PERFORMANCE AND DISPLAY

Swimming - Body Position in Breaststroke

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

-Identify the correct body position in breaststroke.
-Describe the position of hands, legs, and head in breaststroke.
-Value proper body positioning in swimming.

Learner is guided to:
-Study pictures showing body positioning in breaststroke.
-Discuss how the body is positioned in the pictures.
-Describe how the swimmer has positioned her hands and legs.
-Discuss the position of the head.

How can we use inverted breaststroke in life saving?

MENTOR Creative Arts Grade 6 Learner's Book Page 167

- Observation -Oral questions -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Breaststroke Technique
Swimming - Observing Breaststroke
Swimming - Body Position in Inverted Breaststroke

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

-Watch videos of breaststroke technique in swimming.
-Identify key movements in breaststroke.
-Discuss safety measures when swimming.

-Explain the inverted breaststroke technique.
-Identify the differences between standard and inverted breaststroke.
-Value the importance of different swimming strokes.

Learner is guided to:
-Using a digital device, watch a video clip showing breaststroke in swimming.
-Observe the body position, movement of arms and legs, and timing for proper breathing.
-Observe how the swimmer is moving in the water.
-Discuss safety measures that should be observed when swimming.
Learner is guided to:
-Watch an actual or virtual performance/illustration of inverted breaststroke.
-Explain the inverted breaststroke considering the progression.
-Compare the body positions in standard and inverted breaststroke.
-Discuss when inverted breaststroke might be useful.

How is breaststroke performed in swimming?
How does inverted breaststroke differ from standard breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 167-168
MENTOR Creative Arts Grade 6 Learner's Book Page 168
MENTOR Creative Arts Grade 6 Learner's Book Page 169

- Observation -Oral questions -Discussion
- Observation -Oral questions -Peer assessment

PERFORMANCE AND DISPLAY

Swimming - Floatation and Body Position

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

-Demonstrate floatation for inverted breaststroke.
-Position the body in a supine position for inverted breaststroke.
-Observe safety measures in the water.

Learner is guided to:
-Practise the execution of inverted breaststroke by first focusing on floatation.
-Position the body in a supine position (face up).
-Observe safety measures while in the water.
-Maintain a horizontal body position while floating.

How do we achieve proper floatation and body position for inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 169-170

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Arm Action in Inverted Breaststroke
Swimming - Leg Action in Inverted Breaststroke

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

-Demonstrate the arm action for inverted breaststroke.
-Coordinate arm movements while maintaining body position.
-Show interest in mastering the arm action.

Learner is guided to:
-Practise the arm action for inverted breaststroke.
-Start with arms at sides, then move them outward in a semicircular motion.
-Pull water towards the feet, then return arms to starting position.
-Coordinate arm movements while maintaining supine position.
-Practise the arm action in and out of the water.

How is the arm action performed in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 170
MENTOR Creative Arts Grade 6 Learner's Book Page 170-171

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Breathing in Inverted Breaststroke

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

-Demonstrate proper breathing technique for inverted breaststroke.
-Coordinate breathing with arm and leg movements.
-Appreciate the importance of proper breathing in swimming.

Learner is guided to:
-Practise the breathing technique for inverted breaststroke.
-Keep face above water in supine position.
-Inhale when arms are at sides.
-Exhale during the arm pull phase.
-Coordinate breathing with arm and leg movements.

How is proper breathing maintained in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 171

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Rhythm Establishment in Inverted Breaststroke

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

-Establish rhythm in inverted breaststroke.
-Coordinate arm, leg, and breathing actions.
-Value the establishment of rhythm in swimming.

Learner is guided to:
-Practise establishing rhythm in inverted breaststroke.
-Coordinate arm, leg, and breathing actions in the correct sequence.
-Focus on maintaining a steady rhythm.
-Practise the full stroke with emphasis on rhythm.

How do we establish proper rhythm in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 171-172

- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Practising Floatation
Swimming - Practising Arm Action
Swimming - Practising Leg Action

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

-Carry out warm-up activities before swimming.
-Float with face facing up and arms stretched sideways.
-Demonstrate proper body alignment during floatation.

-Perform warm-up activities before swimming.
-Execute the leg action for inverted breaststroke.
-Observe safety measures while practising.

