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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Creating and Performing
|
Indigenous Kenyan Crafts - Pottery in coil technique
|
By the end of the
lesson, the learner
should be able to:
- Describe coil techniques in pottery - Identify different pottery items modeled using coil technique - Show interest in indigenous pottery techniques |
- Study pottery items from actual and virtual sources
- Analyze coil technique through observation of samples - Watch videos showing pottery items modeled using coil technique - Discuss features of coil technique in pottery |
Why is clay the preferred material for pottery?
|
- KLB Top Scholar (pg. 124)
- Digital resources - Sample pottery items - Pictures and videos |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 2 |
Creating and Performing
|
Indigenous Kenyan Crafts - Preparing clay
|
By the end of the
lesson, the learner
should be able to:
- Source clay from the environment - Prepare clay by removing impurities - Demonstrate responsibility in clay preparation |
- Source clay from the environment
- Remove impurities from clay (stones, sticks, plant materials) - Dry, crush, and sieve clay - Mix clay with water and prepare for modeling |
How is clay prepared for pottery?
|
- KLB Top Scholar (pg. 126)
- Digital resources - Clay samples - Tools for clay preparation |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 2 | 3 |
Creating and Performing
|
Indigenous Kenyan Crafts - Preparing clay
|
By the end of the
lesson, the learner
should be able to:
- Source clay from the environment - Prepare clay by removing impurities - Demonstrate responsibility in clay preparation |
- Source clay from the environment
- Remove impurities from clay (stones, sticks, plant materials) - Dry, crush, and sieve clay - Mix clay with water and prepare for modeling |
How is clay prepared for pottery?
|
- KLB Top Scholar (pg. 126)
- Digital resources - Clay samples - Tools for clay preparation |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 2 | 4 |
Creating and Performing
|
Indigenous Kenyan Crafts - Modeling vessels
|
By the end of the
lesson, the learner
should be able to:
- Make coils of uniform thickness - Join clay coils to form a vessel - Create vessel shapes using coil technique |
- Make a sketch of intended vessel shape
- Roll clay coils of uniform thickness - Create the base of the vessel - Join coils systematically to build the vessel walls |
How are coils fixed to model a vessel?
|
- KLB Top Scholar (pg. 129)
- Digital resources - Clay - Modeling tools |
- Observation
- Practical assessment
- Product evaluation
|
|
| 2 | 5 |
Creating and Performing
|
Indigenous Kenyan Crafts - Decorating vessels
|
By the end of the
lesson, the learner
should be able to:
- Decorate slightly dry clay vessels - Apply incising decoration techniques - Show creativity in vessel decoration |
- Apply incising decoration techniques on vessels
- Create patterns through decorative techniques - Allow vessels to dry under shade - Compare different decoration patterns |
How can clay vessels be decorated?
|
- KLB Top Scholar (pg. 132)
- Digital resources - Clay vessels - Decorating tools |
- Observation
- Practical assessment
- Creativity evaluation
|
|
| 3 | 1 |
Creating and Performing
|
Indigenous Kenyan Crafts - Firing pottery
|
By the end of the
lesson, the learner
should be able to:
- Describe the firing process for pottery - Fire completely dry vessels using an open pit kiln - Apply safety measures during firing |
- Prepare an open pit kiln for firing
- Arrange vessels for firing - Build and light the fire for the kiln - Monitor the firing process and observe safety protocols |
Why is firing important in pottery making?
|
- KLB Top Scholar (pg. 133)
- Digital resources - Dry clay vessels - Firewood and safety equipment |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 3 | 2 |
Creating and Performing
|
Indigenous Kenyan Crafts - Weaving introduction
|
By the end of the
lesson, the learner
should be able to:
- Describe weaving techniques for fabric making - Identify warp and weft in woven fabrics - Appreciate weaving as an indigenous craft |
- Study samples of woven fabrics
- Identify warp and weft threads in various woven items - Examine twill weave structure and patterns - Discuss how fabrics are woven |
How is a fabric woven?
