Creating and Execution

Picture Making (Percussion Instruments) - Indigenous Kenyan percussion instruments
Picture Making (Percussion Instruments) - Classification of instruments

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

- Identify different types of indigenous Kenyan percussion instruments
- Discuss the communities that play these instruments
- Show interest in learning about indigenous percussion instruments

- Watch a video of indigenous percussion instruments from Kenya and discuss them
- List the names of instruments observed
- Identify the communities that play the instruments
- Discuss how the instruments are played

How are percussion instruments classified?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 1-2
- Digital resources (videos of percussion instruments)
- Actual percussion instruments
- Longhorn Creative Arts Learner's Book Grade 4 pg. 3-5
- Pictures of percussion instruments
- Digital devices for internet search

- Observation - Oral questions - Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Methods of playing
Picture Making (Percussion Instruments) - Melodic and non-melodic instruments

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

- Identify different methods of playing percussion instruments
- Match percussion instruments with their methods of playing
- Appreciate different ways of playing percussion instruments

- Observe pictures of different percussion instruments
- Discuss how each instrument is played (hitting, shaking, striking, plucking)
- Match instruments with their playing methods
- Demonstrate how to play some instruments

How do different communities play their percussion instruments?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 5-7
- Actual percussion instruments
- Charts showing methods of playing
- Longhorn Creative Arts Learner's Book Grade 4 pg. 7-8
- Audio recordings of percussion instruments
- Digital resources (videos)

- Observation - Oral questions - Practical assessment

Creating and Execution

Picture Making (Percussion Instruments) - Parts of percussion instruments
Picture Making (Percussion Instruments) - Improvising rhythmic patterns

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

- Identify the parts of percussion instruments
- Describe the functions of different parts
- Show interest in the construction of percussion instruments

- Explore different percussion instruments and identify their parts
- Draw and label the parts of a drum
- Discuss the functions of each part
- Use the internet to search for information on materials used for different parts

Why are different parts of percussion instruments important?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 9-10
- Actual percussion instruments
- Digital devices for internet search
- Longhorn Creative Arts Learner's Book Grade 4 pg. 10-11
- Percussion instruments
- Audio recordings of rhythmic patterns

- Observation - Drawing assessment - Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Materials for making instruments

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

- Identify materials needed for making percussion instruments
- Collect appropriate materials for instrument making
- Value environmental conservation when collecting materials

- Discuss materials required for making percussion instruments
- Identify sources of materials in the local environment
- Collect and sort materials for making instruments
- Discuss environmental conservation during material collection

What materials can we use to make percussion instruments?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 11
- Samples of materials (wood, gourds, hides, bottle tops)
- Collection bags

- Observation - Oral questions - Materials collection assessment

Creating and Execution

Picture Making (Percussion Instruments) - Making a percussion instrument
Picture Making (Percussion Instruments) - Making and tuning instruments

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

- Assemble materials for making a percussion instrument
- Follow correct procedures for instrument making
- Show interest in making musical instruments

- Assemble tools and materials for making percussion instruments
- Discuss the steps for making a simple percussion instrument
- Begin the process of making instruments in groups
- Observe safety precautions during the making process

How are percussion instruments made?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 11
- Materials for instrument making
- Tools (cutting tools, adhesives)
- Safety equipment
- Materials and tools for instrument making
- Reference instruments for sound comparison

- Observation - Process assessment - Group work evaluation

Creating and Execution

Picture Making (Percussion Instruments) - Making charcoal sticks

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

- Identify charcoal sticks as drawing tools
- Describe the materials needed for making charcoal sticks
- Show interest in using local materials for art

- Observe pictures of charcoal sticks
- Discuss the uses of charcoal sticks
- Identify materials needed to make charcoal sticks
- Plan the process of making charcoal sticks

Why are charcoal sticks useful in art?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 11-12
- Samples of charcoal sticks
- Pictures of drawing tools

- Observation - Oral questions - Written planning

Creating and Execution

Picture Making (Percussion Instruments) - Creating charcoal sticks

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

- Make charcoal sticks using locally available materials
- Follow safety procedures while making charcoal sticks
- Value recycling and reusing materials

- Watch a video on making charcoal sticks
- Collect materials for making charcoal sticks
- Make charcoal sticks following the correct procedure
- Display and discuss the finished charcoal sticks

