PERFORMING

Kenyan folk song

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
instrument,
resource person,

Portfolio, Observation checklist, Oral questions, Practical test

PERFORMING

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

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

Learners use appropriate instruments to accompany folk songs guided by the teacher Individually and in groups, learners identify and discuss the messages and values in 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

Portfolio, Observation checklist, Oral questions, Practical test

PERFORMING

Musical instrument s: Kenyan traditional musical instrument s- percussion instrument s

By the end of the lesson, the learner should be able to:
Tune a drum in order to produce the desired sound Play a percussion instrument to provide appropriate accompaniment to a song or dance

Learners watch live/recorded performance of percussion instruments Learners aurally and visually identify percussion instruments as melodic or non-melodic Learners observe pictures of /real percussion instruments and classify them as melodic and non-melodic percussion instruments Learners play different percussion instruments to identify whether the instrument is melodic or non-melodic Learners observe real/ pictures of different percussion instruments and are guided in naming the parts

How are percussion instruments played? Which percussion instruments can play a melody? Which locally available materials can be used to make percussion instruments? Why is a drum tuned? How is a drum tuned?

Descant recorders, melodic and no-melodic instruments, resource person

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

PERFORMING

Descant recorder

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 explore the recorder by identifying the parts guided by the teacher Learners discuss and practice hygiene measures in using the descant recorder Learners practice holding and blowing the recorder with the appropriate posture and fingering

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

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

PERFORMING

Descant recorder

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

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 Apply basic elements of dance in a dance performance Perform a Kenyan folk dance with coordinated body movements

Learners watch a live/recorded Kenyan folk dance from the local community. 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? Which dances are performed in the community?

Traditional instruments,
Video of
dances,
recorder
stands,
resource
person

Practical, observation, field work

PERFORMING

Dance

By the end of the lesson, the learner should be able to:
PROJECT Record Kenyan folk dances for sharing and documentation

Individually and in groups learners perform a folk dance with coordinated body movements. In groups learners perform a Kenyan folk dance incorporating formations observing own and others' safety Learners record dances performed in school and the community and share their experiences in class.

Why do people dance? How do we perform a folk dance? Which dances are performed in the community?

Traditional instruments,
Video of
dances,
recorder
stands,
resource
person

Practical, observation, field work

Creating/ Composing Music

Melody Interpreting hand signs
Melody Creating short melodies

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

able to
Create short melodies using d,r,m for self-expression Create short melodies using B A G on the descant recorder

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
Sheet music,
melodic
patterns, melodies, sol- fa names
Foundation Music Grade 4

Oral tests, Aural tests, Written tests

LISTENING, RESPONDING AND APPRECIATION

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

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

able to
Practice critical listening to music 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
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

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

LISTENING, RESPONDING AND APPRECIATION

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

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

able to
Practice critical listening to music 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 feel? 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
Foundation
Music Grade 4
Pg. 58-60
simples songs drawn from different
cultures,
Foundation Music Grade 4

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

LISTENING, RESPONDING AND APPRECIATION

Elements of music relating music to experiences

By the end of the lesson, the learner should be able to:
able to
Relate selected music to personal experience/story/ event. Appreciate music drawn from different cultures

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 feel? 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
Foundation
Music Grade 4
Pg. 58-60

Oral questions, Aural tests, Written tests, Short reports on performance