|
- KLB Top Scholar (pg. 134)
- Digital resources - Woven fabric samples - Twill weave diagrams |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 3 |
Creating and Performing
|
Indigenous Kenyan Crafts - Weaving introduction
|
By the end of the
lesson, the learner
should be able to:
- Describe weaving techniques for fabric making - Identify warp and weft in woven fabrics - Appreciate weaving as an indigenous craft |
- Study samples of woven fabrics
- Identify warp and weft threads in various woven items - Examine twill weave structure and patterns - Discuss how fabrics are woven |
How is a fabric woven?
|
- KLB Top Scholar (pg. 134)
- Digital resources - Woven fabric samples - Twill weave diagrams |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 4 |
Creating and Performing
|
Indigenous Kenyan Crafts - Frame loom making
|
By the end of the
lesson, the learner
should be able to:
- Make a wooden mitre joint frame loom - Space nails evenly on the frame loom - Demonstrate precision in loom construction |
- Measure and cut timber pieces for the frame
- Join pieces to create a mitre joint frame - Fix nails at equal spacing on opposite sides - Ensure proper alignment of the frame and nails |
How is a frame loom made for weaving?
|
- KLB Top Scholar (pg. 136)
- Digital resources - Timber pieces - Nails, hammer, and measuring tools |
- Observation
- Practical assessment
- Product evaluation
|
|
| 3 | 5 |
Creating and Performing
|
Indigenous Kenyan Crafts - Twill weaving
|
By the end of the
lesson, the learner
should be able to:
- Set up warps on the frame loom - Weave fabric using 2/1 twill technique - Apply creativity in fabric creation |
- Fix warp threads on the loom
- Interlace weft threads following 2/1 twill pattern - Press weft threads close together after each row - Create unique patterns through twill weaving |
How is the 2/1 twill weaving technique executed?
|
- KLB Top Scholar (pg. 139)
- Digital resources - Frame loom - Weaving threads |
- Observation
- Practical assessment
- Product evaluation
|
|
| 4 | 1 |
Creating and Performing
|
Indigenous Kenyan Crafts - Display and critique
|
By the end of the
lesson, the learner
should be able to:
- Display own and others' crafted items - Critique woven fabrics constructively - Value indigenous crafting techniques |
- Display completed pottery and woven items
- Discuss techniques used in creating the items - Provide constructive feedback on displayed works - Appreciate the cultural value of indigenous crafts |
How can we evaluate the quality of indigenous crafts?
|
- KLB Top Scholar (pg. 140)
- Digital resources - Completed craft items - Display materials |
- Observation
- Oral presentations
- Peer assessment
|
|
| 4 | 2 |
Creating and Performing
|
Indigenous Kenyan Crafts - Display and critique
|
By the end of the
lesson, the learner
should be able to:
- Display own and others' crafted items - Critique woven fabrics constructively - Value indigenous crafting techniques |
- Display completed pottery and woven items
- Discuss techniques used in creating the items - Provide constructive feedback on displayed works - Appreciate the cultural value of indigenous crafts |
How can we evaluate the quality of indigenous crafts?
|
- KLB Top Scholar (pg. 140)
- Digital resources - Completed craft items - Display materials |
- Observation
- Oral presentations
- Peer assessment
|
|
| 4 | 3 |
Creating and Performing
|
Indigenous Kenyan Crafts - Self-assessment
|
By the end of the
lesson, the learner
should be able to:
- Assess personal progress in crafting skills - Identify areas of strength and improvement - Value continuous skill development |
- Complete self-assessment forms on crafting skills
- Reflect on the pottery and weaving processes - Identify successes and challenges experienced - Set goals for future skill development |
What skills have been developed through indigenous crafts activities?
