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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 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 |
In groups, learners are guided to:
- 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
|
|
| 2 | 2 |
Performance and Display
|
Athletics - Elongated sprint start
Athletics - Sprinting technique |
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 |
In groups, learners are guided to:
- 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 |
Observation Skills test Peer assessment
|
|
| 2 | 3 |
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 |
In groups, learners are guided to:
- 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
|
|
| 2 | 4 |
Performance and Display
|
Athletics - Singing the National Anthem
Athletics - Kenyan 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 |
In groups, learners are guided to:
- 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 |
Observation Performance assessment Self-assessment
|
|
| 2 | 5-6 |
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 - Paint the Kenyan flag using correct colours - Apply paint neatly within outlined areas - Show pride in creating national symbols |
In groups, learners are guided to:
- Draw a rectangle with correct proportions -Sketch the horizontal stripes correctly -Draw the shield and spears in the center -Indicate colours in the sketch - 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 is the Kenyan flag correctly drawn?
How can we accurately paint the Kenyan flag? |
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
Observation Project work Peer assessment |
|
| 3 | 1 |
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 |
In groups, learners are guided to:
- 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
|
|
| 3 | 2 |
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 |
In groups, learners are guided to:
- 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
|
|
| 3 | 3 |
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 |
In groups, learners are guided to:
- 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
|
|
| 3 | 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 |
In groups, learners are guided to:
- 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
|
|
| 3 | 5-6 |
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 |
In groups, learners are guided to:
- 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
|
|
| 4 | 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 |
In groups, learners are guided to:
- 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
|
|
| 4 | 2 |
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 |
In groups, learners are guided to:
- 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
|
|
| 4 | 3 |
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 |
In groups, learners are guided to:
- 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
|
|
| 4 | 4 |
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 |
In groups, learners are guided to:
- 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
|
|
| 4 | 5-6 |
Performance and Display
|
Gymnastics - Side roll practice
Gymnastics - Photography |
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 - Use digital devices to photograph gymnastics - Focus on the center of interest - Show aesthetic awareness in photography |
In groups, learners are guided to:
- 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 - Learn basic photography techniques -Use digital devices to photograph gymnastics performances -Focus on capturing the center of interest -Review and select best photographs |
How can we improve our side roll technique?
Why is the center of interest important in photography? |
KLB Visionary Creative Arts, pg. 78 Mats, open space
KLB Visionary Creative Arts Digital devices, mats |
Observation Skills test Peer assessment
Observation Project work Photo critique |
|
| 5 | 1 |
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 |
In groups, learners are guided to:
- 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
|
|
| 5 | 2 |
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 |
In groups, learners are guided to:
- 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
|
|
| 5 | 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 |
In groups, learners are guided to:
- 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
|
|
| 5 | 4 |
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 |
In groups, learners are guided to:
- 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
|
|
| 5 | 5-6 |
Performance and Display
|
Descant Recorder - Care and maintenance
|
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 |
In groups, learners are guided to:
- 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
|
Observation Oral questions Practical assessment
|
|
| 6 | 1 |
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 |
In groups, learners are guided to:
- 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
|
|
| 6 | 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 |
In groups, learners are guided to:
- 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
|
|
| 6 | 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 |
In groups, learners are guided to:
- 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
|
|
| 6 | 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 |
In groups, learners are guided to:
- 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
|
|
| 6 | 5-6 |
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 - Play combinations of notes B and A - Transition smoothly between notes - Show perseverance in practice |
In groups, learners are guided to:
- Demonstrate fingering for note G -Practice covering the correct holes -Produce a clear G note -Play repeated G notes to develop consistency - Review fingerings for B and A -Practice transitioning between the notes -Play simple patterns using B and A -Focus on smooth finger movements |
What is the correct fingering for note G?
How can we transition smoothly between notes? |
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts
KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music |
Observation Practical assessment Performance
|
|
| 7 | 1 |
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 |
In groups, learners are guided to:
- 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
|
|
| 7 | 2 |
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 |
In groups, learners are guided to:
- 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
|
|
| 7 | 3 |
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 |
In groups, learners are guided to:
- 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
|
|
| 7 | 4 |
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 |
In groups, learners are guided to:
- 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
|
|
| 7 | 5-6 |
Performance and Display
|
Descant Recorder - Making a case
Descant Recorder - Decorating the 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 - Embellish the recorder case with decorations - Apply appropriate decorative techniques - Show creativity in decoration |
In groups, learners are guided to:
- 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 - Collect items for case decoration -Embellish the case with found objects -Apply decorative stitching or other techniques -Ensure decorations are securely attached |
How is a recorder case constructed?