Learner is guided to:
-Carry out warm-up activities.
-With teacher guidance, float with face facing up and arms stretched sideways.
-Straighten the whole body from head to toe.
-Position the body horizontally on the water surface.
-Float for five seconds.
-Cool down and perform stretching exercises.
Learner is guided to:
-Carry out warm-up activities.
-Under teacher supervision, maintain a horizontal position with arms stretched sideways.
-Start the kicking action by bending the knees.
-Gradually separate the knees and heels, and imitate the kicking motion of a frog.
-Repeat the leg action multiple times.
-Cool down after practice.

How can we maintain proper floatation for inverted breaststroke?
How can we improve our leg action in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 172
MENTOR Creative Arts Grade 6 Learner's Book Page 172-173
MENTOR Creative Arts Grade 6 Learner's Book Page 173

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Coordinating Arms and Legs

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

-Perform warm-up activities before swimming.
-Coordinate arm and leg actions in inverted breaststroke.
-Observe safety measures while practising.

Learner is guided to:
-Carry out warm-up activities.
-Push off from the wall of the pool with arms extended.
-Push arms downwards and head upwards out of the water.
-Fold legs for a kick when arms are stretched ahead.
-Coordinate the arm and leg actions in sequence.
-Cool down after practice.

How do we coordinate arm and leg actions in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 173-174

- Observation -Skill assessment -Performance analysis

PERFORMANCE AND DISPLAY

Swimming - Glide Game

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

-Participate in glide games to practise inverted breaststroke.
-Apply the complete technique in a game situation.
-Value teamwork in swimming activities.

Learner is guided to:
-Participate in glide games to practise inverted breaststroke.
-Push off from the wall and glide in supine position.
-Complete one full stroke cycle then glide.
-Compete with peers on gliding distance after each stroke.
-Observe safety measures during the game.

How can games help improve our inverted breaststroke technique?

MENTOR Creative Arts Grade 6 Learner's Book Page 174

- Observation -Game assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Montage Technique Introduction
Swimming - Montage Material Collection

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

-Explore actual or virtual samples of montage pictorial compositions.
-Identify the characteristics of montage technique.
-Value montage as an artistic technique.

Learner is guided to:
-Explore actual or virtual samples of montage pictorial compositions.
-Learn about the meaning of montage technique.
-Identify the characteristics of montage.
-Discuss how overlapping works in montage compositions.

Why is overlapping important in a montage work?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Swimming - Creating a Montage

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

-Arrange and paste cut-out images to create a montage.
-Apply principles of overlapping and dominance.
-Create a montage on "water conservation."

Learner is guided to:
-Explore and try out new ideas of arranging and pasting cut-out images.
-Create a montage composition on "water conservation" with emphasis on interpretation of subject matter, overlapping, dominance, and finishing.
-Apply adhesive to secure the images on the background.
-Ensure proper finishing of the montage.

How can we effectively arrange images in a montage composition?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Project assessment -Portfolio

PERFORMANCE AND DISPLAY
PERFORMANCE AND DISPLAY
2.0 PERFORMING AND DISPLAYING

Swimming - Displaying and Evaluating Montages
Swimming - Video Analysis
2.4 Indigenous Kenyan Craft - Slab Technique Identification

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

-Display montage compositions.
-Talk about own and others' montages.
-Record and evaluate swimming performance.

-Analyze video recordings of inverted breaststroke performance.
-Identify strengths and areas for improvement.
-Value video analysis as a tool for improvement.

Learner is guided to:
-Display the completed montage compositions.
-Talk about own and others' montages, focusing on the principles applied.
-In pairs, record video clips of own and others' swimming performance.
-Evaluate the performance and give constructive feedback.
Learner is guided to:
-Watch the video recordings of their inverted breaststroke performance.
-Analyze the body position, arm action, leg action, and coordination.
-Identify strengths and areas for improvement.
-Discuss strategies for improving technique.

How can we evaluate and improve our artistic and swimming performances?
How can video analysis help improve swimming technique?