|
- KLB Top Scholar (pg. 140)
- Digital resources - Self-assessment forms - Reflection journals |
- Observation
- Self-assessment
- Written reflections
|
|
| 4 | 4 |
Creating and Performing
|
Swimming - Standing dive technique
|
By the end of the
lesson, the learner
should be able to:
- Describe the body position in standing dive - Identify the phases of standing dive - Show interest in learning standing dive |
- Study pictures of standing dive positions
- Identify body positioning and alignment - Watch demonstrations of standing dive phases - Discuss safety measures for diving |
How can swimming skills be performed safely?
|
- KLB Top Scholar (pg. 141)
- Digital resources - Pictures and videos - Safety guidelines |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 5 |
Creating and Performing
|
Swimming - Standing dive practice
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the preparation phase of standing dive - Practice the standing dive technique - Apply safety measures during diving |
- Practice the starting position for standing dive
- Demonstrate proper body alignment - Practice diving techniques progressively - Observe safety protocols during practice |
What are the phases of the standing dive?
|
- KLB Top Scholar (pg. 143)
- Digital resources - Swimming pool (if available) - Safety equipment |
- Observation
- Practical assessment
- Peer evaluation
|
|
| 5 | 1 |
Creating and Performing
|
Swimming - Land dive activity
|
By the end of the
lesson, the learner
should be able to:
- Perform standing dive while observing safety - Apply correct technique in dive execution - Show confidence in diving skills |
- Practice standing dive on land
- Perform standing dive in groups - Share constructive feedback on performance - Demonstrate proper entry technique |
How can standing dive technique be improved?
|
- KLB Top Scholar (pg. 144)
- Digital resources - Practice area - Safety equipment |
- Observation
- Practical assessment
- Self-evaluation
|
|
| 5 | 2 |
Creating and Performing
|
Swimming - Land dive activity
|
By the end of the
lesson, the learner
should be able to:
- Perform standing dive while observing safety - Apply correct technique in dive execution - Show confidence in diving skills |
- Practice standing dive on land
- Perform standing dive in groups - Share constructive feedback on performance - Demonstrate proper entry technique |
How can standing dive technique be improved?
|
- KLB Top Scholar (pg. 144)
- Digital resources - Practice area - Safety equipment |
- Observation
- Practical assessment
- Self-evaluation
|
|
| 5 | 3 |
Creating and Performing
|
Swimming - Butterfly stroke introduction
|
By the end of the
lesson, the learner
should be able to:
- Describe the butterfly stroke movement - Identify the body position for butterfly stroke - Show interest in learning butterfly stroke |
- Watch video clips on butterfly stroke
- Observe the body movement in butterfly stroke - Identify key features of the stroke - Discuss coordination required for butterfly stroke |
Why is synchrony important in butterfly stroke?
|
- KLB Top Scholar (pg. 145)
- Digital resources - Swimming videos - Diagrams and charts |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 4 |
Creating and Performing
|
Swimming - Butterfly body position
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the body position for butterfly stroke - Maintain proper streamlined position - Apply correct body wave movement |
- Practice the prone floating streamlined position
- Maintain horizontal body position - Practice body wave movement - Position head with eyes looking down |
How should the body be positioned for butterfly stroke?
|
- KLB Top Scholar (pg. 146)
- Digital resources - Swimming pool - Floating aids |
- Observation
- Practical assessment
- Individual evaluation
|
|
| 5 | 5 |
Creating and Performing
|
Swimming - Butterfly arm action
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate butterfly stroke arm action - Perform the pull and recovery phases - Coordinate arm movements effectively |
- Practice arm action for butterfly stroke
- Perform the pull phase in semi-circular motion - Practice arm recovery over water - Apply proper hand entry technique |
How is arm action performed in butterfly stroke?
|
- KLB Top Scholar (pg. 147)
- Digital resources - Swimming pool - Demonstration videos |
- Observation
- Practical assessment
- Peer evaluation
|
|
| 6 | 1 |
Creating and Performing
|
Swimming - Butterfly leg action
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate dolphin kick for butterfly stroke - Apply correct leg movement techniques - Perform whipping action with feet |
- Practice dolphin kick for butterfly stroke
- Keep legs close together during kicks - Perform up and down movement with bent knees - Practice whipping action with feet |
How is the dolphin kick executed in butterfly stroke?
