| WK |
LSN |
STRAND |
SUB-STRAND |
LESSON LEARNING OUTCOME |
LEARNING EXPERIENCES |
KIQ |
LEARNING RESOURCES |
ASSESSMENT |
REFL |
| 1 |
1 |
Creating and Executing. |
String Musical Instruments and Drawing. |
By the end of the lesson,the learner should be able to;
a) Identify string instruments from different indigenous communities in Kenya.
b) Draw the different string instruments from different communities.
c) Appreciate the string instruments from different indigenous communities in Kenya. |
In groups or pairs,learners are guided to:
brainstorm and present the meaning of string instruments.
observe videos or pictures or real indigenous string instruments.
name the string and identify the community of origin instruments .
collaborate in drawing the different indigenous string instruments on charts and exercise books. |
What are string instruments?
Which string instruments do you know? |
Lesson notes.
Creative Arts Textbook.
Pictures.
Digital resources.
Video clips.
Charts, pencils & erasers.
real indigenous string instruments. |
Oral questions.
Oral discussion.
Checklists.
Written questions.
Assessment rubrics. |
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| |
2 |
Creating and Executing. |
String Musical Instruments and Drawing. |
By the end of the lesson,the learner should be able to;
a) Identify the methods of playing the different indigenous string instruments.
b) Illustrate playing some of the indigenous string instruments.
c) Acknowledge the methods used in playing the indigenous string instruments. |
In groups or pairs,learners are guided to:
brainstorm and present the methods used in playing the string instruments.
identify and discuss the methods used in playing the indigenous string instruments
classify each of the identified string instruments with the appropriate method of playing it.
demonstrate playing some of the string instruments using the appropriate method. |
Which methods are used in playing the indigenous string instruments? |
Creative Arts Textbook.
Lesson notes.
Indigenous String Instruments.
Digital resources.
Video clips. |
Illustrations.
Oral questions.
Oral discussion.
Checklists.
Assessment rubrics.
Standardized Written tests. |
|
| |
3 |
Creating and Executing. |
String Musical Instruments and Drawing. |
By the end of the lesson,the learner should be able to;
a) Identify the parts of a fiddle as one of the string instrument.
b) Draw and label the parts of a Fiddle.
c) Acknowledge the parts and functions of the different parts of string instrument. |
In groups or pairs,learners are guided to:
study the picture of a fiddle and name it’s parts as one of the string instrument.
discuss the functions of the different parts of the string instruments using the fiddle.
draw and label the parts of a Fiddle on charts and exercise books. |
What are the parts of a string instrument? |
Lesson notes.
Creative Arts Textbook.
Charts.
Picture of a Fiddle. |
Assessment rubrics.
Oral discussion.
Oral questions.
Drawing.
Checklists.
Standardized Written tests. |
|
| |
4 |
Creating and Executing. |
String Musical Instruments and Drawing. |
By the end of the lesson,the learner should be able to;
a) State the ways of caring for and maintenance of string instruments.
b) Prepare posters showing the ways of caring for and maintenance of string instruments.
c) Embrace the ways of caring for and maintenance of string instruments. |
In groups or pairs,learners are guided to:
brainstorm and present on the ways of caring for and maintenance of string instruments.
identify the ways of caring for and maintaining the string instruments.
discuss the importance of the caring and maintaining the string instruments.
collaborate in preparing posters showing the ways of caring for and maintaining the string instruments. |
How do we care and maintain the indigenous string instruments? |
Creative Arts Textbook.
Lesson notes.
Digital resources.
Posters and Marker pens. |
Assessment rubrics.
Oral discussion.
Oral questions.
Standardized written tests.
Checklists. |
|
| |
5 |
Creating and Executing. |
String Musical Instruments and Drawing. |
By the end of the lesson,the learner should be able to;
a) Identify the locally available tools and materials to make a Fiddle.
b) Collect the locally available tools and materials to make a Fiddle.
c) Appreciate the locally available materials and tools for making a fiddle. |
In groups or individually,learners are guided to;
brainstorm on the appropriate materials and tools for making a Fiddle.
list the materials and tools for making a fiddle.
Walk around the school or local environment to collect the materials and tools for making a fiddle.
store their collected materials and tools in a safe place. |
Which locally available materials and tools are suitable for making a fiddle? |
Creative Arts Textbook.
Lesson notes.
Digital devices.
Environment.
Hammer, metallic tins, sandpapers.
Nails, piece of wood,Pliers, strings break cable. |
Checklists.
Oral questions.
Assessment rubrics.
Portfolios.
|
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| |
6 |
Creating and Executing. |
String Musical Instruments and Drawing. |
By the end of the lesson,the learner should be able to;
a) Outline the steps for making a fiddle using the locally available materials and tools.
b) Use digital devices to search for clips on the process of making a fiddle using locally available materials and tools.
c) Acknowledge the steps for making a fiddle using locally available materials and tools. |
In groups or pairs,learners are guided to:
use digital resources to search and watch clips on the steps for making a fiddle.
outline the steps for making a fiddle using locally available materials and tools.
discuss the steps for making a fiddle using locally available materials and tools. |
What is the procedure of making a Fiddle using locally available materials and tools? |
Digital resources.
Video clips.
Lesson notes.
Creative Arts Textbook. |
Oral discussion.
Observation.
Oral questions.
Checklists. |
|
| 2 |
1 |
Creating and Executing. |
String Musical Instruments and Drawing. |
By the end of the lesson,the learner should be able to;
a) List the recyclable materials used in making a fiddle.
b) Make a fiddle using recyclable materials from the environment.
c) Enjoy and value teamwork as he/she make a fiddle using locally available materials. |
In groups or pairs or individually,learners are guided to:
prepare and assemble their collected materials for making a fiddle.
follow the steps outlined in making a fiddle using locally available materials and tools while observing safety. |
Why is it important to observe safety while making a fiddle? |
Open space.