MENTOR Creative Arts Grade 6 Learner's Book
MENTOR Creative Arts Grade 6 Learner's Book
-MENTOR Creative Arts Grade 6 Learner's Book Page 159
-Pictures of decorated pottery
-Decoration technique guides
-Magnifying glasses for detail
-Pattern examples
-Craft appreciation prompts

- Exhibition -Peer assessment -Video analysis
- Video analysis -Discussion -Self-assessment

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Clay Preparation

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

-Understand clay preparation processes.
-Explain the importance of proper preparation.
-Value environmental resources.

-Learn about sourcing clay from the environment.
-Understand wedging and kneading processes.
-Learn about clay storage methods.
-Understand the importance of slaking, slip, kneading, and wedging.
-Recognize the dangers of trapped air in clay.

Why is proper clay preparation essential for pottery?

-MENTOR Creative Arts Grade 6 Learner's Book Page 159-160
-Clay preparation demonstration
-Clay samples in various stages
-Storage containers
-Process charts
-Safety guidelines

-Process explanation -Importance understanding -Environmental awareness -Preparation knowledge -Safety comprehension

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Modelling a Vase

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

-Prepare clay for modelling.
-Begin the slab vase modelling process.
-Demonstrate care and patience in craft.

-Gather needed materials (clay, pencil, string/wire).
-Knead clay to ensure proper texture and consistency.
-Prepare a sketch of the slab vase to be modelled.
-Consider height and width dimensions.
-Roll clay into flat slabs of uniform thickness.
-Begin the model construction process.

What considerations are important when planning a clay project?

-MENTOR Creative Arts Grade 6 Learner's Book Page 160-161
-Clay
-Modelling tools
-Sketching materials
-Rolling pins
-Workspace protection
-Reference images

-Clay preparation -Sketch quality -Roll technique -Thickness uniformity -Care demonstration -Planning thoroughness

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Slab Cutting and Assembly
2.4 Indigenous Kenyan Craft - Form Building

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

-Cut slabs into appropriate shapes.
-Join clay pieces using slip.
-Show precision in craftsmanship.

-Cut slabs into rectangular and circular shapes.
-Understand proportional relationships between pieces.
-Join rectangular slab to circular base using slip.
-Scratch parts before joining and applying slip.
-Tap lightly on clay joints to compact them.
-Continue building the form with additional slabs.

How are clay pieces joined effectively?

-MENTOR Creative Arts Grade 6 Learner's Book Page 161
-Clay slabs
-Cutting tools
-Slip clay
-Joining tools
-Measurement tools
-Reference models
-MENTOR Creative Arts Grade 6 Learner's Book Page 162
-Clay slabs and pieces
-Drying area
-Progress monitoring sheet
-Reference photos

-Cutting precision -Joining technique -Slip application -Joint compaction -Building skill -Proportional awareness

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Decoration Techniques

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

-Identify pottery decoration techniques.
-Gather materials for decoration.
-Show appreciation for aesthetic enhancement.

-Learn about decoration techniques (stamping, burnishing).
-Gather materials for decoration (clay, decoration objects, firing area).
-Understand the leather-hard state ideal for decoration.
-Learn how to support the clay during decoration.
-Appreciate the aesthetic purposes of decoration.

How do decorations enhance pottery items?

-MENTOR Creative Arts Grade 6 Learner's Book Page 162-163
-Decoration tools
-Example items
-Technique charts
-Decoration materials
-Visual aids
-Leather-hard clay samples

-Technique identification -Material selection -Aesthetic appreciation -Decoration planning -Technique understanding

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Decorating the Vase
2.4 Indigenous Kenyan Craft - Drying and Firing

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

-Apply stamping decoration technique.
-Apply burnishing decoration technique.
-Show creativity in pottery decoration.

-Prepare pottery for drying.
-Understand the firing process.
-Value patience in the pottery process.

-Apply the stamping technique to the leather-hard clay.
-Support the parts being stamped from inside.
-Use a pointed object for stamping impressions.
-Use smooth objects for burnishing.
-Apply even pressure during burnishing.
-Create varied textures and patterns.

-Cover the clay vase lightly for drying.
-Store in a cool place for slow drying.
-Learn about traditional and modern firing methods.
-Understand the open-dug-out pit firing technique.
-Recognize the importance of complete drying before firing.
-Prepare the vase for firing.

