and comment politely on classmates' observations.

How does the colour affect the mood?

- Oxford CAS Today Grade 9 pg. 15
- Colour prints or digital images
- Drawing materials
- Pencils and paper
- Oxford CAS Today Grade 9 pg. 17
- Watercolour or acrylic paints
- Paintbrushes and palette
- Paintbrushes, palette, paper

- Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Analogous Colours
Drawing and Painting - Colour Gradation Strip
Drawing and Painting - Scenery Composition
Drawing and Painting - Painting a Landscape

By the end of the lesson, the learner should be able to:
- Describe analogous colours as colours next to each other on the colour wheel and give examples of analogous colour sets.
- Identify and use analogous colours in compositions to create visual harmony and unity.
- Appreciate how analogous colours make backgrounds and artworks more captivating when used together.

In groups, learners are guided to:
- Discuss analogous colour sets identified on the colour wheel and explain how each group originates from a primary colour.
- Identify compositions that use analogous colours and analyse how they create harmony and unity in the overall work.
- Create a short composition using one analogous colour set and share with the class for comment.

Why is colour classification important in painting?

- Oxford CAS Today Grade 9 pg. 17
- Watercolour or acrylic paints
- Paintbrushes, palette, paper
- Oxford CAS Today Grade 9 pg. 18
- Paintbrushes, palette, water container, paper
- Oxford CAS Today Grade 9 pg. 20
- Pencils, paper, reference pictures
- Watercolour paints, brushes, watercolour paper, palette, water container

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Painting a Landscape continued
Drawing and Painting - Landscape Details
Drawing and Painting - Display and Critique
Rhythm - Note Extension Effects
Rhythm - Dotted Notes

By the end of the lesson, the learner should be able to:
- Apply thin washes progressively to build up layers of colour in a landscape composition.
- Add fine details with smaller brushes using thin washes to complete the landscape painting.
- Appreciate the thin wash technique as a method that creates luminous and transparent effects in watercolour painting.

In groups, learners are guided to:
- Continue the landscape painting by applying thin washes for each layer starting from background and moving to foreground.
- Add details with smaller brushes using thin washes to build up layers of colour gradually allowing each layer to dry fully.
- Let the painting dry completely before removing the tape then display in class or portfolio for constructive peer feedback.

How does the colour affect the mood?

- Oxford CAS Today Grade 9 pg. 20
- Watercolour paints, brushes, watercolour paper, palette, water container
- Watercolour or acrylic paints, paintbrushes, paper
- Completed artworks
- Working portfolio
- Oxford CAS Today Grade 9 pg. 25
- Music exercise books
- Percussion instruments
- Notation resources

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Rhythm - Tied Notes
Rhythm - French Rhythm Names
Rhythm - Accented and Weak Beats
Rhythm - Sight Reading Rhythms

By the end of the lesson, the learner should be able to:
- Define a tied note as two notes of the same pitch joined by a curved line to extend the duration of the first note.
- Write tied notes correctly on a staff and complete bars using tied notes to fit a given time signature.
- Appreciate the role of tied notes in creating smooth and extended note durations within rhythmic patterns.

In groups, learners are guided to:
- Discuss the difference between a dotted note and a tied note and explain when each is used.
- Practise writing tied notes on staff completing given bars with tied notes to match the time signature of 4/4.
- Add tied notes to given rhythmic patterns in exercise books and share with classmates for peer review.

How can various note combinations be used to form rhythms in simple time?

- Oxford CAS Today Grade 9 pg. 25
- Music exercise books
- Notation resources
- Oxford CAS Today Grade 9 pg. 26
- Percussion instruments

- Written assignments - Oral questions

Creating and Performing in Creative Arts and Sports

Rhythm - Composing Rhythms
Rhythm - Four-Bar Rhythm Composition
Rhythm - Notating Rhythms
Rhythm - Two-Part Rhythms

By the end of the lesson, the learner should be able to:
- Describe the features of interesting rhythms including repetition for unity, balance, time signature and variation of note values.
- Compose two-bar rhythmic patterns in 4/4 time involving dotted minims, dotted crotchets, dotted quavers and corresponding rests.
- Value creativity and originality in composing rhythmic patterns as a means of expressing musical ideas.

