If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Indigenous Kenyan percussion instruments
Picture Making (Percussion Instruments) - Classification of instruments Picture Making (Percussion Instruments) - Parts of percussion instruments Picture Making (Percussion Instruments) - Rhythmic patterns Picture Making (Percussion Instruments) - Making charcoal sticks |
By the end of the
lesson, the learner
should be able to:
- Identify indigenous Kenyan percussion instruments by name and community - Describe the methods of playing percussion instruments - Show interest in learning about indigenous percussion instruments |
In groups, learners are guided to:
- Watch virtual or actual samples of percussion instruments to identify name, community and method of playing -Discuss the characteristics of different percussion instruments -Draw and label parts of a percussion instrument |
How is a percussion instrument made?
|
KLB Visionary Creative Arts, pg. 2 Digital devices with internet access
KLB Visionary Creative Arts, pg. 4 Realia: indigenous percussion instruments KLB Visionary Creative Arts, pg. 5 Realia: percussion instruments KLB Visionary Creative Arts, pg. 7 Indigenous percussion instruments KLB Visionary Creative Arts, pg. 9 Thin sticks, cutting tools, tin container, fire |
Observation Oral questions Written assignments
|
|
| 2 | 2 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Drawing with charcoal sticks
Picture Making (Percussion Instruments) - Tonal value in drawing Picture Making (Percussion Instruments) - Creating tone strips Picture Making (Percussion Instruments) - Drawing a percussion instrument Picture Making (Percussion Instruments) - Adding details Picture Making (Percussion Instruments) - Making a percussion instrument Picture Making (Percussion Instruments) - Tuning a percussion instrument |
By the end of the
lesson, the learner
should be able to:
- Draw lines of varied thickness using charcoal sticks - Experiment with pressure to create different line weights - Show creativity in using charcoal as a drawing medium |
In groups, learners are guided to:
- Experiment by drawing simple shapes and lines using charcoal sticks -Practice applying different pressure to create varied line thickness -Create a variety of marks and textures using the charcoal sticks |
How can we use charcoal sticks to create different lines?
|
KLB Visionary Creative Arts, pg. 11 Charcoal sticks, drawing paper
KLB Visionary Creative Arts, pg. 13 Charcoal sticks, drawing paper KLB Visionary Creative Arts, pg. 14 Percussion instruments, charcoal sticks, drawing paper KLB Visionary Creative Arts, pg. 14 Charcoal sticks, drawing paper KLB Visionary Creative Arts Various materials for making instruments KLB Visionary Creative Arts Percussion instruments |
Observation Portfolio Practical test
|
|
| 2 | 3 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Performing rhythms
Picture Making (Percussion Instruments) - Environmental conservation Picture Making (Percussion Instruments) - Creating a portfolio Picture Making (Percussion Instruments) - Display and critique Picture Making (Percussion Instruments) - Percussion in cultural events Picture Making (Percussion Instruments) - Community involvement |
By the end of the
lesson, the learner
should be able to:
- Create rhythmic patterns on a percussion instrument - Perform created rhythms to accompany a song - Show confidence when performing |
In groups, learners are guided to:
- Create rhythmic patterns on made percussion instruments -Practice performing rhythms individually and in groups -Accompany songs with percussion rhythms -Record performances for evaluation |
How do percussion instruments enhance musical performances?
|
KLB Visionary Creative Arts Made percussion instruments
KLB Visionary Creative Arts Recyclable materials KLB Visionary Creative Arts Colored paper, fabric, glue KLB Visionary Creative Arts Display area, instruments, drawings KLB Visionary Creative Arts Resource persons KLB Visionary Creative Arts Poster materials |
Observation Performance assessment Recording
|
|
| 3 | 1 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Technology in music
Picture Making (Percussion Instruments) - Assessment Netball - Skills of passing in Netball Netball - Chest pass technique Netball - Overhead pass Netball - Underarm pass |
By the end of the
lesson, the learner
should be able to:
- Use digital devices to record percussion performances - Edit and share recordings - Appreciate technology in music preservation |
In groups, learners are guided to:
- Use digital devices to record percussion performances -Learn basic editing of audio recordings -Share recordings with peers -Discuss how technology helps preserve cultural music |
How can technology help preserve traditional music?
