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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
Performance and Display
|
Swimming - Water safety
|
By the end of the
lesson, the learner
should be able to:
- Identify water safety rules - Explain the importance of water safety - Show responsibility in observing safety rules |
- Discuss water safety rules
-Explain the importance of each rule -Identify potential hazards around water -Role-play safety scenarios |
Why is Swimming an essential life skill?
|
KLB Visionary Creative Arts, pg. 111 Safety charts, pool area
|
Observation Oral questions Written assignment
|
|
| 1 | 3 |
Performance and Display
|
Swimming - Pool etiquette
|
By the end of the
lesson, the learner
should be able to:
- Identify appropriate swimming attire - Explain proper pool behavior - Show discipline in following pool rules |
- Discuss appropriate swimming attire
-Explain proper behavior in and around the pool -Identify actions that are unsafe or discourteous -Practice proper pool entry and exit |
Why is proper conduct important in swimming areas?
|
KLB Visionary Creative Arts, pg. 111 Swimming costumes, pool area
|
Observation Oral questions Role-play assessment
|
|
| 1 | 4 |
Performance and Display
|
Swimming - Water entry technique
|
By the end of the
lesson, the learner
should be able to:
- Explain different water entry techniques - Identify appropriate entry for different situations - Show interest in learning entry techniques |
- Watch demonstrations of water entry techniques
-Discuss when each technique is appropriate -Identify safety considerations for each entry -Observe peers demonstrating entries |
What are safe ways to enter water?
|
KLB Visionary Creative Arts, pg. 112 Pool area, digital devices
|
Observation Oral questions Written assignment
|
|
| 1 | 5 |
Performance and Display
|
Swimming - Feet first entry
Swimming - Crouch surface dive |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the feet first entry technique - Execute the entry safely - Show confidence in water entry |
- Demonstrate the feet first entry technique
-Practice the entry in shallow water -Focus on maintaining proper body position -Enter the water with increasing confidence |
What is the correct technique for feet first entry?
|
KLB Visionary Creative Arts, pg. 112 Pool area, shallow end
KLB Visionary Creative Arts Pool area, digital devices |
Observation Skills test Peer assessment
|
|
| 1 | 6 |
Performance and Display
|
Swimming - Crouch surface dive practice
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the crouch surface dive technique - Execute the progression steps correctly - Show determination in mastering the skill |
- Demonstrate the starting position for crouch surface dive
-Practice the skill progression in shallow water -Focus on proper body position and movement -Practice with increasing confidence |
What are the key points for a successful crouch surface dive?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 2 | 1 |
Performance and Display
|
Swimming - Standing surface dive
|
By the end of the
lesson, the learner
should be able to:
- Explain the standing surface dive technique - Identify the progression steps - Show interest in learning the skill |
- Observe demonstrations of the standing surface dive
-Discuss the progression steps -Identify safety considerations -Discuss applications of the skill |
What is the technique for a standing surface dive?
|
KLB Visionary Creative Arts Pool area, digital devices
|
Observation Oral questions Written assignment
|
|
| 2 | 2 |
Performance and Display
|
Swimming - Standing surface dive practice
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the standing surface dive technique - Execute the progression steps correctly - Show determination in mastering the skill |
- Demonstrate the starting position for standing surface dive
-Practice the skill progression in shallow water -Focus on proper body position and movement -Practice with increasing confidence |
What are the key points for a successful standing surface dive?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 2 | 3 |
Performance and Display
|
Swimming - Water games
|
By the end of the
lesson, the learner
should be able to:
- Participate in water games - Follow rules of the games - Show enjoyment in water activities |
- Learn simple water games
-Participate in blowing bubbles game -Participate in pick up objects game -Focus on fun while observing safety |
How do water games help develop swimming confidence?
|
KLB Visionary Creative Arts, pg. 117 Pool area, sinking objects
|
Observation Participation assessment Self-assessment
|
|
| 2 | 4 |
Performance and Display
|
Swimming - Photography
|
By the end of the
lesson, the learner
should be able to:
- Use digital devices to photograph swimming activities - Focus on the center of interest - Show aesthetic awareness in photography |
- Learn basic photography techniques for water activities
-Use digital devices to photograph swimming activities -Focus on capturing the center of interest -Review and select best photographs |
Why is the centre of interest important in photography?