In groups, learners are guided to:
- Discuss the features of interesting rhythms including repetition, balance, time signature and variation of note values.
- Compose two-bar rhythmic patterns in 4/4 time using each of the four dotted note types separately then share with a group for comment.
- Clap composed patterns to a partner for them to notate and check accuracy of their notation.

How can various note combinations be used to form rhythms in simple time?

- Oxford CAS Today Grade 9 pg. 26
- Music exercise books
- Notation resources
- Percussion instruments

- Written assignments - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Basketball Routines
Rhythm - Basketball Dribbling Patterns
Athletics and Mosaic - Triple Jump All Phases
Athletics and Mosaic - Triple Jump Take-off Flight and Landing
Athletics and Mosaic - Triple Jump Practice

By the end of the lesson, the learner should be able to:
- Describe how rhythmic patterns can be applied to coordinate movements in Basketball routines.
- Create a rhythmic pattern in 4/4 time intended for use as a Basketball routine accompaniment.
- Appreciate the connection between musical rhythm and the coordination of sports movements.

In groups, learners are guided to:
- Discuss how rhythm can guide coordinated movement in sports using Basketball as a context.
- Create a two-bar rhythmic pattern in 4/4 time suitable for accompanying a Basketball routine.
- Perform the composed rhythmic pattern using body percussion or a percussion instrument and discuss how it could coordinate Basketball movements.

How can one improvise accompaniment patterns for Sports?

- Oxford CAS Today Grade 9 pg. 26
- Percussion instruments
- Music exercise books
- Basketball
- Oxford CAS Today Grade 9 pg. 31
- Open field
- Field markers
- Digital devices
- Appropriate sports wear

- Practical demonstration - Observation

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Long Distance Running
Athletics and Mosaic - Standing Start
Athletics and Mosaic - Arm Action and Stride
Athletics and Mosaic - Pacing and Breathing

By the end of the lesson, the learner should be able to:
- Identify long distance races in athletics and describe the key skills and techniques used.
- Explain how techniques such as comfortable rhythm and stride length contribute to performance in long distance running.
- Appreciate the achievement of Kenyan long distance athletes as a source of national pride and inspiration.

In groups, learners are guided to:
- Use sports materials and digital devices to research the key skills in long distance running including stride rhythm and length.
- Discuss how long distance running has benefitted Kenya citing examples of Kenyan athletes.
- Identify and record the key differences between long distance running and sprint running in exercise books.

How has long distance running benefitted Kenya?

- Oxford CAS Today Grade 9 pg. 35
- Digital devices
- Sports reference materials
- Open field
- Sports wear

- Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Running Activities
Athletics and Mosaic - Mosaic Introduction and Characteristics
Athletics and Mosaic - Exploring Mosaic and Materials
Athletics and Mosaic - Surface Preparation

By the end of the lesson, the learner should be able to:
- Perform techniques used in long distance running including stride, pacing and breathing in a combined running activity.
- Collaborate with peers in athletic events applying all long distance running skills while observing safety.
- Acknowledge the efforts of peers in applying long distance running techniques and provide constructive feedback.

In groups, learners are guided to:
- Engage in a combined running activity applying stride rhythm, arm action, pacing and breathing skills together.
- Observe and give polite and constructive feedback on peers' long distance running technique.
- Discuss as a class the improvements observed from the first running lesson to this activity.

How has long distance running benefitted Kenya?

- Oxford CAS Today Grade 9 pg. 35
- Open field
- Sports wear
- Oxford CAS Today Grade 9 pg. 38
- Sample mosaic pictures
- Digital devices
- Sample mosaic works
- Support surface, pencil, ruler

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Materials Preparation
Athletics and Mosaic - Mosaic Creation
Athletics and Mosaic - Mosaic Creation continued
Athletics and Mosaic - Mosaic Completion and Critique
Athletics and Mosaic - Run and Jump Game

By the end of the lesson, the learner should be able to:
- Collect and prepare materials for a mosaic composition including cut-out coloured pieces, adhesive and a completed sketch on the support surface.
- Cut pieces to appropriate sizes focusing on colour contrast between pieces and support surface.
- Value safety and precision in cutting and preparing mosaic materials for placement.

