Foundations of Creative Arts and Sports

Careers in Creative Arts and Sports - Identifying careers

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

- Identify various careers in Creative Arts and Sports
- List careers in Creative Arts and Sports areas
- Show interest in exploring Creative Arts and Sports careers

- Research using digital devices or print materials to identify careers in Creative Arts and Sports
- Discuss in groups different career opportunities
- Study findings on careers written in tables
- Compile a list of identified careers

What are the career opportunities related to Creative Arts and Sports?

- KLB Top Scholar (pg. 1)
- Digital resources
- Charts showing careers in Creative Arts and Sports
- Career reference materials

- Observation - Oral questions - Written assignments

Foundations of Creative Arts and Sports

Careers in Creative Arts and Sports - Roles of personnel
Careers in Creative Arts and Sports - Personnel roles in depth

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

- Identify roles performed by personnel in Creative Arts and Sports
- Explain the responsibilities of different career professionals
- Appreciate the diversity of roles in Creative Arts and Sports

- Visit virtual or actual Creative Arts spaces
- Watch photo slideshows of careers in Creative Arts and Sports
- Observe roles performed by personnel
- Discuss observed roles in groups

Which roles are performed by personnel in Creative Arts and Sports?

- KLB Top Scholar (pg. 2)
- Digital resources
- Visit to Creative Arts and Sports spaces
- Video presentations
- KLB Top Scholar (pg. 4)
- Career profiles
- Role description charts

- Observation - Oral questions - Written reports

Foundations of Creative Arts and Sports

Careers in Creative Arts and Sports - Entrepreneurial opportunities

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

- Illustrate entrepreneurial opportunities in Creative Arts and Sports
- Identify business ventures related to Creative Arts and Sports
- Show interest in entrepreneurship in Creative Arts and Sports

- Study pictures showing entrepreneurial opportunities
- Discuss businesses taking place in the community
- Research entrepreneurial opportunities in Creative Arts and Sports
- Share experiences on income-generating activities

What entrepreneurial opportunities exist in Creative Arts and Sports?

- KLB Top Scholar (pg. 5)
- Digital resources
- Business samples
- Entrepreneurship materials

- Observation - Project assessment - Portfolio evaluation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Elements of a play

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

- Describe the elements of a play
- Identify theme, characters, plot, and conflict in plays
- Appreciate plays as a form of creative expression

- Watch actual or virtual play performances
- Identify key elements of a play
- Discuss the basic elements including story, theme, plot, characters
- Analyze elements in a sample play

How does one create harmony in play elements?

- KLB Top Scholar (pg. 9)
- Digital resources
- Play scripts
- Play videos/recordings

- Observation - Oral questions - Written analysis

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Play language and setting

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

- Analyze language, conflict, resolution and setting in plays
- Identify the relationship between play elements
- Show appreciation for theatrical performances

- Read the one-act play "Onyango's Ball"
- Analyze language, conflict, resolution and setting
- Write summaries of events in the story
- Match elements of a play with their descriptions

How do play elements contribute to effective storytelling?

- KLB Top Scholar (pg. 10)
- Digital resources
- Sample play scripts
- Element charts

- Observation - Written analysis - Group discussions

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Power in physical fitness

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

- Define power as a component of physical fitness
- Perform activities demonstrating power
- Apply power concepts in physical activities

- Observe virtual activities showing power in physical fitness
- Discuss the importance of power in sports
- Demonstrate activities that improve power
- Perform vertical jumps, squat jumps, power lunges

Why should athletes avoid performance enhancers to develop physical fitness?

- KLB Top Scholar (pg. 12)
- Digital resources
- Physical fitness equipment
- Activity demonstration videos

- Observation - Practical assessment - Performance evaluation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Four corner power activity
Components of Creative Arts and Sports - Reaction time

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

- Perform multiple power exercises sequentially
- Demonstrate proper technique in power activities
- Value physical fitness as part of healthy living

- Set up four corners with different power activities
- Practice power squats, squat jumps, straddle jumps, vertical jumps
- Rotate through each station
- Provide feedback on performances

How can power be enhanced through various exercises?