How do different decoration techniques create varied effects?
Why are drying and firing critical to pottery success?

-MENTOR Creative Arts Grade 6 Learner's Book Page 163
-Leather-hard clay vases
-Stamping tools
-Burnishing tools
-Support materials
-Decoration guides
-Example pieces

-MENTOR Creative Arts Grade 6 Learner's Book Page 163-164
-Drying covers
-Storage area
-Firing pit diagram
-Kiln information
-Timeline for drying/firing
-Safety guidelines

-Stamping technique -Burnishing quality -Support methodology -Pressure control -Creative expression -Pattern variety
-Drying preparation -Firing knowledge -Patience demonstration -Process understanding -Safety awareness -Timing comprehension

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Display and Critique
2.4 Indigenous Kenyan Craft - Learning Points

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

-Display completed pottery items.
-Provide constructive feedback on others' work.
-Value peer learning in craft development.

-Display completed slab vases in class.
-Comment on each other's work.
-Identify strengths in peers' work.
-Suggest improvements tactfully.
-Receive feedback positively.
-Reflect on the learning process.

How does peer critique improve craft skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 164
-Display area
-Display stands
-Lighting
-Feedback forms
-Critique guidelines
-Reflection prompts
-MENTOR Creative Arts Grade 6 Learner's Book Page 164-165
-Technique information sheets
-Process diagrams
-Traditional kiln information
-Historical context materials
-Visual aids
-Example pieces

-Display arrangement -Feedback quality -Critique receptiveness -Observation skills -Reflection depth -Peer respect

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Extended Learning

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

-Create pottery through the complete process.
-Apply all learned techniques independently.
-Show pride in completed work.

-Model a vase using the slab technique in the Art Club.
-Apply appropriate decoration techniques.
-Complete the entire process from clay preparation to firing.
-Display the finished work.
-Comment on own work and that of others.
-Suggest improvements for future projects.

How can pottery skills be developed through independent practice?

-MENTOR Creative Arts Grade 6 Learner's Book Page 165
-Clay and tools
-Workspace
-Decoration materials
-Firing facility
-Display area
-Evaluation forms

-Process completion -Technique application -Work quality -Independence level -Pride expression -Self-evaluation

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Cultural Significance

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

-Explain the cultural significance of pottery.
-Connect pottery to community traditions.
-Value cultural heritage in craft.

-Research the cultural contexts of pottery in different Kenyan communities.
-Identify traditional uses of pottery items.
-Understand how pottery traditions are passed down generations.
-Recognize the symbolic meanings in pottery designs.
-Appreciate the role of pottery in cultural identity.
-Connect personal craft work to cultural heritage.

How does pottery reflect cultural identity?

-MENTOR Creative Arts Grade 6 Learner's Book Page 165
-Cultural information resources
-Community elder interviews
-Traditional pottery examples
-Symbol interpretation guides
-Cultural context charts
-Heritage reflection prompts

-Cultural knowledge -Traditional understanding -Heritage valuation -Symbol recognition -Cultural connection -Research quality

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - 2D and 3D Artworks
Analysis of Creative Arts Works - Gallery Visit

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

-Identify different types of artworks.
-Distinguish between 2D and 3D artworks.
-Value the work of different artists.

Learner is guided to:
-Study different artworks displayed or shown in pictures.
-Identify what is shown in each artwork.
-Name the creators of the artworks.
-Identify artworks in 3D and those in 2D.
-Discuss the materials used in making the artworks.

Why is it important to showcase Creative Arts works?

MENTOR Creative Arts Grade 6 Learner's Book Page 186-187
MENTOR Creative Arts Grade 6 Learner's Book Page 187

- Observation -Oral questions -Group assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Creating a Catalogue
Analysis of Creative Arts Works - Creating and Displaying Artwork

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

-Identify artists and types of artworks.
-Identify materials and techniques used in artworks.
-Create a catalogue of exhibited artworks.

-Collect materials and create an artwork.
-Display artwork in class.
-Value creativity in artwork creation.