In groups, learners are guided to:
- Collect materials needed for the mosaic including coloured pieces, adhesive, scissors and the sketched support surface.
- Cut pieces to appropriate sizes selecting colours that create strong contrast against the support surface and neighbouring pieces.
- Organise the prepared pieces by colour group ready for placement in the next lesson.

How can mosaic pictorial composition be used to improve the environment?

- Oxford CAS Today Grade 9 pg. 38
- Coloured materials, scissors, adhesive, support surface
- Prepared mosaic materials, adhesive, support surface
- Completed mosaic artworks
- Oxford CAS Today Grade 9 pg. 31
- Open field
- Field markers

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Melody - Introduction to Variation
Melody - Variation Types in Practice
Melody - Variation Demonstrations and Practice
Melody - Melodic Structure

By the end of the lesson, the learner should be able to:
- Describe variation in music as the repetition of material in a changed format to create unity while adding variety and interest.
- Identify rhythmic, melodic and dynamic variation in given four-bar melodies.
- Appreciate variation as a compositional technique that makes melodies more interesting and engaging.

In groups, learners are guided to:
- Sing the given four-bar melody using tonic sol-fa notation and clap the rhythm while identifying extended note values.
- Write down the sol-fa syllables for the melody and sing it observing correct rhythms and pitch.
- Discuss what variation means in music and how rhythmic, melodic and dynamic variation can be achieved.

How can a melody be made interesting?

- Oxford CAS Today Grade 9 pg. 44
- Music exercise books
- Keyboard
- Keyboard or recorder

- Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Melody - Incomplete and Complete Endings
Melody - Repetition and Answering Phrases
Melody - Opening Phrases
Melody - Four-Bar Melody Composition

By the end of the lesson, the learner should be able to:
- Distinguish between an incomplete (question) phrase ending and a complete (answer) phrase ending in a melody.
- Identify incomplete and complete phrase endings in given melodies by analysing the final sol-fa syllable of each phrase.
- Appreciate that the contrast between incomplete and complete endings creates tension and resolution in melodic composition.

In groups, learners are guided to:
- Listen to and sing given melodies identifying which phrase ends on the tonic (complete) and which does not (incomplete).
- Discuss why question phrases create a sense of incompleteness and how answer phrases resolve that tension by ending on the tonic.
- Identify incomplete and complete endings in given melodies and record analysis in music exercise books.

How can a melody be made interesting?

- Oxford CAS Today Grade 9 pg. 44
- Music exercise books
- Keyboard

- Written assignments - Oral questions

Creating and Performing in Creative Arts and Sports

Melody - Four-Bar Melody Composition continued
Melody - Melody Notation and Performance
Rugby - Introduction to Passes
Rugby - Basic Pass
Rugby - Pop Pass

By the end of the lesson, the learner should be able to:
- Refine the four-bar melody composition by reviewing and improving rhythm, pitch, variation and dynamic markings.
- Notate the four-bar melody accurately on staff using correct note values, time signature, bar lines and key signature.
- Appreciate peer feedback as a constructive tool for refining and improving musical compositions.

In groups, learners are guided to:
- Review the four-bar melody from the previous lesson incorporating feedback from peers on rhythm, pitch and dynamics.
- Notate the refined four-bar melody on staff with correct note values, time signature, bar lines and key signature for F major.
- Perform the notated melody for a classmate and listen to each other's compositions giving polite and constructive feedback.

How can a melody be made interesting?