- KLB Top Scholar (pg. 14)
- Digital resources
- Exercise space
- Fitness equipment
- KLB Top Scholar (pg. 15)
- Reaction time equipment (balls, rulers)
- Activity demonstration videos

- Observation - Practical assessment - Peer evaluation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Activities with music

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

- Perform fitness activities with musical accompaniment
- Coordinate movements with musical cues
- Appreciate the relationship between music and physical fitness

- Use digital devices to play music during activities
- Practice ruler test, ball drop, and speed activities with music
- Coordinate movements with musical cues
- Adjust activities based on tempo changes

How does music enhance physical fitness activities?

- KLB Top Scholar (pg. 16)
- Digital resources
- Music player
- Fitness equipment

- Observation - Practical assessment - Coordination evaluation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Grand stave

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

- Define pitch in music notation
- Name pitches on the grand stave
- Relate grand stave to keyboard layout

- Research the grand stave using digital or print resources
- Identify components of the grand stave
- Study pitch naming on lines and spaces
- Relate stave positions to keyboard layout

How does the grand stave represent musical pitch?

- KLB Top Scholar (pg. 17)
- Digital resources
- Music notation charts
- Keyboard diagrams

- Observation - Written exercises - Pitch identification

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Note grouping

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

- Group music notes in 4/4 time
- Incorporate note extension in musical notation
- Apply correct grouping principles to rhythmic patterns

- Study correct and incorrect examples of note grouping
- Practice grouping rhythms correctly
- Correct wrongly grouped rhythms
- Apply grouping principles to various rhythmic patterns

Why is note extension important in music notation?

- KLB Top Scholar (pg. 19)
- Digital resources
- Music notation examples
- Rhythm worksheets

- Observation - Written exercises - Notation assessment

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - F major scale

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

- Understand the structure of a major scale
- Construct the scale of F major on a staff
- Apply key signature concepts to scale construction

- Watch videos illustrating major scale construction
- Study the pattern of tones and semitones in major scales
- Construct F major scale on treble and bass staff
- Identify accidentals in the F major scale

What is the pattern of notes in the F major scale?

- KLB Top Scholar (pg. 21)
- Digital resources
- Music staff paper
- Scale diagrams

- Observation - Written exercises - Scale construction

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:

- Identify drawing and painting techniques
- Distinguish between drawing and painting
- Show interest in drawing and painting techniques

- Analyze pictures showing drawing and painting techniques
- Discuss differences between drawing and painting
- Share observations with peers

How were the pictures created?

- KLB Top Scholar (pg. 26)
- Digital resources
- Sample drawings and paintings
- Pictures of drawings and paintings
- KLB Top Scholar (pg. 27)
- Drawings and paintings
- Books and magazines with art

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Color in compositions

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

- Explain the role of color in compositions
- Identify how color creates harmony and mood
- Show interest in the use of color in art

- Discuss the role of color in compositions
- Examine how color is used to describe objects
- Analyze how color creates harmony and conveys message

How is unity and harmony created in compositions?

- KLB Top Scholar (pg. 27)
- Digital resources
- Color charts
- Sample compositions with different color schemes

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Texture in compositions

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

- Explain the concept of texture in compositions
- Identify different textures in artwork
- Show appreciation for texture in compositions

- Study pictures showing different textures
- Discuss texture in the given pictures
- Identify rough, smooth, coarse, and other textures in pictures

What textures can you identify in the picture?

- KLB Top Scholar (pg. 28)
- Digital resources
- Pictures showing different textures
- Textured materials

- Observation - Oral questions - Practical assessment

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Color wheel

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

- Explain the purpose of a color wheel
- Identify primary, secondary, and tertiary colors
- Show interest in color classification

- Study the color wheel
- Discuss and name the colors on the color wheel
- Identify similar colors in the immediate environment

How are colors classified on a color wheel?

- KLB Top Scholar (pg. 29)
- Digital resources
- Color wheels
- Color charts

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Creating a color wheel
Drawing and Painting - Analogous colors

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

- Draw and divide a circle into 12 equal sections
- Paint primary, secondary and tertiary colors correctly
- Create a color wheel for identifying colors

- Draw a circle and divide into 12 equal sections
- Paint primary colors in appropriate sections
- Mix and paint secondary and tertiary colors
- Clean the working area and materials

Which colors are primary, secondary, and tertiary?