Hammers and pliers.
Pieces of wood and sandpapers.
Metallic tins.
Nails
Strings and Break cables. |
Class project.
Assessment rubrics.
observation schedule.
Checklists.
portfolios. |
|
| |
2 |
Creating and Executing. |
String Musical Instruments and Drawing. |
By the end of the lesson,the learner should be able to;
a) Display their made fiddles in class for assessment.
b) Play their made fiddles to accompany a simple song.
c) Enjoy playing the fiddle. |
In groups, individually,learners are guided to:
display or present their already made fiddles from locally available materials in class.
collaborate in playing their fiddles to accompany their favorite song.
record themselves as they perform and present their fiddles.
peers to assess the fiddles and performance and give feedback. |
How do you play a fiddle to accompany a song? |
Fiddles.
Digital resources.
|
Oral presentation.
Portfolios.
Checklists.
Observation schedule.
Assessment rubrics. |
|
| |
3 |
Creating and Executing. |
String Musical Instruments and Drawing. |
By the end of the lesson,the learner should be able to;
a) Identify the techniques used in drawing.
b) Demonstrate and apply overlapping, texture and tone in drawings.
c) Acknowledge the essential techniques used in drawing. |
In groups or pairs,learners are guided to;
brainstorm and present the meaning of drawing and still life.
identify the essential techniques used in drawing to make artwork look interesting and realistic.
discuss tone, overlapping and texture as essential techniques in drawing.
practice drawing simple shapes while illustrating tone,texture and overlapping. |
What is drawing?
What are essential techniques used in drawing? |
Lesson notes.
Creative Arts Textbook.
Chalkboard and chalks.
charts with illustration on texture,tone and overlapping.
|
Assessment rubrics.
Class activities.
Oral discussion.
Illustrations.
Checklists. |
|
| |
4 |
Creating and Executing. |
String Musical Instruments and Drawing. |
By the end of the lesson,the learner should be able to;
a) State the meaning of stippling technique in drawing
b) Illustrate how stippling technique is done in drawings.
c) Appreciate the stippling technique in drawing. |
In groups or pairs, learners are guided to:
explain the meaning of stippling technique in drawing.
use digital resources to research on drawings done by stippling technique and identify them.
discuss and illustrate how stippling technique is done in drawing. |
What is stippling technique in drawing?
How is stippling technique done? |
Lesson notes.
Drawings.
Digital resources.
Creative Arts Textbook. |
Oral discussion.
checklists.
Assessment rubrics.
Oral questions.
Identification of drawings done by stippling technique.
illustration. |
|
| |
5 |
Creating and Executing. |
String Musical Instruments and Drawing. |
By the end of the lesson,the learner should be able to;
a) Select at least two string instrument for drawing using the stippling technique.
b) Draw a picture of a string musical instrument using the stippling technique.
c) Enjoy drawing string instruments using the stippling technique. |
In groups or individually,learners are guided to:
select at least two string instruments to draw using the stippling technique.
draw a still life composition of any two string musical instruments using the stippling technique with emphasis on overlapping, balance of forms,tone and texture. |
What is still life in drawing?
How do you achieve balance of forms, texture, tone and overlapping in your drawing? |
Drawing books or papers.
Pencils and erasers.
Pictures of string instruments. |
Portfolio.
Class project.
Drawing activities.
Checklists.
Assessment rubrics.
|
|
| |
6 |
Creating and Executing. |
String Musical Instruments and Drawing. |
By the end of the lesson,the learner should be able to;
a) Explain how overlapping is achieved in still life drawing.
b) Display their drawings in class for assessment.
c) Value other’s ideas as they talk about their own and others’ displayed work. |
Individually or in groups,learners are guided to:
display/present their drawings on string instruments done by stippling technique.
peers to assess the drawings on texture ,tone, overlapping and give feedback |
How is overlapping achieved in still life drawing? |
Drawings.
Digital resources. |
Checklists.
Self and peer assessment.
Assessment rubrics.
|
|
| 3 |
1 |
Creating and Executing. |
Painting and Collage. |
By the end of the lesson,the learner should be able to;
a) Define the term colour classification.
b) Classify colour categories on the colour wheel for familiarity.
c) Acknowledge the importance of colour classification. |
In groups or pairs, learners are guided to:
brainstorm and present the meaning of colour classification.
identify and discuss about the primary, secondary and tertiary colours using the colour wheel.
classify the different colours categories on the colour wheel as either primary, secondary or tertiary.
prepare a chart to show their classification of colour categories. |
What is colour classification? |
Lesson notes.
Creative Arts Textbook.
colour wheel.
charts. |
Oral discussion.
Checklists.
Oral questions.
Assessment rubrics.
|
|
| |
2 |
Creating and Executing. |
Painting and Collage. |
By the end of the lesson,the learner should be able to;
a) Explain how secondary and tertiary colours are prepared.
b) Mix primary colours to make secondary colours and secondary colours to make tertiary colours.
c) Enjoy mixing colours to make secondary and tertiary colours. |
In groups or pairs,learners are guided to:
discuss how secondary and tertiary colours are made.
use a colour wheel to show how secondary colours are made by mixing two primary colours and how tertiary colours are made by mixing a primary and secondary colour.
use the primary colours in paint to mix them in creating secondary colours on a palette.
mix one secondary colour with a primary colour to create a tertiary colour. |
How are secondary and tertiary colours prepared? |
Colour wheels.
water colours and paints.
Mixing palettes.
brushes , containers for water,sponges. |
Illustration.
