Painting

Imaginative Seascape Composition
Cool colours

By the end of the lesson, the learner should be able to:

Explain the meaning of colour temperature.
Discuss the effects created when warm colours are used for painting.
Draw a colour wheel and identify warm colours.
Appreciate warm colours in our lives.

Learners are guided to explain the meaning of colour temperature
In groups, learners are guided to discuss the effects created when warm colours are used for painting
Individually, learners are guided to draw a colour wheel and identify warm colours

Why are the colours considered warm?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 26-27

Oral questions Oral Report Observation

Painting

Paintings created using warm colours.

By the end of the lesson, the learner should be able to:

Explain the meaning of projection and recession.
Discuss the effects created by warm and cool colours in the artwork.
Draw the painting in learner's book 8 page 27
Have fun and enjoy drawing the paintings.

Learners are guided to explain the meaning of projection and recession
In groups, learners are guided to discuss the effects created by warm and cool colours in the artwork.
Individually, learners are guided to draw the painting in learner's book 8 page 27

What arrest has been created by the colours in the artwork?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28
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Oral questions Oral Report Observation

Painting

Painting an Imaginative Composition.
Painting an Imaginative Composition

By the end of the lesson, the learner should be able to:

Outline the steps to painting an Imaginative Composition using warm colours.
Paint an Imaginative Composition of a Seascape using Warm Colours.
Appreciate warm colours in a painting.

In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using warm colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using Warm Colours

Which steps have you taken to paint an imaginative composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 28-30
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31

Oral questions Oral Report Observation

Painting

Imaginative Seascape Paintings
Symbolic Meanings of colours

By the end of the lesson, the learner should be able to:

Display their Imaginative Seascape paintings in an area visible to all.
Talk about their own and others' Seascape paintings.
Appreciate each other's feedback.

Learners are guided to display their Imaginative Seascape paintings in an area visible to all
In groups, learners are guided to talk about their own and others' Seascape paintings.

How did you create the advancing and receding effect in your paintings? Which warm and cool colours are identifiable in your paintings?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 32-33

Oral questions Oral Report Observation

Painting

Mosaic

By the end of the lesson, the learner should be able to:

Explain the meaning of Mosaic.
Identify the materials used to make Mosaic artwork.
Draw the Mosaic pictures in learner's book 8 page 34
Have a desire to learn more about Mosaic artworks.

In groups, learners are guided to explain the meaning of Mosaic
In groups, learners are guided to identify the materials used to make Mosaic artwork
Individually, learners are guided to draw the Mosaic pictures in learner's book 8 page 34

What is mosaic?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35
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Oral questions Oral Report Observation

Painting

Samples of Mosaic
Making a paper Mosaic Landscape Pictorial Composition.

By the end of the lesson, the learner should be able to:

Identify surfaces used to decorate Mosaic.
Discuss factors to consider when choosing the material for tesserae.
Appreciate the surfaces used to decorate Mosaic.

In groups, learners are guided to identify surfaces used to decorate Mosaic
In groups, learners are guided to discuss factors to consider when choosing the material for tesserae

Which materials have been used to create the Mosaic?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 35-36
Pictures
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38

Oral questions Oral Report Observation

Painting

Making and Egg Shell Mosaic Composition of a flower.

By the end of the lesson, the learner should be able to:

Outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
Make an egg shell Mosaic Composition of a flower.
Have fun and enjoy making the egg shell Mosaic Composition.

In groups, learners are guided to outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
In groups, learners are guided to make an egg shell Mosaic Composition of a flower

What have you learnt about making egg shell Mosaic Composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 38-40
Pictures
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Oral questions Oral Report Observation

Picture making

Two-point Linear Perspective
Draw cuboid in two-point perspective from different views: Worms Eye View

By the end of the lesson, the learner should be able to:

Explain the meaning of two-point linear perspective.
Discuss the components of perspective in objects drawn in two-point perspective.
Draw the pictures in learner's book 8 page 14.
Appreciate the components of perspective in objects.

In groups, learners are guided to explain the meaning of two-point linear perspective
In groups, learners are guided to discuss the components of perspective in objects drawn in two-point perspective
Individually, learners are guided to draw the pictures in learner's book 8 page 14

Which eye views have been portrayed in the pictures? How has the illusion of depth and distance been created in the pictures?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17

Oral questions Oral Report Observation

Picture making

Normal Eye View

By the end of the lesson, the learner should be able to:

Outline the procedure to draw cuboid from different views.
Draw a cuboid of normal eye view.
Have fun and enjoy drawing cuboid of normal eye view.

Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view

Which view did you use when drawing your Composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
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Oral questions Oral Report Observation

Picture making

Birds Eye View.
Drawing buildings in two-point perspective and shading using cross hatching technique

By the end of the lesson, the learner should be able to:

Outline the procedure to draw cuboid from Birds eye view.
Draw a cuboid showing birds eye view.
Have fun and enjoy drawing cuboid showing birds eye view.

Individually, learners are guided to outline the procedure to draw cuboid from Birds eye view.
Individually, learners are guided to draw a cuboid showing birds eye view

How has the illusion of depth and distance been portrayed in your drawing?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 20-21
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 22-24

Oral questions Oral Report Observation

Short play

Elements of a short play
Developing a scenario with a clear storyline for a short play.

By the end of the lesson, the learner should be able to:

Explain the meaning of a short play.
Discuss the elements of a short play.
Read the short play in learner's book 8 page 144.
Appreciate the elements of a short play.

Learners are guided to explain the meaning of a short play.
In groups, learners are guided to discuss the elements of a short play.
In groups, learners are guided to read the short play in learner's book 8 page 144

What makes a short play interesting?

Moran; Performing Arts Learner's Book Grade 8 pg. 144-146
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Moran; Performing Arts Learner's Book Grade 8 pg. 146-147

Oral questions Oral Report Observation

Short play

Researching important social issues to address in a short play.

By the end of the lesson, the learner should be able to:

Research important issues or problems that exist in different Kenyan communities.
Discuss the important issues or problems that exist in different Kenyan communities.
Discuss the aspects of Consumer education.
Appreciate the ways to save this issues.

In groups, learners are guided to research important issues or problems that exist in different Kenyan communities
In groups, learners are guided to discuss the important issues or problems that exist in different Kenyan communities.
In groups, learners are guided to discuss the aspects of Consumer education

Which scenarios can be developed into a short play on types of consumers in the society?

Moran; Performing Arts Learner's Book Grade 8 pg. 147-148
Pictures
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Oral questions Oral Report Observation

Short play

Developing a scenario for a short play.
Writing a short play script.

By the end of the lesson, the learner should be able to:

Illustrate each of the issues that they have researched on using specific stories as examples.
Develop a scenario for a short play.
Have a desire to write a short play script.

In groups, learners are guided to illustrate each of the issues that they have researched on using specific stories as examples
In groups, learners are guided to develop a scenario for a short play

How can you develop a clear storyline for a short play?

Moran; Performing Arts Learner's Book Grade 8 pg. 148-149
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Moran; Performing Arts Learner's Book Grade 8 pg. 149-151

Oral questions Oral Report Observation

Short play

Describing setting

By the end of the lesson, the learner should be able to:

Explain the meaning of setting
Examine how setting develops a plot.
Appreciate the importance of setting in a plot.

Learners are guided to explain the meaning of setting
Learners are guided to examine how setting develops a plot

Why is setting considered to be very important in a short play?

Moran; Performing Arts Learner's Book Grade 8 pg. 151-152
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Oral questions Oral Report Observation

Short play

Describing characters
Developing characters in a short play

By the end of the lesson, the learner should be able to:

Explain the meaning of characters.
Examine how characters develops a plot.
Appreciate the importance of characters in a plot.

Learners are guided to explain the meaning of characters
Learners are guided to examine how characters develops a plot

Why are characters considered to be very important in a short play?

Moran; Performing Arts Learner's Book Grade 8 pg. 152-153
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Moran; Performing Arts Learner's Book Grade 8 pg. 153-154

Oral questions Oral Report Observation

Short play

Outline the short play story and develop action.
Developing dialogue and action for characters in a short play.

By the end of the lesson, the learner should be able to:

Give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending.
Break down the scenes with details of action, character and setting.
Appreciate the short play story.

Learners are guided to give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending
Learners are guided to break down the scenes with details of action, character and setting

How do you develop action?

Moran; Performing Arts Learner's Book Grade 8 pg. 155-156
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Moran; Performing Arts Learner's Book Grade 8 pg. 156-157

Oral questions Oral Report Observation

Short play

Writing a short play script

By the end of the lesson, the learner should be able to:

Study a published short play script such as 'Kupotoka'
Write a 2-5-minute short play script in the correct format.
Appreciate a short play script.

Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format

Who are the characters in your story?

Moran; Performing Arts Learner's Book Grade 8 pg. 157
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Oral questions Oral Report Observation

Physical Fitness and Health

Post-Assessment for Fitness
Journal on post-test records

By the end of the lesson, the learner should be able to:

Explain the meaning of post-assessment tests.
Prepare tools used in post assessment of fitness.
Perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time.
Appreciate post-assessment for fitness.