How can we make effective charcoal sticks?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 12-13
- Green sticks, knife, metal tin, fire source
- Safety equipment

- Observation - Product assessment - Peer evaluation

Creating and Execution

Picture Making (Percussion Instruments) - Drawing with charcoal

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

- Draw lines of varied thickness using charcoal sticks
- Demonstrate different pressure techniques with charcoal
- Show creativity in using charcoal for drawing

- Observe different types of lines
- Practice drawing lines of varied thickness using charcoal sticks
- Experiment with applying different pressure levels
- Create simple patterns with charcoal

How does pressure affect lines drawn with charcoal?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 13-14
- Charcoal sticks
- Drawing paper
- Examples of line drawings

- Observation - Drawing assessment - Portfolio review

Creating and Execution

Picture Making (Percussion Instruments) - Drawing with charcoal

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

- Draw lines of varied thickness using charcoal sticks
- Demonstrate different pressure techniques with charcoal
- Show creativity in using charcoal for drawing

- Observe different types of lines
- Practice drawing lines of varied thickness using charcoal sticks
- Experiment with applying different pressure levels
- Create simple patterns with charcoal

How does pressure affect lines drawn with charcoal?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 13-14
- Charcoal sticks
- Drawing paper
- Examples of line drawings

- Observation - Drawing assessment - Portfolio review

Creating and Execution

Picture Making (Percussion Instruments) - Creating different tones

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

- Explain what tone/value means in drawing
- Create different tones through application of pressure
- Appreciate tonal variations in artwork

- Observe drawings with different shades
- Create a tonal scale using charcoal sticks
- Practice applying varying pressure to create different tones
- Draw simple shapes with tonal variations

Why is tone important in drawing?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 14-15
- Charcoal sticks
- Drawing paper
- Samples of tonal drawings

- Observation - Drawing assessment - Peer evaluation

Creating and Execution

Picture Making (Percussion Instruments) - Smudging technique

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

- Explain what smudging is in drawing
- Demonstrate the smudging technique using charcoal
- Show interest in creating different effects through smudging

- Learn about the smudging technique
- Observe samples of artworks created using smudging
- Practice smudging techniques on simple shapes
- Create light and shadow effects through smudging

How does smudging enhance a drawing?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 15-16
- Charcoal sticks
- Drawing paper
- Cotton wool/tissue/fingers for smudging

- Observation - Drawing assessment - Portfolio review

Creating and Execution

Picture Making (Percussion Instruments) - Still-life setup

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

- Explain what still-life drawing is
- Set up a simple still-life composition
- Value observation skills in art

- Learn about still-life drawing
- Observe a still-life setup of a percussion instrument
- Identify the source of light and shadows
- Sketch the outline of the percussion instrument

What makes a good still-life composition?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 16-17
- Percussion instruments for still-life setup
- Drawing materials
- Light source

- Observation - Drawing assessment - Oral questions

Creating and Execution

Picture Making (Percussion Instruments) - Drawing percussion instrument

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

- Draw a percussion instrument from observation
- Apply smudging technique to create tonal variations
- Show pride in their artwork

- Observe a percussion instrument from different angles
- Draw the outline of the instrument
- Apply charcoal to create light and dark areas
- Use smudging technique to blend shading

How can we make our drawings look more realistic?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 17-18
- Percussion instruments
- Charcoal sticks
- Drawing paper

- Observation - Drawing assessment - Self-assessment

Creating and Execution

Picture Making (Percussion Instruments) - Completing drawings

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

- Complete their still-life drawings of percussion instruments
- Create realistic light and shadow effects
- Value patience in creating detailed artwork

- Complete the drawing of percussion instruments
- Refine details and add finishing touches
- Create realistic textures through various techniques
- Compare drawings with actual instruments

How do light and shadow affect the appearance of objects?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 18
- Percussion instruments
- Charcoal sticks and erasers
- Drawing paper

- Observation - Drawing assessment - Self-assessment

Creating and Execution

Picture Making (Percussion Instruments) - Creating a portfolio

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

- Create a portfolio for their artwork
- Decorate the portfolio appropriately
- Value organizing and preserving artwork

- Discuss the importance of portfolios
- Collect materials for creating a portfolio
- Make a simple portfolio folder
- Decorate the portfolio by pasting colored paper/fabric

Why is it important to keep artwork in a portfolio?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 18-19
- Materials for portfolio (cardboard, colored paper, glue)
- Decorative materials

