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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Creating and Execution
|
Melody - Solfa syllables d r m
|
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
|
Observation Aural tests Practical assessment
|
|
| 2 | 2 |
Creating and Execution
|
Melody - Identifying solfa syllables
Melody - Hand signs for solfa syllables |
By the end of the
lesson, the learner
should be able to:
- Recognize solfa syllables (d r m) in familiar songs by ear - Sing solfa syllables with correct pitch - Show confidence in singing |
- Listen to songs containing solfa syllables d r m
-Identify d r m in the songs by ear -Sing simple patterns using d r m -Create simple patterns using the syllables |
How do we identify different pitches in a melody?
|
KLB Visionary Creative Arts, pg. 49 Audio recordings of songs
KLB Visionary Creative Arts, pg. 50 Charts showing hand signs |
Observation Aural tests Singing assessment
|
|
| 2 | 3 |
Creating and Execution
|
Melody - Practicing hand signs
|
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
|
Observation Performance assessment Self-assessment
|
|
| 2 | 4 |
Creating and Execution
|
Melody - Writing solfa syllables
|
By the end of the
lesson, the learner
should be able to:
- Write solfa syllables using free hand lettering - Form letters with correct proportions - Show neatness in written work |
- Draw guidelines for writing solfa syllables
-Practice writing d, r, m using free hand lettering -Ensure correct proportions of letters -Write simple melodies using solfa syllables |
How can we write solfa syllables neatly?
|
KLB Visionary Creative Arts Rulers, pencils, paper
|
Observation Written work Portfolio
|
|
| 2 | 5 |
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 | 6 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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 | 3 |
Creating and Execution
|
Melody - Collecting materials for modelling
|
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
|
Observation Practical assessment Peer evaluation
|
|
| 3 | 4 |
Creating and Execution
|
Melody - Modelling clay slabs
|
By the end of the
lesson, the learner
should be able to:
- Roll clay into flat slabs - Cut rectangular pieces of three different sizes - Show precision in clay work |
- Demonstrate rolling clay into flat slabs
-Use a rolling pin or bottle to flatten clay -Cut rectangular pieces of three different sizes -Prepare slabs for attaching solfa models |
How are clay slabs prepared for modelling?
|
KLB Visionary Creative Arts, pg. 56 Clay, rolling pins, cutting tools
|
Observation Project work Practical assessment
|
|
| 3 | 5 |
Creating and Execution
|
Melody - Modelling solfa syllables
Melody - Attaching solfa models to slabs |
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
KLB Visionary Creative Arts, pg. 57 Clay, modelling tools, clay slip |
Observation Project work Practical assessment
|
|
| 3 | 6 |
Creating and Execution
|
Melody - Drying clay models
|
By the end of the
lesson, the learner
should be able to:
- Explain proper drying procedures for clay - Place models for even drying - Show patience in the drying process |
- Discuss proper drying procedures for clay
-Place models in appropriate locations for drying -Turn models periodically for even drying -Monitor models for cracking during drying |
Why is proper drying important for clay models?
|
KLB Visionary Creative Arts Clay models, drying racks
|
Observation Oral questions Practical assessment
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
Creating and Execution
|
Melody - Performance preparation
|
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
|
Observation Performance assessment Self-assessment
|
|
| 4 | 3 |
Creating and Execution
Performance and Display |
Melody - Assessment
Athletics - Sprint starts |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of melody composition - Show skills in clay modelling and painting - Value the learning journey in this substrand |
- Complete assessment activities on melody composition
-Demonstrate solfa syllable identification -Perform created melodies -Display completed clay models |
What have we learned about melody and modelling?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 63 Digital devices, open field |
Observation Written test Performance assessment
|
|
| 4 | 4 |
Performance and Display
|
Athletics - Medium sprint start
Athletics - Elongated sprint start Athletics - Sprinting technique |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the medium sprint start technique - Execute proper body alignment in "on your marks" position - Show discipline in following commands |
- Demonstrate the medium sprint start technique
-Practice placing feet and hands in correct position -Execute proper body alignment in starting position -Practice responding to start commands |
How is the medium sprint start executed?
|
KLB Visionary Creative Arts, pg. 64 Open field, starting line markers
KLB Visionary Creative Arts, pg. 65 Open field, starting line markers KLB Visionary Creative Arts, pg. 66 Open field, markers |
Observation Skills test Peer assessment
|
|
| 4 | 5 |
Performance and Display
|
Athletics - Sprint practice
Athletics - Kenya National Anthem |
By the end of the
lesson, the learner
should be able to:
- Apply sprint start and sprinting techniques in practice - Maintain proper technique throughout the sprint - Show determination in improving performance |
- Mark starting and finishing points on a field
-Practice medium and elongated sprint starts -Focus on maintaining proper technique while sprinting -Give feedback to peers on technique |
How can we improve our sprinting technique through practice?