|
KLB Visionary Creative Arts Digital recording devices
KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 16 Netballs or improvised balls Open space KLB Visionary Creative Arts, pg. 17 Netballs or improvised balls Open space KLB Visionary Creative Arts, pg. 18 Netballs or improvised balls Open space KLB Visionary Creative Arts, pg. 19 Netballs or improvised balls Open space |
Observation Project work Recording
|
|
| 3 | 2 |
Creating and Execution
|
Netball - Double-handed catching
Netball - Standing shot Netball - Shooting practice Netball - Combining skills Netball - Identifying materials for ball making |
By the end of the
lesson, the learner
should be able to:
- Describe the technique for double-handed catching - Demonstrate the double-handed catching technique - Show confidence when catching the ball |
In groups, learners are guided to:
- Observe demonstrations of double-handed catching -Practice the hand position and body stance for catching -Work in pairs to practice catching passes -Combine passing and catching in sequence |
What makes a good catch in Netball?
|
KLB Visionary Creative Arts, pg. 20 Netballs or improvised balls Open space
KLB Visionary Creative Arts Netballs or improvised balls Goal posts KLB Visionary Creative Arts Netballs or improvised balls Open space KLB Visionary Creative Arts, pg. 22 Old carrier bags, clothes, string |
Observation Skills test Self-assessment
|
|
| 3 | 3 |
Creating and Execution
|
Netball - Macramé technique
Netball - Making a ball Netball - Testing improvised balls Netball - Mini-game practice Netball - Classification of colours Netball - Mixing primary colours |
By the end of the
lesson, the learner
should be able to:
- Explain the macramé technique - Demonstrate the overhand knot - Show interest in learning the technique |
In groups, learners are guided to:
- Demonstrate the overhand knot technique -Practice tying overhand knots with string or rope -Create simple patterns using macramé -Discuss applications of macramé technique |
What is the macramé technique and how is it used?
|
KLB Visionary Creative Arts, pg. 22 String, rope, practice materials
KLB Visionary Creative Arts, pg. 23 Ball making materials KLB Visionary Creative Arts Improvised balls KLB Visionary Creative Arts, pg. 24 Netballs or improvised balls Open space KLB Visionary Creative Arts, pg. 27 Colour charts, paints, brushes, paper KLB Visionary Creative Arts, pg. 28 Primary colour paints, palettes, paper |
Observation Practical assessment Project work
|
|
| 4 | 1 |
Creating and Execution
|
Netball - Creating light tones
Netball - Creating dark tones Netball - Painting a ball Netball - Adding details to painting Netball - Creating a montage |
By the end of the
lesson, the learner
should be able to:
- Create light tones by adding white to secondary colours - Create tonal strips showing gradation - Show patience in creating gradual tonal changes |
In groups, learners are guided to:
- Draw rectangular strips on paper -Mix secondary colours with varying amounts of white -Create gradual tonal strips from original to lightest shade -Compare tonal strips created |
How do we create lighter shades of colours?
|
KLB Visionary Creative Arts, pg. 28 Secondary colours, white paint, paper
KLB Visionary Creative Arts, pg. 28 Secondary colours, black paint, paper KLB Visionary Creative Arts, pg. 29 Paint, brushes, paper, water containers KLB Visionary Creative Arts, pg. 30 Paint, brushes, paper KLB Visionary Creative Arts, pg. 31 Old newspapers, magazines, calendars |
Observation Project work Portfolio
|
|
| 4 | 2 |
Creating and Execution
|
Netball - Making a montage
Netball - Display and appreciation Netball - Application in school Netball - Community service Netball - Assessment Rhythm and Pattern Making - French rhythm names |
By the end of the
lesson, the learner
should be able to:
- Create a montage based on Netball - Arrange images in an appealing composition - Show pride in creative work |
In groups, learners are guided to:
- Select and cut out images related to Netball -Arrange images on a stiff surface -Stick images using adhesive -Add titles or captions if necessary |
How can we arrange images to create an effective montage?
