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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Creating and
Performing
|
Montage; Pictorial composition
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of montage. Discuss the characteristics of montage composition. Appreciate the importance of montage composition. |
Learners are guided to define the meaning of montage.
In groups, learners are guided to discuss the characteristics of montage composition. |
What is the meaning of montage composition?
What are the characteristics of montage composition?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Creating and
Performing
|
Montage; Pictorial composition
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of montage. Discuss the characteristics of montage composition. Appreciate the importance of montage composition. |
Learners are guided to define the meaning of montage.
In groups, learners are guided to discuss the characteristics of montage composition. |
What is the meaning of montage composition?
What are the characteristics of montage composition?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Creating and
Performing
|
Interpretation of subject matter
|
By the end of the
lesson, the learner
should be able to:
Identify the materials used to make montage composition. Interpret subject matter of montage composition. Appreciate interpretation of subject matter in montage composition. |
Learners are guided to identify the materials used to make montage composition.
In groups, learners are guided to interpret subject matter of montage composition. In groups, learners are guided to use digital devices to visit a number of websites showing montage pictures and learn more about this technique of picture making. |
How to interpret subject matter of a montage composition?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Creating and
Performing
|
Mounting surfaces
|
By the end of the
lesson, the learner
should be able to:
Identify mounting surfaces. Collet and prepare mounting surfaces for making montage compositions. Appreciate the use of mounting surfaces. |
Learners are guided to identify mounting surfaces.
In groups, learners are guided to collect and prepare mounting surfaces for making montage compositions. |
What are mounting surfaces?
How to prepare mounting surfaces for making montage compositions?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Creating and
Performing
|
Mounting surfaces
|
By the end of the
lesson, the learner
should be able to:
Identify mounting surfaces. Collet and prepare mounting surfaces for making montage compositions. Appreciate the use of mounting surfaces. |
Learners are guided to identify mounting surfaces.
In groups, learners are guided to collect and prepare mounting surfaces for making montage compositions. |
What are mounting surfaces?
How to prepare mounting surfaces for making montage compositions?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Creating and
Performing
|
Mounting surfaces
|
By the end of the
lesson, the learner
should be able to:
List the wild animals in Kenya. Narrate what they have seen from a film or television programme concerning wild animals in Kenya. State the importance of taking care of wild animals. Appreciate the importance of wild animals. |
In groups, learners to list the wild animals in Kenya.
In groups, learners to state the importance of taking care of wild animals. In groups, learners to narrate what they have seen from a film or television programme concerning wild animals in Kenya |
Which wild animals are referred as the big five?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Creating and
Performing
|
How to create a montage pictorial composition on wild animals
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to follow when creating a montage composition based on wild animals. Create a montage composition based on wild animals. Have fun and enjoy making an interesting and appealing montage composition. |
Learners are guided to outline the procedure to follow when creating a montage composition based on wild animals.
Learners are guided to create a montage composition based on wild animals. |
How do you create a montage pictorial composition on wild animals?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Creating and
Performing
|
How to create a montage pictorial composition on wild animals
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure to follow when creating a montage composition based on wild animals. Create a montage composition based on wild animals. Have fun and enjoy making an interesting and appealing montage composition. |
Learners are guided to outline the procedure to follow when creating a montage composition based on wild animals.
Learners are guided to create a montage composition based on wild animals. |
How do you create a montage pictorial composition on wild animals?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Painting materials Papers Pencils Sharpeners Erasers Rulers Pictures Photographs Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Discuss what is happening in learner's book 8 page 80 Describe the body positioning of the athlete in each phase. Give two examples of races started in the same way as the one on the picture. Develop a curiosity to learn more about middle distance races. |
In groups or in pairs, learners are guided to discuss what is happening in learner's book 8 page 80
In groups or in pairs, learners are guided to describe the body positioning of the athlete in each phase. In groups or in pairs, learners are guided to give two examples of races started in the same way as the one on the picture. |
What is the body position of the athlete in each phase?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 80-81
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races. Describe the positioning of the runner on the track. Demonstrate how the event started. Enjoy watching the video. |
In groups or in pairs, learners are guided to use the link: http://tinurl.com/2p8c7cj2 to watch a video clip on stating position in middle distance races.