How can we enhance our recorder cases through decoration? |
KLB Visionary Creative Arts, pg. 105 Case-making materials, tools
KLB Visionary Creative Arts, pg. 105 Decorative materials, adhesives |
Observation Project work Practical assessment
Observation Project work Peer evaluation |
|
| 8 | 1 |
Performance and Display
|
Descant Recorder - Group practice
|
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 |
In groups, learners are guided to:
- 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
|
Observation Performance assessment Group evaluation
|
|
| 8 | 2 |
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 |
In groups, learners are guided to:
- 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
|
|
| 8 | 3 |
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 |
In groups, learners are guided to:
- 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
|
|
| 8 | 4 |
Performance and Display
|
Songs - Types of songs
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of songs - Explain characteristics of different song types - Show interest in diverse musical styles |
In groups, learners are guided to:
- Discuss different types of songs -Listen to examples of different song types -Identify characteristics of each type -Discuss messages conveyed in different songs |
What contributes towards a good performance?
|
KLB Visionary Creative Arts, pg. 82 Audio recordings of various songs
|
Observation Oral questions Written assignment
|
|
| 8 | 5-6 |
Performance and Display
|
Songs - Patriotic songs
Songs - Sacred songs |
By the end of the
lesson, the learner
should be able to:
- Identify patriotic songs - Explain the purpose of patriotic songs - Show patriotism through song appreciation - Identify sacred songs - Explain the purpose of sacred songs - Show respect for religious diversity |
In groups, learners are guided to:
- Listen to examples of patriotic songs -Discuss the purpose and message of patriotic songs -Identify characteristics of patriotic songs -Relate patriotic songs to national identity - Listen to examples of sacred songs -Discuss the purpose and message of sacred songs -Identify characteristics of sacred songs -Relate sacred songs to spiritual values |
What messages do patriotic songs convey?
What messages do sacred songs convey? |
KLB Visionary Creative Arts, pg. 83 Audio recordings of patriotic songs
KLB Visionary Creative Arts, pg. 83 Audio recordings of sacred songs |
Observation Oral questions Written assignment
|
|
| 9 | 1 |
Performance and Display
|
Songs - Topical songs
|
By the end of the
lesson, the learner
should be able to:
- Identify topical songs - Explain the purpose of topical songs - Show awareness of social issues |
In groups, learners are guided to:
- Listen to examples of topical songs -Discuss the purpose and message of topical songs -Identify characteristics of topical songs -Relate topical songs to current issues |
What messages do topical songs convey?
|
KLB Visionary Creative Arts, pg. 84 Audio recordings of topical songs
|
Observation Oral questions Written assignment
|
|
| 9 | 2 |
Performance and Display
|
Songs - Performance techniques
|
By the end of the
lesson, the learner
should be able to:
- Explain elements of good singing - Identify performance techniques - Show interest in improving singing |
In groups, learners are guided to:
- Discuss elements of good singing -Identify proper diction, pitch, rhythm, and dynamics -Discuss the importance of facial expressions and gestures -Practice vocal warm-up exercises |
What makes a good singing performance?