|
KLB Visionary Creative Arts, pg. 32 Cut-out images, adhesive, stiff paper
KLB Visionary Creative Arts, pg. 32 Display area KLB Visionary Creative Arts Art materials KLB Visionary Creative Arts Poster materials KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 36 Audio recordings of rhythmic patterns |
Observation Project work Display and critique
|
|
| 4 | 3 |
Creating and Execution
|
Rhythm and Pattern Making - Pulse and rhythm
Rhythm and Pattern Making - Identifying notes in songs Rhythm and Pattern Making - Note values and rests Rhythm and Pattern Making - Letter formation Rhythm and Pattern Making - Free hand lettering |
By the end of the
lesson, the learner
should be able to:
- Distinguish between pulse and rhythm - Maintain a steady pulse while clapping rhythms - Show consistency in maintaining pulse |
In groups, learners are guided to:
- Clap/tap the pulse of the clock and heartbeat -Associate pulse with the crotchet (taa) -Maintain a steady pulse while clapping different rhythms -Practice tapping pulse with foot while clapping rhythms |
How are rhythms applied in daily life?
|
KLB Visionary Creative Arts, pg. 36 Audio recordings with clear rhythms
KLB Visionary Creative Arts, pg. 36 Audio recordings of familiar songs KLB Visionary Creative Arts, pg. 37 Charts with note values and rests KLB Visionary Creative Arts, pg. 38 Rulers, pencils, paper KLB Visionary Creative Arts, pg. 38 Lined paper, pencils |
Observation Practical assessment Peer evaluation
|
|
| 5 | 1 |
Creating and Execution
|
Rhythm and Pattern Making - Writing French rhythm names
Rhythm and Pattern Making - Rhythmic composition techniques Rhythm and Pattern Making - Creating rhythmic patterns Rhythm and Pattern Making - Dictation of rhythms Rhythm and Pattern Making - Block making Rhythm and Pattern Making - Creating repeat patterns |
By the end of the
lesson, the learner
should be able to:
- Write French rhythm names using free hand lettering - Form letters with correct proportions - Value neatness in written work |
In groups, learners are guided to:
- Draw guidelines for writing French rhythm names -Practice writing 'taa' and 'ta-te' using free hand lettering -Ensure correct proportions of letters -Write rhythmic patterns using French rhythm names |
How can we write rhythmic patterns neatly?
|
KLB Visionary Creative Arts, pg. 39 Rulers, pencils, paper
KLB Visionary Creative Arts, pg. 39 Audio recordings of songs KLB Visionary Creative Arts, pg. 40 Percussion instruments KLB Visionary Creative Arts, pg. 41 Percussion instruments KLB Visionary Creative Arts Textured materials (banana stalk, wood, rubber) KLB Visionary Creative Arts Printing blocks, water colours, paper |
Observation Written work Portfolio
|
|
| 5 | 2 |
Creating and Execution
|
Rhythm and Pattern Making - Hands and feet game
Rhythm and Pattern Making - Writing rhythmic patterns Rhythm and Pattern Making - Assessment Melody - Solfa syllables d r m Melody - Identifying solfa syllables Melody - Hand signs for solfa syllables |
By the end of the
lesson, the learner
should be able to:
- Create a hands and feet hopscotch game - Associate movements with rhythm names - Show enjoyment in rhythm games |
In groups, learners are guided to:
- Make a playboard with hand and foot patterns -Match hands and feet to the pictures on the ground -Associate foot steps with 'taa' and hand placements with 'ta-te' -Take turns playing the game |
How can games help us learn about rhythm?
|
KLB Visionary Creative Arts, pg. 43 Paper, materials for game board
KLB Visionary Creative Arts Paper, pencils KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 49 Tuned percussion instruments KLB Visionary Creative Arts, pg. 49 Audio recordings of songs KLB Visionary Creative Arts, pg. 50 Charts showing hand signs |
Observation Practical assessment Peer evaluation
|
|
| 5 | 3 |
Creating and Execution
|
Melody - Practicing hand signs
Melody - Writing solfa syllables Melody - Stepwise motion Melody - Variation in melodies Melody - Variation of sound duration |
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 |
In groups, learners are guided to:
- 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 KLB Visionary Creative Arts, pg. 51 Audio recordings of melodies KLB Visionary Creative Arts, pg. 52 Audio recordings of melodies |
Observation Performance assessment Self-assessment
|
|
| 6 | 1 |
Creating and Execution
|
Melody - Starting and ending on d
Melody - Creating melodies Melody - Collecting materials for modelling Melody - Modelling clay slabs Melody - Modelling solfa syllables Melody - Attaching solfa models to slabs |
By the end of the
lesson, the learner
should be able to:
- Explain why melodies often start and end on d - Compare melodies that start/end on d with others - Show understanding of melodic structures |
In groups, learners are guided to:
- Sing melodies that start and end on d -Compare with melodies that start/end on other notes -Discuss the sense of completion when ending on d -Create simple melodies that start and end on d |
Why do melodies often start and end on d?