- Observation - Product assessment - Peer evaluation

Creating and Execution

Picture Making (Percussion Instruments) - Display and critique

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

- Display their percussion instruments and drawings
- Critique their own and peers' artwork fairly
- Appreciate feedback for improvement

- Organize a display of percussion instruments and drawings
- Present their work to classmates
- Give and receive constructive feedback
- Reflect on the creative process

How does constructive criticism help artists improve?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 19
- Display area
- Completed artworks and instruments

- Observation - Oral presentations - Peer evaluation

Creating and Execution

Picture Making (Percussion Instruments) - Display and critique

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

- Display their percussion instruments and drawings
- Critique their own and peers' artwork fairly
- Appreciate feedback for improvement

- Organize a display of percussion instruments and drawings
- Present their work to classmates
- Give and receive constructive feedback
- Reflect on the creative process

How does constructive criticism help artists improve?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 19
- Display area
- Completed artworks and instruments

- Observation - Oral presentations - Peer evaluation

Creating and Execution

Picture Making (Percussion Instruments) - Assessment and reflection

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

- Assess their learning throughout the sub-strand
- Identify areas of strength and improvement
- Show appreciation for indigenous Kenyan musical instruments

- Review learning experiences from the sub-strand
- Complete assessment activities
- Reflect on skills developed
- Share experiences of making and drawing percussion instruments

How have our skills improved throughout this unit?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 20-21
- Completed artworks and instruments
- Assessment tools

- Written assessment - Self-reflection - Teacher evaluation

Creating and Execution

Netball - Introduction to skills

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

- Identify the skills of passing, catching and shooting in Netball
- Describe the importance of these skills
- Show interest in learning Netball skills

- Observe demonstrations of Netball skills
- Discuss what is taking place in pictures showing Netball skills
- Demonstrate the position of hands when passing and catching
- Practice the basic posture for Netball skills

Why are the skills of passing, catching and shooting important in Netball?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 22-23
- Pictures of Netball skills
- Netball balls
- Open play area

- Observation - Oral questions - Demonstration assessment

Creating and Execution

Netball - Chest pass technique

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

- Explain the technique for chest pass
- Demonstrate the stance, grip, release and follow through
- Value proper technique in sports

- Observe a demonstration of chest pass technique
- Discuss the steps for proper chest pass execution
- Practice the stance and grip for chest pass
- Perform simple chest pass exercises

What are the key elements of a good chest pass?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 23
- Netball balls
- Open play area
- Demonstration charts

- Observation - Oral questions - Technique assessment

Creating and Execution

Netball - Practicing chest pass

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

- Demonstrate the correct technique for chest pass
- Practice chest pass with peers
- Show cooperation when working in pairs

- Review the chest pass technique
- Practice chest pass in pairs
- Perform passing drills with increasing distance
- Provide feedback to partners

How can we improve our chest pass accuracy?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 24
- Netball balls
- Open play area
- Whistle

- Observation - Performance assessment - Peer evaluation

Creating and Execution

Netball - Overhead pass technique

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

- Explain the technique for overhead pass
- Demonstrate the stance, grip, release and follow through
- Show interest in learning new skills

- Observe a demonstration of overhead pass technique
- Discuss the steps for proper overhead pass execution
- Practice the stance and grip for overhead pass
- Perform simple overhead pass exercises

What are the differences between chest pass and overhead pass?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 24-25
- Netball balls
- Open play area
- Demonstration charts

- Observation - Oral questions - Technique assessment

Creating and Execution

Netball - Practicing overhead pass

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

- Demonstrate the correct technique for overhead pass
- Practice overhead pass with peers
- Value teamwork in sports activities

- Review the overhead pass technique
- Practice overhead pass in pairs
- Perform passing drills with increasing distance
- Provide feedback to partners

How can we improve our overhead pass accuracy?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 25
- Netball balls
- Open play area
- Whistle

- Observation - Performance assessment - Peer evaluation

Creating and Execution

Netball - Practicing overhead pass

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

- Demonstrate the correct technique for overhead pass
- Practice overhead pass with peers
- Value teamwork in sports activities

- Review the overhead pass technique
- Practice overhead pass in pairs
- Perform passing drills with increasing distance
- Provide feedback to partners

How can we improve our overhead pass accuracy?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 25
- Netball balls
- Open play area
- Whistle