- KLB Top Scholar (pg. 30)
- Paint and brushes
- Drawing paper
- Color wheel examples
- KLB Top Scholar (pg. 31)
- Digital resources
- Color wheel
- Examples of analogous color schemes

- Observation - Practical assessment - Portfolio assessment

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Color gradation strip

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

- Define a color gradation strip
- Create a color gradation strip using analogous colors
- Show interest in color values

- Create a color gradation strip divided into sections
- Create a continuous blended gradation strip
- Experiment with different pairs of analogous colors

Why is color gradation important in painting?

- KLB Top Scholar (pg. 32)
- Paint and brushes
- Drawing paper
- Examples of color gradation strips

- Observation - Practical assessment - Portfolio assessment

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Scenery composition

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

- Define scenery, landscape, and seascape compositions
- Identify foreground, middle ground, and background
- Show interest in environmental compositions

- Study landscape and seascape compositions
- Identify features in the foreground, middle ground, and background
- Analyze the arrangement of elements in scenery

What makes a good scenery composition?

- KLB Top Scholar (pg. 33)
- Digital resources
- Landscape and seascape examples
- Pictures of scenery

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Painting a landscape

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

- Sketch a landscape composition
- Select and mix analogous colors
- Create a background wash using brush strokes

- Select and sketch a landscape composition
- Identify and mix analogous colors
- Create a background wash using brush stroke technique

How does a thin wash help create a background?

- KLB Top Scholar (pg. 34)
- Paint and brushes
- Drawing paper
- Reference materials for landscapes

- Observation - Practical assessment - Work in progress assessment

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Landscape details

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

- Add details to a landscape composition
- Apply analogous colors for harmony
- Show interest in landscape painting

- Paint the composition using analogous colors
- Add details such as leaves and shadows
- Focus on dark tones and shadows for emphasis

How can analogous colors create harmony in a landscape?

- KLB Top Scholar (pg. 35)
- Paint and brushes
- Partially completed landscape
- Reference materials

- Observation - Practical assessment - Portfolio assessment

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Display and critique
Rhythm - Note extension effects

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

- Display landscape paintings for viewing
- Analyze harmony, texture and color in paintings
- Suggest improvements to paintings

- Display landscape paintings
- Discuss harmony in landscape compositions
- Analyze texture in the compositions
- Suggest improvements

How can the paintings be improved?

- KLB Top Scholar (pg. 36)
- Completed landscape paintings
- Display space
- Assessment criteria
- KLB Top Scholar (pg. 37)
- Digital resources
- Audio recordings
- Music scores with note extensions

- Observation - Peer assessment - Self-assessment - Teacher assessment

Creating and Performing in Creative Arts and Sports

Rhythm - Dotted notes

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

- Explain the effect of dots on note values
- Calculate the length of dotted notes
- Show interest in music notation

- Study examples of dotted notes
- Practice identifying dotted notes in music
- Calculate the value of dotted notes

How does a dot affect the value of a note?

- KLB Top Scholar (pg. 38)
- Music notation examples
- Staff paper
- Audio examples of dotted rhythms

- Observation - Written exercises - Practical assessment

Creating and Performing in Creative Arts and Sports

Rhythm - Tied notes

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

- Explain the effect of ties on note values
- Identify tied notes in musical scores
- Show interest in note connections

- Study examples of tied notes
- Practice identifying tied notes in music
- Calculate the value of tied notes

How does a tie affect the value of notes?

- KLB Top Scholar (pg. 39)
- Music notation examples
- Staff paper
- Audio examples of tied notes

- Observation - Written exercises - Practical assessment

Creating and Performing in Creative Arts and Sports

Rhythm - French rhythm names

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

- Identify French rhythm names for different notes
- Apply French rhythm names to rhythmic patterns
- Show interest in rhythm naming systems

- Study the French names for different note values
- Practice saying French rhythm names
- Apply French rhythm names to music examples

Why are French rhythm names useful in music education?

- KLB Top Scholar (pg. 39)
- Chart of French rhythm names
- Rhythm examples
- Audio demonstrations

- Observation - Oral assessment - Practical assessment

Creating and Performing in Creative Arts and Sports

Rhythm - Accented and weak beats
Rhythm - Sight reading rhythms

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

- Identify accented and weak beats in 4/4 time
- Demonstrate strong and weak beats through clapping
- Show interest in time signatures

- Watch and listen to songs with clear beats
- Identify the time signature and strongest beat
- Clap beats with emphasis on accented beats

Which is the strongest beat in 4/4 time?