- Oxford CAS Today Grade 9 pg. 44
- Music exercise books
- Keyboard
- Keyboard or recorder
- Oxford CAS Today Grade 9 pg. 55
- Digital devices
- Sports reference materials
- Rugby ball
- Open field

- Written assignments - Practical demonstration

Creating and Performing in Creative Arts and Sports

Rugby - Spin Pass
Rugby - Pass Demonstrations and Practice
Rugby - Kicking Techniques
Rugby - Drop Kick

By the end of the lesson, the learner should be able to:
- Describe the spin pass explaining how the flicking wrist motion causes the ball to spiral as it travels to the receiver.
- Demonstrate the spin pass by holding the ball correctly and flicking the wrist to release the ball spinning at chest level.
- Appreciate the spin pass as the most commonly used pass in Rugby for distributing the ball quickly over longer distances.

In groups, learners are guided to:
- Research the spin pass and describe the grip, wrist action and body position required for its execution.
- Demonstrate the spin pass by holding the ball correctly and flicking the wrist while releasing the ball to a receiver at chest level.
- Practise the spin pass in pairs repeating several times to develop consistent spin and accuracy.

What are the best ways to advance a ball in a game of Rugby?

- Oxford CAS Today Grade 9 pg. 55
- Rugby ball
- Open field
- Oxford CAS Today Grade 9 pg. 60
- Digital devices
- Sports reference materials

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Rugby - Place Kick
Rugby - Kicking Demonstrations and Practice
Rugby - Mini Game
Photography - Viewpoints in Photography

By the end of the lesson, the learner should be able to:
- Describe the place kick technique in Rugby explaining the correct approach, contact point and follow-through.
- Demonstrate the place kick by approaching the stationary ball and striking it with the instep for maximum accuracy and power.
- Appreciate the place kick as a precision skill that directly determines scoring outcomes in Rugby.

In groups, learners are guided to:
- Use sports materials to research how a Rugby player executes a place kick describing the approach, contact and follow-through.
- Demonstrate the place kick approaching the stationary ball and striking it with the instep focusing on accuracy and follow-through.
- Practise the place kick in turns focusing on consistent approach angle and contact point.

What are the best ways to advance a ball in a game of Rugby?

- Oxford CAS Today Grade 9 pg. 60
- Rugby ball
- Open field
- Field markers
- Oxford CAS Today Grade 9 pg. 64
- Digital devices
- Old magazines

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Photography - Birds Eye Normal Eye and Worms Eye Views
Photography - Scenery Photography
Photography - Taking Photographs
Photography - E-Folder Creation and Captioning
Photography - Slide Presentation and Saving

By the end of the lesson, the learner should be able to:
- Describe the characteristics of each viewpoint: normal eye view (at eye level), bird's eye view (from above) and worm's eye view (from below).
- Distinguish between the three viewpoints by analysing given photographs and explaining the camera position for each.
- Appreciate how different viewpoints create different visual effects and communicate different meanings in photography.

In groups, learners are guided to:
- Study the definitions and descriptions of normal eye view, bird's eye view and worm's eye view and discuss real examples of each.
- Analyse given photographs and identify which viewpoint was used explaining the reasoning based on the camera position.
- Group photographs into the three viewpoint categories and share classifications with classmates for peer verification.

Which are the ethical issues to consider in photography?

- Oxford CAS Today Grade 9 pg. 64
- Photographs
- Digital devices
- Oxford CAS Today Grade 9 pg. 65
- Exercise books
- School compound access
- Smartphone or digital camera
- A5 printing materials
- Smartphone or computer
- A5 printing materials, pen
- Printed photographs, manilla paper, adhesive, marker pen, scissors, ruler

- Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Photography - Critique and Appreciation
Descant Recorder - F Major Scale Fingering and Types
Descant Recorder - Random Note Practice and Pinching Technique
Descant Recorder - F Major Scale Performance

By the end of the lesson, the learner should be able to:
- Present a completed photo slide to other groups providing commentary on viewpoint choices and composition.
- Evaluate peers' photo slides using the three viewpoints as criteria and provide constructive polite feedback.
- Appreciate the ethical responsibilities that come with photography including respect for privacy, accuracy and the environment.

In groups, learners are guided to:
- Present completed photo slides to other groups and comment on each group's choice of viewpoints, composition and captioning quality.
- Discuss ethical issues in photography including consent, privacy, accuracy of representation and respect for the environment.
- Reflect on how applying different viewpoints changed the visual impact and message of the photographs.

