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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 4 |
Creating and Execution
|
Melody - Solfa syllables d r m
Melody - Identifying solfa syllables |
By the end of the
lesson, the learner
should be able to:
- Identify solfa syllables d, r, and m in a simple melody - Sing patterns using solfa syllables - Show interest in pitch discrimination |
- Sing familiar songs based on solfa syllables d r m
-Identify the solfa syllables in the songs -Recognize rising and falling of sounds in melodies -Practice singing patterns using d r m |
How can one create interesting melodies?
|
KLB Visionary Creative Arts, pg. 49 Tuned percussion instruments
KLB Visionary Creative Arts, pg. 49 Audio recordings of songs |
Observation Aural tests Practical assessment
|
|
| 1 | 5 |
Creating and Execution
|
Melody - Hand signs for solfa syllables
|
By the end of the
lesson, the learner
should be able to:
- Interpret hand signs for the solfa syllables d, r, m - Perform hand signs while singing - Appreciate the use of hand signs in music |
- Watch demonstrations of Kodaly hand signs for d r m
-Practice performing the hand signs for each solfa syllable -Sing simple melodies while using the correct hand signs -Play games using hand signs and singing |
How do hand signs help in learning music?
|
KLB Visionary Creative Arts, pg. 50 Charts showing hand signs
|
Observation Performance assessment Peer evaluation
|
|
| 2 | 1 |
Creating and Execution
|
Melody - Practicing hand signs
Melody - Writing solfa syllables |
By the end of the
lesson, the learner
should be able to:
- Execute hand signs for various combinations of d r m - Associate hand signs with correct pitches - Show coordination in movement and singing |
- Practice hand signs for individual syllables d, r, m
-Execute hand signs for combinations (d r, r m, m r d) -Sing while performing hand signs -Play follow-the-leader games with hand signs |
How can we improve our hand sign technique?
|
KLB Visionary Creative Arts, pg. 50 Charts showing hand signs
KLB Visionary Creative Arts Rulers, pencils, paper |
Observation Performance assessment Self-assessment
|
|
| 2 | 2 |
Creating and Execution
|
Melody - Stepwise motion
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of stepwise motion in melodies - Identify stepwise motion in familiar songs - Appreciate the importance of stepwise motion |
- Sing pairs of notes (r to m, m to r, d to r)
-Discuss how pitches move by steps -Identify stepwise motion in familiar songs -Compare melodies with and without stepwise motion |
Why is stepwise motion important in melodies?
|
KLB Visionary Creative Arts, pg. 51 Audio recordings of melodies
|
Observation Oral questions Practical assessment
|
|
| 2 | 3 |
Creating and Execution
|
Melody - Variation in melodies
|
By the end of the
lesson, the learner
should be able to:
- Explain how variation creates interest in melodies - Compare melodies with and without variation - Value variety in musical compositions |
- Sing melodies with and without variation of solfa syllables
-Discuss how variation creates interest -Identify variation in familiar songs -Create simple variations of given melodies |
How does variation make melodies more interesting?
|
KLB Visionary Creative Arts, pg. 52 Audio recordings of melodies
|
Observation Oral questions Creative assessment
|
|
| 2 | 4 |
Creating and Execution
|
Melody - Variation of sound duration
Melody - Starting and ending on d |
By the end of the
lesson, the learner
should be able to:
- Explain how varying sound duration creates interest - Identify different note values in melodies - Show creative use of sound duration |
- Sing melodies with same and varied note values
-Discuss how variation in note values creates interest -Identify different note values in familiar songs -Create simple melodies with varied note values |
How does varying note duration enhance melodies?
|
KLB Visionary Creative Arts, pg. 52 Audio recordings of melodies
KLB Visionary Creative Arts, pg. 53 Audio recordings of melodies |
Observation Oral questions Creative assessment
|
|
| 2 | 5 |
Creating and Execution
|
Melody - Creating melodies
|
By the end of the
lesson, the learner
should be able to:
- Create short melodies using solfa syllables d, r and m - Apply the qualities of a good melody in composition - Show creativity in melody composition |
- Fill in spaces with solfa syllables to complete melodies
-Create original melodies using d r m -Apply good melodic qualities in composition -Share created melodies with peers |
How do we create interesting melodies?