|
KLB Visionary Creative Arts, pg. 53 Audio recordings of melodies
KLB Visionary Creative Arts, pg. 54 Manuscript paper KLB Visionary Creative Arts, pg. 55 Clay, tools for preparation KLB Visionary Creative Arts, pg. 56 Clay, rolling pins, cutting tools KLB Visionary Creative Arts, pg. 56 Clay, modelling tools KLB Visionary Creative Arts, pg. 57 Clay, modelling tools, clay slip |
Observation Oral questions Creative assessment
|
|
| 6 | 2 |
Creating and Execution
Performance and Display Performance and Display Performance and Display |
Melody - Drying clay models
Melody - Painting clay models Melody - Performance preparation Melody - Assessment Athletics - Sprint starts Athletics - Medium sprint start Athletics - Elongated sprint start |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Dried clay models, primary colour paints, brushes KLB Visionary Creative Arts Created melodies KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 63 Digital devices, open field KLB Visionary Creative Arts, pg. 64 Open field, starting line markers KLB Visionary Creative Arts, pg. 65 Open field, starting line markers |
Observation Oral questions Practical assessment
|
|
| 6 | 3 |
Performance and Display
|
Athletics - Sprinting technique
Athletics - Sprint practice Athletics - Kenya National Anthem Athletics - Singing the National Anthem Athletics - Kenyan flag Athletics - Sketching the flag Athletics - Painting the flag Athletics - Making a flag handle |
By the end of the
lesson, the learner
should be able to:
- Explain the phases of sprinting - Demonstrate correct body position in sprinting - Show perseverance in developing sprinting skills |
In groups, learners are guided to:
- Discuss the phases of sprinting -Demonstrate correct body position for sprinting -Practice arm and leg action for maximum speed -Practice maintaining form through the finish line |
How does proper technique improve sprinting performance?
|
KLB Visionary Creative Arts, pg. 66 Open field, markers
KLB Visionary Creative Arts, pg. 67 Open field, markers, whistle 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 KLB Visionary Creative Arts, pg. 69 Drawing paper, pencils, rulers KLB Visionary Creative Arts, pg. 70 Paint, brushes, painted sketch of flag KLB Visionary Creative Arts, pg. 71 Materials for handle, painted flag |
Observation Skills test Practical assessment
|
|
| 7 | 1 |
Performance and Display
|
Athletics - Sprint competition
Athletics - Sprint relay Athletics - Standing long jump Athletics - Running long jump Athletics - Ball throw Athletics - Athletics games |
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
KLB Visionary Creative Arts Open field, batons or substitute items KLB Visionary Creative Arts Open field, measuring tape, markers KLB Visionary Creative Arts Open field, small balls, measuring tape KLB Visionary Creative Arts Open field, various equipment |
Observation Performance assessment Peer evaluation
|
|
| 7 | 2 |
Performance and Display
|
Athletics - Analysis of performance
Athletics - History of Kenyan athletics Athletics - Athletics event planning Athletics - Cultural significance Athletics - Assessment Gymnastics - Introduction |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Resource materials, digital devices KLB Visionary Creative Arts Planning materials KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics |
Observation Self-assessment Peer evaluation
|
|
| 7 | 3 |
Performance and Display
|
Gymnastics - Warm-up activities
Gymnastics - Patriotic songs for warm-up Gymnastics - Crab balance Gymnastics - Crab balance technique Gymnastics - Crab balance practice |
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
KLB Visionary Creative Arts Audio recordings of patriotic songs KLB Visionary Creative Arts, pg. 74 Mats, open space KLB Visionary Creative Arts, pg. 75 Mats, open space KLB Visionary Creative Arts, pg. 76 Mats, open space |
Observation Practical assessment Oral questions
|
|
| 8 | 1 |
Performance and Display
|
Gymnastics - Head balance
Gymnastics - Head balance technique Gymnastics - Side roll Gymnastics - Side roll technique Gymnastics - Side roll practice Gymnastics - Backward roll |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts, pg. 77 Mats, open space KLB Visionary Creative Arts, pg. 78 Mats, open space |