In groups or in pairs, learners are guided to describe the positioning of the runner on the track. In groups or in pairs, learners are guided to demonstrate how the event started. |
Where are middle distance races performed?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 81-83
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Identify the facility where middle distance races are performed during athletics competitions. Outline the process of performing the take- off position. Perform the middle- distance races. Have fun and enjoy performing the middle- distance races. |
In groups or in pairs, learners are guided to identify the facility where middle distance races are performed during athletics competitions.
In groups or in pairs, learners are guided to outline the process of performing the take- off position. In groups or in pairs, learners are guided to perform the middle- distance races. |
What is the position of the runner on the track?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 83-85
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Identify the facility where middle distance races are performed during athletics competitions. Outline the process of performing the take- off position. Perform the middle- distance races. Have fun and enjoy performing the middle- distance races. |
In groups or in pairs, learners are guided to identify the facility where middle distance races are performed during athletics competitions.
In groups or in pairs, learners are guided to outline the process of performing the take- off position. In groups or in pairs, learners are guided to perform the middle- distance races. |
What is the position of the runner on the track?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 83-85
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Identify the facility where middle distance races are performed during athletics competitions. Outline the process of performing the take- off position. Perform the middle- distance races. Have fun and enjoy performing the middle- distance races. |
In groups or in pairs, learners are guided to identify the facility where middle distance races are performed during athletics competitions.
In groups or in pairs, learners are guided to outline the process of performing the take- off position. In groups or in pairs, learners are guided to perform the middle- distance races. |
What is the position of the runner on the track?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 83-85
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Athletics
|
Middle Distance Races
|
By the end of the
lesson, the learner
should be able to:
Identify the safety measures to observe before engaging in any middle distance racing activities. Demonstrate take-off position, pacing, stride length and recovery. Apply the take- off position, pacing, stride length and recovery in middle distance race. Have fun and enjoy performing the middle- distance races. |
In groups or in pairs, learners are guided to identify the safety measures to observe before engaging in any middle distance racing activities.
In groups or in pairs, learners are guided to demonstrate take-off position, pacing, stride length and recovery. In groups or in pairs, learners are guided to apply the take- off position, pacing, stride length and recovery in middle distance race. |
How do you perform the middle distance races?
|
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 85-86
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Creating and
Performing
|
Describing melodic intervals in a simple melody.
|
By the end of the
lesson, the learner
should be able to:
Use digital devices and musical instrument to sound intervals. Discuss and describe intervals dictated to them. Write intervals of music using tonic sol-fa and staff notation in groups. Appreciate music written in major keys on treble staff. |
In groups or in pairs, learners are guided to use digital devices and musical instrument to sound intervals.
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them In groups or in pairs, learners are guided to discuss and describe intervals dictated to them |
How are different musical features used in interpreting music in staff notation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Creating and
Performing
|
Construction of major scales of C,G,D and A
|
By the end of the
lesson, the learner
should be able to:
Sing the scale of C, G, D and A major ascending and descending using appropriate pitching. Sing simple melodies using tonic sol-fa and hand signs using metre and tone set. Identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat. Appreciate music written in staff notation. |
In groups or in pairs, learners are guided to sing the scale of C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to sing simple melodies using tonic sol-fa and hand signs using metre and tone set. In groups or in pairs, learners are guided to identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat. |
How do you construct major scales of C, G, D and A major on treble staff?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Creating and
Performing
|
Construction of major scales of C,G,D and A
|
By the end of the
lesson, the learner
should be able to:
Sing the scale of C, G, D and A major ascending and descending using appropriate pitching. Sing simple melodies using tonic sol-fa and hand signs using metre and tone set. Identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat. Appreciate music written in staff notation. |
In groups or in pairs, learners are guided to sing the scale of C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to sing simple melodies using tonic sol-fa and hand signs using metre and tone set. In groups or in pairs, learners are guided to identify opening pitch, rhythmic patterns and sing entire selection while keeping a steady beat. |
How do you construct major scales of C, G, D and A major on treble staff?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Creating and
Performing
|
The scale C major
|
By the end of the
lesson, the learner
should be able to:
Use a piano keyboard to play white keys starting from C to C'. Sing melodies with scalic motion and different pitch levels. Sing the C major scale ascending and descending using tonic sol-fa Appreciate music scale written in staff notation. |
In groups or in pairs, learners are guided to use a piano keyboard to play white keys starting from C to C'.