Practical Activities
Oral discussion.
Oral questions.
Checklists. |
|
| |
3 |
Creating and Executing. |
Painting and Collage. |
By the end of the lesson,the learner should be able to;
a) Identify the arrangement of colours on a standard colour wheel.
b) Create a colour wheel using paint.
c) Enjoy creating a colour wheel using paints. |
In groups or pairs,learners are guided to:
study colour wheels and recognize the arrangement of colours.
collaborate in mixing and painting a colour wheel to represent the primary, secondary and tertiary colours .
arrange the colours in the correct order and display their colour wheels in class. |
Why is it necessary to know the arrangement of colours in a colour wheel? |
Papers.
Paints.
Water colours.
Brushes.
Palette.
Colour wheel. |
Illustration.
Practical activities.
Checklists.
Oral discussion.
Assessment rubrics. |
|
| |
4 |
Creating and Executing. |
Painting and Collage. |
By the end of the lesson,the learner should be able to;
a) State the meaning of tonal gradation in painting.
b) Mix and paint a surface to create tonal gradation.
c) Acknowledge the importance of tonal gradation in painting. |
In groups or pairs,learners are guided in;
explaining the meaning of tonal gradation showing examples of paintings that demonstrate smooth transitions from light to dark.
observe the teacher as he/she illustrates how to create tonal gradation on a painting.
mixing and painting a surface to create tonal gradation by thinning same tone and adding dark tone. |
What is the importance of tonal gradation in adding realism to a painting? |
Paints.
Surface.
Lesson notes.
Digital resources.
Creative Arts Textbook. |
Illustration.
Assessment rubrics.
Checklists.
Oral discussion.
Class activities. |
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| |
5 |
Creating and Executing. |
Painting and Collage. |
By the end of the lesson,the learner should be able to;
a) Identify the different brushstroke techniques in painting.
b) Practice different brushstrokes on a sample paper.
c) Show enthusiasm in experimenting brushstroke. |
In groups or pairs ,learners are guided to:
state the meaning of brush stroke in painting.
discuss the different techniques in brushstroke.
use specific brush strokes to paint simple objects.
illustrate painting to create varied texture focusing on brush position,brush load and strokes. |
What is brushstroke in painting?
What is the role of brush stroke in adding depth to a composition ? |
Lesson notes.
Digital resource.
Creative Arts Textbook.
Drawing papers.
Simple brushes,paints, watercolors, palette. |
Oral discussion.
Checklists.
Class activities.
Assessment rubrics.
Illustrations. |
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| |
6 |
Creating and Executing. |
Painting and Collage. |
By the end of the lesson,the learner should be able to;
a) Identify the elements of a still life composition.
b) Arrange simple objects for a still life set up.
c) Show creativity in arranging a still life. |
In groups or pairs, learners are guided to;
identify the elements of a stiil life composition.
discuss the elements of a still life composition.
collaborate in arranging simple objects like fruits, bottles on the table/desk and then sketch the outline on a paper. |
What are the elements of a still life composition? |
Lesson notes.
Digital resource.
Creative Arts Textbook.
Simple objects: bottles. |
Oral discussion.
Oral questions.
Assessment rubrics.
Drawing.
|
|
| 4 |
1 |
Creating and Executing. |
Painting and Collage. |
By the end of the lesson,the learner should be able to;
a) Recall brushstroke techniques suitable for different texture.
b) Paint a still life composition using the brush stroke technique.
c) Enjoy the creative process of painting a still life. |
In groups or pairs and individually,learners are guided to:
paint any two one objects overlapping inspired by football game (tone and texture) using the brush stroke techniques.
display their paintings in class for assessment and feedback.
|
How do you paint a still life composition using the brush strokes? |
Still life objects e.g balls, playing boots,goal post
pallette.
paints and brushes.
Painting surface. |
Painting activities.
Checklists.
Assessment rubrics.
observation. |
|
| |
2 |
Creating and Executing. |
Painting and Collage. |
By the end of the lesson,the learner should be able to;
a) Define mat mounting and its purpose in displaying artwork.
b) Prepare the materials for mat mounting.
c) Show appreciation for proper artwork presentation. |
In groups or pairs,learners are guided to:
explain the meaning of mat mounting.
identify and source for mounting materials and tools.
discuss the examples of mounted artwork.
prepare the materials for mat mounting their pictures.. |
What is mounting?
Which materials are used in mat mounting? |
Lesson notes.
Creative Arts Textbook.
Papers,glue and cutting tools e.g scapels, razors.
Mat surface.
pictures/paintings. |
Oral questions.
Oral discussion.
checklists.
Assessment rubrics. |
|
| |
3 |
Creating and Executing. |
Painting and Collage. |
By the end of the lesson,the learner should be able to;
a) Explain the steps for mat mounting.
b) Mount the painting using the mat technique for display.
c) Appreciate mat mounting technique in displaying of artwork. |
In groups or pairs,learners are guided to:
outline the steps for mat mounting.
follow the steps in measuring, cutting and mounting their painted artwork on a mat for display. |
Why is mounting of pictures important?
How do you mount pictures appropriately? |
Painted pictures.
Mat surface.
Digital resources. |
Assessment rubrics.
Checklists.
Self and peer assessment.
Observation schedule.
Rating scales.
portfolios. |
|
| |
4 |
Creating and Executing. |
Painting and Collage. |
By the end of the lesson,the learner should be able to;
a) State the meaning of collage.
b) Explore actual/virtual samples of collage pictures to identify its characteristics.
c) Acknowledge the principles of composition in collage. |
In groups or pairs,learners are guided to;
brainstorm and present the meaning of collage.
collaborate in exploring actual or virtual samples of collage pictures and identify their characteristics.
discuss the characteristics of the collage and it’s composition principles. |
What are the characteristics of a collage? |
Lesson notes.