Learner is guided to:
-Study pictures of artworks.
-Name the artist of the artworks.
-Identify the types of artworks shown in the pictures.
-Identify the materials used in making the artworks.
-Identify the techniques used to make the artworks.
-Create a catalogue of the artworks displayed.
Learner is guided to:
-In groups, collect required materials and create an artwork.
-Discuss their artwork in groups.
-Creatively display their artwork in class.
-Comment on each other's artwork.
-Take a class gallery walk and observe the displayed artworks.

How do we create an effective catalogue of exhibited artworks?
How can we effectively display and evaluate artworks?

MENTOR Creative Arts Grade 6 Learner's Book Page 188
MENTOR Creative Arts Grade 6 Learner's Book Page 188-189

- Observation -Project assessment -Peer assessment
- Observation -Project assessment -Exhibition -Peer assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Pitch in Music

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

-Identify high and low pitch sounds.
-Produce sounds of different pitch.
-Value variation in pitch in musical performance.

Learner is guided to:
-Watch a video clip about pitch in music.
-Imitate the high sounds in the video clip.
-Imitate the low sounds in the video clip.
-Get into two groups - one to produce high-pitched sound and the other to produce low-pitched sound.
-Share preferences and reasons for pitch choices.

How is pitch used as an element of music?

MENTOR Creative Arts Grade 6 Learner's Book Page 189-190

- Observation -Performance assessment -Group discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Melody in Music
Analysis of Creative Arts Works - Rhythm in Music

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

-Define melody in music.
-Perform melodies at different pitch levels.
-Relate melody to rhythm and pitch.

Learner is guided to:
-Watch a video clip about melody in music.
-Define melody based on the video.
-Perform the melody of the song "Happy Birthday to You" as shown in the video.
-Watch another video on "Making Melodies in My Heart".
-Perform the melody at different pitch levels (high and low).
-Discuss how melody relates to rhythm and pitch.

How does melody contribute to musical expression?

MENTOR Creative Arts Grade 6 Learner's Book Page 190
MENTOR Creative Arts Grade 6 Learner's Book Page 190-191

- Observation -Performance assessment -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Dynamics in Music

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

-Define dynamics as used in music.
-Identify terms that indicate dynamics.
-Perform a song with appropriate dynamics.

Learner is guided to:
-Watch a video about dynamics in music.
-Define dynamics as used in music.
-Identify what the terms Piano (p), Forte (f), Mezzoforte (mf), and Mezzopiano (mp) indicate.
-Watch a video of the song "Big Dreams".
-Suggest instances when the song may be sung loud and when it may be sung soft.
-Perform the loud and soft sections as suggested.

How do dynamics enhance musical expression?

MENTOR Creative Arts Grade 6 Learner's Book Page 191-192

- Observation -Performance assessment -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Tempo in Music

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

-Define tempo in music.
-Identify Italian terms used for tempo.
-Perform activities at different tempos.

Learner is guided to:
-Watch a video about tempo in music.
-Walk at a fast tempo.
-Walk at a moderate tempo.
-March at a slow tempo while singing a familiar song.
-Define tempo based on another video.
-Identify Italian terms used to refer to tempo in music.
-Select an Italian term for tempo and perform a favorite song marking the selected tempo.

How does tempo affect musical performance?

MENTOR Creative Arts Grade 6 Learner's Book Page 192-193

- Observation -Performance assessment -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Texture in Music
Analysis of Creative Arts Works - Relating Music to Life
Analysis of Creative Arts Works - Participating in Sporting Events

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

-Define monophonic and homophonic texture in music.
-Identify different vocal parts in a song.
-Value different textures in musical performance.

-Participate in different sporting events.
-Apply skills learned in previous grades.
-Value sportsmanship in competitions.

Learner is guided to:
-Sing a song of choice alone and reflect on the experience.
-Watch a video clip about monophonic texture in music.
-Define monophonic texture based on the video.
-Watch another video clip with multiple vocal parts.
-Identify the number and names of vocal parts detected.
-Discuss the difference between monophonic and homophonic texture.
Learner is guided to:
-Participate in sporting events including Football, Rounders, Athletics, Volleyball, and Gymnastics.
-Form teams for Football with eleven members each, where one is a goalkeeper.
-Apply kicking, stopping, and dribbling skills.
-Select teams for Rounders with nine players each.
-Engage in Long jump and High jump competitions using the sail and scissors techniques.
-Form Volleyball teams to practice underarm serve and single hand dig pass.
-Execute the cartwheel skill in gymnastics individually or in groups.