- KLB Top Scholar (pg. 40)
- Digital resources
- Audio examples in 4/4 time
- Video demonstrations
- KLB Top Scholar (pg. 41)
- Rhythm examples
- Percussion instruments
- Audio demonstrations

- Observation - Practical assessment - Oral questions

Creating and Performing in Creative Arts and Sports

Rhythm - Composing rhythms

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

- Identify characteristics of well-composed rhythms
- Understand the importance of repetition and variation
- Create simple rhythmic patterns

- Watch a video on rhythm composition
- Discuss characteristics of good rhythms
- Study examples of composed rhythms

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

- KLB Top Scholar (pg. 42)
- Digital resources
- Composed rhythm examples
- Video demonstrations

- Observation - Oral questions - Written exercises

Creating and Performing in Creative Arts and Sports

Rhythm - Four-bar rhythm composition

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

- Compose a four-bar rhythm in 4/4 time
- Apply repetition and variation in rhythms
- Show confidence in rhythm creation

- Study examples of composed four-bar rhythms
- Compose four-bar rhythms in 4/4 time
- Clap or tap composed rhythms
- Perform rhythms for feedback

How can one create an interesting four-bar rhythm?

- KLB Top Scholar (pg. 43)
- Staff paper
- Percussion instruments
- Composed rhythm examples

- Observation - Written assessment - Performance evaluation

Creating and Performing in Creative Arts and Sports

Rhythm - Notating rhythms

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

- Understand rhythm notation principles
- Notate rhythmic patterns correctly
- Show interest in music notation

- Study rhythm notation principles
- Practice notating rhythmic patterns
- Apply correct grouping of notes

What are the rules for correctly notating rhythms?

- KLB Top Scholar (pg. 44)
- Staff paper
- Music notation examples
- Digital resources

- Observation - Written exercises - Practical assessment

Creating and Performing in Creative Arts and Sports

Rhythm - Two-part rhythms

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

- Perform two-part rhythmic patterns
- Alternate between rhythm and improvisation parts
- Show interest in ensemble rhythm work

- Study two-part rhythm examples
- Practice performing rhythm and improvisation parts
- Take turns playing different rhythm parts

How do two-part rhythms create musical interest?

- KLB Top Scholar (pg. 45)
- Two-part rhythm examples
- Percussion instruments
- Audio demonstrations

- Observation - Practical assessment - Performance evaluation

Creating and Performing in Creative Arts and Sports

Rhythm - Basketball routines
Rhythm - Basketball dribbling patterns

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

- Identify rhythms in basketball dribbling
- Create rhythmic patterns for basketball routines
- Show interest in sports-related rhythms

- Watch a video on synchronized basketball movements
- Imitate movements with imaginary basketballs
- Write down observed rhythmic patterns

How can music enhance basketball routines?

- KLB Top Scholar (pg. 46)
- Digital resources
- Video of basketball routines
- Staff paper
- KLB Top Scholar (pg. 47)
- Basketballs
- Rhythm notation examples
- Audio recordings of rhythms

- Observation - Oral questions - Written exercises

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Triple jump phases

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

- Identify the phases in Triple jump
- Explain the importance of each phase
- Show interest in Triple jump technique

- Observe figures showing Triple jump
- Discuss the phases of Triple jump
- Analyze the importance of the approach run

Why is it important for an athlete to make a fast run up during Triple jump?

- KLB Top Scholar (pg. 47)
- Digital resources
- Pictures/diagrams of Triple jump
- Videos of Triple jump

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Approach phase

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

- Describe the approach phase in Triple jump
- Demonstrate an effective approach run
- Show interest in proper running technique

- Discuss the approach phase in detail
- Demonstrate the approach run technique
- Practice approach runs with consistent speed

How can an athlete gain optimal speed during the approach?

- KLB Top Scholar (pg. 48)
- Open space for practice
- Cones for marking
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Takeoff phase

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

- Describe the takeoff phase in Triple jump
- Demonstrate the hop movement
- Show interest in proper takeoff technique

- Discuss the takeoff phase in detail
- Demonstrate the hop, step, and jump movements
- Practice hop movements from standing position

How can an athlete cover a long distance during a Triple jump?