|
- KLB Top Scholar (pg. 147)
- Digital resources - Swimming pool - Kick boards |
- Observation
- Practical assessment
- Individual evaluation
|
|
| 6 | 2 |
Creating and Performing
|
Swimming - Butterfly leg action
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate dolphin kick for butterfly stroke - Apply correct leg movement techniques - Perform whipping action with feet |
- Practice dolphin kick for butterfly stroke
- Keep legs close together during kicks - Perform up and down movement with bent knees - Practice whipping action with feet |
How is the dolphin kick executed in butterfly stroke?
|
- KLB Top Scholar (pg. 147)
- Digital resources - Swimming pool - Kick boards |
- Observation
- Practical assessment
- Individual evaluation
|
|
| 6 | 3 |
Creating and Performing
|
Swimming - Butterfly coordination
|
By the end of the
lesson, the learner
should be able to:
- Coordinate breathing, arm and leg actions - Apply proper timing in stroke execution - Perform complete butterfly stroke technique |
- Coordinate leg kick, breathing and arm action
- Apply two leg kicks for each arm pull - Coordinate breathing with arm recovery - Practice rhythm in stroke execution |
How are the components of butterfly stroke coordinated?
|
- KLB Top Scholar (pg. 148)
- Digital resources - Swimming pool - Demonstration videos |
- Observation
- Practical assessment
- Group evaluation
|
|
| 6 | 4 |
Creating and Performing
|
Swimming - Complete stroke practice
|
By the end of the
lesson, the learner
should be able to:
- Perform complete butterfly stroke - Apply proper technique in all phases - Appreciate swimming as a life skill |
- Perform butterfly stroke in groups
- Share constructive feedback on performance - Practice the complete stroke with proper technique - Apply safety measures while swimming |
What is the importance of swimming as a life skill?
|
- KLB Top Scholar (pg. 149)
- Digital resources - Swimming pool - Safety equipment |
- Observation
- Practical assessment
- Self and peer evaluation
|
|
| 6 | 5 |
Creating and Performing
|
Kenyan Indigenous Games - Board games introduction
|
By the end of the
lesson, the learner
should be able to:
- Identify types of indigenous board games in Kenya - Explain the cultural significance of board games - Show interest in indigenous board games |
- Study pictures of indigenous board games
- Watch demonstrations of board games - Discuss the skills observed in the games - Identify various board game types |
How do indigenous board games enhance mental relaxation?
|
- KLB Top Scholar (pg. 150)
- Digital resources - Pictures and videos - Sample board games |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 1 |
Creating and Performing
|
Kenyan Indigenous Games - Bao game
|
By the end of the
lesson, the learner
should be able to:
- Describe the Bao board game structure - Explain the rules of playing Bao - Apply strategic thinking in Bao game |
- Study the structure of Bao boards
- Learn the rules of Bao game - Practice playing Bao in pairs - Develop strategic approaches to the game |
Why are board games considered indigenous games?
|
- KLB Top Scholar (pg. 152)
- Digital resources - Bao boards or improvised materials - Seeds or stones |
- Observation
- Practical assessment
- Peer evaluation
|
|
| 7 | 2 |
Creating and Performing
|
Kenyan Indigenous Games - Bao game
|
By the end of the
lesson, the learner
should be able to:
- Describe the Bao board game structure - Explain the rules of playing Bao - Apply strategic thinking in Bao game |
- Study the structure of Bao boards
- Learn the rules of Bao game - Practice playing Bao in pairs - Develop strategic approaches to the game |
Why are board games considered indigenous games?