|
KLB Visionary Creative Arts, pg. 67 Open field, markers, whistle
KLB Visionary Creative Arts Printed lyrics of the National Anthem |
Observation Skills test Peer assessment
|
|
| 4 | 6 |
Performance and Display
|
Athletics - Singing the National Anthem
Athletics - Kenyan flag Athletics - Sketching the flag |
By the end of the
lesson, the learner
should be able to:
- Sing the Kenya National Anthem with proper technique - Apply performance techniques (tune, pronunciation, tempo) - Show patriotism when singing the Anthem |
- Sing the Kenya National Anthem in groups
-Focus on accuracy in tune and proper pronunciation -Apply appropriate tempo when singing -Observe appropriate etiquette when singing |
How should we perform 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 KLB Visionary Creative Arts, pg. 69 Drawing paper, pencils, rulers |
Observation Performance assessment Self-assessment
|
|
| 5 | 1 |
Performance and Display
|
Athletics - Painting the flag
|
By the end of the
lesson, the learner
should be able to:
- Paint the Kenyan flag using correct colours - Apply paint neatly within outlined areas - Show pride in creating national symbols |
- Paint the white stripes and white sections first
-Apply red, green, and black colours in correct areas -Ensure neat application within outlined areas -Allow paint to dry between colours |
How can we accurately paint the Kenyan flag?
|
KLB Visionary Creative Arts, pg. 70 Paint, brushes, painted sketch of flag
|
Observation Project work Peer assessment
|
|
| 5 | 2 |
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 | 3 |
Performance and Display
|
Athletics - Sprint competition
|
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
|
Observation Performance assessment Peer evaluation
|
|
| 5 | 4 |
Performance and Display
|
Athletics - Sprint relay
Athletics - Standing long jump |
By the end of the
lesson, the learner
should be able to:
- Explain the technique for baton exchange - Demonstrate proper baton exchange - Show teamwork during relay practice |
- Demonstrate proper baton exchange technique
-Practice baton exchange in pairs -Form relay teams for practice -Discuss the importance of teamwork in relays |
How does teamwork affect relay performance?
|
KLB Visionary Creative Arts Open field, batons or substitute items
KLB Visionary Creative Arts Open field, measuring tape, markers |
Observation Skills test Group assessment
|
|
| 5 | 5 |
Performance and Display
|
Athletics - Running long jump
|
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
|
Observation Skills test Performance assessment
|
|
| 5 | 6 |
Performance and Display
|
Athletics - Ball throw
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate proper ball throw technique - Execute proper body position and arm action - Show determination in improving distance |
- Demonstrate proper ball throw technique
-Practice grip and arm position -Focus on body rotation and follow-through -Measure and record throw distances |
What techniques help improve throwing distance?
|
KLB Visionary Creative Arts Open field, small balls, measuring tape
|
Observation Skills test Performance assessment
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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 | 3 |
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 | 4 |
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 | 5 |
Performance and Display
|
Athletics - Assessment
|
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
|
Observation Written test Performance assessment
|
|
| 6 | 6 |
Performance and Display
|
Gymnastics - Introduction
|
By the end of the
lesson, the learner
should be able to:
- Explain what gymnastics is - Identify different gymnastics activities - Show interest in gymnastics |
- Watch videos or demonstrations of gymnastics activities
-Discuss what gymnastics involves -Identify different types of gymnastics activities -Discuss the importance of safety in gymnastics |
How does performance of rolls and balances enhance gymnastics?
|
KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics
|
Observation Oral questions Written assignments
|
|
| 7 | 1 |
Performance and Display
|
Gymnastics - Warm-up activities
Gymnastics - Patriotic songs for warm-up |
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
KLB Visionary Creative Arts Audio recordings of patriotic songs |
Observation Practical assessment Oral questions
|
|
| 7 | 2 |
Performance and Display
|
Gymnastics - Crab balance
|
By the end of the
lesson, the learner
should be able to:
- Explain the crab balance technique - Identify body parts used in the crab balance - Show interest in learning the skill |
- Observe demonstrations of the crab balance
-Identify body parts used in the crab balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a crab balance?
|
KLB Visionary Creative Arts, pg. 74 Mats, open space
|
Observation Oral questions Written assignments
|
|
| 7 | 3 |
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 | 4 |
Performance and Display
|
Gymnastics - Crab balance practice
|
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
|
Observation Skills test Peer assessment
|
|
| 7 | 5 |
Performance and Display
|
Gymnastics - Head balance
|
By the end of the
lesson, the learner
should be able to:
- Explain the head balance technique - Identify body parts used in the head balance - Show interest in learning the skill |
- Observe demonstrations of the head balance
-Identify body parts used in the head balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a head balance?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Oral questions Written assignments
|
|
| 7 | 6 |
Performance and Display
|
Gymnastics - Head balance technique
Gymnastics - Side roll |
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
KLB Visionary Creative Arts, pg. 77 Mats, open space |
Observation Skills test Peer assessment
|
|
| 8 |
Midterm break |
||||||||
| 9 | 1 |
Performance and Display
|
Gymnastics - Side roll technique
|
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
|
Observation Skills test Peer assessment
|
|
| 9 | 2 |
Performance and Display
|
Gymnastics - Side roll practice
|
By the end of the
lesson, the learner
should be able to:
- Practice the side roll with proper technique - Execute the roll smoothly from start to finish - Show determination in mastering the skill |
- Review the progression for side roll
-Practice the skill with focus on smooth execution -Work in pairs to provide feedback -Practice rolling from right to left and left to right |
How can we improve our side roll technique?