- KLB Top Scholar (pg. 49)
- Open space for practice
- Cones for marking
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Flight phase

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

- Describe the flight phase in Triple jump
- Demonstrate the step and jump movements
- Show interest in proper flight technique

- Discuss the flight phase in detail
- Demonstrate the step and jump movements
- Practice the step movement following a hop

What techniques help maintain momentum during flight?

- KLB Top Scholar (pg. 50)
- Open space for practice
- Sand pit (if available)
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Landing phase
Athletics and Mosaic - Triple jump practice

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

- Describe the landing phase in Triple jump
- Demonstrate proper landing technique
- Show interest in safe landing methods

- Discuss the landing phase in detail
- Demonstrate proper landing technique
- Practice landing with both feet together

Why is proper landing technique important in Triple jump?

- KLB Top Scholar (pg. 51)
- Sand pit (if available)
- Mats for safe landing
- Video demonstrations
- KLB Top Scholar (pg. 52)
- Open space for practice
- Measuring tape

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Long distance running

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

- Identify long distance races in athletics
- Analyze body posture in long distance running
- Show interest in long distance running

- Study figures of long distance runners
- Describe body posture of athletes
- Discuss types of long distance races

How has long distance running benefited Kenya?

- KLB Top Scholar (pg. 52)
- Digital resources
- Pictures of long distance runners
- Videos of races

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Standing start

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

- Demonstrate the standing start technique
- Explain the importance of starting position
- Show interest in proper starting technique

- Discuss the standing start technique
- Demonstrate proper standing start position
- Practice the standing start and initial acceleration

What is the proper body position for a standing start?

- KLB Top Scholar (pg. 53)
- Open space for practice
- Starting line markings
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Arm action and stride

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

- Demonstrate proper arm action in running
- Execute effective running strides
- Show interest in running technique

- Discuss arm action and stride technique
- Demonstrate proper arm movement and stride
- Practice arm action and stride coordination

How does proper arm action improve running efficiency?

- KLB Top Scholar (pg. 54)
- Open space for practice
- Cones for drills
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Pacing and breathing
Athletics and Mosaic - Running activities

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

- Explain the concept of pacing in running
- Demonstrate proper breathing technique
- Show interest in endurance development

- Discuss pacing and breathing techniques
- Demonstrate pacing strategies
- Practice breathing rhythms while running
- Perform pacing drills

Why is pacing important in long distance running?

- KLB Top Scholar (pg. 55)
- Open space for practice
- Stopwatch
- Video demonstrations
- KLB Top Scholar (pg. 56)
- Cones for marking

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Mosaic characteristics

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

- Define mosaic art technique
- Identify materials used in mosaic creation
- Show interest in mosaic as an art form

- Analyze mosaic compositions shown
- Discuss how mosaic pictures are created
- Identify materials used in mosaic art

How are mosaic pictures created?

- KLB Top Scholar (pg. 57)
- Digital resources
- Mosaic artwork examples
- Pictures of mosaics

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Exploring mosaic

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

- Research mosaic creation techniques
- Identify materials preparation methods
- Show interest in mosaic exploration

- Watch videos on mosaic creation
- Discuss materials used in mosaics
- Explore how materials are prepared and pasted

Which materials can be used to create a mosaic?

- KLB Top Scholar (pg. 58)
- Digital resources
- Mosaic videos
- Sample mosaic materials

- Observation - Oral questions - Research reports

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Mosaic characteristics

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

- Explain mono media concept in mosaic
- Describe tesserae arrangement
- Show interest in mosaic technique

- Discuss unique characteristics of mosaic
- Examine the concept of mono media
- Analyze tesserae arrangement in mosaics

Why is mosaic considered a mono media technique?

- KLB Top Scholar (pg. 59)
- Digital resources
- Mosaic artwork examples
- Mosaic materials

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Materials collection

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

- Select appropriate materials for mosaic
- Collect adhesives and support surfaces
- Show interest in material preparation

- Select and collect materials for mosaic
- Identify appropriate adhesives
- Choose suitable support surfaces
- Collect cutting tools

What factors should be considered when selecting mosaic materials?