|
- KLB Top Scholar (pg. 152)
- Digital resources - Bao boards or improvised materials - Seeds or stones |
- Observation
- Practical assessment
- Peer evaluation
|
|
| 7 | 3 |
Creating and Performing
|
Kenyan Indigenous Games - Shisima game
|
By the end of the
lesson, the learner
should be able to:
- Describe the Shisima board game structure - Explain the rules of playing Shisima - Apply strategic skills in Shisima game |
- Study the structure of Shisima boards
- Learn the rules of Shisima game - Practice playing Shisima in pairs - Develop winning strategies |
How is Shisima different from other board games?
|
- KLB Top Scholar (pg. 154)
- Digital resources - Shisima boards or improvised materials - Game pieces |
- Observation
- Practical assessment
- Peer evaluation
|
|
| 7 | 4 |
Creating and Performing
|
Kenyan Indigenous Games - Draughts game
|
By the end of the
lesson, the learner
should be able to:
- Describe the draughts board game structure - Explain the rules of playing draughts - Apply strategic thinking in draughts game |
- Study the structure of draughts boards
- Learn the rules of draughts game - Practice playing draughts in pairs - Develop strategic gameplay approaches |
How does draughts promote strategic thinking?
|
- KLB Top Scholar (pg. 157)
- Digital resources - Draughts boards - Game pieces |
- Observation
- Practical assessment
- Peer evaluation
|
|
| 7 | 5 |
Creating and Performing
|
Kenyan Indigenous Games - Draughts game
|
By the end of the
lesson, the learner
should be able to:
- Describe the draughts board game structure - Explain the rules of playing draughts - Apply strategic thinking in draughts game |
- Study the structure of draughts boards
- Learn the rules of draughts game - Practice playing draughts in pairs - Develop strategic gameplay approaches |
How does draughts promote strategic thinking?
|
- KLB Top Scholar (pg. 157)
- Digital resources - Draughts boards - Game pieces |
- Observation
- Practical assessment
- Peer evaluation
|
|
| 8 | 1 |
Creating and Performing
|
Kenyan Indigenous Games - Improvising board games
|
By the end of the
lesson, the learner
should be able to:
- Create improvised board games using local materials - Demonstrate creativity in game design - Apply problem-solving skills in resource utilization |
- Improvise various boards for indigenous games
- Use sand, wood, paper or other materials - Create game pieces from available materials - Test improvised board games |
How can we create board games using local materials?
|
- KLB Top Scholar (pg. 156)
- Digital resources - Local materials (wood, sand, paper) - Tools for improvisation |
- Observation
- Practical assessment
- Creativity evaluation
|
|
| 8 | 2 |
Creating and Performing
|
Kenyan Indigenous Games - Games with music
|
By the end of the
lesson, the learner
should be able to:
- Play indigenous board games to background music - Explain how music enhances game experience - Appreciate the integration of music and games |
- Create suitable indoor settings for games
- Use music system for rhythmical accompaniment - Play board games with background music - Experience emotional aspects of game playing |
How does music enhance the board game experience?
|
- KLB Top Scholar (pg. 157)
- Digital resources - Music system - Board games - Indoor game setting |
- Observation
- Practical assessment
- Group evaluation
|
|
| 8 | 3 |
Creating and Performing
|
Kenyan Indigenous Games - Mental health benefits
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of indigenous board games for mental health - Identify mental health benefits of board games - Value indigenous games as stress relievers |
- Discuss mental health benefits of board games
- Identify social bonding aspects of games - Explore stress relief functions of games - Create posters highlighting benefits of games |
How do indigenous board games contribute to mental health?
|
- KLB Top Scholar (pg. 158)
- Digital resources - Flashcards of benefits - Art materials for posters |
- Observation
- Oral presentations
- Written assignments
|
|
| 8 | 4 |
Creating and Performing
|
Kenyan Indigenous Games - Extended activities
|
By the end of the
lesson, the learner
should be able to:
- Organize board game competitions - Demonstrate mastery of indigenous games - Promote indigenous games in the community |
- Organize and participate in board game competitions
- Teach peers indigenous board games - Discuss ways to promote indigenous games - Document traditional games from community members |
What is the importance of preserving indigenous games?
