Performing

Musical Instruments

By the end of the lesson, the learner should be able to:
strand be able to Make a percussion instrument using locally available materials to accompany a song or dance

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

Which percussion instruments can play a melody?

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

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

By the end of the lesson, the learner should be able to:
strand be able to Play the notes B A G on a descant recorder

Learners explore the recorder by identifying the parts guided by the teacher

How are different pitches produced on a descant recorder?

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

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.

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

Performing

Descant Recorder
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

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

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
Creating/ Composing Music
Creating/ Composing Music

Dance
Melody Interpreting hand signs
Melody Creating short melodies

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

Practical, observation, field work

LISTENING, RESPONDING AND APPRECIATION

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:

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
Audio visual
recording of

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