- Observation - Performance assessment - Peer evaluation

Creating and Execution

Netball - Underarm pass technique

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

- Explain the technique for underarm pass
- Demonstrate the stance, grip, release and follow through
- Show interest in learning new skills

- Observe a demonstration of underarm pass technique
- Discuss the steps for proper underarm pass execution
- Practice the stance and grip for underarm pass
- Perform simple underarm pass exercises

When is the underarm pass most useful in Netball?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 26
- Netball balls
- Open play area
- Demonstration charts

- Observation - Oral questions - Technique assessment

Creating and Execution

Netball - Practicing underarm pass

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

- Demonstrate the correct technique for underarm pass
- Practice underarm pass with peers
- Value teamwork in sports activities

- Review the underarm pass technique
- Practice underarm pass in pairs
- Perform passing drills with increasing distance
- Provide feedback to partners

How can we improve our underarm pass accuracy?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 26
- Netball balls
- Open play area
- Whistle

- Observation - Performance assessment - Peer evaluation

Creating and Execution

Netball - Double-handed catching

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

- Explain the technique for double-handed catching
- Demonstrate the stance and hand position
- Show interest in developing proper catching skills

- Observe pictures/demonstrations of double-handed catching
- Discuss the steps for proper catching technique
- Practice the stance and hand position for catching
- Perform simple catching exercises

Why is proper catching technique important in Netball?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 26-27
- Netball balls
- Open play area
- Demonstration charts

- Observation - Oral questions - Technique assessment

Creating and Execution

Netball - Practicing double-handed catching

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

- Demonstrate the correct technique for double-handed catching
- Practice catching with peers
- Value the importance of proper technique

- Review the double-handed catching technique
- Practice catching in pairs
- Perform catching drills with varying heights and speeds
- Provide feedback to partners

How can we improve our catching reliability?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 27
- Netball balls
- Open play area
- Whistle

- Observation - Performance assessment - Peer evaluation

Creating and Execution

Netball - Standing shooting technique

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

- Explain the technique for standing shooting
- Demonstrate the stance, grip, release and follow through
- Show interest in developing shooting skills

- Observe a demonstration of standing shooting technique
- Discuss the steps for proper shooting execution
- Practice the stance and grip for shooting
- Perform simple shooting exercises

What are the key elements of a good shooting technique?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 27
- Netball balls
- Netball posts
- Demonstration charts

- Observation - Oral questions - Technique assessment

Creating and Execution

Netball - Practicing standing shooting

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

- Demonstrate the correct technique for standing shooting
- Practice shooting with peers
- Value precision and concentration in sports

- Review the standing shooting technique
- Practice shooting at Netball posts
- Perform shooting drills from various distances
- Provide feedback to peers

How can we improve our shooting accuracy?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 27
- Netball balls
- Netball posts
- Whistle

- Observation - Performance assessment - Shooting accuracy assessment

Creating and Execution

Netball - Combining skills

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

- Combine passing, catching and shooting skills
- Demonstrate fluid transitions between skills
- Value coordination in sports activities

- Practice sequences combining passing, catching and shooting
- Perform drills that integrate multiple skills
- Work in small groups to create skill sequences
- Provide feedback to group members

How do different Netball skills work together in a game?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 28
- Netball balls
- Netball posts
- Open play area

- Observation - Performance assessment - Group work evaluation

Creating and Execution

Netball - Combining skills

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

- Combine passing, catching and shooting skills
- Demonstrate fluid transitions between skills
- Value coordination in sports activities

- Practice sequences combining passing, catching and shooting
- Perform drills that integrate multiple skills
- Work in small groups to create skill sequences
- Provide feedback to group members

How do different Netball skills work together in a game?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 28
- Netball balls
- Netball posts
- Open play area

- Observation - Performance assessment - Group work evaluation

Creating and Execution

Netball - Mini-game practice

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

- Apply passing, catching and shooting skills in a game context
- Follow basic rules of Netball
- Demonstrate fair play and teamwork

- Learn basic rules of Netball
- Divide into teams for mini-games
- Practice passing, catching and shooting in game situations
- Discuss the importance of teamwork and fair play

How do we apply skills learned in a real game situation?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 28
- Netball balls
- Netball posts
- Open play area
- Whistle

- Observation - Game performance assessment - Team cooperation evaluation

Creating and Execution

Netball - Improvising materials

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

- Identify materials that can be used to make a ball
- Discuss different ways to make a ball
- Appreciate the use of locally available materials