|
- KLB Top Scholar (pg. 158)
- Digital resources - Board games - Documentation materials |
- Observation
- Practical assessment
- Project evaluation
|
|
| 8 | 5 |
Creating and Performing
|
Kenyan Indigenous Games - Extended activities
|
By the end of the
lesson, the learner
should be able to:
- Organize board game competitions - Demonstrate mastery of indigenous games - Promote indigenous games in the community |
- Organize and participate in board game competitions
- Teach peers indigenous board games - Discuss ways to promote indigenous games - Document traditional games from community members |
What is the importance of preserving indigenous games?
|
- KLB Top Scholar (pg. 158)
- Digital resources - Board games - Documentation materials |
- Observation
- Practical assessment
- Project evaluation
|
|
| 9 | 1 |
Creating and Performing
|
Kenyan Indigenous Games - Self-assessment
|
By the end of the
lesson, the learner
should be able to:
- Assess personal skills in indigenous games - Identify progress in game mastery - Appreciate the cultural value of indigenous games |
- Complete self-assessment on indigenous games skills
- Reflect on learning experiences - Identify areas of strength and improvement - Set goals for continued engagement with indigenous games |
What skills have you developed through indigenous games?
|
- KLB Top Scholar (pg. 158)
- Digital resources - Self-assessment forms - Reflection journals |
- Observation
- Self-assessment
- Written reflections
|
|
| 9 | 2 |
Appreciation in Creative Arts and Sports
|
Analysis of Creative Arts and Sports - Play performance
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of analyzing a play performance - Identify criteria for evaluating a play - Show interest in examining theatrical performances |
- Research on the criteria for evaluating a play
- Study the criteria table for play analysis - Discuss elements including theme, story, conflict, language, and characters - Create an analytical checklist for play evaluation |
Why is analysis an important skill in Creative Arts and Sports?
|
- KLB Top Scholar (pg. 159)
- Digital resources - Sample analytical criteria - Play performance videos |
- Observation
- Oral questions
- Written assignments
|
|
| 9 | 3 |
Appreciation in Creative Arts and Sports
|
Analysis of Creative Arts and Sports - Ethical practices in sports
|
By the end of the
lesson, the learner
should be able to:
- Define ethical practices in sports - Examine anti-doping as an ethical issue - Apply criteria to evaluate ethical issues |
- Study ethical practices in sports focusing on integrity and fairness
- Research on doping and anti-doping measures - Analyze anti-doping using criteria on fairness, integrity, and responsibility - Discuss impacts on athletes, coaches, and fans |
How can examining ethical issues improve sports integrity?
|
- KLB Top Scholar (pg. 162)
- Digital resources - Anti-doping materials - Analytical criteria table |
- Observation
- Group discussions
- Written analysis
|
|
| 9 | 4 |
Appreciation in Creative Arts and Sports
|
Analysis of Creative Arts and Sports - Ethical practices in sports
|
By the end of the
lesson, the learner
should be able to:
- Define ethical practices in sports - Examine anti-doping as an ethical issue - Apply criteria to evaluate ethical issues |
- Study ethical practices in sports focusing on integrity and fairness
- Research on doping and anti-doping measures - Analyze anti-doping using criteria on fairness, integrity, and responsibility - Discuss impacts on athletes, coaches, and fans |
How can examining ethical issues improve sports integrity?
|
- KLB Top Scholar (pg. 162)
- Digital resources - Anti-doping materials - Analytical criteria table |
- Observation
- Group discussions
- Written analysis
|
|
| 9 | 5 |
Appreciation in Creative Arts and Sports
|
Analysis of Creative Arts and Sports - Music analysis
|
By the end of the
lesson, the learner
should be able to:
- Identify elements for analyzing vocal music - Analyze a solo vocal piece using criteria - Appreciate the value of musical analysis |
- Study criteria for analyzing solo vocal music
- Examine elements like key, meter, tempo, dynamics, and phrases - Analyze the score "Ten Little Indians" - Listen to solo vocal performances and apply analytical skills |
How do musical elements contribute to a quality performance?