In groups or in pairs, learners are guided to sing melodies with scalic motion and different pitch levels. In groups or in pairs, learners are guided to sing the C major scale ascending and descending using tonic sol-fa |
How do we read the melody based on the scale of C major?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Creating and
Performing
|
The scale C major
|
By the end of the
lesson, the learner
should be able to:
Use a piano keyboard to play white keys starting from C to C'. Sing melodies with scalic motion and different pitch levels. Sing the C major scale ascending and descending using tonic sol-fa Appreciate music scale written in staff notation. |
In groups or in pairs, learners are guided to use a piano keyboard to play white keys starting from C to C'.
In groups or in pairs, learners are guided to sing melodies with scalic motion and different pitch levels. In groups or in pairs, learners are guided to sing the C major scale ascending and descending using tonic sol-fa |
How do we read the melody based on the scale of C major?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Creating and
Performing
|
The scale of G and D major.
|
By the end of the
lesson, the learner
should be able to:
Construct the diatonic major scales on treble staff. Construct major scales of G and D on treble staff. Sing the scales of G and D ascending and descending using appropriate pitching. Have fun and enjoy singing. |
In groups or in pairs, learners are guided to construct the diatonic major scales on treble staff.
In groups or in pairs, learners are guided to construct major scales of G and D on treble staff. In groups or in pairs, learners are guided to sing the scales of G and D ascending and descending using appropriate pitching. |
How are different musical features used in interpreting music in a staff notation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Creating and
Performing
|
Interpret simple melodies in the key of C,D,G and A major
|
By the end of the
lesson, the learner
should be able to:
Sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching. Read simple melodies in major keys on treble staff. Appreciate different types of melodies. |
In groups or in pairs, learners are guided to sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to read simple melodies in major keys on treble staff. |
How do you play melodies using a western music instrument?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Creating and
Performing
|
Interpret simple melodies in the key of C,D,G and A major
|
By the end of the
lesson, the learner
should be able to:
Sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching. Read simple melodies in major keys on treble staff. Appreciate different types of melodies. |
In groups or in pairs, learners are guided to sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to read simple melodies in major keys on treble staff. |
How do you play melodies using a western music instrument?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Games; Netball
|
Chest pass in Netball
|
By the end of the
lesson, the learner
should be able to:
Use digital device to watch a video clip and observe the chest pass in netball. Demonstrate chest pass in netball by positioning the body arms and legs Have fun practicing how to chest pass in netball. |
In groups, learners are guided to use digital device to watch a video clip and observe the chest pass in netball.
In groups, learners to demonstrate chest pass in netball by positioning the body arms and legs |
What is netball?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Games; Netball
|
Chest pass in Netball
|
By the end of the
lesson, the learner
should be able to:
Use digital device to watch a video clip and observe the chest pass in netball. Demonstrate chest pass in netball by positioning the body arms and legs Have fun practicing how to chest pass in netball. |
In groups, learners are guided to use digital device to watch a video clip and observe the chest pass in netball.
In groups, learners to demonstrate chest pass in netball by positioning the body arms and legs |
What is netball?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Games; Netball
|
Dodging and marking in Netball
|
By the end of the
lesson, the learner
should be able to:
Define dodging and marking. Use digital device to watch a video clip and observe the dodge and marking in netball. Demonstrate dodge and marking in netball. Have fun practicing how to dodge and marking in netball. |
Learners to define dodging and marking.