Which are the ethical issues to consider in photography?

- Oxford CAS Today Grade 9 pg. 65
- Completed photo slides
- Exercise books
- Oxford CAS Today Grade 9 pg. 71
- Descant recorder
- Fingering charts
- Music exercise books

- Peer review - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Solo Preparation and Practice
Descant Recorder - Group Rehearsal and Solo Performance
Play - Format and Structure of a Play Script
Play - Script Analysis and Elements

By the end of the lesson, the learner should be able to:
- Identify and explain performance directions for dynamics including crescendo and diminuendo and for tempo including accelerando and a tempo.
- Play simple melodies in 4/4 time and F major observing dynamics and tempo performance directions.
- Value the role of dynamics and tempo in making a musical performance expressive and interesting.

In groups, learners are guided to:
- Explore actual or virtual demonstrations of playing techniques to understand crescendo, diminuendo, accelerando and a tempo.
- Play the given melody Home Sweet Home observing the dynamic and tempo markings throughout the piece.
- Discuss how observing performance directions changes the character and expressiveness of the piece.

What is the importance of applying technique when playing instrumental music?

- Oxford CAS Today Grade 9 pg. 76
- Descant recorder
- Music exercise books
- Digital devices
- Oxford CAS Today Grade 9 pg. 84
- Sample play scripts
- Exercise books

- Practical demonstration - Oral questions

Creating and Performing in Creative Arts and Sports

Play - Theme Selection and Plot Creation
Play - Character Development
Play - Setting and Dialogue
Play - Script Creation
Play - Script Creation continued

By the end of the lesson, the learner should be able to:
- Identify a relevant societal issue from the school or community as the theme for a one-act play.
- Develop an outline plot for a one-act play based on the selected theme including beginning, rising action and resolution.
- Appreciate that play performance is a meaningful channel for raising awareness about societal issues in the community.

In groups, learners are guided to:
- Brainstorm in groups a societal issue observed in the school or community that would make a meaningful play theme.
- Develop a brief plot outline for the one-act play including the beginning, the central conflict and the resolution.
- Share the plot outline with another group for feedback on clarity, relevance and dramatic potential.

How can a play performance be made believable to an audience?

- Oxford CAS Today Grade 9 pg. 89
- Exercise books
- Peer feedback notes

- Written assignments - Observation

Creating and Performing in Creative Arts and Sports

Play - Music Costumes and Acting Preparation
Play - Movement and Voice
Play - Rehearsal Techniques
Play - Performance Preparation and Analysis

By the end of the lesson, the learner should be able to:
- Select relevant props, costumes and music for a play performance based on the script's setting and characters.
- Explain how props, costumes and music contribute to the believability and effectiveness of a play performance.
- Value thorough preparation of props, costumes and music as essential to a convincing and professional play performance.

In groups, learners are guided to:
- Select relevant props, costumes and music that match the setting and theme of the one-act play script.
- Discuss how each selected prop, costume and music piece contributes to the believability of the play and the portrayal of each character.
- Prepare and organise all props, costumes and music ready for rehearsal in the next lessons.

Why is it important to decorate props to be used for performance?

- Oxford CAS Today Grade 9 pg. 90
- Props, costumes
- Music source
- Play script
- Props, costumes, music
- Play script, props, costumes, music

- Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Play - Role Allocation
Play - Performance
Play - Performance Reflection and Journal
Basketball and Logo Design - Introduction to Passing

By the end of the lesson, the learner should be able to:
- Explain the criteria used for allocating roles in a play including suitability to character, availability and commitment.
- Confirm final role allocation for the play performance ensuring every group member has a clearly assigned responsibility.
- Appreciate fair and transparent role allocation as essential to team cohesion and a successful play performance.

In groups, learners are guided to:
- Discuss the criteria for role allocation in a play including character fit, vocal ability, commitment and availability.
- Confirm final role allocation for the performance ensuring each group member has a clearly assigned performance or production role.
- Brief all cast and crew members on their specific responsibilities, cues and logistics for the performance.