|
KLB Visionary Creative Arts, pg. 54 Manuscript paper
|
Observation Creative assessment Peer evaluation
|
|
| 3 | 1 |
Creating and Execution
|
Melody - Collecting materials for modelling
Melody - Modelling clay slabs |
By the end of the
lesson, the learner
should be able to:
- Identify suitable clay for modelling - Prepare clay by removing impurities - Show care in material preparation |
- Collect clay from the local environment
-Remove impurities such as sticks, leaves, and stones -Prepare clay by kneading and removing air bubbles -Discuss the importance of proper preparation |
What materials are needed for clay modelling?
|
KLB Visionary Creative Arts, pg. 55 Clay, tools for preparation
KLB Visionary Creative Arts, pg. 56 Clay, rolling pins, cutting tools |
Observation Practical assessment Peer evaluation
|
|
| 3 | 2 |
Creating and Execution
|
Melody - Modelling solfa syllables
|
By the end of the
lesson, the learner
should be able to:
- Roll clay into coils for shaping - Form solfa syllables using coils - Show creativity in letter formation |
- Roll clay into coils of appropriate thickness
-Form the letters d, r, m using the coils -Ensure letters are well-formed and recognizable -Prepare for attaching to slabs |
How are clay coils used to form letters?
|
KLB Visionary Creative Arts, pg. 56 Clay, modelling tools
|
Observation Project work Practical assessment
|
|
| 3 | 3 |
Creating and Execution
|
Melody - Attaching solfa models to slabs
Melody - Drying clay models |
By the end of the
lesson, the learner
should be able to:
- Attach modelled solfa syllables to clay slabs - Use scoring and slip techniques for attachment - Show craftsmanship in joining clay pieces |
- Scratch areas on slabs for attachment
-Apply clay slip to scratched areas -Attach modelled solfa syllables to slabs -Smooth joints between letters and slabs |
How are clay pieces securely attached together?
|
KLB Visionary Creative Arts, pg. 57 Clay, modelling tools, clay slip
KLB Visionary Creative Arts Clay models, drying racks |
Observation Project work Practical assessment
|
|
| 3 | 4 |
Creating and Execution
|
Melody - Painting clay models
|
By the end of the
lesson, the learner
should be able to:
- Paint clay models using primary colours - Apply paint evenly and neatly - Show creativity in colour application |
- Select primary colours for painting
-Apply paint evenly to dried clay models -Use appropriate brush techniques -Clean brushes and work area after painting |
How can we enhance clay models through painting?
|
KLB Visionary Creative Arts Dried clay models, primary colour paints, brushes
|
Observation Project work Practical assessment
|
|
| 3 | 5 |
Creating and Execution
|
Melody - Performance preparation
Melody - Assessment |
By the end of the
lesson, the learner
should be able to:
- Perform vocal warm ups - Prepare melodies for performance - Show confidence in singing |
- Perform vocal warm up exercises
-Practice melodies created using d r m -Prepare for group and individual performances -Discuss performance techniques |
Why are warm-ups important before singing?
|
KLB Visionary Creative Arts Created melodies
KLB Visionary Creative Arts Assessment tools |
Observation Performance assessment Self-assessment
|
|
| 4 | 1 |
Performance and Display
|
Athletics - Sprint starts
Athletics - Medium sprint start |
By the end of the
lesson, the learner
should be able to:
- Explain the technique of sprint starts - Identify the commands used in sprint starts - Show interest in learning about athletics |
- Watch video clips or demonstrations of sprint starts
-Discuss the commands used in sprint starts -Identify the positions for "On your marks" and "Set" -Discuss the importance of quick reaction |
Why is appropriate posture important in sprinting?