In groups, learners to use digital device to watch a video clip and observe the dodge and marking in netball In groups, learners are guided to demonstrate dodge and marking in netball |
Why do you think the players are close to each other?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Games; Netball
|
Dodging and marking in Netball
|
By the end of the
lesson, the learner
should be able to:
Identify the drills in dodging and marking. Play the dodge challenger game. Have fun and enjoy playing dodge and marking in netball. |
In groups, learners to identify the drills in dodging and marking
In groups, learners are guided to play the dodge challenger game |
Why should two players look at the same direction?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Games; Netball
|
Dodging and marking in Netball
|
By the end of the
lesson, the learner
should be able to:
Identify the drills in dodging and marking. Play the dodge challenger game. Have fun and enjoy playing dodge and marking in netball. |
In groups, learners to identify the drills in dodging and marking
In groups, learners are guided to play the dodge challenger game |
Why should two players look at the same direction?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Games; Netball
|
Footwork in Netball
|
By the end of the
lesson, the learner
should be able to:
Explain the role of pivoting during a game of Netball. Use digital device to watch a video clip and observe the compilation of footwork skills in Netball. Demonstrate double foot landing, single foot landing and pivoting. Have fun practicing footwork in Netball. |
In groups, learners to explain the role of pivoting during a game of Netball.
In groups, learners are guided to use digital device to watch a video clip and observe the compilation of footwork skills in Netball In groups, learners are guided to demonstrate double foot landing, single foot landing and pivoting |
What is the role of pivoting during a game of Netball?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Games; Netball
|
Footwork in Netball
|
By the end of the
lesson, the learner
should be able to:
Explain how to mark a player with a ball during a Netball match. Practise footwork techniques in Netball games such as, the beeline, the sickle. Have fun playing netball games. |
In groups, learners to explain how to mark a player with a ball during a Netball match
In groups, learners are guided to practice footwork techniques in Netball games such as, the beeline, the sickle |
How do you mark a player with a ball during Netball match?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Games; Netball
|
Footwork in Netball
|
By the end of the
lesson, the learner
should be able to:
Explain how to mark a player with a ball during a Netball match. Practise footwork techniques in Netball games such as, the beeline, the sickle. Have fun playing netball games. |
In groups, learners to explain how to mark a player with a ball during a Netball match
In groups, learners are guided to practice footwork techniques in Netball games such as, the beeline, the sickle |
How do you mark a player with a ball during Netball match?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Games; Netball
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Watch a flip book animation from a digital device and discuss your observations. List the tools and materials used when creating a flip book animation. Appreciate flip book animations. |
Learners are guided in pairs, in groups or individually to:
Watch a flip book animation from a digital device and discuss your observations. List the tools and materials used when creating a flip book animation. |
What is a flip book in animation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Games; Netball
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Discuss things to consider when creating a flip book animation. Write down factors to ensure creation of a smooth transition Appreciate creating a flip book animation. |
Learners are guided in pairs, in groups or individually to:
Discuss things to consider when creating a flip book animation. Write down factors to ensure creation of a smooth transition |
how do we create a flip book animation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Games; Netball
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Discuss things to consider when creating a flip book animation. Write down factors to ensure creation of a smooth transition Appreciate creating a flip book animation. |
Learners are guided in pairs, in groups or individually to:
Discuss things to consider when creating a flip book animation. Write down factors to ensure creation of a smooth transition |
how do we create a flip book animation?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Define the term dye and wax. Recognize the materials used in wax and dye. Appreciate the materials used in wax and dye. |
In groups or in pair, learners are guided to define the term dye and wax.
In groups or in pair, learners are guided to recognize the materials used in wax and dye. |
What is dye?
What is wax?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Define the term dye and wax. Recognize the materials used in wax and dye. Appreciate the materials used in wax and dye. |
In groups or in pair, learners are guided to define the term dye and wax.
In groups or in pair, learners are guided to recognize the materials used in wax and dye. |
What is dye?
What is wax?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Identify the technique in tie, dye and batik. Analyse tie and dye and batik in fabric decoration. Appreciate the use of tie, dye and batik in fabric decorations. |
In group or in pairs, learners are guided to identify the technique in tie, dye and batik.
In group or in pairs, learners are guided to analyse tie and dye and batik in fabric decoration. |
How do you analyse tie and dye?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
List the fabrics used in washing and ironing. Source and prepare a recyclable cotton fabric by washing and ironing. Appreciate types of fabrics. |
In group or in pairs, learners are guided to list the fabrics used in washing and ironing.