Samples of collage.
Digital resources.
Creative Arts Textbook. |
Oral questions.
oral discussion.
Checklists.
Assessment rubrics.
Observation. |
|
| |
5 |
Creating and Executing. |
Painting and Collage. |
By the end of the lesson,the learner should be able to;
a) Identify the materials and tools used in collage creation.
b) Collect and prepare materials for making collage.
c) Show curiousity about different collage techniques. |
In groups or pairs,learners are guided to:
identify the appropriate materials for making a collage.
collect and prepare materials for making collage with focus on texture and type of the materials, adhesives and support. |
What factors should one consider when selecting materials for making collage? |
Lesson notes,.
coloured papers, fabric etc
School environment.
Creative Arts Textbook. |
Class project.
Checklists.
Oral questions.
|
|
| |
6 |
Creating and Executing. |
Painting and Collage. |
By the end of the lesson,the learner should be able to;
a) Identify the appropriate pictures to use in making a collage.
b) Create a collage composition to apply the characteristics.
c) Appreciate the collage techniques. |
In groups or pairs or individually,learners are guided to:
identify and select pictures with football theme for creating a collage.
collaboratively make a collage with a theme football to apply the characteristics.
talk about own and others work. |
What is the importance of a collage in artwork? |
Football pictures.
Adhesives.
Scalpels and razors.
Creative Arts Textbook. |
Class project.
Portfolios.
Checklists.
Self and peer assessment.
Rating scales. |
|
| 5 |
1 |
Creating and Executing. |
Volleyball. |
By the end of the lesson,the learner should be able to;
a) Identify the basic volleyball skills and their purposes.
b) Use digital devices to search and watch a volleyball game.
c) Show interest and enthusiasm in learning volleyball game. |
In groups or pairs, learners are guided to:
use digital resources to search and watch a recorded volleyball game.
collaborate in identifying the basic volleyball skills(serving, digging and passing)
discuss the importance of each of the identified skill in a volleyball game. |
Which basic skills are performed in a volleyball game?
How many players play in a volleyball game? |
Digital resources.
Video clips.
Creative Arts Textbook.
Pictures. |
Assessment rubrics.
Checklists.
Oral questions.
Oral discussion. |
|
| |
2 |
Creating and Executing. |
Volleyball. |
By the end of the lesson,the learner should be able to;
a) Explain the concept and purpose of the underarm service in volleyball.
b) Demonstrate the proper stance for underarm serving.
c) Show readiness and willingness to practice the skill. |
In groups or pairs,learners are guided to:
watch a clip on the correct stance and arm positions while performing underarm service.
discuss the mechanics of the underarm service.
observe the teacher as he/she illustrates the correct stance and arm position when performing underarm service.
practice the correct stance and arm position without the ball. |
What is an underarm service in volleyball? |
Lesson notes.
Digital resources.
Pictures.
Creative Arts Textbook. |
Illustrations.
Checklists.
Oral discussion.
Peer assessment.
Oral questions. |
|
| |
3 |
Creating and Executing. |
Volleyball. |
By the end of the lesson,the learner should be able to;
a) State the importance of a toss in an underarm service.
b) Perform a correct underarm service toss.
c) Develop patience and consistency as he/she practices. |
In groups or pairs,learners are guided to:
discuss the importance of tossing while performing the underarm service.
collaborate in practicing the ball toss for the underarm service in volleyball.
peers to assess the performance and give feedback. |
Why is ball toss necessary in an underarm service? |
Lesson notes.
Volleyball pitch.
Volleyball ball.
Creative Arts Textbook.
Video clips. |
Assessment rubrics.
Checklists.
Practical Activity.
Self and Peer Assessment.
Oral questions..
Oral discussion. |
|
| |
4 |
Creating and Executing. |
Volleyball |
By the end of the lesson,the learner should be able to;
a) Identify the key steps in executing a successful underarm service.
b) Perform under arm service for skill acquisition.
c) Develop confidence in executing the underarm service. |
In groups or pairs,learners are guided to:
watch a video on steps in executing a successful underarm service.
practice the under-arm service focusing on accuracy and technique.
peers to assess and provide feedback on the performance. |
How do you ensure you execute a successful underarm service? |
Digital resources.
Lesson notes.
video clips.
Creative Arts Textbook.
Volleyball and net.
Volleyball pitch.
|
Assessment rubrics.
Demonstration.
Checklists.
Self and peer assessment.
Rating scale. |
|
| |
5 |
Creating and Executing. |
Volleyball |
By the end of the lesson,the learner should be able to;
a) Identify the common mistakes in underarm service.
b) Demonstrate the common mistakes when performing the underarm service.
c) Acknowledge the common mistakes in underarm service. |
In groups or pairs,learners are guided to:
observe teacher or instructor as he/she demonstrates the common mistakes in underarm service technique.
collaborate in identifying the common mistakes in underarm service technique.
practice correcting the mistakes with a focus on precision and form. |
What are the common mistakes in underarm service? |
Resource person.
Volleyball.
Volleyball pitch.
Lesson notes.
Digital resources. |
Assessment rubrics.
Illustrations.
Checklists.
Oral questions. |
|
| |
6 |
Creating and Executing. |
Volleyball |
By the end of the lesson,the learner should be able to;
a) Identify the purpose and importance of digging in volleyball.
b) Demonstrate the ready position for digging in volleyball.
c) Develop a proactive attitude towards improving defensive skills. |
In groups or pairs,learners are guided to;
explain the meaning of digging or dig pass in volleyball and its importance.
watch a clip on how to perform a dig.
practice getting into a ready position of a dig in volleyball.
|
What is a dig pass in volleyball? |
Digital resources.