How does texture contribute to musical compositions?
How can participation in sporting events promote personal development?

MENTOR Creative Arts Grade 6 Learner's Book Page 193-194
MENTOR Creative Arts Grade 6 Learner's Book Page 194-195
MENTOR Creative Arts Grade 6 Learner's Book Page 195-196

- Observation -Performance assessment -Discussion
- Observation -Performance assessment -Team assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Categories

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

-Identify string instruments from different Kenyan communities.
-Value Kenyan indigenous string instruments.
-Appreciate cultural diversity in music.

Learner is guided to:
-Study pictures of learners playing different instruments.
-Identify the instruments being played.
-Name the types of instruments shown in the pictures.
-Discuss which instruments they have played or would like to play.

How can one play an instrument in an instrumental ensemble?

MENTOR Creative Arts Grade 6 Learner's Book Page 148

- Observation -Oral questions -Self-assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Classification
Indigenous Kenyan Instrumental Ensembles - String Ensemble

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

-Match instruments with the correct type of ensemble.
-Watch a performance of an instrumental ensemble.
-Appreciate the role of different instruments in an ensemble.

Learner is guided to:
-Match various instruments with the correct type of ensemble (wind, string, percussion).
-Share their work with the class for feedback.
-Using a digital device, watch a performance of an instrumental ensemble.
-Identify how the learners started the ensemble and which instrument controls others.

How are indigenous Kenyan instrumental ensembles classified?

MENTOR Creative Arts Grade 6 Learner's Book Page 148-149
MENTOR Creative Arts Grade 6 Learner's Book Page 149-150

- Observation -Matching exercise -Discussion

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Wind Ensemble

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

-Identify instruments that belong to the wind ensemble.
-Name wind instruments from different Kenyan communities.
-Appreciate the diversity of wind instruments.

Learner is guided to:
-Identify instruments that belong to the wind ensemble from a word puzzle.
-Name wind instruments from different Kenyan communities.
-Discuss how wind instruments are played.
-Appreciate the cultural significance of wind instruments.

What instruments make up a wind ensemble?

MENTOR Creative Arts Grade 6 Learner's Book Page 150-151

- Observation -Word puzzle -Oral presentation

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Percussion Ensemble

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

-Identify instruments that belong to the percussion ensemble.
-Name percussion instruments from different Kenyan communities.
-Value the rhythmic role of percussion instruments.

Learner is guided to:
-Identify instruments that belong to the percussion ensemble from a word puzzle.
-Name percussion instruments from different Kenyan communities.
-Discuss how percussion instruments are played.
-Appreciate the rhythmic role of percussion instruments in ensembles.

What instruments make up a percussion ensemble?

MENTOR Creative Arts Grade 6 Learner's Book Page 151-152

- Observation -Word puzzle -Discussion

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Factors to Consider
Indigenous Kenyan Instrumental Ensembles - Tuning and Technique
Indigenous Kenyan Instrumental Ensembles - Rhythm and Synchrony

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

-Identify factors to consider when playing in an instrumental ensemble.
-Describe how these factors help successful performance.
-Value coordination in ensemble playing.

-Describe how instruments are tuned in an ensemble.
-Identify appropriate playing techniques for different instruments.
-Value proper tuning and technique in ensemble playing.

Learner is guided to:
-Study pictures of learners playing in an ensemble.
-Identify the musical instruments played by each learner.
-Discuss how each instrument is played.
-Talk about the factors to consider in order to play well in an ensemble.
Learner is guided to:
-Discuss how different instruments are tuned based on their structure.
-Identify appropriate playing techniques for different categories of instruments:
- Percussion: thumbing, beating, hitting, shaking, rubbing
- String: plucking, striking, bowing, strumming
- Wind: blowing
-Discuss how playing technique should be authentic to the cultural background of origin.

What factors contribute to successful ensemble playing?
How are different instruments in an ensemble tuned and played?