- Observe different types of balls
- Discuss materials that can be used to make balls
- Search online for videos on making balls
- Plan the process of making a ball using the macramé technique

How can we use locally available materials to make balls?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 27-28
- Pictures of different types of balls
- Digital devices for research
- Sample materials for ball-making

- Observation - Oral questions - Planning assessment

Creating and Execution

Netball - Making a ball using macramé technique

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

- Make a ball using the macramé technique
- Use locally available materials responsibly
- Show creativity in making sports equipment

- Collect materials for making balls
- Follow steps to make a ball using simple knots
- Create a round, firm ball suitable for playing
- Evaluate the quality of the finished ball

How does the macramé technique help in making a durable ball?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 28-29
- String, old carrier bags, old cloths, scissors
- Instructions for macramé technique

- Observation - Product assessment - Peer evaluation

Creating and Execution

Netball - Practicing with improvised balls

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

- Demonstrate proper passing and catching using improvised balls
- Practice Netball skills in pairs
- Value sustainable practices in sports

- Practice passing and catching using improvised balls
- Perform chest pass and overhead pass with partners
- Practice double-handed catching with improvised balls
- Discuss the effectiveness of improvised equipment

How effective are improvised balls compared to standard ones?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 29-30
- Improvised balls
- Open play area
- Whistle

- Observation - Performance assessment - Oral feedback

Creating and Execution

Netball - Color classification

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

- Classify colors into primary and secondary
- Identify primary and secondary colors in the environment
- Appreciate the importance of color in art

- Observe and discuss colors in the environment
- Identify primary colors (red, yellow, blue)
- Identify secondary colors (orange, green, purple)
- Match colors with objects in the environment

Why is color classification important in art?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 30-31
- Color charts
- Primary and secondary color samples
- Pictures with various colors

- Observation - Oral questions - Written exercise

Creating and Execution

Netball - Mixing primary colors

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

- Mix primary colors to obtain secondary colors
- Demonstrate color mixing techniques
- Show interest in color theory

- Mix primary colors to create secondary colors
- Follow proper mixing procedures
- Record the results of color mixing
- Create color charts showing primary and secondary colors

How do primary colors combine to form secondary colors?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 31-32
- Primary colors (red, yellow, blue)
- Containers for mixing
- Brushes and papers

- Observation - Product assessment - Color mixing exercise

Creating and Execution

Netball - Creating light tones

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

- Mix secondary colors with white to create lighter tones
- Create a color value strip showing gradual lightening
- Appreciate tonal variations in color

- Mix secondary colors with white in varying amounts
- Create color value strips showing tonal progressions
- Compare light tones of different secondary colors
- Display and discuss color strips

How does adding white change a color's appearance?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 32-33
- Secondary colors and white paint
- Brushes and palettes
- Drawing paper for value strips

- Observation - Product assessment - Peer evaluation

Creating and Execution

Netball - Creating light tones

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

- Mix secondary colors with white to create lighter tones
- Create a color value strip showing gradual lightening
- Appreciate tonal variations in color

- Mix secondary colors with white in varying amounts
- Create color value strips showing tonal progressions
- Compare light tones of different secondary colors
- Display and discuss color strips

How does adding white change a color's appearance?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 32-33
- Secondary colors and white paint
- Brushes and palettes
- Drawing paper for value strips

- Observation - Product assessment - Peer evaluation

Creating and Execution

Netball - Creating dark tones

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

- Mix secondary colors with black to create darker tones
- Create a color value strip showing gradual darkening
- Show interest in exploring color values

- Mix secondary colors with black in varying amounts
- Create color value strips showing darkening progression
- Compare dark tones of different secondary colors
- Display and discuss color strips

How does adding black change a color's appearance?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 33-34
- Secondary colors and black paint
- Brushes and palettes
- Drawing paper for value strips

- Observation - Product assessment - Self-assessment

Creating and Execution

Netball - Painting a ball

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

- Paint a picture of a ball using secondary colors
- Show color value in their painting
- Take pride in their artwork

- Observe a real ball and note its features
- Sketch the outline of a ball
- Paint using secondary colors with emphasis on color value
- Create highlights and shadows to show form

How can we use color value to make a painted ball look three-dimensional?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 34-35
- Real ball for observation
- Drawing paper
- Secondary colors