Pictures.
Video clips.
Creative Arts Textbook.
Resource person. |
Demonstration.
Checklists.
Assessment rubrics.
Practical Activity.
Observation. |
|
| 6 |
1 |
Creating and Executing. |
Volleyball. |
By the end of the lesson,the learner should be able to;
a) Explain the proper body mechanics involved in digging in a volleyball game.
b) Practice the digging motion in volleyball.
c) Show determination to improve his or her digging technique. |
In groups or pairs,learners are guided to:
watch a video clip on the proper body mechanics involved in digging.
discuss the proper body mechanics in digging in volleyball.
practice the digging motion with soft balls focusing on the form(bending knees,arms infront and hands together) |
How is the digging motion done in volleyball? |
Resource person.
Digital resources.
Video clips.
Lesson notes.
Creative Arts Textbook.
Pictures. |
Checklists.
Assessment rubrics.
Demonstration.
Practical Activities.
Self and peer assessment.
|
|
| |
2 |
Creating and Executing. |
Volleyball. |
By the end of the lesson,the learner should be able to;
a) Outline the steps for executing the single hand dig pass in volleyball.
b) Execute the single hand dig pass in volleyball correctly.
c) Develop focus and control in executing the single hand dig pass in volleyball. |
In groups or pairs,learners are guided to:
explain what is a single hand dig pass in volleyball.
watch clip showing the execution of a single hand dig pass in volleyball and identify the steps to follow.
practice the single hand dig pass in pairs or groups..
|
How do you execute the single hand dig pass in volleyball? |
Digital devices.
Video clips.
Volleyball.
Volleyball pitch.
Creative Arts Textbook.
Lesson notes.
Pictures. |
Illustration.
Checklists.
Assessment rubrics.
Observation.
Self and peer assessment. |
|
| |
3 & 4 |
Creating and Executing. |
Volleyball. |
By the end of the lesson,the learner should be able to;
a) Recognize the position of each player in volleyball game.
b) Play a volleyball game while applying the skills learnt.
c) Enjoy playing the volleyball game while observing safety. |
In groups,learners are guided to:
select team with 6 players on each side and identify their position.
play a volleyball game while applying the skills learnt and observing safety.
record using digital devices.
share own and others performance in volleyball game while giving each other feedback. |
How can service skills in volleyball be used to win a game? |
Digital resources.
Volleyball.
Volleyball pitch.
Playing costumes. |
Assessment rubrics.
Real game.
Checklists.
Peer and self assessment.
Rating scale. |
|
| |
5 |
Creating and Executing. |
Rhythm and Pattern Making. |
By the end of the lesson,the learner should be able to;
a) Identify the different note values and their rests.
b) Write the notation for the different notes values and their rests.
c) Appreciate the importance of understanding musical notation. |
In groups or pairs,learners are guided to:
identify note values:crotchet , quaver,minim, dotted minim , semibreve and their rests from flashcards
discuss the minim,dotted minim, semibreve and their rests and write their respective symbols.
practice writing simple rhythms using the notes and their rests. |
What are the symbols of the minim, dotted minim, semibreve and their rests? |
Creative Arts Textbook.
lesson notes.
Charts.
Digital resources.
Flashcards. |
Assessment rubrics.
Checklists.
Illustrations.
Oral discussion.
Oral questions.
Writing tests |
|
| |
6 |
Creating and Executing. |
Rhythm and Pattern Making. |
By the end of the lesson,the learner should be able to;
a) Identify the French rhythm names for different notes.
b) Clap rhythms while vocalizing the French rhythm names.
c) Show enthusiasm for learning rhythm in a different language. |
In groups or pairs,learners are guided to:
listen to and sing familiar songs and identify words with the French rhythm names:taa,ta-te,taa-aa,taa-aa-aa,taa-aa-aa-aa.
practice clapping or tapping rhythms using the French rhythm names. |
How do you illustrate the French rhythm names using simple rhythms? |
Lesson notes,
Creative Arts Textbook.
French Rhythm names chart.
Digital resources. |
Clapping exercises.
Assessment rubrics.
Demonstration.
Checklists.
Peer assessment. |
|
| 7 |
1 |
Creating and Executing. |
Rhythm and Pattern Making. |
By the end of the lesson,the learner should be able to;
a) Interpret rhythmic patterns using the taught note values.
b) Clap and vocalize simple rhythmic patterns using correct timing.
c) Develop an understanding of rhythm accuracy. |
In groups or pairs,learners are guided to;
study the rhythmic patterns provided by the teacher and interpret them.
relate the French rhythm names to the music note symbols for the crotchet,pair of quavers,minim,dotted minim, semibreve and their rests.
collaborate in tapping/clapping or stamping and reciting rhythmic patterns using the French rhythm names |
How do you interpret rhythmic patterns using the note values and their rests? |
Clapping pattern worksheet.
Creative Arts Textbook.
Lesson notes.
Digital resources. |
Assessment rubrics.
Clapping, tapping and stamping exercises.
Checklists.
Demonstrations. |
|
| |
2 |
Creating and Executing. |
Rhythm and Pattern Making. |
By the end of the lesson,the learner should be able to;
a) State the relationship between notes and their rests when composing rhythms.
b) Compose a rhythm using a combination of musical notes and their rests.
c) Enjoy the process of creating rhythms using the note values and their rests. |
In groups or pairs,learners are guided to;
discussing how to compose rhythmic patterns using the note values and their rests and demonstrate to the learners.
collaborate in composing original rhythmic patterns using the different note values and their rests.
perform their composition in class for assessment and feedback. |
What is the relationship between note values and rests when composing rhythms? |
Lesson notes.