|
KLB Visionary Creative Arts, pg. 78 Mats, open space
|
Observation Skills test Peer assessment
|
|
| 9 | 3 |
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 | 4 |
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 | 5 |
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 | 6 |
Performance and Display
|
Gymnastics - Rhythmic patterns
|
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
|
Observation Performance assessment Coordination assessment
|
|
| 10 | 1 |
Performance and Display
|
Gymnastics - Photography
|
By the end of the
lesson, the learner
should be able to:
- Use digital devices to photograph gymnastics - Focus on the center of interest - Show aesthetic awareness in photography |
- Learn basic photography techniques
-Use digital devices to photograph gymnastics performances -Focus on capturing the center of interest -Review and select best photographs |
Why is the center of interest important in photography?
|
KLB Visionary Creative Arts Digital devices, mats
|
Observation Project work Photo critique
|
|
| 10 | 2 |
Performance and Display
|
Gymnastics - Photo portfolio
Gymnastics - Gymnastic games |
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
KLB Visionary Creative Arts Mats, various equipment |
Observation Portfolio Peer evaluation
|
|
| 10 | 3 |
Performance and Display
|
Gymnastics - Assessment
|
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
|
Observation Skills test Portfolio assessment
|
|
| 10 | 4 |
Performance and Display
|
Descant Recorder - Introduction
|
By the end of the
lesson, the learner
should be able to:
- Identify the descant recorder as a musical instrument - Explain how the descant recorder is played - Show interest in learning the instrument |
- Observe the descant recorder
-Discuss how the instrument is played -Listen to recorder music -Discuss the role of wind instruments in music |
How can a good tone be produced on the descant recorder?
|
KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings
|
Observation Oral questions Written assignments
|
|
| 10 | 5 |
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 | 6 |
Performance and Display
|
Descant Recorder - Assembly
|
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
|
Observation Practical assessment Peer evaluation
|
|
| 11 | 1 |
Performance and Display
|
Descant Recorder - Care and maintenance
Descant Recorder - Holding position |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of caring for the recorder - Demonstrate cleaning and maintenance procedures - Show responsibility in instrument care |
- Discuss the importance of instrument care
-Demonstrate cleaning procedures -Practice proper storage -Discuss potential damage from improper care |
Why is proper care and maintenance of the recorder important?
|
KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials
KLB Visionary Creative Arts, pg. 99 Descant recorders |
Observation Oral questions Practical assessment
|
|
| 11 | 2 |
Performance and Display
|
Descant Recorder - Blowing technique
|
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
|
Observation Practical assessment Self-assessment
|
|
| 11 | 3 |
Performance and Display
|
Descant Recorder - Note B
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note B - Produce a clear B note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note B
-Practice covering the correct holes -Produce a clear B note -Play repeated B notes to develop consistency |
What is the correct fingering for note B?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
|
Observation Practical assessment Performance
|
|
| 11 | 4 |
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 | 5 |
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 | 6 |
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
|
|
| 12 | 1 |
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 | 2 |
Performance and Display
|
Descant Recorder - Materials for 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
|
Observation Oral questions Project planning
|
|
| 12 | 3 |
Performance and Display
|
Descant Recorder - Making a case
|
By the end of the
lesson, the learner
should be able to:
- Make a case using collected materials - Apply appropriate construction techniques - Show craftsmanship in case making |
- Demonstrate techniques for case construction
-Stitch fabric or crochet yarn for the case -Ensure appropriate size for the recorder -Add closures or fasteners as needed |
How is a recorder case constructed?
|
KLB Visionary Creative Arts, pg. 105 Case-making materials, tools
|
Observation Project work Practical assessment
|
|
| 12 | 4 |
Performance and Display
|
Descant Recorder - Decorating the case
Descant Recorder - Group practice |
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
KLB Visionary Creative Arts Descant recorders, simple music |
Observation Project work Peer evaluation
|
|
| 12 | 5 |
Performance and Display
|
Descant Recorder - Performance preparation
|
By the end of the
lesson, the learner
should be able to:
- Prepare melodies for performance - Apply performance techniques - Show confidence in preparation |
- Select appropriate melodies for performance
-Practice performance pieces thoroughly -Discuss performance etiquette -Prepare for public performance |
How do we prepare for a musical performance?
|
KLB Visionary Creative Arts Descant recorders, performance music
|
Observation Performance assessment Self-assessment
|
|
| 12 | 6 |
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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