- Observation - Product assessment - Self-assessment

Creating and Execution

Netball - Creating improvised storage

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

- Design improvised storage solutions for balls
- Use recyclable materials to create storage
- Value environmental conservation

- Brainstorm ideas for ball storage solutions
- Collect recyclable materials for making storage
- Create improvised storage containers
- Test the effectiveness of the storage solutions

How can we store sports equipment effectively using recyclable materials?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 35
- Recyclable materials (boxes, bags, containers)
- Tools (scissors, string, adhesives)

- Observation - Product assessment - Creativity evaluation

Creating and Execution

Netball - Displaying artwork

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

- Display their paintings and improvised balls
- Discuss the creative process and techniques used
- Appreciate the work of peers

- Organize a display of paintings and improvised balls
- Present their work to classmates
- Give and receive constructive feedback
- Reflect on the creative process

How does displaying our work help us improve as artists?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 35
- Completed paintings and balls
- Display area
- Display labels

- Observation - Oral presentations - Peer evaluation

Creating and Execution

Netball - Self-assessment

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

- Assess their learning throughout the Netball sub-strand
- Identify areas of strength and improvement
- Show appreciation for art and sports integration

- Review learning experiences from the sub-strand
- Complete self-assessment activities
- Reflect on skills developed
- Share experiences of creating Netball-related artwork

How have our skills in sports and art improved throughout this unit?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 35
- Self-assessment tools
- Completed artwork and improvised materials

- Self-reflection - Written assessment - Teacher evaluation

Creating and Execution

Netball - Final assessment

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

- Demonstrate Netball skills learned throughout the sub-strand
- Showcase artistic creations related to Netball
- Value the connection between art and physical activity

- Perform Netball skills in a mini-showcase
- Display art creations related to Netball
- Provide feedback on peers' performances and artwork
- Complete final assessment activities

How can we apply what we've learned about Netball and art in our daily lives?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 35
- Netball equipment
- Artwork created during the sub-strand
- Assessment tools

- Performance assessment - Product evaluation - Written assessment

Creating and Execution

Rhythm and Pattern Making - Introduction to rhythmic patterns

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

- Explain what rhythmic patterns are
- Identify crotchet and a pair of quavers in rhythmic patterns
- Show interest in learning about rhythm

- Listen to and sing familiar songs with clear rhythms
- Clap the rhythmic patterns in the songs
- Identify long and short sounds in songs
- Discuss the concept of rhythm in music

How are rhythmic patterns used in music?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 51
- Audio recordings of songs with clear rhythms
- Charts showing rhythmic patterns

- Observation - Oral questions - Clapping assessment

Creating and Execution

Rhythm and Pattern Making - Introduction to rhythmic patterns

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

- Explain what rhythmic patterns are
- Identify crotchet and a pair of quavers in rhythmic patterns
- Show interest in learning about rhythm

- Listen to and sing familiar songs with clear rhythms
- Clap the rhythmic patterns in the songs
- Identify long and short sounds in songs
- Discuss the concept of rhythm in music

How are rhythmic patterns used in music?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 51
- Audio recordings of songs with clear rhythms
- Charts showing rhythmic patterns

- Observation - Oral questions - Clapping assessment

Creating and Execution

Rhythm and Pattern Making - French rhythm names

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

- Identify the French rhythm names taa and ta-te
- Associate French rhythm names with note values
- Value precision in rhythm interpretation

- Observe a poster showing music notes and their French rhythm names
- Practice saying the French rhythm names
- Clap rhythms while saying French rhythm names
- Match French rhythm names to music notation

How do French rhythm names help us understand music?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 51-52
- Posters showing notes and French rhythm names
- Audio examples of rhythmic patterns

- Observation - Oral demonstration - Matching exercise

Creating and Execution

Rhythm and Pattern Making - Clapping rhythms

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

- Clap/tap rhythms involving taa and ta-te
- Maintain a steady beat while clapping
- Show interest in rhythmic activities

- Clap/tap rhythms of words involving taa and ta-te
- Clap/tap to the pulse of the clock and heartbeat
- Associate the pulse with the crotchet French rhythm name
- Practice clapping various rhythmic patterns

How can we use our bodies to express rhythm?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 52-53
- Rhythm cards
- Audio recordings with clear beats
- Metronome