|
KLB Visionary Creative Arts, pg. 84 Audio recordings of songs
|
Observation Oral questions Practical assessment
|
|
| 9 | 3 |
Performance and Display
|
Songs - Tempo in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of tempo - Sing songs at different tempos - Show control in tempo variation |
In groups, learners are guided to:
- Discuss the concept of tempo in music -Practice singing songs at different tempos -Identify appropriate tempo for different songs -Maintain consistent tempo while singing |
How does tempo affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Audio recordings, percussion instruments
|
Observation Performance assessment Peer evaluation
|
|
| 9-10 |
Week 9 |
||||||||
| 10 | 2 |
Performance and Display
|
Songs - Pitch in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of pitch - Sing with accurate pitch - Show control in pitch variation |
In groups, learners are guided to:
- Discuss the concept of pitch in music -Practice singing with accurate pitch -Identify appropriate pitch range for different songs -Match pitch with instrumental accompaniment |
How does pitch affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Pitch pipes, tuned instruments
|
Observation Performance assessment Peer evaluation
|
|
| 10 | 3 |
Performance and Display
|
Songs - Pitch in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of pitch - Sing with accurate pitch - Show control in pitch variation |
In groups, learners are guided to:
- Discuss the concept of pitch in music -Practice singing with accurate pitch -Identify appropriate pitch range for different songs -Match pitch with instrumental accompaniment |
How does pitch affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Pitch pipes, tuned instruments
|
Observation Performance assessment Peer evaluation
|
|
| 10 | 4 |
Performance and Display
|
Songs - Rhythm in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of rhythm - Sing with accurate rhythm - Show control in rhythmic patterns |
In groups, learners are guided to:
- Discuss the concept of rhythm in music -Practice singing with accurate rhythm -Identify rhythmic patterns in different songs -Maintain steady rhythm while singing |
How does rhythm affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Percussion instruments
|
Observation Performance assessment Peer evaluation
|
|
| 10 | 5-6 |
Performance and Display
|
Songs - Dynamics in singing
Songs - Diction in singing |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of dynamics - Sing with appropriate dynamics - Show control in volume variation - Explain the importance of diction - Sing with clear diction - Show attention to word clarity |
In groups, learners are guided to:
- Discuss the concept of dynamics in music -Practice singing with varying dynamics -Identify appropriate dynamics for different songs -Apply dynamics to enhance song meaning - Discuss the importance of diction in singing -Practice clear pronunciation of words -Focus on consonant and vowel clarity -Apply diction to enhance song meaning |
How do dynamics affect a song's performance?
How does diction affect a song's performance? |
KLB Visionary Creative Arts, pg. 85 Audio recordings
KLB Visionary Creative Arts, pg. 85 Lyric sheets |
Observation Performance assessment Peer evaluation
|
|
| 11 | 1 |
Performance and Display
|
Songs - Facial expressions
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of facial expressions in singing - Use appropriate facial expressions - Show expressiveness in performance |
In groups, learners are guided to:
- Discuss the role of facial expressions in singing -Practice using facial expressions to convey mood -Match expressions to song meaning -Apply expressions to enhance performance |
How do facial expressions enhance song performance?
|
KLB Visionary Creative Arts, pg. 85 Mirrors
|
Observation Performance assessment Peer evaluation
|
|
| 11 | 2 |
Performance and Display
|
Songs - Gestures in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of gestures in singing - Use appropriate gestures - Show expressiveness in movement |
In groups, learners are guided to:
- Discuss the role of gestures in singing -Practice using gestures to enhance meaning -Match gestures to song content -Apply gestures to enhance performance |
How do gestures enhance song performance?
|
KLB Visionary Creative Arts, pg. 85 Open performance space
|
Observation Performance assessment Peer evaluation
|
|
| 11 | 3 |
Performance and Display
|
Songs - East African Community Anthem
|
By the end of the
lesson, the learner
should be able to:
- Identify the East African Community Anthem - Explain the message of the Anthem - Show respect for regional unity |
In groups, learners are guided to:
- Listen to the East African Community Anthem -Discuss the purpose and message of the Anthem -Learn the words of the Anthem -Discuss occasions when the Anthem is performed |
What is the purpose of the East African Community Anthem?
|
KLB Visionary Creative Arts, pg. 87 Audio recording of the Anthem
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Observation Oral questions Written assignment
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|
| 11 | 4 |
Performance and Display
|
Songs - Singing the East African Anthem
|
By the end of the
lesson, the learner
should be able to:
- Sing the East African Community Anthem - Apply performance techniques - Show respect during performance |
In groups, learners are guided to:
- Learn the melody of the East African Community Anthem -Practice singing with proper technique -Apply appropriate performance etiquette -Discuss the values promoted in the Anthem |
How should we perform the East African Community Anthem?
