Performing

Dance

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

strand

Practice hygiene
measures in the use of
the descant recorder

Learners play B A G
as demonstrated by
the teacher using
rhythmic patterns
built on taa, ta-te
(crotchets and
quavers)
Individually and in
groups learners play
melodies built on B A
G
Individually learners
practice playing the
notes and melodies
learnt at home.

How do you care and maintain the descant recorder?

Traditional
musical
instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
of dance
formations

Practical, observation, field work

Performing

Dance

By the end of the lesson, the learner should be able to:
strand
perform a Kenyan folk
dance from their local
community

Learners watch a live/recorded Kenyan folk dance from the
local community

Why do people dance? How do we perform a folk dance?

Traditional musical instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
of dance
formations

Practical, observation, field work

Performing

Dance

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

apply
basic elements of dance
in a dance performance

Learners perform a dance from the local
community guided
by the teacher
observing the basic
elements of dance
(time, space, energy
and relationships)

Why do people dance? How do we perform a folk dance?

"Traditional musical
instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
"
of dance formations

Practical, observation, field work

Performing

Dance

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

strand,

perform a Kenyan folk
dance with coordinated
body movements

Learners perform a
dance from the local
community guided
by the teacher
observing the basic
elements of dance
(time, space, energy
and relationships)

Which dances are performed in the community?

Traditional
musical
instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
of dance
formations

Practical, observation, field work

Performing

Dance

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

strand,

create dance
formations for aesthetic
value

Individually and in
groups learners
perform a folk dance
with coordinated
body movements

Which dances are performed in the community?

Traditional
musical
instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
of dance
formations

Practical, observation, field work

Performing

Dance

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

strand,

perform a folk dance
observing own and
others safety

In groups learners
perform a Kenyan
folk dance
incorporating
formations observing
own and others’
safety

Which dances are performed in the community?

Traditional
musical
instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
of dance
formations

Practical, observation, field work

Performing
Creating/ Composing Music

Dance
Melody Interpreting hand signs

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

strand,

record Kenyan folk
dances for sharing and
documentation

Learners record
dances performed in
school and the
community and
share their
experiences in class

Which dances are performed in the community?

Traditional
musical
instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
of dance
formations
Sheet music, melodic
instrument,
flash cards- of
rhythmic
patterns,
melodies, sol-
fa names
Foundation
Music Grade 4
Pg. 49-57

Practical, observation, field work

Creating/ Composing Music
LISTENING, RESPONDING AND APPRECIATION

Melody Creating short melodies
Elements of music critical listening to music

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

able to
Record own melody based on d,r,m

Learners create short melodies using the pitches d,r,m using the French rhythms names (taa, ta-te) Individually and in groups learners create short melodies using B A G and the rhythms learnt (ta, ta-te) on the descant recorder Learners record own melodies using recording devices

What is pitch? Which pitches do you know? How is a melody created?

Sheet music,
melodic
instrument,
flash cards- of
rhythmic
patterns, melodies, sol- fa names
Foundation Music Grade 4
Pg. 49-57
Audio visual recording of
simples songs
drawn from different cultures,
resource
person
Foundation
Music Grade 4
Pg. 58-60

Oral tests, Aural tests, Written tests

LISTENING, RESPONDING AND APPRECIATION

Elements of music identifying changes in elements of music
Elements of music critical listening to music
Elements of music identifying changes in elements of music
Elements of music relating music to experiences

By the end of the lesson, the learner should be able to:
able to
Identify changes in the elements of music listened to for aural discrimination Describe music listened to using appropriate terminology

Learners listen selected music drawn from different cultures and are guided in practising critical listening Learners listen to live/recorded music and identify changes in the element of music (rhythm, pitch,and dynamics) Learners refer to specific music and relate it to experiences/story/event. Learners listen to music and describe it using appropriate terminology as; pitch, rhythm and dynamics.

Why do you listen to music? How do you respond to music? How does music make you fee? Which events can you relate to the music you listen to? Which changes do you notice in the music you listen to?

"Audio visual recording of
simples songs drawn from different
cultures,
resource
person
"
patterns, melodies, sol- fa names
Foundation Music Grade 4
Pg. 49-57
Audio visual recording of
simples songs
drawn from different cultures,
Foundation
Music Grade 4
Pg. 58-60
Audio visual
recording of

Oral questions, Aural tests, Written tests, Short reports on performanc e