- Observation - Performance assessment - Rhythm accuracy evaluation

Creating and Execution

Rhythm and Pattern Making - Identifying notes in songs

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

- Identify crotchet and quaver notes in familiar songs
- Recite French rhythm names while clapping
- Show confidence in rhythm interpretation

- Listen to familiar topical songs
- Identify the notes (crotchet, pair of quavers) using French rhythm names
- Sing songs while clapping the rhythm
- Recite the rhythm using French rhythm names

How can we identify different note values in a song?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 53-54
- Audio recordings of familiar songs
- Charts showing note values
- Rhythmic notation examples

- Observation - Oral assessment - Performance evaluation

Creating and Execution

Rhythm and Pattern Making - Free-hand lettering

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

- Explain what free-hand lettering is
- Identify ascenders and descenders in lowercase letters
- Show interest in lettering as an art form

- Observe examples of free-hand lettering
- Identify ascenders and descenders in alphabet letters
- Practice writing letters of the alphabet in lowercase using free hand
- Compare different lettering styles

Why is free-hand lettering an important skill?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 54-55
- Alphabet charts
- Writing materials
- Examples of free-hand lettering

- Observation - Writing assessment - Letter formation evaluation

Creating and Execution

Rhythm and Pattern Making - Writing French rhythm names

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

- Write French rhythm names using free-hand lettering
- Apply proper letter formation techniques
- Take pride in neat lettering

- Practice writing letters with ascenders and descenders
- Use free-hand lettering to write French rhythm names taa and ta-te
- Compare different styles of writing the names
- Create a display of rhythm names in free-hand lettering

How can we write French rhythm names neatly and creatively?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 55-56
- Writing materials
- Guide sheets for lettering
- Examples of rhythm names in free-hand

- Observation - Writing assessment - Neatness evaluation

Creating and Execution

Rhythm and Pattern Making - Qualities of good rhythmic patterns

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

- Identify the qualities of a good rhythmic pattern
- Analyze rhythmic patterns in familiar tunes
- Value well-structured rhythmic patterns

- Listen to rhythmic patterns in familiar tunes
- Discuss techniques used in composing good rhythmic patterns
- Identify repetition, variation, and ending patterns
- Analyze examples of effective rhythmic patterns

What makes a rhythmic pattern sound good?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 56-57
- Audio recordings of rhythmic patterns
- Analysis charts
- Examples of quality rhythmic patterns

- Observation - Oral assessment - Analysis exercise

Creating and Execution

Rhythm and Pattern Making - Creating rhythmic patterns

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

- Create simple rhythmic patterns using French rhythm names
- Apply composition techniques learned
- Show creativity in rhythm composition

- Apply composition techniques to create original rhythmic patterns
- Use the French rhythm names taa and ta-te
- Share created rhythms with peers
- Provide feedback on each other's compositions

How can we create interesting rhythmic patterns?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 57-58
- Rhythm cards
- Writing materials
- Percussion instruments for testing

- Observation - Composition assessment - Peer evaluation

Creating and Execution

Rhythm and Pattern Making - Creating rhythmic patterns

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

- Create simple rhythmic patterns using French rhythm names
- Apply composition techniques learned
- Show creativity in rhythm composition

- Apply composition techniques to create original rhythmic patterns
- Use the French rhythm names taa and ta-te
- Share created rhythms with peers
- Provide feedback on each other's compositions

How can we create interesting rhythmic patterns?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 57-58
- Rhythm cards
- Writing materials
- Percussion instruments for testing

- Observation - Composition assessment - Peer evaluation

Creating and Execution

Rhythm and Pattern Making - Collecting materials for printing

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

- Identify materials suitable for block printing
- Collect materials to improvise blocks
- Value recycling and reusing materials

- Discuss the concept of block printing
- Identify materials that can be used to create printing blocks
- Collect materials from varied textured sources
- Sort and prepare materials for block making

What materials can we use to create print blocks?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 58
- Sample print blocks
- Collection containers
- Materials with varied textures

- Observation - Materials collection assessment - Planning evaluation

Creating and Execution

Rhythm and Pattern Making - Creating print blocks

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

- Create blocks from varied textured materials
- Prepare blocks for printing patterns
- Show creativity in block design

- Create blocks from collected materials
- Shape and form blocks suitable for printing
- Test blocks on scrap paper
- Refine blocks based on test results