|
KLB Visionary Creative Arts Digital devices, pool area
|
Observation Project work Photo critique
|
|
| 2 | 5 |
Performance and Display
|
Swimming - Photo selection
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for a portfolio - Explain criteria for selection - Show critical thinking in selection |
- Review photographs of swimming activities
-Establish criteria for selection -Select best photographs based on criteria -Store selected photos in an e-folder |
What makes a good photograph of swimming activities?
|
KLB Visionary Creative Arts Digital devices, photographs
|
Observation Project work Oral presentation
|
|
| 2 | 6 |
Performance and Display
|
Swimming - Photo presentation
|
By the end of the
lesson, the learner
should be able to:
- Present selected photographs to peers - Explain photographic choices - Show confidence in presentation |
- Organize photographs for presentation
-Present selected photographs to peers -Explain reasons for selection -Receive feedback on photographs |
How can we effectively present photographs?
|
KLB Visionary Creative Arts Digital devices, photographs
|
Observation Oral presentation Peer evaluation
|
|
| 3 | 1 |
Performance and Display
|
Swimming - Floating technique
Swimming - Mushroom float |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of floating - Identify different types of floats - Show interest in learning floating techniques |
- Discuss the concept of floating
-Identify different types of floats -Observe demonstrations of floating techniques -Discuss factors affecting buoyancy |
What makes a body float in water?
|
KLB Visionary Creative Arts, pg. 117 Pool area, floating aids
KLB Visionary Creative Arts, pg. 117 Pool area |
Observation Oral questions Written assignment
|
|
| 3 | 2 |
Performance and Display
|
Swimming - Prone float
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the prone float technique - Execute the float with proper body position - Show relaxation during floating |
- Demonstrate the prone float technique
-Practice the body position in shallow water -Focus on relaxation and breath control -Hold the float position with increasing duration |
What is the correct technique for a prone float?
|
KLB Visionary Creative Arts, pg. 118 Pool area
|
Observation Skills test Peer assessment
|
|
| 3 | 3 |
Performance and Display
|
Swimming - Supine float
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the supine float technique - Execute the float with proper body position - Show relaxation during floating |
- Demonstrate the supine float technique
-Practice the body position in shallow water -Focus on relaxation and breath control -Hold the float position with increasing duration |
What is the correct technique for a supine float?
|
KLB Visionary Creative Arts, pg. 119 Pool area
|
Observation Skills test Peer assessment
|
|
| 3 | 4 |
Performance and Display
|
Swimming - Float practice
|
By the end of the
lesson, the learner
should be able to:
- Practice different floating techniques - Transition between different floats - Show increasing confidence in water |
- Review different floating techniques
-Practice transitioning between floats -Work with partners for support and feedback -Gradually reduce support during practice |
How can we improve our floating techniques?
|
KLB Visionary Creative Arts, pg. 120 Pool area
|
Observation Skills test Peer assessment
|
|
| 3 | 5 |
Performance and Display
|
Swimming - Gliding
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of gliding - Identify different types of glides - Show interest in learning gliding techniques |
- Discuss the concept of gliding
-Identify different types of glides -Observe demonstrations of gliding techniques -Discuss factors affecting effective gliding |
What is gliding in swimming?
|
KLB Visionary Creative Arts, pg. 120 Pool area
|
Observation Oral questions Written assignment
|
|
| 3 | 6 |
Performance and Display
|
Swimming - Prone glide
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the prone glide technique - Execute the glide with proper body position - Show streamlining in gliding |
- Demonstrate the prone glide technique
-Practice the body position and push-off -Focus on streamlining and extension -Glide for increasing distances |
What is the correct technique for a prone glide?