|
KLB Visionary Creative Arts, pg. 63 Digital devices, open field
KLB Visionary Creative Arts, pg. 64 Open field, starting line markers |
Observation Oral questions Written assignments
|
|
| 4 | 2 |
Performance and Display
|
Athletics - Elongated sprint start
Athletics - Sprinting technique Athletics - Sprint practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the elongated sprint start technique - Execute proper body alignment in "set" position - Show determination in executing the skill |
- Demonstrate the elongated sprint start technique
-Practice placing feet and hands in correct position -Execute proper body alignment in "set" position -Practice quick reaction to "go" command |
What are the differences between sprint start techniques?
|
KLB Visionary Creative Arts, pg. 65 Open field, starting line markers
KLB Visionary Creative Arts, pg. 66 Open field, markers KLB Visionary Creative Arts, pg. 67 Open field, markers, whistle |
Observation Skills test Peer assessment
|
|
| 4 | 3 |
Performance and Display
|
Athletics - Kenya National Anthem
Athletics - Singing the National Anthem Athletics - Kenyan flag |
By the end of the
lesson, the learner
should be able to:
- Read through the words of the Kenya National Anthem - Explain the meaning and message of the Anthem - Show respect when singing the National Anthem |
- Read through the words of the Kenya National Anthem
-Discuss the meaning and message of the Anthem -Learn proper etiquette when singing the Anthem -Relate the Anthem to national unity and patriotism |
Why is the Kenya National Anthem performed during an athletic event?
|
KLB Visionary Creative Arts Printed lyrics of the National Anthem
KLB Visionary Creative Arts Audio recording of the National Anthem KLB Visionary Creative Arts, pg. 68 Digital devices, images of the Kenyan flag |
Observation Oral questions Written assignment
|
|
| 4 | 4 |
Performance and Display
|
Athletics - Sketching the flag
Athletics - Painting the flag |
By the end of the
lesson, the learner
should be able to:
- Sketch the Kenyan flag with correct proportions - Draw the shield and spears correctly - Show attention to detail in drawing |
- Draw a rectangle with correct proportions
-Sketch the horizontal stripes correctly -Draw the shield and spears in the center -Indicate colours in the sketch |
How is the Kenyan flag correctly drawn?
|
KLB Visionary Creative Arts, pg. 69 Drawing paper, pencils, rulers
KLB Visionary Creative Arts, pg. 70 Paint, brushes, painted sketch of flag |
Observation Project work Self-assessment
|
|
| 4 | 5 |
Performance and Display
|
Athletics - Making a flag handle
|
By the end of the
lesson, the learner
should be able to:
- Identify suitable materials for a flag handle - Attach the flag to a handle securely - Show craftsmanship in construction |
- Select suitable materials for a flag handle
-Prepare the handle for attaching the flag -Attach the flag securely to the handle -Test the durability of the attachment |
How can we attach a flag to a handle securely?
|
KLB Visionary Creative Arts, pg. 71 Materials for handle, painted flag
|
Observation Project work Practical assessment
|
|
| 5 | 1 |
Performance and Display
|
Athletics - Sprint competition
Athletics - Sprint relay |
By the end of the
lesson, the learner
should be able to:
- Participate in a sprint competition - Apply proper technique in competition - Show sportsmanship during competition |
- Mark lanes for a sprint competition
-Form teams for the competition -Apply sprint start and running techniques -Observe safety and fair play during competition |
How do we apply sprint techniques in competition?
|
KLB Visionary Creative Arts, pg. 71 Open field, markers, flags
KLB Visionary Creative Arts Open field, batons or substitute items |
Observation Performance assessment Peer evaluation
|
|
| 5 | 2 |
Performance and Display
|
Athletics - Standing long jump
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the standing long jump technique - Execute proper takeoff and landing - Show courage in attempting the skill |
- Demonstrate the standing long jump technique
-Practice proper takeoff with arm swing -Focus on balanced landing with bent knees -Measure and record jump distances |
What techniques help improve jump distance?