Video clips.
Digital resources.
Creative Arts Textbook.
Exercise books for composition of rhythmic patterns. |
Assessment rubrics.
Oral presentation.
Checklists.
Oral discussion.
Portfolios.
Peer assessment.
Rating scales. |
|
| |
3 |
Creating and Executing. |
Rhythm and Pattern Making. |
By the end of the lesson,the learner should be able to;
a) Recognize rhythms/songs in three beats.
b) Clap and vocalize rhythms in three beat pattern.
c) Enjoy performing rhythms in different time signatures. |
In groups or pairs,learners are guided to:
explain what is a three-beat pattern.
listen to songs and identify the songs in three beat pattern.
demonstrate three beat pattern with the French rhythm names by clapping..
sing and conduct beat time of songs in three-beat patterns |
What is a three-beat pattern?
|
Lesson notes.
Creative Arts Textbook.
Digital resources.
Songs.
Rhythm cards. |
Assessment rubrics.
Checklists.
Demonstration.
Singing.
Oral presentation.
|
|
| |
4 |
Creating and Executing. |
Rhythm and Pattern Making. |
By the end of the lesson,the learner should be able to;
a) Outline steps for creating a three-beat rhythm using notes and their rests.
b) Compose a simple three-beat rhythm.
c) Enjoy composing a three-beat rhythm. |
In groups or pairs,learners are guided to;
outline and discuss the steps for creating a three-beat rhythm using different notes and rests.
collaborate in creating a three-beat rhythm using different note values and their rests.
share their composition with peers for assessment. |
How do you create a three-beat rhythm using different notes and rests? |
Rhythm composition sheets.
Lesson notes.
Digital resources.
Illustration clips.
Creative Arts Textbook. |
Portfolios.
Assessment rubrics.
Checklists.
Peer assessment.
Oral discussion. |
|
| |
5 |
Creating and Executing. |
Rhythm and Pattern Making. |
By the end of the lesson,the learner should be able to;
a) Identify common percussion instruments used to play rhythms.
b) Play rhythms on percussion instruments.
c) Show enthusiasm for learning to play rhythms using percussion instruments. |
In groups or pairs,learners are guided to:
list common percussion instruments that they know.
practice playing simple rhythms using the percussion instruments.
|
Which percussion instruments do you know? |
Percussion instruments e.g drums .
Rhythm cards.
Lesson notes.
Creative Arts Textbook.
Digital resources.
Video clips. |
Assessment rubrics.
Demonstrations.
Checklists.
Oral questions.
Peer assessment |
|
| |
6 |
Creating and Executing. |
Rhythm and Pattern Making. |
By the end of the lesson,the learner should be able to;
a) Explain how one can improvise a rhythm in three-beat pattern on a percussion instrument.
b) Create and perform improvised rhythms in three-beat pattern using percussion instruments.
c) Enjoy improvising rhythms in three-beat pattern using percussion instruments. |
In groups,learners are guided to:
improvise short rhythms in three-beat patterns using percussion instruments.
perform their improvised rhythms in three-beat patterns using percussion instruments. |
How can you improvise rhythm in three-beat pattern on percussion instruments? |
Percussion instruments.
Rhythms in three-beat pattern.
Digital resources. |
Oral presentation.
Assessment rubrics.
Checklists.
Rating scales. |
|
| 8 |
MID-TERM BREAK |
| 9 |
1 |
Creating and Executing |
Rhythm and Pattern Making. |
By the end of the lesson,the learner should be able to;
a) Explain the concept of using shapes to represent rhythm.
b) Prepare a block with a geometrical motif for printing a pattern.
c) Appreciate the connection between visual art and music. |
In groups or pairs,learners are guided to;
discuss the use of geometric shapes in representing rhythms.
outline the steps for preparing printing blocks using the geometrical shape motif.
collaborate in preparing a printing block from a available resources (rubber/old slippers, wood etc) using the geometric shape motif |
How are shapes used in representing rhythms? |
Creative Arts Textbook.
Lesson notes.
Coloured markers.
Rubbers and old slippers.
Wood and cutting tools. |
Assessment rubrics.
Class activities.
Checklists.
Illustration.
Oral discussion.
Oral questions. |
|
| |
2 |
Creating and Executing. |
Rhythm and Pattern Making. |
By the end of the lesson,the learner should be able to;
a) Identify locally available materials for improvising natural dye paste or artificial printing paste.
b) Improvise natural dye paste or artificial printing paste using locally available materials.
c) Observe safety while improvising the paste. |
In groups or pairs,learners are guided to;
watch a clip on improvisation of natural dye paste or artificial printing paste.
identify the materials for improvising a natural dye or artificial printing paste.
outline the steps for improvising a natural dye.
collaborate in improvising the natural dye or artificial printing paste and observe safety. |
Why is it necessary to observe safety when improvising natural dyes? |
Plant material e.g beatroot, Flowers.
Creative Arts Textbook.
Water and salt or vinegar.
Lesson notes. |
Checklists.
Assessment rubrics.
Oral discussion.
Practical Activities.
|
|
| |
3 |
Creating and Executing. |
Rhythm and Pattern Making. |
By the end of the lesson,the learner should be able to;
a) Explain the process of printing using a block with a geometrical motif.
b) Print a full repeat pattern using a block for rhythm acquisition.
c) Enjoy printing a full repeat pattern using blocks. |
In groups or pairs,learners are guided to:
discuss the steps and process of printing using a block with a geometrical motif.
collaborate in block printing a full repeat pattern on a small fabric using contrasting colours.
neaten by trimming/stitching and ironing to make a small decorated table mat.
share their work with peers for critique and feedback for improvement. |
How do block print a full repeat pattern on fabric? |
Printing blocks.