|
KLB Visionary Creative Arts, pg. 120 Pool area
|
Observation Skills test Peer assessment
|
|
| 4 | 1 |
Performance and Display
|
Swimming - Supine glide
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the supine glide technique - Execute the glide with proper body position - Show streamlining in gliding |
- Demonstrate the supine glide technique
-Practice the body position and push-off -Focus on streamlining and extension -Glide for increasing distances |
What is the correct technique for a supine glide?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 4 | 2 |
Performance and Display
|
Swimming - Glide practice
|
By the end of the
lesson, the learner
should be able to:
- Practice different gliding techniques - Transition between different glides - Show increasing confidence in water |
- Review different gliding techniques
-Practice transitioning between glides -Work with partners for support and feedback -Gradually reduce support during practice |
How can we improve our gliding techniques?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 4 | 3 |
Performance and Display
|
Swimming - Assessment
Songs - Types of songs |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of swimming techniques - Show skills in water entry, floating, and gliding - Value the learning journey in this substrand |
- Complete assessment activities on swimming techniques
-Demonstrate swimming skills for assessment -Present photography portfolios -Reflect on learning journey |
What have we learned about swimming techniques and photography?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 82 Audio recordings of various songs |
Observation Skills test Portfolio assessment
|
|
| 4 | 4 |
Performance and Display
|
Songs - Patriotic songs
|
By the end of the
lesson, the learner
should be able to:
- Identify patriotic songs - Explain the purpose of patriotic songs - Show patriotism through song appreciation |
- Listen to examples of patriotic songs
-Discuss the purpose and message of patriotic songs -Identify characteristics of patriotic songs -Relate patriotic songs to national identity |
What messages do patriotic songs convey?
|
KLB Visionary Creative Arts, pg. 83 Audio recordings of patriotic songs
|
Observation Oral questions Written assignment
|
|
| 4 | 5 |
Performance and Display
|
Songs - Sacred songs
|
By the end of the
lesson, the learner
should be able to:
- Identify sacred songs - Explain the purpose of sacred songs - Show respect for religious diversity |
- Listen to examples of sacred songs
-Discuss the purpose and message of sacred songs -Identify characteristics of sacred songs -Relate sacred songs to spiritual values |
What messages do sacred songs convey?
|
KLB Visionary Creative Arts, pg. 83 Audio recordings of sacred songs
|
Observation Oral questions Written assignment
|
|
| 4 | 6 |
Performance and Display
|
Songs - Topical songs
|
By the end of the
lesson, the learner
should be able to:
- Identify topical songs - Explain the purpose of topical songs - Show awareness of social issues |
- Listen to examples of topical songs
-Discuss the purpose and message of topical songs -Identify characteristics of topical songs -Relate topical songs to current issues |
What messages do topical songs convey?
|
KLB Visionary Creative Arts, pg. 84 Audio recordings of topical songs
|
Observation Oral questions Written assignment
|
|
| 5 | 1 |
Performance and Display
|
Songs - Performance techniques
|
By the end of the
lesson, the learner
should be able to:
- Explain elements of good singing - Identify performance techniques - Show interest in improving singing |
- Discuss elements of good singing
-Identify proper diction, pitch, rhythm, and dynamics -Discuss the importance of facial expressions and gestures -Practice vocal warm-up exercises |
What makes a good singing performance?
|
KLB Visionary Creative Arts, pg. 84 Audio recordings of songs
|
Observation Oral questions Practical assessment
|
|
| 5 | 2 |
Performance and Display
|
Songs - Tempo in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of tempo - Sing songs at different tempos - Show control in tempo variation |
- Discuss the concept of tempo in music
-Practice singing songs at different tempos -Identify appropriate tempo for different songs -Maintain consistent tempo while singing |
How does tempo affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Audio recordings, percussion instruments
|
Observation Performance assessment Peer evaluation
|
|
| 5 | 3 |
Performance and Display
|
Songs - Pitch in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of pitch - Sing with accurate pitch - Show control in pitch variation |
- Discuss the concept of pitch in music
-Practice singing with accurate pitch -Identify appropriate pitch range for different songs -Match pitch with instrumental accompaniment |
How does pitch affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Pitch pipes, tuned instruments
|
Observation Performance assessment Peer evaluation
|
|
| 5 | 4 |
Performance and Display
|
Songs - Rhythm in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of rhythm - Sing with accurate rhythm - Show control in rhythmic patterns |
- Discuss the concept of rhythm in music
-Practice singing with accurate rhythm -Identify rhythmic patterns in different songs -Maintain steady rhythm while singing |
How does rhythm affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Percussion instruments
|
Observation Performance assessment Peer evaluation
|
|
| 5 | 5 |
Performance and Display
|
Songs - Dynamics in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of dynamics - Sing with appropriate dynamics - Show control in volume variation |
- Discuss the concept of dynamics in music
-Practice singing with varying dynamics -Identify appropriate dynamics for different songs -Apply dynamics to enhance song meaning |
How do dynamics affect a song's performance?