- KLB Top Scholar (pg. 59)
- Various mosaic materials
- Adhesives
- Support surfaces
- Cutting tools

- Observation - Practical assessment - Materials inventory

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Athletics research
Athletics and Mosaic - Surface preparation

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

- Research athletics events and postures
- Select an athletics theme for mosaic
- Show interest in athletic activities

- Watch athletics videos or events
- Note activities, postures, and equipment
- Select an athletics theme for mosaic project

How can athletics themes inspire artistic creation?

- KLB Top Scholar (pg. 60)
- Digital resources
- Videos of athletics
- Pictures of athletics events
- Support surface material
- Paint and brushes
- Sketching materials
- Athletics references

- Observation - Research notes - Sketch assessment

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Materials preparation

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

- Cut materials into appropriate tesserae
- Sort materials by color
- Show interest in systematic preparation

- Cut mosaic materials into small pieces
- Sort materials according to colors
- Organize materials for efficient application

How should tesserae be prepared for mosaic creation?

- KLB Top Scholar (pg. 61)
- Mosaic materials
- Cutting tools
- Sorting containers
- Safety equipment

- Observation - Practical assessment - Materials preparation quality

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Mosaic creation

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

- Apply adhesive correctly to surface
- Place tesserae with appropriate spacing
- Show interest in mosaic assembly

- Apply adhesive to the support surface in sections
- Place tesserae according to color scheme
- Maintain small gaps between pieces
- Ensure contrast between pieces and background

How are tesserae arranged to create a clear image?

- KLB Top Scholar (pg. 61)
- Prepared support surface
- Cut tesserae
- Adhesive
- Application tools

- Observation - Practical assessment - Work in progress evaluation

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Mosaic completion

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

- Complete the mosaic composition
- Trim edges for a neat finish
- Show pride in completed artwork

- Complete the mosaic application
- Trim edges of the mosaic
- Ensure a neat and professional finish
- Clean up work area and tools

What techniques ensure a professional mosaic finish?

- KLB Top Scholar (pg. 62)
- Partially completed mosaic
- Trimming tools
- Cleaning supplies

- Observation - Practical assessment - Completed project evaluation

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic - Display and critique
Athletics and Mosaic - Run and jump game

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

- Display mosaic composition effectively
- Critique own and others' mosaics
- Show appreciation for artistic achievement

- Display mosaic compositions
- Discuss techniques used in the mosaics
- Critique materials and execution
- Suggest improvements

How could the mosaic composition be improved?

- KLB Top Scholar (pg. 62)
- Completed mosaic compositions
- Display space
- Critique guidelines
- KLB Top Scholar (pg. 63)
- Open space for activities
- Marking cones
- Measuring tape

- Observation - Peer assessment - Self-assessment - Teacher assessment

Creating and Performing in Creative Arts and Sports

Melody - Introduction to variation

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

- Define variation in musical composition
- Identify variations in musical examples
- Show interest in melodic development

- Watch videos demonstrating melody variation
- Observe how melodies can be varied
- Discuss types of variation in music

How can a melody be made interesting?

- KLB Top Scholar (pg. 64)
- Digital resources
- Audio examples
- Video demonstrations

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Melody - Rhythmic variation

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

- Explain rhythmic variation technique
- Identify rhythmic variations in examples
- Show interest in rhythmic modification

- Study examples of rhythmic variation
- Analyze how note lengths are altered
- Compare original and varied melodies

How can rhythm changes affect a melody?

- KLB Top Scholar (pg. 65)
- Music notation examples
- Audio demonstrations
- Staff paper

- Observation - Written exercises - Listening assessment

Creating and Performing in Creative Arts and Sports

Melody - Melodic variation

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

- Explain melodic variation technique
- Identify pitch changes in varied melodies
- Show interest in pitch modification

- Study examples of melodic variation
- Analyze how pitches are altered
- Compare original and varied melodies

How can changing pitch intervals affect a melody?

- KLB Top Scholar (pg. 65)
- Music notation examples
- Audio demonstrations
- Staff paper

- Observation - Written exercises - Listening assessment

Creating and Performing in Creative Arts and Sports

Melody - Dynamic variation

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

- Explain dynamic variation technique
- Apply volume changes to create variety
- Show interest in expressive performance

- Study examples of dynamic variation
- Analyze how volume is altered
- Perform melodies with dynamic changes

How do dynamics affect the character of a melody?