How can we create effective print blocks?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 58-59
- Collected materials (banana stalk, wood, rubber)
- Cutting tools
- Adhesives and backing materials

- Observation - Product assessment - Creativity evaluation

Creating and Execution

Rhythm and Pattern Making - Printing repeat patterns

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

- Create alternate repeat patterns using blocks
- Apply printing techniques effectively
- Value neatness and precision in printing

- Learn about repeat patterns in printing
- Print all-over repeat patterns using blocks
- Apply water colors for printing
- Create rhythmic visual patterns through printing

How do printed patterns relate to rhythm in music?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 59
- Print blocks
- Water colors
- Paper for printing
- Printing trays

- Observation - Product assessment - Pattern evaluation

Creating and Execution

Rhythm and Pattern Making - Critiquing rhythmic patterns

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

- Critique rhythms created by self and peers
- Provide constructive feedback
- Respect others' creative expressions

- Display created rhythmic patterns and prints
- Present works to classmates
- Give and receive constructive feedback
- Identify strengths and areas for improvement

How does feedback help us improve our creative work?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 59-60
- Created rhythmic patterns
- Printed patterns
- Display area

- Observation - Oral presentations - Peer evaluation

Creating and Execution

Rhythm and Pattern Making - Connecting rhythm and pattern

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

- Explain the relationship between musical rhythm and visual patterns
- Create visual patterns inspired by rhythms
- Appreciate interdisciplinary connections

- Discuss how rhythmic patterns in music relate to visual patterns
- Create visual patterns inspired by specific rhythms
- Perform rhythms while displaying corresponding patterns
- Reflect on the connection between music and visual arts

How are patterns in music similar to patterns in visual art?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 60
- Created rhythmic patterns and prints
- Percussion instruments
- Display materials

- Observation - Connection assessment - Reflection exercise

Creating and Execution

Rhythm and Pattern Making - Final portfolio

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

- Organize their rhythmic patterns and prints in a portfolio
- Present their work effectively
- Value organization and presentation

- Organize created rhythmic patterns and prints
- Create a portfolio showcasing their work
- Label and arrange works systematically
- Prepare for final presentation

Why is organizing and presenting our work important?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 60-61
- Created rhythmic patterns and prints
- Portfolio materials
- Labels and decorative elements

- Observation - Portfolio assessment - Organization evaluation

Creating and Execution

Rhythm and Pattern Making - Final portfolio

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

- Organize their rhythmic patterns and prints in a portfolio
- Present their work effectively
- Value organization and presentation

- Organize created rhythmic patterns and prints
- Create a portfolio showcasing their work
- Label and arrange works systematically
- Prepare for final presentation

Why is organizing and presenting our work important?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 60-61
- Created rhythmic patterns and prints
- Portfolio materials
- Labels and decorative elements

- Observation - Portfolio assessment - Organization evaluation

Creating and Execution

Rhythm and Pattern Making - Assessment and reflection

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

- Assess their learning throughout the sub-strand
- Identify areas of strength and improvement
- Show appreciation for rhythm in music and art

- Review learning experiences from the sub-strand
- Complete assessment activities
- Reflect on skills developed
- Share experiences of creating rhythms and patterns

How have our rhythm and pattern-making skills improved?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 61
- Self-assessment tools
- Completed works
- Reflection prompts

- Written assessment - Self-reflection - Teacher evaluation

Creating and Execution

Rhythm and Pattern Making - Project planning

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

- Plan a rhythmic composition and visual pattern project
- Integrate skills learned throughout the sub-strand
- Show creativity in project design

- Brainstorm ideas for a final project
- Plan a composition that integrates rhythm and pattern
- Prepare materials and resources needed
- Create a project timeline

How can we combine our rhythm and pattern skills in a creative project?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 61
- Planning templates
- Materials for project
- Reference examples

- Observation - Planning assessment - Creativity evaluation

Creating and Execution

Rhythm and Pattern Making - Project completion

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

- Complete and present their rhythmic composition and pattern project
- Evaluate their own and peers' projects
- Value the creative process

- Complete the integrated rhythm and pattern project
- Present projects to classmates
- Give and receive constructive feedback
- Reflect on the creative process and learning outcomes

What did we learn from creating our rhythm and pattern projects?

- Longhorn Creative Arts Learner's Book Grade 4 pg. 61
- Project materials
- Presentation space
- Assessment tools

- Project assessment - Presentation evaluation - Peer feedback