|
KLB Visionary Creative Arts, pg. 88 Audio recording of the Anthem
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Observation Performance assessment Self-assessment
|
|
| 11 | 5-6 |
Performance and Display
|
Songs - Folk songs
Songs - Types of folk songs |
By the end of the
lesson, the learner
should be able to:
- Explain what folk songs are - Identify characteristics of folk songs - Show interest in cultural heritage - Identify different types of folk songs - Classify folk songs by function - Show appreciation for cultural diversity |
In groups, learners are guided to:
- Discuss what folk songs are -Listen to examples of folk songs -Identify characteristics of folk songs -Discuss the role of folk songs in communities - Discuss different types of folk songs -Classify songs as work, funeral, naming, initiation, marriage, or worship -Listen to examples of each type -Discuss the function of each type in community life |
How do Kenyan communities decorate costumes for performing folk songs?
What are the different types of folk songs? |
KLB Visionary Creative Arts, pg. 89 Audio recordings of folk songs
KLB Visionary Creative Arts, pg. 90 Audio recordings of folk songs |
Observation Oral questions Written assignment
Observation Oral questions Classification exercise |
|
| 12 | 1 |
Performance and Display
|
Songs - Learning folk songs
|
By the end of the
lesson, the learner
should be able to:
- Learn folk songs from different communities - Sing with appropriate style and expression - Show pride in cultural heritage |
In groups, learners are guided to:
- Learn the words and melody of folk songs -Understand the meaning and context of the songs -Practice singing with appropriate style -Discuss the cultural significance of the songs |
How do we authentically perform folk songs?
|
KLB Visionary Creative Arts, pg. 91 Resource persons, audio recordings
|
Observation Performance assessment Self-assessment
|
|
| 12 | 2 |
Performance and Display
|
Songs - Learning folk songs
|
By the end of the
lesson, the learner
should be able to:
- Learn folk songs from different communities - Sing with appropriate style and expression - Show pride in cultural heritage |
In groups, learners are guided to:
- Learn the words and melody of folk songs -Understand the meaning and context of the songs -Practice singing with appropriate style -Discuss the cultural significance of the songs |
How do we authentically perform folk songs?
|
KLB Visionary Creative Arts, pg. 91 Resource persons, audio recordings
|
Observation Performance assessment Self-assessment
|
|
| 12 | 3 |
Performance and Display
|
Songs - Costume decoration
|
By the end of the
lesson, the learner
should be able to:
- Explain indigenous methods of costume decoration - Identify decoration techniques from different communities - Show interest in cultural crafts |
In groups, learners are guided to:
- Explore indigenous methods of costume decoration -Identify tie-dye and beadwork techniques -Discuss the significance of patterns and colors -Relate decoration to cultural identity |
How do Kenyan communities decorate costumes for folk songs?
|
KLB Visionary Creative Arts, pg. 92 Sample costumes, decoration materials
|
Observation Oral questions Written assignment
|
|
| 12 | 4 |
Performance and Display
|
Songs - Decoration techniques
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate costume decoration techniques - Apply techniques to decorate fabric - Show creativity in pattern creation |
In groups, learners are guided to:
- Demonstrate tie-dye and beadwork techniques -Practice decoration techniques on fabric -Create patterns with available materials -Discuss cultural significance of patterns |
How are decoration techniques used for costumes?
|
KLB Visionary Creative Arts, pg. 92 Fabric, dye, beads, string
|
Observation Project work Practical assessment
|
|
| 12 | 5-6 |
Performance and Display
|
Songs - Performance preparation
Songs - Group performance |
By the end of the
lesson, the learner
should be able to:
- Prepare for group folk song performance - Apply appropriate performance techniques - Show teamwork in preparation - Perform folk songs in a group - Apply performance techniques - Show pride in cultural heritage |
In groups, learners are guided to:
- Rehearse folk songs for group performance -Apply appropriate diction, expressions, and gestures -Prepare percussion accompaniment -Organize roles for performance - Perform folk songs with proper technique -Apply appropriate facial expressions and gestures -Include percussion accompaniment -Perform for an audience |
What preparations are needed for effective performance?
What makes an effective folk song performance? |
KLB Visionary Creative Arts, pg. 92 Performance space, instruments
KLB Visionary Creative Arts, pg. 93 Performance space, instruments |
Observation Performance assessment Group evaluation
Observation Performance assessment Peer evaluation |
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