Observation Oral questions Written assignments
|
|
| 8 | 2 |
Performance and Display
|
Gymnastics - Backward roll technique
Gymnastics - Combining skills Gymnastics - Percussion accompaniment Gymnastics - Rhythmic patterns Gymnastics - Photography |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Percussion instruments, mats KLB Visionary Creative Arts Mats, percussion instruments KLB Visionary Creative Arts Digital devices, mats |
Observation Skills test Peer assessment
|
|
| 8 | 3 |
Performance and Display
|
Gymnastics - Photo portfolio
Gymnastics - Gymnastic games Gymnastics - Assessment Descant Recorder - Introduction Descant Recorder - Parts Descant Recorder - Assembly |
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
KLB Visionary Creative Arts Mats, various equipment KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams KLB Visionary Creative Arts, pg. 97 Descant recorders |
Observation Portfolio Peer evaluation
|
|
| 9 | 1 |
Performance and Display
|
Descant Recorder - Care and maintenance
Descant Recorder - Holding position Descant Recorder - Blowing technique Descant Recorder - Note B Descant Recorder - Note A |
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
KLB Visionary Creative Arts, pg. 99 Descant recorders KLB Visionary Creative Arts, pg. 100 Descant recorders KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts |
Observation Oral questions Practical assessment
|
|
| 9 | 2 |
Performance and Display
|
Descant Recorder - Note G
Descant Recorder - Combining notes B-A Descant Recorder - Combining notes B-A-G Descant Recorder - Simple melodies Descant Recorder - Materials for case Descant Recorder - Making a case |
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 |
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 |
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 KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread KLB Visionary Creative Arts, pg. 105 Case-making materials, tools |
Observation Practical assessment Performance
|
|
| 9 | 3 |
Performance and Display
|
Descant Recorder - Decorating the case
Descant Recorder - Group practice Descant Recorder - Performance preparation Descant Recorder - Assessment Swimming - Water safety Swimming - Pool etiquette |
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 |
In groups, learners are guided to:
- 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 KLB Visionary Creative Arts Descant recorders, performance music KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 111 Safety charts, pool area KLB Visionary Creative Arts, pg. 111 Swimming costumes, pool area |
Observation Project work Peer evaluation
|
|
| 10 | 1 |
Performance and Display
|
Swimming - Water entry technique
Swimming - Feet first entry Swimming - Crouch surface dive Swimming - Crouch surface dive practice Swimming - Standing surface dive |
By the end of the
lesson, the learner
should be able to:
- Explain different water entry techniques - Identify appropriate entry for different situations - Show interest in learning entry techniques |
In groups, learners are guided to:
- Watch demonstrations of water entry techniques -Discuss when each technique is appropriate -Identify safety considerations for each entry -Observe peers demonstrating entries |
What are safe ways to enter water?
|
KLB Visionary Creative Arts, pg. 112 Pool area, digital devices
KLB Visionary Creative Arts, pg. 112 Pool area, shallow end KLB Visionary Creative Arts Pool area, digital devices KLB Visionary Creative Arts Pool area |
Observation Oral questions Written assignment
|
|
| 10 | 2 |
Performance and Display
|
Swimming - Standing surface dive practice
Swimming - Water games Swimming - Photography Swimming - Photo selection Swimming - Photo presentation Swimming - Floating technique |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the standing surface dive technique - Execute the progression steps correctly - Show determination in mastering the skill |
In groups, learners are guided to:
- Demonstrate the starting position for standing surface dive -Practice the skill progression in shallow water -Focus on proper body position and movement -Practice with increasing confidence |
What are the key points for a successful standing surface dive?
