PERFORMING

Songs

By the end of the lesson, the learner should be able to:
strand Sing different types of songs, with accuracy in pitch, rhythm and dynamics controlling the expessive elements Perform songs as an individual (solo) or in agroup (choral) Sing 2-part songs to explore the concept of harmony

Learners sing different types of familiar songs Learners listen to/watch recordings of songs and imitate with accuracy in pitch and rhythm Individually (solo) and in groups (choral) learners are guided in singing different types of songs: Partriotic, Action, Sacred and Topical songs on pertinent &contemporary issues with accuracy in pitch, rhythm and dynamics (soft and loud)

Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?

Sheet music, song
book,
pitching
device,
audio/visual
recordings

Portfolio, Observation checklist, Oral/aural questions, Project

PERFORMING

Songs
Kenyan folk song
Kenyan folk song

By the end of the lesson, the learner should be able to:
strand Sing different types of songs, with accuracy in pitch, rhythm and dynamics controlling the expessive elements Perform songs as an individual (solo) or in agroup (choral) Sing 2-part songs to explore the concept of harmony

Learners watch/listen to live/ recorded performances of solo and choral music and are guided in identifying expressive elements (dynamics, articulation, and tempo) in the perfomance. Individually and in groups lerners discuss the message in the songs. Individually and in groups learners perform different types of songs employing the appropriate expressive elements (dynamics, articulation, and tempo) Learners watch live or recorded performances of two part songs for familiarisation.

Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?

Sheet music, song
book,
pitching
device,
audio/visual
recordings
Traditional musical
instrument, resource
person,
costumes
and props

Portfolio, Observation checklist, Oral/aural questions, Project

PERFORMING

Kenyan folk song
Musical instrument s: Kenyan traditional musical instrument s- percussion instrument s
Musical instrument s: Kenyan traditional musical instrument s- percussion instrument s
Musical instrument s: Kenyan traditional musical instrument s- percussion instrument s
Descant recorder

By the end of the lesson, the learner should be able to:
Observe safety in the performance of a folk song Observe etiquette in a folk song to enhance acceptance social relationships Use appropriate instrumental accompaniment in a folk song

In groups, learners are guided to perform folk songs with co-ordinated body movements Learners take different roles in performing folk songs Learners observe safety while performing folk songs and in the use of props In groups, learners practice etiquette such as appropriate dressing and morally acceptable body movements while performing folk songs

Which traditional song are performed in your local community? What is the message in the folk song? What values can we learn from folk songs? What safety measures should be observed when performing traditional folk songs? Which instruments are used to accompany folk songs?

Traditional musical
instrument,
resource person,
costumes
and props
Descant recorders, melodic and no-melodic instruments, resource person
Descant
recorders,
melodic and no-melodic
instruments,
resource
person

Portfolio, Observation checklist, Oral questions, Practical test

PERFORMING
Performing

Descant recorder
Dance
Dance
Dance
Musical Instruments

By the end of the lesson, the learner should be able to:
Play the notes B A G on a descant recorder Play simple melodies using the notes B A G on the descant recorder Practice hygiene measures in the use of the descant recorder

Learners learn finger numbers on hand and fingerings for B A G on recorder Clap rhythmic patterns before playing the patterns with assigned tones (B A G) Learners play B A G as demonstrated by the teacher using rhythmic patterns built on taa,ta-te (crotchets and quavers)

How are different pitches produced on a descant recorder? How do you care and maintain the descant recorder?

Descant
recorders,
melodic and no-melodic
instruments,
resource
person
Traditional instruments,
Video of
dances,
recorder
stands,
Traditional musical instruments, Resource persons, Costumes and props, Audio/visual recordings of folk
songs

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

Performing

Musical instruments
Musical instruments
Descant Recorder
Descant Recorder

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

strand
Use
digital devices to record
music made by
percussion instruments
for sharing and
documentation

Learners record
music made by
percussion
instruments, share
and discuss the
percussion
instruments used
with peers

Which percussion instruments can play a melody?

Descant
Recorders,
Melodic and
non-melodic
Kenyan
traditional
Percussion
instruments,
Resource
persons, and
recorder stands.
Descant Recorders, Melodic and non-melodic Kenyan traditional Percussion instruments, Resource persons, and

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

Performing

Descant Recorder
Descant Recorder
Descant Recorder
Dance

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

strand

Play simple melodies
using the notes B A G
on the descant recorder

Learners practice
holding and blowing
the recorder with the
appropriate posture
and fingering
Learners learn finger
numbers on hand
and fingerings for B A
G on recorder
Clap rhythmic
patterns before
playing the patterns
with assigned tones
(B A G)

How do you care and maintain the descant recorder?

Descant
Recorders,
Melodic and
non-melodic
Kenyan
traditional
Percussion
instruments,
Resource
persons, and
recorder stands.
musical
Videos of
dances, ICT
devices,
persons, Pictures
of dance
formations

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

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
"Traditional musical
instruments,
"
of dance formations
Traditional
musical

Practical, observation, field work

Performing
LISTENING, RESPONDING AND APPRECIATION
LISTENING, RESPONDING AND APPRECIATION
LISTENING, RESPONDING AND APPRECIATION
LISTENING, RESPONDING AND APPRECIATION
LISTENING, RESPONDING AND APPRECIATION

Dance
Elements of music critical listening to music
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:

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

Practical, observation, field work