|
- KLB Top Scholar (pg. 164)
- Digital resources - Music scores - Audio recordings |
- Observation
- Practical assessment
- Written analysis
|
|
| 10 | 1 |
Appreciation in Creative Arts and Sports
|
Analysis of Creative Arts and Sports - Artwork critique
|
By the end of the
lesson, the learner
should be able to:
- Explain the process of critiquing exhibited artwork - Apply guidelines for art critique - Provide constructive feedback on artworks |
- Study the guidelines for critiquing artwork
- Analyze exhibited artworks using established criteria - Examine artistic elements, materials, and techniques - Document strengths and suggestions for improvement |
Why is critiquing important for artistic development?
|
- KLB Top Scholar (pg. 166)
- Digital resources - Artwork samples - Critiquing checklists |
- Observation
- Written critiques
- Peer evaluation
|
|
| 10 | 2 |
Appreciation in Creative Arts and Sports
|
Analysis of Creative Arts and Sports - Creating art catalogues
|
By the end of the
lesson, the learner
should be able to:
- Explain the purpose of art catalogues - Create a catalogue for exhibited artwork - Organize artistic information systematically |
- Study the concept and function of art catalogues
- Gather information about artworks (artist, type, materials, theme) - Design and create catalogues for sample artworks - Present completed catalogues to the class |
How does a catalogue enhance art appreciation?
|
- KLB Top Scholar (pg. 167)
- Digital resources - Sample catalogues - Design materials |
- Observation
- Project assessment
- Peer evaluation
|
|
| 10 | 3 |
Appreciation in Creative Arts and Sports
|
Analysis of Creative Arts and Sports - Ethical issues
|
By the end of the
lesson, the learner
should be able to:
- Identify ethical issues in Creative Arts and Sports - Analyze the impact of unethical practices - Value ethical conduct in creative expression |
- Research ethical issues in Creative Arts (copyright, plagiarism, exploitation)
- Examine ethical issues in Sports (doping, inequality, gambling) - Discuss consequences of unethical practices - Develop guidelines for ethical conduct |
What are the impacts of ethical/unethical practices in Creative Arts and Sports?
|
- KLB Top Scholar (pg. 169)
- Digital resources - Case studies - Ethical guidelines |
- Observation
- Group discussions
- Written reflections
|
|
| 10 | 4 |
Appreciation in Creative Arts and Sports
|
Analysis of Creative Arts and Sports - Ethical issues
|
By the end of the
lesson, the learner
should be able to:
- Identify ethical issues in Creative Arts and Sports - Analyze the impact of unethical practices - Value ethical conduct in creative expression |
- Research ethical issues in Creative Arts (copyright, plagiarism, exploitation)
- Examine ethical issues in Sports (doping, inequality, gambling) - Discuss consequences of unethical practices - Develop guidelines for ethical conduct |
What are the impacts of ethical/unethical practices in Creative Arts and Sports?
|
- KLB Top Scholar (pg. 169)
- Digital resources - Case studies - Ethical guidelines |
- Observation
- Group discussions
- Written reflections
|
|
| 10 | 5 |
Appreciation in Creative Arts and Sports
|
Analysis of Creative Arts and Sports - Value of analysis
|
By the end of the
lesson, the learner
should be able to:
- Appreciate the role of analysis in Creative Arts and Sports - Reflect on personal growth through analytical skills - Evaluate own progress in analytical competencies |
- Discuss the value of analysis in enhancing appreciation
- Study flashcards on benefits of analysis - Complete self-assessment on analytical skills - Create personal development goals for continued growth |
How does analysis add value to Creative Arts and Sports?
|
- KLB Top Scholar (pg. 171)
- Digital resources - Self-assessment forms - Reflection journals |
- Observation
- Self-assessment
- Written reflections
|
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