|
KLB Visionary Creative Arts, pg. 85 Audio recordings
|
Observation Performance assessment Peer evaluation
|
|
| 5 | 6 |
Performance and Display
|
Songs - Diction in singing
Songs - Facial expressions |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of diction - Sing with clear diction - Show attention to word clarity |
- Discuss the importance of diction in singing
-Practice clear pronunciation of words -Focus on consonant and vowel clarity -Apply diction to enhance song meaning |
How does diction affect a song's performance?
|
KLB Visionary Creative Arts, pg. 85 Lyric sheets
KLB Visionary Creative Arts, pg. 85 Mirrors |
Observation Performance assessment Peer evaluation
|
|
| 6 | 1 |
Performance and Display
|
Songs - Gestures in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of gestures in singing - Use appropriate gestures - Show expressiveness in movement |
- Discuss the role of gestures in singing
-Practice using gestures to enhance meaning -Match gestures to song content -Apply gestures to enhance performance |
How do gestures enhance song performance?
|
KLB Visionary Creative Arts, pg. 85 Open performance space
|
Observation Performance assessment Peer evaluation
|
|
| 6 | 2 |
Performance and Display
|
Songs - East African Community Anthem
|
By the end of the
lesson, the learner
should be able to:
- Identify the East African Community Anthem - Explain the message of the Anthem - Show respect for regional unity |
- Listen to the East African Community Anthem
-Discuss the purpose and message of the Anthem -Learn the words of the Anthem -Discuss occasions when the Anthem is performed |
What is the purpose of the East African Community Anthem?
|
KLB Visionary Creative Arts, pg. 87 Audio recording of the Anthem
|
Observation Oral questions Written assignment
|
|
| 6 | 3 |
Performance and Display
|
Songs - Singing the East African Anthem
|
By the end of the
lesson, the learner
should be able to:
- Sing the East African Community Anthem - Apply performance techniques - Show respect during performance |
- Learn the melody of the East African Community Anthem
-Practice singing with proper technique -Apply appropriate performance etiquette -Discuss the values promoted in the Anthem |
How should we perform the East African Community Anthem?
|
KLB Visionary Creative Arts, pg. 88 Audio recording of the Anthem
|
Observation Performance assessment Self-assessment
|
|
| 6 | 4 |
Performance and Display
|
Songs - Folk songs
|
By the end of the
lesson, the learner
should be able to:
- Explain what folk songs are - Identify characteristics of folk songs - Show interest in cultural heritage |
- Discuss what folk songs are
-Listen to examples of folk songs -Identify characteristics of folk songs -Discuss the role of folk songs in communities |
How do Kenyan communities decorate costumes for performing folk songs?
|
KLB Visionary Creative Arts, pg. 89 Audio recordings of folk songs
|
Observation Oral questions Written assignment
|
|
| 6 | 5 |
Performance and Display
|
Songs - Types of folk songs
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of folk songs - Classify folk songs by function - Show appreciation for cultural diversity |
- Discuss different types of folk songs
-Classify songs as work, funeral, naming, initiation, marriage, or worship -Listen to examples of each type -Discuss the function of each type in community life |
What are the different types of folk songs?
|
KLB Visionary Creative Arts, pg. 90 Audio recordings of folk songs
|
Observation Oral questions Classification exercise
|
|
| 6 | 6 |
Performance and Display
|
Songs - Learning folk songs
|
By the end of the
lesson, the learner
should be able to:
- Learn folk songs from different communities - Sing with appropriate style and expression - Show pride in cultural heritage |
- Learn the words and melody of folk songs
-Understand the meaning and context of the songs -Practice singing with appropriate style -Discuss the cultural significance of the songs |
How do we authentically perform folk songs?