In groups, learners are guided to explain the meaning of post-assessment tests
In groups, learners are guided to prepare tools used in post assessment of fitness.
In groups, learners are guided to perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time

What is post-assessment test?

Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 114-116
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Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117

Oral questions Oral Report Observation

Pitch

Reading music notes on the bass staff

By the end of the lesson, the learner should be able to:

Define the term, 'staff'
Singing melodies in treble and bass register.
Have fun and enjoy singing melodies.

Individually or in pairs, learners are guided to define the term, 'staff'
Individually or in pairs, learners are guided to singing melodies in treble and bass register

What is a bass staff?

Moran; Performing Arts Learner's Book Grade 8 pg. 31-32
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Oral questions Oral Report Observation

Pitch

Drawing the bass staff
Writing music notes on the bass staff.

By the end of the lesson, the learner should be able to:

Identify the components of bass staff.
Draw the bass staff.
Read music notes on the bass staff.
Appreciate the bass staff.

Learners are guided to identify the components of bass staff
Learners are guided to draw the bass staff.
Learners are guided to read music notes on the bass staff

Which melody can you sing comfortably?

Moran; Performing Arts Learner's Book Grade 8 pg. 32-34
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Moran; Performing Arts Learner's Book Grade 8 pg. 34-36

Oral questions Oral Report Observation

Pitch

Writing notes with accidentals on the bass staff

By the end of the lesson, the learner should be able to:

Define the term 'accidentals' used in music
Write notes with accidentals on the bass staff.
Appreciate the importance of accidentals in music.

Learners are guided to define the term 'accidentals' used in music
Learners are guided to write notes with accidentals on the bass staff.

What are accidentals?

Moran; Performing Arts Learner's Book Grade 8 pg. 36-37
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Oral questions Oral Report Observation

Pitch

Constructing the diatonic major scales
Construct the scale of E flat major.

By the end of the lesson, the learner should be able to:

Explain the meaning of diatonic major scales.
Construct major scales with flats on treble and bass staff.
Construct the scale of F major.
Appreciate diatonic major scales.

In groups, learners are guided to explain the meaning of diatonic major scales
In groups, learners are guided to construct major scales with flats on treble and bass staff
In groups, learners are guided to construct the scale of F major

What is a diatonic major scale?

Moran; Performing Arts Learner's Book Grade 8 pg. 38-40
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Moran; Performing Arts Learner's Book Grade 8 pg. 40-42

Oral questions Oral Report Observation

Pitch

Writing major scales with key signatures
Performing melodies in diatonic major scale in simple time

By the end of the lesson, the learner should be able to:

Explain the term, 'key signature' used in music.
Write major scales with key signatures.
Visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music.
Appreciate the use of key signatures.

In groups, learners are guided to explain the term, 'key signature' used in music.
In groups, learners are guided to write major scales with key signatures
In groups, learners are guided to visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music

What is key signature?

Moran; Performing Arts Learner's Book Grade 8 pg. 42-45
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Moran; Performing Arts Learner's Book Grade 8 pg. 45-46

Oral questions Oral Report Observation

Pitch

Describing melodic intervals in a simple melody

By the end of the lesson, the learner should be able to:

Define the term interval.
Describe intervals, the perfect 4th interval and 5th interval.
Appreciate the importance of intervals.

In pairs, learners are guided to define the term interval.
In pairs, learners are guided to describe intervals, the perfect 4th interval and 5th interval.

What is the importance of intervals in a melody?

Moran; Performing Arts Learner's Book Grade 8 pg. 46-48
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Oral questions Oral Report Observation

Pitch

Describing the perfect octave
Aurally recognise melodic intervals

By the end of the lesson, the learner should be able to:

Explain the perfect octave.
Describe melodic intervals in melodies.
Appreciate the perfect octave.

In pairs, learners are guided to explain the perfect octave.
In pairs, learners are guided to describe melodic intervals in melodies

What is a perfect octave?

Moran; Performing Arts Learner's Book Grade 8 pg. 49-51
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Moran; Performing Arts Learner's Book Grade 8 pg. 51-53

Oral questions Oral Report Observation

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

Creating and Performing

Interpretation of subject matter
Mounting surfaces

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

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

Creating and Performing
Athletics

How to create a montage pictorial composition on wild animals
Middle Distance Races

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
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 80-81
Charts
Realia

Oral questions Oral Report Observation

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
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Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 83-85

Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

Creating and Performing

Describing melodic intervals in a simple melody.
Construction of major scales of C,G,D and A

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

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
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Oral questions Oral Report Observation

Creating and Performing

The scale of G and D major.
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:

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

Games; Netball

Chest pass in Netball
Dodging and marking 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

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

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

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

Games; Netball
Creating and Performing

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

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

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

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

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

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

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