Why is it important to decorate props to be used for performance?

- Oxford CAS Today Grade 9 pg. 90
- Play script
- Role allocation notes
- Props, costumes
- Digital devices
- Journal or exercise book
- Oxford CAS Today Grade 9 pg. 93
- Sports reference materials

- Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Chest Pass
Basketball and Logo Design - Bounce Pass
Basketball and Logo Design - Overhead Pass
Basketball and Logo Design - Pass Demonstrations and Practice
Basketball and Logo Design - Passing Games

By the end of the lesson, the learner should be able to:
- Describe the chest pass as the quickest pass that moves in a straight line from chest level to a teammate who is not tightly marked.
- Demonstrate the chest pass by bending elbows close to the chest and releasing the ball in a straight line to a partner.
- Value the chest pass as the most efficient pass for quick ball distribution when space is available.

In groups, learners are guided to:
- Discuss what a chest pass is, when it is used and how it is executed then demonstrate without a ball first.
- Perform the chest pass by bending elbows close to the chest and releasing the ball in a straight line ensuring the receiver gets the ball around chest area.
- Take turns practising the chest pass in pairs focusing on accuracy, hand position and follow-through.

Why is it important to combine passing and dribbling in Basketball?

- Oxford CAS Today Grade 9 pg. 93
- Basketball
- Open court

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Dribbling Introduction and Low Dribble
Basketball and Logo Design - High Dribble and Demonstrations
Basketball and Logo Design - Dribbling Practice
Basketball and Logo Design - Logo Introduction and Research

By the end of the lesson, the learner should be able to:
- Describe dribbling in Basketball as a skill allowing a player to move while maintaining ball possession, shield the ball from defenders and create break-away opportunities.
- Demonstrate low dribbling by keeping the ball close to the ground for maximum protection from defenders.
- Value dribbling as a key skill for individual and team offensive play in Basketball.

In groups, learners are guided to:
- Discuss what dribbling is in Basketball identifying when low dribbling and high dribbling are used in a game.
- Demonstrate low dribbling by keeping the ball close to the ground protecting it from defenders while moving.
- Practise low dribbling in pairs moving across the court while maintaining ball control and observing safety.

Why is it important to combine passing and dribbling in Basketball?

- Oxford CAS Today Grade 9 pg. 98
- Basketball
- Open court
- Oxford CAS Today Grade 9 pg. 101
- Digital devices
- Sample team logos

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Logo Characteristics and Sketching
Basketball and Logo Design - Logo Finalization and Critique
Basketball and Logo Design - Mini Basketball Game
Indigenous Kenyan Crafts - Pottery Coil Technique and Clay Preparation

By the end of the lesson, the learner should be able to:
- Describe the characteristics of an effective Basketball team logo including clear symbol, meaningful colour selection and readable team name or letter combination.
- Sketch a logo design for a Basketball team selecting the name or letter combination, colours and layout.
- Value creativity and originality in logo design as a means of creating a distinctive team identity.

In groups, learners are guided to:
- Discuss the characteristics that make a logo effective: clear symbol, purposeful colour selection, readable text and emotional connection.
- Sketch a logo for a Basketball team on paper selecting the team name or letter combination, colours and overall layout.
- Share sketches with a classmate for feedback on clarity, originality and effectiveness of the design concept.

How can a poster be made an effective means of communicating?

- Oxford CAS Today Grade 9 pg. 101
- Drawing materials, paper, ruler, marker pens
- Basketball, open court
- Team logos
- Oxford CAS Today Grade 9 pg. 104
- Clay soil, stone, fine cloth or sieve, water

- Practical demonstration - Observation

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Modelling Vessels
Indigenous Kenyan Crafts - Decorating Vessels
Indigenous Kenyan Crafts - Firing Pottery
Indigenous Kenyan Crafts - Weaving Introduction
Indigenous Kenyan Crafts - Frame Loom Making

By the end of the lesson, the learner should be able to:
- Make clay coils of uniform thickness using the coil technique.
- Join clay coils using slurry to build the walls of a vessel and smoothen the inside surface.
- Value patience and craftsmanship in building a clay vessel using the traditional coil technique.