|
KLB Visionary Creative Arts, pg. 91 Resource persons, audio recordings
|
Observation Performance assessment Self-assessment
|
|
| 7 | 1 |
Performance and Display
|
Songs - Costume decoration
|
By the end of the
lesson, the learner
should be able to:
- Explain indigenous methods of costume decoration - Identify decoration techniques from different communities - Show interest in cultural crafts |
- Explore indigenous methods of costume decoration
-Identify tie-dye and beadwork techniques -Discuss the significance of patterns and colors -Relate decoration to cultural identity |
How do Kenyan communities decorate costumes for folk songs?
|
KLB Visionary Creative Arts, pg. 92 Sample costumes, decoration materials
|
Observation Oral questions Written assignment
|
|
| 7 | 2 |
Performance and Display
|
Songs - Decoration techniques
Songs - Performance preparation |
By the end of the
lesson, the learner
should be able to:
- Demonstrate costume decoration techniques - Apply techniques to decorate fabric - Show creativity in pattern creation |
- Demonstrate tie-dye and beadwork techniques
-Practice decoration techniques on fabric -Create patterns with available materials -Discuss cultural significance of patterns |
How are decoration techniques used for costumes?
|
KLB Visionary Creative Arts, pg. 92 Fabric, dye, beads, string
KLB Visionary Creative Arts, pg. 92 Performance space, instruments |
Observation Project work Practical assessment
|
|
| 7 | 3 |
Performance and Display
|
Songs - Group performance
|
By the end of the
lesson, the learner
should be able to:
- Perform folk songs in a group - Apply performance techniques - Show pride in cultural heritage |
- Perform folk songs with proper technique
-Apply appropriate facial expressions and gestures -Include percussion accompaniment -Perform for an audience |
What makes an effective folk song performance?
|
KLB Visionary Creative Arts, pg. 93 Performance space, instruments
|
Observation Performance assessment Peer evaluation
|
|
| 7 | 4 |
Performance and Display
|
Songs - Assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of different song types - Show skills in singing and performance techniques - Value the learning journey in this substrand |
- Complete assessment activities on song types
-Demonstrate singing skills for assessment -Present decorated costumes -Reflect on learning journey |
What have we learned about songs, performance techniques, and costume decoration?
|
KLB Visionary Creative Arts Assessment tools
|
Observation Performance test Project assessment
|
|
| 7 | 5 |
Appreciation in Creative Arts
|
Critique of an Art work - Introduction to the concept of appreciation
Critique of an Art work - Behavior in appreciation |
By the end of the
lesson, the learner
should be able to:
- Define the concept of appreciation in Creative Arts - Identify the components of art appreciation - Show interest in appreciating Creative Arts works |
Learners will:
- Discuss the meaning of appreciation in Creative Arts - Brainstorm the components of art appreciation - Watch videos of people appreciating artworks |
What is the importance of analysis in Creative Arts?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 30
- Digital devices - Chart showing components of art appreciation - Display area for artworks - Sample artworks |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 6 |
Appreciation in Creative Arts
|
Critique of an Art work - Aesthetics in appreciation
Critique of an Art work - Skills in appreciation Critique of an Art work - Message in appreciation |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of aesthetics in art appreciation - Identify aesthetic qualities in artworks - Show interest in aesthetic aspects of artworks |
Learners will:
- Discuss the meaning of aesthetics - Identify aesthetic qualities in sample artworks - Research on aesthetic aspects in different art forms |
How do aesthetic qualities enhance artworks?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 31
- Sample artworks - Digital resources - Reference materials - Samples of different artworks - Display boards - Digital resources - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 32 - Sample artworks with clear messages - Chart showing different art messages |
- Observation
- Oral questioning
- Written assignments
|
|
| 8 | 1 |
Appreciation in Creative Arts
|
Critique of an Art work - Feedback in appreciation
Critique of an Art work - Care of artworks |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of feedback in art appreciation - Give constructive feedback on artworks - Value feedback as a way to improve artworks |
Learners will:
- Discuss the concept of feedback - Practice giving constructive feedback on sample artworks - Role-play giving and receiving feedback |
Why is feedback important in art appreciation?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 32
- Sample artworks - Feedback forms - Digital resources - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 33 - Various artworks - Storage materials - Display boards |
- Observation