- KLB Top Scholar (pg. 66)
- Music notation examples
- Audio demonstrations
- Musical instruments

- Observation - Practical assessment - Performance evaluation

Creating and Performing in Creative Arts and Sports

Melody - Variation demonstrations
Melody - Variation practice

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

- Perform melodies with variations
- Identify variation techniques in performance
- Show interest in musical expression

- Sing familiar tunes with tonic sol-fa
- Vary melodies using different techniques
- Describe variations used in performances

Which variation techniques are most effective for specific melodies?

- KLB Top Scholar (pg. 67)
- Familiar tunes
- Musical instruments
- Performance space
- Given melodies
- Staff paper

- Observation - Practical assessment - Performance evaluation

Creating and Performing in Creative Arts and Sports

Melody - Melodic structure

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

- Identify characteristics of good melodies
- Analyze stepwise motion and leaps
- Show interest in melody construction

- Watch videos on melodic structure
- Discuss characteristics of good melodies
- Analyze examples of well-constructed melodies

What are the characteristics of a good melody?

- KLB Top Scholar (pg. 68)
- Digital resources
- Music notation examples
- Audio demonstrations

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Melody - Incomplete and complete endings

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

- Distinguish between incomplete and complete endings
- Identify ending notes in melodies
- Show interest in melodic resolution

- Study examples of incomplete and complete endings
- Identify supertonic, dominant, and leading note endings
- Analyze complete endings on tonic

Why is the distinction between incomplete and complete endings important?

- KLB Top Scholar (pg. 69)
- Music notation examples
- Audio demonstrations
- Musical instruments

- Observation - Written exercises - Listening assessment

Creating and Performing in Creative Arts and Sports

Melody - Repetition in melodies

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

- Explain the role of repetition in melodies
- Identify repeated sections in musical examples
- Show interest in melodic development

- Study examples of melodic repetition
- Analyze how repetition creates unity
- Discuss how to balance repetition and variation

How does repetition contribute to melodic unity?

- KLB Top Scholar (pg. 69)
- Music notation examples
- Audio demonstrations
- Staff paper

- Observation - Written exercises - Listening assessment

Creating and Performing in Creative Arts and Sports

Melody - Answering phrases

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

- Write answering phrases to given openings
- Apply variation techniques to answering phrases
- Show confidence in melody composition

- Write answering phrases to given opening phrases
- Create variations in answering phrases
- Apply appropriate endings to phrases

How should answering phrases relate to opening phrases?

- KLB Top Scholar (pg. 70)
- Given opening phrases
- Staff paper
- Musical instruments

- Observation - Written exercises - Composition assessment

Creating and Performing in Creative Arts and Sports

Melody - Opening phrases
Melody - Four-bar melody composition

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

- Improvise opening phrases for given answers
- Create varied opening phrases
- Show confidence in melody creation

- Improvise opening phrases for given answering phrases
- Vary pitches to create interesting openings
- Ensure compatibility with answering phrases

How should opening phrases prepare for answering phrases?

- KLB Top Scholar (pg. 70)
- Given answering phrases
- Staff paper
- Musical instruments
- KLB Top Scholar (pg. 71)
- F major scale reference

- Observation - Written exercises - Composition assessment

Creating and Performing in Creative Arts and Sports

Melody - Melody notation

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

- Notate melodies correctly on staff paper
- Apply proper notation conventions
- Show interest in music notation

- Notate four-bar melodies on treble staff
- Apply key and time signatures correctly
- Include phrase marks and dynamics
- Use proper note grouping

Why is proper notation important for melody writing?

- KLB Top Scholar (pg. 71)
- Staff paper
- Music notation examples
- F major scale reference

- Observation - Written exercises - Notation assessment

Creating and Performing in Creative Arts and Sports

Melody - Melody performance

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

- Perform technical exercises in F major
- Sight sing or play composed melodies
- Show confidence in musical performance

- Perform the F major scale and tonic arpeggio
- Sight sing or play composed melodies
- Perform melodies with proper phrasing and dynamics

How do technical exercises improve melody performance?

- KLB Top Scholar (pg. 72)
- Composed melodies
- Musical instruments
- Performance space

- Observation - Performance assessment - Peer feedback