|
KLB Visionary Creative Arts Open field, measuring tape, markers
|
Observation Skills test Performance assessment
|
|
| 5 | 3 |
Performance and Display
|
Athletics - Running long jump
Athletics - Ball throw |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the running long jump technique - Coordinate the approach run with takeoff - Show perseverance in mastering the skill |
- Demonstrate the running long jump technique
-Practice approach run with consistent strides -Focus on powerful takeoff and controlled landing -Measure and record jump distances |
How does the approach run affect jump performance?
|
KLB Visionary Creative Arts Open field, measuring tape, markers
KLB Visionary Creative Arts Open field, small balls, measuring tape |
Observation Skills test Performance assessment
|
|
| 5 | 4 |
Performance and Display
|
Athletics - Athletics games
|
By the end of the
lesson, the learner
should be able to:
- Participate in various athletics games - Apply learned techniques in games - Show enjoyment in athletic activities |
- Organize simple athletics games
-Apply learned techniques in game situations -Rotate through different activities -Emphasize fun and participation |
How can athletics be made enjoyable?
|
KLB Visionary Creative Arts Open field, various equipment
|
Observation Performance assessment Self-assessment
|
|
| 5 | 5 |
Performance and Display
|
Athletics - Analysis of performance
|
By the end of the
lesson, the learner
should be able to:
- Record athletics performances for analysis - Identify strengths and areas for improvement - Show willingness to improve |
- Use digital devices to record performances
-Review recordings to analyze technique -Identify strengths and areas for improvement -Create a plan for improvement |
How can analyzing performance help us improve?
|
KLB Visionary Creative Arts Digital recording devices
|
Observation Self-assessment Peer evaluation
|
|
| 6 | 1 |
Performance and Display
|
Athletics - History of Kenyan athletics
Athletics - Athletics event planning |
By the end of the
lesson, the learner
should be able to:
- Identify famous Kenyan athletes - Describe Kenya's achievements in athletics - Show pride in Kenya's athletic heritage |
- Research famous Kenyan athletes
-Discuss Kenya's achievements in athletics -Create profiles of notable athletes -Relate athletics to national pride |
Why is Kenya known for its athletes?
|
KLB Visionary Creative Arts Resource materials, digital devices
KLB Visionary Creative Arts Planning materials |
Observation Oral presentation Written assignment
|
|
| 6 | 2 |
Performance and Display
|
Athletics - Cultural significance
|
By the end of the
lesson, the learner
should be able to:
- Explain the cultural significance of athletics - Relate athletics to traditional activities - Value cultural heritage |
- Discuss the cultural significance of athletics
-Relate athletics to traditional activities -Research athletics in different cultures -Create presentations on findings |
How is athletics connected to culture?
|
KLB Visionary Creative Arts Resource materials, digital devices
|
Observation Oral presentation Written assignment
|
|
| 6 | 3 |
Performance and Display
|
Athletics - Assessment
Gymnastics - Introduction |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of athletic techniques - Show skills in sprint starts and running - Value the learning journey in this substrand |
- Complete assessment activities on athletics techniques
-Demonstrate athletic skills for assessment -Perform the National Anthem and display the flag -Reflect on learning journey |
What have we learned about athletics, the National Anthem, and the Kenyan flag?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics |
Observation Written test Performance assessment
|
|
| 6 | 4 |
Performance and Display
|
Gymnastics - Warm-up activities
|
By the end of the
lesson, the learner
should be able to:
- Perform appropriate warm-up exercises for gymnastics - Explain the importance of warming up - Show responsibility in preparing for activity |
- Demonstrate appropriate warm-up exercises
-Practice warm-up routines in groups -Discuss the importance of warming up -Learn simple stretching exercises |
Why is warming up important before gymnastics?
|
KLB Visionary Creative Arts Open space, mats
|
Observation Practical assessment Oral questions
|
|
| 6 | 5 |
Performance and Display
|
Gymnastics - Patriotic songs for warm-up
Gymnastics - Crab balance |
By the end of the
lesson, the learner
should be able to:
- Learn patriotic songs for warm-up - Sing with proper diction - Show patriotism in performance |
- Learn relevant patriotic songs for warm-up
-Practice singing with proper diction -Perform songs while warming up -Discuss the meaning of the songs |
How does music support the performance of gymnastics?