In groups, learners are guided to:
- Make clay coils of uniform thickness by rolling prepared clay on a flat surface.
- Join coils using slurry to form the walls of a vessel building upward and smoothening the inside surface at each level.
- Review the vessel shape and walls for uniformity and make corrections before the clay dries further.

Why is clay the preferred material for pottery?

- Oxford CAS Today Grade 9 pg. 104
- Prepared clay, wooden surface, slurry
- Slightly dried clay vessel, incising tool
- Completely dry clay vessel, open pit kiln, dry fuel
- Actual woven articles
- Digital devices
- Coloured string
- Oxford CAS Today Grade 9 pg. 109
- Wooden frame, nails, hammer, string

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Twill Weaving
Indigenous Kenyan Crafts - Twill Weaving continued
Indigenous Kenyan Crafts - Display Critique and Self-Assessment
Swimming - Standing Dive Technique and Practice

By the end of the lesson, the learner should be able to:
- Describe the 2/1 twill weaving technique by explaining how warps and wefts are interlaced on the loom following a 2/1 pattern.
- Secure warps on the completed frame loom and begin interlacing wefts using the 2/1 twill technique.
- Appreciate the disciplined pattern of twill weaving as a craft technique that creates a strong and visually interesting fabric.

In groups, learners are guided to:
- Secure the warps on the completed frame loom ensuring even tension throughout.
- Begin interlacing the wefts using the 2/1 twill technique: the weft passes over two warps then under one repeating across the row.
- Review the weaving progress checking for consistent tension, even spacing and correct pattern repetition.

How is a fabric woven?

- Oxford CAS Today Grade 9 pg. 109
- Frame loom, string or yarn in various colours
- Completed pottery and woven articles
- Oxford CAS Today Grade 9 pg. 112
- Swimming pool
- Appropriate swimwear

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Swimming - Land Dive Activity
Swimming - Butterfly Stroke Introduction and Body Position
Swimming - Butterfly Stroke Arm Action
Swimming - Butterfly Stroke Leg Action

By the end of the lesson, the learner should be able to:
- Describe the phases of a standing dive: stance, entry and gliding identifying the correct body position at each phase.
- Demonstrate the phases of a standing dive on land as a preparatory activity before entering the water.
- Value land-based practice as a safe and effective way to build confidence and correct technique before entering the pool.

In groups, learners are guided to:
- Practise the complete standing dive sequence on land in slow motion: stance, forward lean, arm extension, chin tuck and entry position.
- Perform the land dive activity several times reviewing body position at each phase.
- Observe peers performing the land dive and give feedback on arm extension, body arch and chin position.

How can swimming skills be performed safely?

- Oxford CAS Today Grade 9 pg. 113
- Open space for land practice
- Appropriate sports wear
- Oxford CAS Today Grade 9 pg. 117
- Swimming pool
- Appropriate swimwear
- Swimming pool, kickboard

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Swimming - Butterfly Stroke Coordination and Complete Practice
Kenyan Indigenous Games - Board Games Introduction
Kenyan Indigenous Games - Bao Game
Kenyan Indigenous Games - Shisima Game
Kenyan Indigenous Games - Draughts Game

By the end of the lesson, the learner should be able to:
- Combine the butterfly stroke arm action and leg kick in a coordinated complete swimming sequence.
- Perform the standing dive followed by the butterfly stroke as a connected swimming sequence.
- Value safety, coordination and self-efficacy in performing swimming skills confidently.

In groups, learners are guided to:
- Combine the butterfly stroke arm action and leg kick in the water practising coordination and breathing timing.
- Practise the full sequence of standing dive followed by butterfly stroke repeating to build fluency.
- Take turns to perform the full sequence, observe peers and give constructive feedback on synchrony, technique and coordination.

Why is synchrony important in butterfly stroke?