In group or in pairs, learners are guided to source and prepare a recyclable cotton fabric by washing and ironing. |
Which type of fabric are ironed?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
List the fabrics used in washing and ironing. Source and prepare a recyclable cotton fabric by washing and ironing. Appreciate types of fabrics. |
In group or in pairs, learners are guided to list the fabrics used in washing and ironing.
In group or in pairs, learners are guided to source and prepare a recyclable cotton fabric by washing and ironing. |
Which type of fabric are ironed?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Identify source of artificial dye with emphasis on pigment and fixatives. Collaboratively prepare natural dye from the environment. Appreciate the sources of artificial dyes. |
In group or in pairs, learners are guided to identify source of artificial dye with emphasis on pigment and fixatives.
In group or in pairs, learners are guided to collaboratively prepare natural dye from the environment. |
What are the sources of artificial dyes?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of batik in fabric. Tie and dye to decorate a fabric for in two colours (diamond and pleating) Appreciate the uses of batik in fabrics. |
In group or in pairs, learners are guided to explain the meaning of batik in fabric.
In group or in pairs, learners are guided to tie and dye to decorate a fabric for in two colours (diamond and pleating) |
What is batik in fabric?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Recycle candle wax and beeswax. Prepare wax for batik from recyclable candle wax and beeswax. Have fun and enjoy preparing wax for batik. |
In group or in pairs, learners are guided to recycle candle wax and beeswax.
In group or in pairs, learners are guided to prepare wax for batik from recyclable candle wax and beeswax. |
How do you preparing wax for batik?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Recycle candle wax and beeswax. Prepare wax for batik from recyclable candle wax and beeswax. Have fun and enjoy preparing wax for batik. |
In group or in pairs, learners are guided to recycle candle wax and beeswax.
In group or in pairs, learners are guided to prepare wax for batik from recyclable candle wax and beeswax. |
How do you preparing wax for batik?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Prepare the materials to use in batik the fabric. Batik the fabric using cracked and textured techniques to make a mat. Have fun and enjoy batiking fabrics. |
In group or in pairs, learners are guided to prepare the materials to use in batik the fabric.
In group or in pairs, learners are guided to batik the fabric using cracked and textured techniques to make a mat |
Which materials do use in batik the fabric?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Prepare the materials to use in batik the fabric. Batik the fabric using cracked and textured techniques to make a mat. Have fun and enjoy batiking fabrics. |
In group or in pairs, learners are guided to prepare the materials to use in batik the fabric.
In group or in pairs, learners are guided to batik the fabric using cracked and textured techniques to make a mat |
Which materials do use in batik the fabric?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
List the materials used to dye or batik a curtain. Collaboratively decorate a fabric with either tie and dye/ batik to make a curtain. Have fun and enjoy decorating fabrics with either tie and dye/batik to make a curtain. |
In group or in pairs, learners are guided to list the materials used to dye or batik a curtain
In group or in pairs, learners are guided to collaboratively decorate a fabric with either tie and dye/ batik to make a curtain |
Which materials do you to dye or batik a curtain?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
State the techniques to use to finish a fabric. Finish the fabric appropriately by dewaxing, ironing and trimming. Appreciate resist methods of decorating fabric. |
In pairs, learners are guided to state the techniques to use to finish a fabric.
In pairs, learners are guided to finish the fabric appropriately by dewaxing, ironing and trimming. |
Which technique did you use to finish a fabric?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
State the techniques to use to finish a fabric. Finish the fabric appropriately by dewaxing, ironing and trimming. Appreciate resist methods of decorating fabric. |
In pairs, learners are guided to state the techniques to use to finish a fabric.
In pairs, learners are guided to finish the fabric appropriately by dewaxing, ironing and trimming. |
Which technique did you use to finish a fabric?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Discuss what is animation Share experiences on animation shows you have seen. Appreciate animation as a way of creating art. |
In groups, learners are guided to discuss what is animation.
In groups, learners are guided to share experiences on animation shows you have seen. |
How do you think images are made to appear to be moving and talking?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Creating and
Performing
|
Multi Media Art
|
By the end of the
lesson, the learner
should be able to:
Discuss what is animation Share experiences on animation shows you have seen. Appreciate animation as a way of creating art. |
In groups, learners are guided to discuss what is animation.