|
KLB Visionary Creative Arts Audio recordings of patriotic songs
KLB Visionary Creative Arts, pg. 74 Mats, open space |
Observation Performance assessment Oral questions
|
|
| 7 | 1 |
Performance and Display
|
Gymnastics - Crab balance technique
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the crab balance technique - Execute the progression steps correctly - Show body control during the balance |
- Demonstrate the starting position for crab balance
-Practice lifting hips while supporting on hands and feet -Focus on distributing weight evenly -Practice maintaining the balance position |
What are the key points for a successful crab balance?
|
KLB Visionary Creative Arts, pg. 75 Mats, open space
|
Observation Skills test Peer assessment
|
|
| 7 | 2 |
Performance and Display
|
Gymnastics - Crab balance practice
Gymnastics - Head balance |
By the end of the
lesson, the learner
should be able to:
- Practice the crab balance with proper technique - Maintain stability in the balance position - Show determination in mastering the skill |
- Review the progression for crab balance
-Practice the skill with focus on stability -Work in pairs to provide feedback -Practice maintaining the balance for increasing durations |
How can we improve our crab balance technique?
|
KLB Visionary Creative Arts, pg. 76 Mats, open space
KLB Visionary Creative Arts Mats, open space |
Observation Skills test Peer assessment
|
|
| 7 | 3 |
Performance and Display
|
Gymnastics - Head balance technique
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the head balance technique - Execute the progression steps correctly - Show body control during the balance |
- Demonstrate the starting position for head balance
-Practice supporting weight on the head and hands -Focus on maintaining a stable tripod position -Practice controlling the legs in the balance |
What are the key points for a successful head balance?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Skills test Peer assessment
|
|
| 7 | 4 |
Performance and Display
|
Gymnastics - Side roll
|
By the end of the
lesson, the learner
should be able to:
- Explain the side roll technique - Identify body parts used in the side roll - Show interest in learning the skill |
- Observe demonstrations of the side roll
-Identify body parts used in the side roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
|
Observation Oral questions Written assignments
|
|
| 7 | 5 |
Performance and Display
|
Gymnastics - Side roll technique
Gymnastics - Side roll practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the side roll technique - Execute the progression steps correctly - Show body control during the roll |
- Demonstrate the starting position for side roll
-Practice the rolling phase with proper technique -Focus on maintaining body alignment -Practice completing the roll with proper finish |
What are the key points for a successful side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
KLB Visionary Creative Arts, pg. 78 Mats, open space |
Observation Skills test Peer assessment
|
|
| 8 |
Midterm break |
||||||||
| 9 | 1 |
Performance and Display
|
Gymnastics - Backward roll
|
By the end of the
lesson, the learner
should be able to:
- Explain the backward roll technique - Identify body parts used in the backward roll - Show interest in learning the skill |
- Observe demonstrations of the backward roll
-Identify body parts used in the backward roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a backward roll?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Oral questions Written assignments
|
|
| 9 | 2 |
Performance and Display
|
Gymnastics - Backward roll technique
Gymnastics - Combining skills |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the backward roll technique - Execute the progression steps correctly - Show body control during the roll |
- Demonstrate the starting position for backward roll
-Practice the rolling phase with proper technique -Focus on maintaining tucked position -Practice completing the roll with proper finish |
What are the key points for a successful backward roll?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Skills test Peer assessment
|
|
| 9 | 3 |
Performance and Display
|
Gymnastics - Percussion accompaniment
|
By the end of the
lesson, the learner
should be able to:
- Play rhythmic percussion instruments to accompany gymnastics - Match rhythm to movement - Show creativity in musical accompaniment |
- Select appropriate percussion instruments
-Create simple rhythms to accompany movements -Practice playing instruments in time with gymnastics -Perform gymnastics with percussion accompaniment |
How does music enhance gymnastics performance?