Papers and fabrics.
Paints or ink.
lesson notes.
Creative Arts Textbook. |
Checklists.
Assessment rubrics.
Practical Activities.
Peer Assessment.
observation schedule. |
|
| |
4 |
Creating and Executing. |
Weaving. |
By the end of the lesson,the learner should be able to;
a) Identify the types of basic weaves and plain weave.
b) Research in virtual and actual sources for examples of plain weaves.
c) Appreciate the variety and beauty of different weaving patterns. |
In groups or pairs,learners are guided to:
explain the meaning of weaving.
discuss the types of basic weaves and plain weaves.
explore examples of plain weaves through images and samples from digital and actual resources. |
What is weaving? |
Lesson notes.
Creative Arts Textbook.
Photos of woven mats.
Actual woven samples.
Visual charts. |
Oral questions.
Identification.
Checklists.
Observation.
Assessment rubrics. |
|
| |
5 |
Creating and Executing. |
Weaving. |
By the end of the lesson,the learner should be able to;
a) Describe the plain weaves 1/1 and 2/2.
b) Sketch the patterns of 1/1 and 2/2 weaves.
c) Show curiosity in learning about weaving structures. |
In groups or pairs,learners are guided to:
use digital resources to search for information on the plain weaves 1/1 and 2/2.
describe the plain weaves 1/1 and 2/2.
draw simple weave structures on paper.
display their structures in class.
|
What is the difference between plain weaves 1/1 and 2/2? |
Lesson notes.
Creative Arts Textbook.
Sketch paper.
Pencils.
pictures.
|
Drawing.
Assessment rubrics.
Oral discussion.
Oral questions.
Checklists. |
|
| |
6 |
Creating and Executing. |
Weaving. |
By the end of the lesson,the learner should be able to;
a) List the materials and tools needed for weaving.
b) Collect and prepare materials and tools for plain weaving.
c) Show responsibility in collecting and organizing materials. |
In groups or pairs,learners are guided to;
identify the materials and tools needed for weaving and create a checklist of materials.
collect and prepare recyclable materials for weaving such as yarns,fibres , scissors.
store their materials in a safe place. |
Which recyclable materials are used for weaving?
why is recycling beneficial to the environment? |
Environment.
Yarns,fibres.
Scissors.
Creative Arts Textbook.
Lesson notes. |
Checklists.
Oral questions.
Written questions.
Oral discussion. |
|
| 10 |
1 |
Creating and Executing. |
Weaving. |
By the end of the lesson,the learner should be able to;
a) Describe the structure and purpose of the serrated card loom.
b) Make a serrated card loom on a stiff material and a shuttle
c) Develop interest in the process of loom preparation. |
In group or pairs,learners are guided to:
describe the structure of a serrated card loom and observe samples.
outline the steps for making a serrated card loom.
practice making a serrated card loom on a stiff material and a shuttle. |
What is a serrated card loom?
How do you make a serrated card loom? |
Creative Arts Textbook.
Lesson notes.
Digital resources.
Video clips.
Paperboard or cardboard.
Scissors.
Rulers .
Threads. |
Oral discussion.
Assessment rubrics.
Checklists.
Oral questions.
Practical Activity.
Demonstration. |
|
| |
2 |
Creating and Executing. |
Weaving. |
By the end of the lesson,the learner should be able to;
a) Define warp threads and their role in weaving.
b) Attach warp threads to the serrated card loom accurately.
c) Enjoy arranging the warp threads neatly and evenly. |
In groups or pairs,learners are guided to:
explain the meaning of wrap threads and their roles in weaving.
observe the teacher as he/she demonstrates the warping techniques..
collaborate in arranging threads to a serrated card loom and then display their work in class. |
What are warp threads?
Which warping techniques do you know? |
Yarns.
Serrated card loom.
Digital resources.
Video clips.
Lesson notes.
Creative Arts Textbook. |
Demonstration.
Assessment rubrics.
Checklists.
Practical Activity. |
|
| |
3 |
Creating and Executing. |
Weaving. |
By the end of the lesson,the learner should be able to;
a) Explain the concept of weft threads.
b) Weave basic rows using the 1/1 pattern.
c) Demonstrate patience while learning to weave in a steady pattern. |
In groups or pairs,learners are guided to:
state the meaning of weft threads.
outline the steps for weaving basic rows using the 1/1 pattern.
practice inserting weft threads , creating a 1/1 weave. |
How do you weave basic rows using the 1/1 pattern? |
Lesson notes.
Creative Arts Textbook.
Digital devices.
Video clips.
Looms with warp set up.
Yarns in multiple colours.
samples of 1/1 weaves. |
Assessment rubrics.
Checklists.
Demonstration.
Portfolios.
Oral discussion.
Practical Activities. |
|
| |
4 |
Creating and Executing. |
Weaving. |
By the end of the lesson,the learner should be able to;
a) Recognize the 2/2 plain weave pattern.
b) Weave rows using the 2/2 pattern with alternating colours.
c) Express creativity by using different colours and patterns. |
In groups,learners are guided to study different weaves and identify the 2/2 plain weave pattern.
in groups,learners are guided in outlining the procedure for weaving rows using the 2/2 pattern with alternating colours.
individually or in pairs,learners are guided to practice weaving the 2/2 weave with varying colours. |
How do you weave a 2/2 pattern using alternating colours? |
Lesson notes.
Digital resources.
Creative Arts Textbook.
Video clips.
Card looms.
Different coloured yarns.
Samples of 2/2 weaves. |
Assessment rubrics.
Checklists.
Demonstration.
Oral discussion.