- Oxford CAS Today Grade 9 pg. 118
- Swimming pool
- Appropriate swimwear
- Oxford CAS Today Grade 9 pg. 124
- Digital devices
- QR code references
- Bao board or improvised version
- Counters or stones
- Shisima board or improvised version
- Counters
- Draughts board or improvised version
- Draughts pieces

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Improvising Board Games
Kenyan Indigenous Games - Games with Music
Kenyan Indigenous Games - Mental Health Benefits and Extended Activities
Kenyan Indigenous Games - Self-Assessment

By the end of the lesson, the learner should be able to:
- Design a simple improvised board game inspired by Kenyan indigenous board games using locally available materials.
- Explain the rules of the improvised board game to peers and demonstrate how to play it.
- Appreciate creativity and resourcefulness in using locally available materials to create educational and recreational games.

In groups, learners are guided to:
- Discuss how indigenous board games can be improvised using locally available materials such as drawn boards, stones and seeds.
- Design a simple improvised board game inspired by Ajua, Bao or Shisima using available materials and write down the rules.
- Explain the rules to peers and demonstrate how the improvised game is played.

How do indigenous board games enhance mental relaxation?

- Oxford CAS Today Grade 9 pg. 124
- Locally available materials (paper, stones, seeds)
- Bao or other board game
- Music source (drum or recorded music)
- Various board games
- Digital devices
- Self-assessment table
- Exercise books

- Practical demonstration - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Introduction and Criteria
Analysis of Creative Arts and Sports - Music Analysis
Analysis of Creative Arts and Sports - Ethical Practices in Sports
Analysis of Creative Arts and Sports - Artwork Critique

By the end of the lesson, the learner should be able to:
- Identify the criteria used to analyse and evaluate performances and artworks in Creative Arts and Sports.
- Distinguish between criteria for analysing Sports (skill, technique, physical fitness, fair play, tactics) and Creative Arts (use of stage, creativity, improvisation, context, originality).
- Appreciate analysis as a systematic skill that adds value to Creative Arts and Sports by supporting constructive feedback and improvement.

In groups, learners are guided to:
- Read the analysis scenarios on evaluating a Rugby game and acting as a play competition juror then discuss measurable and non-measurable aspects in each.
- Discuss Table 3.2 criteria for analysing Sports and Creative Arts comparing what is evaluated in each domain.
- Present findings on analysis criteria to the class and reflect on how systematic evaluation enhances the quality of performances.

Why is analysis an important skill in Creative Arts and Sports?

- Oxford CAS Today Grade 9 pg. 131
- Exercise books
- Digital devices
- Oxford CAS Today Grade 9 pg. 135
- Music exercise books
- Descant recorder or wind instrument
- Oxford CAS Today Grade 9 pg. 134
- QR code references
- Oxford CAS Today Grade 9 pg. 136
- Printed artwork samples

- Oral questions - Written assignments

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Creating Art Catalogues
Analysis of Creative Arts and Sports - Ethical Issues in Creative Arts and Sports
Analysis of Creative Arts and Sports - Value of Analysis and Self-Assessment

By the end of the lesson, the learner should be able to:
- Describe the components of an art catalogue including title or description, artist's name, date completed, size or dimensions and medium or materials.
- Create a personal art catalogue by printing, organising and captioning 2D and 3D artworks in a plain exercise book with cover, table of contents and description.
- Value the art catalogue as a tool for documenting, organising and sharing knowledge about artworks for inspiration and mentorship.

In groups, learners are guided to:
- Search for and print pictures of various 2D and 3D artworks in A5 size noting each artwork's title, artist's name, date completed, size and medium.
- Create an art catalogue with a cover picture and captivating title, name and class on the first page, table of contents, brief catalogue description and artworks one per page with information on the back.
- Ask classmates to review the completed catalogue and provide feedback then include a short personal bio on the last page.

How can analysis of creative arts and sports enhance creativity?

- Oxford CAS Today Grade 9 pg. 136
- Plain exercise book, adhesive, scissors, ruler, pen
- Printed artwork pictures (A5 size)
- Oxford CAS Today Grade 9 pg. 131
- Digital devices
- Reference books
- Self-assessment table
- Exercise books

- Practical demonstration - Peer review