|
KLB Visionary Creative Arts Pool area
KLB Visionary Creative Arts, pg. 117 Pool area, sinking objects KLB Visionary Creative Arts Digital devices, pool area KLB Visionary Creative Arts Digital devices, photographs KLB Visionary Creative Arts, pg. 117 Pool area, floating aids |
Observation Skills test Peer assessment
|
|
| 10 | 3 |
Performance and Display
|
Swimming - Mushroom float
Swimming - Prone float Swimming - Supine float Swimming - Float practice Swimming - Gliding |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the mushroom float technique - Execute the float with proper body position - Show relaxation during floating |
In groups, learners are guided to:
- Demonstrate the mushroom float technique -Practice the body position in shallow water -Focus on relaxation and breath control -Hold the float position with increasing duration |
What is the correct technique for a mushroom float?
|
KLB Visionary Creative Arts, pg. 117 Pool area
KLB Visionary Creative Arts, pg. 118 Pool area KLB Visionary Creative Arts, pg. 119 Pool area KLB Visionary Creative Arts, pg. 120 Pool area |
Observation Skills test Peer assessment
|
|
| 11 | 1 |
Performance and Display
|
Swimming - Prone glide
Swimming - Supine glide Swimming - Glide practice Swimming - Assessment Songs - Types of songs Songs - Patriotic songs |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the prone glide technique - Execute the glide with proper body position - Show streamlining in gliding |
In groups, learners are guided to:
- Demonstrate the prone glide technique -Practice the body position and push-off -Focus on streamlining and extension -Glide for increasing distances |
What is the correct technique for a prone glide?
|
KLB Visionary Creative Arts, pg. 120 Pool area
KLB Visionary Creative Arts Pool area KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 82 Audio recordings of various songs KLB Visionary Creative Arts, pg. 83 Audio recordings of patriotic songs |
Observation Skills test Peer assessment
|
|
| 11 | 2 |
Performance and Display
|
Songs - Sacred songs
Songs - Topical songs Songs - Performance techniques Songs - Tempo in singing Songs - Pitch in singing Songs - Rhythm in singing |
By the end of the
lesson, the learner
should be able to:
- Identify sacred songs - Explain the purpose of sacred songs - Show respect for religious diversity |
In groups, learners are guided to:
- 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 sacred songs convey?
|
KLB Visionary Creative Arts, pg. 83 Audio recordings of sacred songs
KLB Visionary Creative Arts, pg. 84 Audio recordings of topical songs KLB Visionary Creative Arts, pg. 84 Audio recordings of songs KLB Visionary Creative Arts, pg. 84 Audio recordings, percussion instruments KLB Visionary Creative Arts, pg. 84 Pitch pipes, tuned instruments KLB Visionary Creative Arts, pg. 84 Percussion instruments |
Observation Oral questions Written assignment
|
|
| 11 | 3 |
Performance and Display
|
Songs - Dynamics in singing
Songs - Diction in singing Songs - Facial expressions Songs - Gestures in singing Songs - East African Community Anthem |
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 |
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 |
How do dynamics affect a song's performance?
|
KLB Visionary Creative Arts, pg. 85 Audio recordings
KLB Visionary Creative Arts, pg. 85 Lyric sheets KLB Visionary Creative Arts, pg. 85 Mirrors KLB Visionary Creative Arts, pg. 85 Open performance space KLB Visionary Creative Arts, pg. 87 Audio recording of the Anthem |
Observation Performance assessment Peer evaluation
|
|
| 12 |
Midterm |
||||||||
| 13 | 1 |
Performance and Display
|
Songs - Singing the East African Anthem
Songs - Folk songs Songs - Types of folk songs Songs - Learning folk songs Songs - Costume decoration Songs - Decoration techniques Songs - Performance preparation Songs - Group performance Songs - Assessment |
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
KLB Visionary Creative Arts, pg. 89 Audio recordings of folk songs KLB Visionary Creative Arts, pg. 90 Audio recordings of folk songs KLB Visionary Creative Arts, pg. 91 Resource persons, audio recordings KLB Visionary Creative Arts, pg. 92 Sample costumes, decoration materials KLB Visionary Creative Arts, pg. 92 Fabric, dye, beads, string KLB Visionary Creative Arts, pg. 92 Performance space, instruments KLB Visionary Creative Arts, pg. 93 Performance space, instruments KLB Visionary Creative Arts Assessment tools |
Observation Performance assessment Self-assessment
|
|
Your Name Comes Here