Practical Activity. |
|
| |
5 |
Creating and Executing. |
Weaving. |
By the end of the lesson,the learner should be able to;
a) Outline the steps for weaving a mat using the plain weave on a serrated card loom
b) Weave a mat using plain weave on a serrated card loom.
c) Appreciate own and peers’ woven items. |
In groups,learners are guided and led through the steps for weaving a mat using the plain weave on a serrated card loom .
individually,learner to weave a mat by alternating 2/2 and 1/1 patterns using serrated card loom with emphasis on colour variation |
How do weave a mat using the plain weave on a serrated card loom? |
Serrated card looms.
Yarns with different colours.
samples of mats.
|
Checklists.
Assessment rubrics.
Portfolios.
Class project.
Checklists. |
|
| |
6 |
Creating and Executing. |
Weaving. |
By the end of the lesson,the learner should be able to;
a) Identify the methods of finishing securing the woven edges.
b) Finish the mat by cutting and tying the tassels.
c) Demonstrate attention to details while finishing the mat . |
In groups or pairs,learners are guided to:
explain the methods of finishing and securing the woven edges.
individually, finish the woven mats by cutting/trimming the excess yarn neatly and tying the tassels.
display their mats in class and peers to critique each other’s woven mats for reflective feedback. |
Which methods do you use in finishing woven items? |
Woven mats.
Scissors.
Digital resources. |
Assessment rubrics.
Checklists.
Peer Assessment.
Portfolios.
|
|
| 11 |
1 |
Creating and Executing. |
Gymnastics |
By the end of the lesson,the learner should be able to;
a) Identify the basic components of cartwheel in gymnastics.
b) Demonstrate the arm and leg position for a cartwheel in gymnastics.
c) Show interest in learning gymnastics. |
In groups or pairs,learners are guided to:
watch a video clip of the cartwheel in gymnastics and talk about how it is done.
discuss the basic components of cartwheel in gymnastics.
demonstrate the position of the arm and leg when performing the cartwheel. |
What is a cartwheel?
What are the basic components of the cartwheel in gymnastics? |
Creative Arts Textbook.
Lesson notes.
Digital resources.
Video clips.
Pictures.
Gym mats. |
Assessment rubrics.
Oral questions.
Oral discussion.
Demonstration.
Checklists. |
|
| |
2 |
Creating and Executing. |
Gymnastics. |
By the end of the lesson,the learner should be able to;
a) Describe the correct body posture for a cartwheel.
b) Practice the hand placement for cartwheel .
c) Show enthusiasm in practicing the hand placement skill. |
In groups or pairs,learners are guided to:
watch a clip showing the body posture for a cartwheel.
discuss the body posture for cartwheel.
individually,learners to practice the hand placement for the cartwheel. |
What is the body posture for a cartwheel? |
Gym mats.
Instructional videos.
Digital devices.
Pictures. |
Observation.
Checklists.
Assessment rubrics.
Oral questions.
Oral discussion. |
|
| |
3 |
Creating and Executing. |
Gymnastics. |
By the end of the lesson,the learner should be able to;
a) Identify the steps involved in performing a cartwheel.
b) Perform the cartwheel skill in gymnastics.
c) Enjoy performing the cartwheel in gymnastics . |
In groups or pairs,learners are guided to;
identify and discuss the steps involved in performing a cartwheel.
practice the cartwheel skill and peers to assess the performance and give feedback. |
Why are controlled movements important in gymnastics? |
woven gym mats.
School field.
Digital devices. |
Assessment rubrics.
Checklists.
Demonstration.
Practical Activity.
Observation.
Portfolios. |
|
| |
4 |
Creating and Executing. |
Gymnastics |
By the end of the lesson,the learner should be able to;
a) Identify the steps in a forward roll.
b) Perform a basic forward roll in gymnastics.
c) Observe safety when performing the forward roll in gymnastics. |
In groups or pairs, learners are guided to:
watch a clip showing the forward roll steps.
discuss the steps in a forward roll.
Practice the basic forward roll in gymnastics. |
What are the steps in forward roll in gymnastics? |
Gym mats.
Instructional videos.
Digital resources.
School field. |
Assessment rubrics.
Checklists.
Oral discussion.
Oral questions.
Practical Activities. |
|
| |
5 |
Creating and Executing. |
Gymnastics |
By the end of the lesson,the learner should be able to;
a) Describe the elements of the swan balance in gymnastics.
b) Practice balancing in swarn position
c) Develop focus and balance awareness. |
In groups,learners are guided to:
identify and discuss the elements of swan balance in gymnastics.
watch a clip on the swan balance in gymnastics.
practice balancing in swan position. |
What are the elements of swan balance in gymnastics? |
Digital devices.
Pictures.
Instructional videos.
Creative Arts Textbook.
Gym mats.
School field. |
Assessment rubrics.
Checklists.
Demonstration.
Observation.
Peer assessment. |
|
| |
6 |
Creating and Executing |
Gymnastics. |
By the end of the lesson,the learner should be able to;
a) Identify the 3-action sequence in gymnastics.
b) Perform 3-action sequence in cartwheel, forward roll and swan balance in gymnastics.
c) Appreciate the action sequence of gymnastics for enjoyment. |
In groups ,learners are guided to:
sequence the cartwheel, forward roll and swan balance movements in correct order by demonstration.
practice a 3-action sequence of cartwheel, forward roll,swan balance while observing safety.
observe peers’ gymnastics performance and give feedback. |
Why are sequences performed in gymnastics? |
Gym mats.
Digital devices.
School field.
Pictures.
Video clips. |
Assessment rubrics.
Checklists.
Display and critique
Portfolios.
Project.
Observation schedule |
|
| 12 |
REVISION & END OF TERM 1 ASSESSMENT |
| 13 |
END OF TERM 1 BREAK. |