|
KLB Visionary Creative Arts Percussion instruments, mats
|
Observation Performance assessment Peer evaluation
|
|
| 9 | 4 |
Performance and Display
|
Gymnastics - Rhythmic patterns
Gymnastics - Photography |
By the end of the
lesson, the learner
should be able to:
- Perform the side roll to a rhythmic pattern - Recite French rhythm names during performance - Show coordination in movement and speech |
- Create rhythmic patterns for gymnastics movements
-Practice reciting French rhythm names during performance -Coordinate movement with rhythm -Perform side roll to rhythmic patterns |
How can rhythm enhance gymnastics movements?
|
KLB Visionary Creative Arts Mats, percussion instruments
KLB Visionary Creative Arts Digital devices, mats |
Observation Performance assessment Coordination assessment
|
|
| 9 | 5 |
Performance and Display
|
Gymnastics - Photo portfolio
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for a portfolio - Organize photographs in a logical sequence - Show pride in portfolio presentation |
- Review photographs of gymnastics performances
-Select best photographs for portfolio -Organize photographs in a logical sequence -Create captions for photographs |
How can we effectively document gymnastics through photography?
|
KLB Visionary Creative Arts Digital devices, photograph printouts
|
Observation Portfolio Peer evaluation
|
|
| 10 | 1 |
Performance and Display
|
Gymnastics - Gymnastic games
|
By the end of the
lesson, the learner
should be able to:
- Participate in gymnastics-themed games - Apply learned skills in game situations - Show enjoyment in gymnastic activities |
- Learn simple gymnastics-themed games
-Apply learned skills in game situations -Rotate through different activities -Emphasize fun and participation |
How can gymnastics be made enjoyable through games?
|
KLB Visionary Creative Arts Mats, various equipment
|
Observation Performance assessment Self-assessment
|
|
| 10 | 2 |
Performance and Display
|
Gymnastics - Assessment
Descant Recorder - Introduction |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of gymnastics techniques - Show skills in balances and rolls - Value the learning journey in this substrand |
- Complete assessment activities on gymnastics techniques
-Demonstrate gymnastics skills for assessment -Present photography portfolios -Reflect on learning journey |
What have we learned about gymnastics, music accompaniment, and photography?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings |
Observation Skills test Portfolio assessment
|
|
| 10 | 3 |
Performance and Display
|
Descant Recorder - Parts
|
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a descant recorder - Explain the function of each part - Show care in handling the instrument |
- Examine the descant recorder
-Identify the head joint, middle joint, and foot joint -Discuss the function of each part -Practice handling the recorder correctly |
What are the different parts of a descant recorder?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams
|
Observation Oral questions Labeling exercise
|
|
| 10 | 4 |
Performance and Display
|
Descant Recorder - Assembly
Descant Recorder - Care and maintenance |
By the end of the
lesson, the learner
should be able to:
- Assemble the descant recorder correctly - Disassemble the recorder properly - Show care in handling the instrument |
- Demonstrate correct assembly of the recorder
-Practice assembling and disassembling the recorder -Discuss proper handling of the instrument -Learn to hold the recorder correctly |
How is a descant recorder assembled correctly?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders
KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials |
Observation Practical assessment Peer evaluation
|
|
| 10 | 5 |
Performance and Display
|
Descant Recorder - Holding position
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct holding position - Maintain proper posture while holding - Show discipline in following instructions |
- Demonstrate correct holding position
-Practice proper hand placement -Maintain correct posture -Check holding positions in pairs |
What is the correct way to hold a descant recorder?
|
KLB Visionary Creative Arts, pg. 99 Descant recorders
|
Observation Practical assessment Peer evaluation
|
|
| 11 | 1 |
Performance and Display
|
Descant Recorder - Blowing technique
Descant Recorder - Note B |
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct blowing technique - Produce a clear tone on the recorder - Show persistence in developing technique |
- Demonstrate correct mouth position
-Practice gentle blowing technique -Focus on producing a clear tone -Avoid common errors in blowing |
How is a good tone produced on the recorder?