In groups, learners are guided to share experiences on animation shows you have seen. |
How do you think images are made to appear to be moving and talking?
|
Curriculum Design; Creative Arts and Sports, Grade 8
Pictures Digital devices Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Performing
|
Descent recorder; G major on staff notation
|
By the end of the
lesson, the learner
should be able to:
Define the term western in music. Write the scale pf G major on a staff with key signature. Sing the scale of G major ascending and descending using tonic sol-fa Enjoy singing the scale of G major. |
In groups or in pairs, learners are guided to define the term western in music.
In groups or in pairs, learners are guided to write the scale of G major on a staff with key signature. In groups or in pairs, learners are guided to sing the scale of G major ascending and descending using tonic sol-fa |
What is major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 193
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Performing
|
Reading and interpreting the fingering chart for the notes on G major
|
By the end of the
lesson, the learner
should be able to:
Watch a video or a live performance of a person playing the scale of G major on the recorder. Read the interpret the fingering chart for the notes on G major. Practice playing individual letters of the scale of G major using the correct fingering. Enjoy singing the scale of G using the correct fingering. |
In groups or in pairs, learners are guided to watch a video or a live performance of a person playing the scale of G major on the recorder.
In groups or in pairs, learners are guided to read the interpret the fingering chart for the notes on G major. In groups or in pairs, learners are guided to practice playing individual letters of the scale of G major using the correct fingering. |
How is the G major scale played?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 194-196
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Performing
|
Reading and interpreting the fingering chart for the notes on G major
|
By the end of the
lesson, the learner
should be able to:
Watch a video or a live performance of a person playing the scale of G major on the recorder. Read the interpret the fingering chart for the notes on G major. Practice playing individual letters of the scale of G major using the correct fingering. Enjoy singing the scale of G using the correct fingering. |
In groups or in pairs, learners are guided to watch a video or a live performance of a person playing the scale of G major on the recorder.
In groups or in pairs, learners are guided to read the interpret the fingering chart for the notes on G major. In groups or in pairs, learners are guided to practice playing individual letters of the scale of G major using the correct fingering. |
How is the G major scale played?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 194-196
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Performing
|
Appropriate techniques for playing the descant recorder
|
By the end of the
lesson, the learner
should be able to:
Watch descant recorder performances. Identifying techniques used in descant recorder performances. Apply and demonstrate the fingering and pinching techniques as they play simple tunes. Appreciate the techniques used in descant recorder performances. |
In groups or in pairs, learners are guided to watch descant recorder performances.
In groups or in pairs, learners are guided to identifying techniques used in descant recorder performances. In groups or in pairs, learners are guided to apply and demonstrate the fingering and pinching techniques as they play simple tunes. |
Which part of the fingers is used in order to cover the holes correctly?
What is the role of the thumb finger on each hand?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 197-198
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Performing
|
Identifying techniques used in descant recorder performances
|
By the end of the
lesson, the learner
should be able to:
Define the term embouchure and tonguing. Practise playing the scale by separating individual notes using the tonguing technique. Play a simple melody using tonguing and slurring. Enjoy singing a simple melody using tonging and slurring. |
In groups or in pairs, learners are guided to define the term embouchure and tonguing.
In groups or in pairs, learners are guided to practice playing the scale by separating individual notes using the tonguing technique. In groups or in pairs, learners are guided to play a simple melody using tonguing and slurring. |
How will you achieve balanced and blended sounds on your instruments together?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 198-199
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 5 |
Performing
|
Identifying techniques used in descant recorder performances
|
By the end of the
lesson, the learner
should be able to:
Define the term embouchure and tonguing. Practise playing the scale by separating individual notes using the tonguing technique. Play a simple melody using tonguing and slurring. Enjoy singing a simple melody using tonging and slurring. |
In groups or in pairs, learners are guided to define the term embouchure and tonguing.
In groups or in pairs, learners are guided to practice playing the scale by separating individual notes using the tonguing technique. In groups or in pairs, learners are guided to play a simple melody using tonguing and slurring. |
How will you achieve balanced and blended sounds on your instruments together?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 198-199
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
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