MENTOR Creative Arts Grade 6 Learner's Book Page 152-153
MENTOR Creative Arts Grade 6 Learner's Book Page 153-154
MENTOR Creative Arts Grade 6 Learner's Book Page 154

- Observation -Group discussion -Oral presentation
- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Instrument Selection

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

-Identify different musical instruments in pictures.
-Describe how each instrument is held or positioned.
-Demonstrate proper handling of instruments.

Learner is guided to:
-Name musical instruments shown in pictures.
-Describe how each instrument is held or positioned.
-Take turns to demonstrate how bowing, hitting, blowing, and shaking are done.
-Discuss how to care for musical instruments after playing.

How are different instruments properly held and played?

MENTOR Creative Arts Grade 6 Learner's Book Page 154-155

- Observation -Demonstration -Oral presentation

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Instrument Care

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

-Gather materials for instrument care.
-Demonstrate proper handling of instruments.
-Value the importance of instrument maintenance.

Learner is guided to:
-Gather materials for instrument care: clean cloth, water, soap, soft-bristled brush.
-Wash hands and pat them dry before handling instruments.
-Select an instrument of choice to play in an ensemble.
-Handle the chosen instrument with care.
-Demonstrate how to clean and store instruments properly.

How do we properly care for musical instruments?

MENTOR Creative Arts Grade 6 Learner's Book Page 155-156

- Observation -Demonstration -Checklist

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Tuning and Playing
Indigenous Kenyan Instrumental Ensembles - Ensemble Performance

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

-Tune a selected instrument.
-Play the instrument in an ensemble using appropriate technique.
-Value proper tuning for quality sound.

Learner is guided to:
-Select an instrument to play in an Indigenous Kenyan instrumental ensemble.
-Correctly tune the selected instrument.
-Practise playing the instrument using appropriate technique.
-Play the instrument in an ensemble and receive feedback from peers.
-Clean the instrument after use.

How does proper tuning affect the quality of ensemble performance?

MENTOR Creative Arts Grade 6 Learner's Book Page 156
MENTOR Creative Arts Grade 6 Learner's Book Page 156-157

- Observation -Performance assessment -Peer feedback

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Tote Bag Materials

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

-Collect materials for making a tote bag.
-Prepare materials for the bag construction.
-Value recycling in art creation.

Learner is guided to:
-Collect materials for making a tote bag: reusable fabric, thread, artificial or natural dyes, scissors, marking tool.
-Prepare the materials for bag construction.
-Discuss the importance of using recycled materials.
-Plan the design of the tote bag.

What materials can be used to create a functional tote bag?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Materials collection assessment -Planning assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Making a Tote Bag
Indigenous Kenyan Instrumental Ensembles - Decorating the Tote Bag
Indigenous Kenyan Instrumental Ensembles - Finishing the Tote Bag

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

-Construct a tote bag with a strap.
-Apply measuring, marking, cutting, folding, and stitching skills.
-Show interest in creating functional items.

-Use stencils to print designs on the tote bag.
-Apply spraying technique for decoration.
-Value creativity in decoration.

Learner is guided to:
-Make a tote bag with a strap focusing on measuring, marking, cutting, folding, and stitching.
-Create paper stencils inspired by the environment.
-Begin preparing the bag for decoration using the stencils.
-Demonstrate proper handling of tools during construction.
Learner is guided to:
-Use paper stencils to print designs on the tote bag using spraying technique.
-Apply natural or artificial dye using spray cans or old toothbrushes.
-Create patterns and designs related to musical instruments or cultural motifs.
-Ensure even application of the dye.

How is a functional tote bag constructed?
How can we effectively decorate a tote bag using spraying technique?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Project assessment -Process assessment
- Observation -Project assessment -Creative assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Display and Appreciation

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

-Display the completed tote bags.
-Talk about own and peers' tote bags.
-Appreciate the role of percussion instruments in performances.

Learner is guided to:
-Display the completed tote bags.
-Talk about own and peers' tote bags, focusing on design, construction, and functionality.
-Discuss how the bags will be used for storing Creative Arts equipment.
-Appreciate the role of percussion instruments in performances and how the bags will help preserve them.

How can we evaluate and appreciate our creative work?

MENTOR Creative Arts Grade 6 Learner's Book

- Exhibition -Peer assessment -Discussion

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Display and Appreciation

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