|
KLB Visionary Creative Arts, pg. 100 Descant recorders
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts |
Observation Practical assessment Self-assessment
|
|
| 11 | 2 |
Performance and Display
|
Descant Recorder - Note A
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note A - Produce a clear A note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note A
-Practice covering the correct holes -Produce a clear A note -Play repeated A notes to develop consistency |
What is the correct fingering for note A?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
|
Observation Practical assessment Performance
|
|
| 11 | 3 |
Performance and Display
|
Descant Recorder - Note G
Descant Recorder - Combining notes B-A |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note G - Produce a clear G note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note G
-Practice covering the correct holes -Produce a clear G note -Play repeated G notes to develop consistency |
What is the correct fingering for note G?
|
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts
KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music |
Observation Practical assessment Performance
|
|
| 11 | 4 |
Performance and Display
|
Descant Recorder - Combining notes B-A-G
|
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B, A, and G - Transition smoothly between notes - Show perseverance in practice |
- Review fingerings for B, A, and G
-Practice transitioning between the notes -Play simple patterns using B, A, and G -Focus on smooth finger movements |
How can we play a sequence of notes smoothly?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
|
Observation Practical assessment Performance
|
|
| 11 | 5 |
Performance and Display
|
Descant Recorder - Simple melodies
|
By the end of the
lesson, the learner
should be able to:
- Play simple melodies using notes B, A, and G - Maintain steady rhythm while playing - Show pride in musical achievement |
- Learn simple melodies using B, A, and G
-Practice playing with steady rhythm -Focus on clear tone production -Perform melodies for peers |
How do we interpret simple melodies on the recorder?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
|
Observation Performance assessment Peer evaluation
|
|
| 12 | 1 |
Performance and Display
|
Descant Recorder - Materials for case
Descant Recorder - Making a case |
By the end of the
lesson, the learner
should be able to:
- Identify materials for making a recorder case - Collect suitable materials from the environment - Show creativity in material selection |
- Discuss materials suitable for recorder cases
-Collect materials such as fabric, leather, yarn -Prepare materials for case construction -Design a case appropriate for the recorder |
What materials can be used to make a recorder case?
|
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread
KLB Visionary Creative Arts, pg. 105 Case-making materials, tools |
Observation Oral questions Project planning
|
|
| 12 | 2 |
Performance and Display
|
Descant Recorder - Decorating the case
|
By the end of the
lesson, the learner
should be able to:
- Embellish the recorder case with decorations - Apply appropriate decorative techniques - Show creativity in decoration |
- Collect items for case decoration
-Embellish the case with found objects -Apply decorative stitching or other techniques -Ensure decorations are securely attached |
How can we enhance our recorder cases through decoration?
|
KLB Visionary Creative Arts, pg. 105 Decorative materials, adhesives
|
Observation Project work Peer evaluation
|
|
| 12 | 3 |
Performance and Display
|
Descant Recorder - Group practice
Descant Recorder - Performance preparation |
By the end of the
lesson, the learner
should be able to:
- Play simple melodies in a group - Maintain ensemble coordination - Show cooperation in group music-making |
- Practice playing melodies in unison
-Focus on starting and stopping together -Listen to balance within the group -Perform as an ensemble for peers |
How does playing in a group differ from playing alone?
|
KLB Visionary Creative Arts Descant recorders, simple music
KLB Visionary Creative Arts Descant recorders, performance music |
Observation Performance assessment Group evaluation
|
|
| 12 | 4 |
Performance and Display
|
Descant Recorder - Assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of the descant recorder - Show skills in playing notes B, A, and G - Value the learning journey in this substrand |
- Complete assessment activities on recorder knowledge
-Demonstrate playing skills for assessment -Present completed recorder cases -Reflect on learning journey |
What have we learned about the descant recorder, playing techniques, and case making?
|
KLB Visionary Creative Arts Assessment tools
|
Observation Performance test Project assessment
|
|
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