- Peer assessment
- Oral presentations
|
|
| 8 | 2 |
Appreciation in Creative Arts
|
Critique of an Art work - Selecting artworks for display
Critique of an Art work - Preparing artworks for display |
By the end of the
lesson, the learner
should be able to:
- Identify criteria for selecting artworks for display - Select appropriate artworks for display - Show fairness in selecting artworks |
Learners will:
- Discuss criteria for selecting artworks for display - Select artworks from their collections for display - Justify their selections to peers |
What makes an artwork suitable for display?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 33
- Previously created artworks - Selection criteria chart - Digital resources - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 34 - Selected artworks - Cleaning materials - Labels and markers |
- Observation
- Peer assessment
- Oral presentations
|
|
| 8 | 3 |
Appreciation in Creative Arts
|
Critique of an Art work - Preparing display areas
|
By the end of the
lesson, the learner
should be able to:
- Identify suitable areas for displaying artworks - Prepare display areas, boards and props - Show responsibility in preparing display areas |
Learners will:
- Identify suitable areas within the school for display - Prepare display boards and props - Arrange the display area appropriately |
What makes a good display area for artworks?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 34
- Display boards - Props - Mounting materials |
- Observation
- Group assessment
- Practical skills
|
|
| 8 | 4 |
Appreciation in Creative Arts
|
Critique of an Art work - Displaying Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
- Arrange artworks appropriately for display - Display works in appropriate areas - Show creativity in arranging the display |
Learners will:
- Discuss principles of arranging artworks for display - Mount and arrange artworks on display boards - Display artworks in designated areas |
How should artworks be arranged for effective display?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 35
- Prepared artworks - Display boards - Mounting materials |
- Observation
- Practical assessment
- Group work
|
|
| 8 | 5 |
Appreciation in Creative Arts
|
Critique of an Art work - Gallery walk
|
By the end of the
lesson, the learner
should be able to:
- Explain the purpose of a gallery walk - Participate in a gallery walk to observe artworks - Show appreciation for displayed artworks |
Learners will:
- Discuss the purpose and procedure of a gallery walk - Take a gallery walk to observe displayed artworks - Take notes during the gallery walk |
What do we observe during a gallery walk?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 35
- Displayed artworks - Notebooks - Digital devices for recording |
- Observation
- Peer assessment
- Written notes
|
|
| 8 | 6 |
Appreciation in Creative Arts
|
Critique of an Art work - Critiquing artworks
|
By the end of the
lesson, the learner
should be able to:
- Identify aspects to consider when critiquing artworks - Critique displayed artworks focusing on type, materials, media and craftsmanship - Show respect for others' opinions during critique |
Learners will:
- Discuss aspects to consider when critiquing artworks - Talk about displayed artworks focusing on specific aspects - Listen to and respect peers' opinions |
How do we effectively critique artworks?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 36
- Displayed artworks - Critique criteria chart - Notebooks |
- Observation
- Oral presentations
- Peer assessment
|
|
| 9 | 1 |
Appreciation in Creative Arts
|
Critique of an Art work - Analysis of folk songs
|
By the end of the
lesson, the learner
should be able to:
- Explain how to analyze Kenyan folk songs - Identify components for analyzing folk songs - Value the cultural aspect of folk songs |
Learners will:
- Discuss how to analyze folk songs - Identify components for analysis (community, type, instruments, participants) - Listen to sample folk songs for analysis |
How do we analyze folk songs?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 36
- Audio recordings of folk songs - Digital devices - Analysis chart |
- Observation
- Oral questioning
- Written assignments
|
|
| 9 | 2 |
Appreciation in Creative Arts
|
Critique of an Art work - Folk song performances
Critique of an Art work - Analysis of folk song performances |
By the end of the
lesson, the learner
should be able to:
- Identify characteristics of good folk song performances - Participate in folk song performances - Show appreciation for cultural diversity |
Learners will:
- Discuss characteristics of good folk song performances - Practice folk songs from different Kenyan communities - Perform folk songs in groups |
What makes a good folk song performance?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 37
- Audio recordings - Percussion instruments - Props for performances - Recorded performances - Analysis charts - Digital devices |
- Observation
- Performance assessment
- Peer feedback
|
|
| 9 | 3 |
Appreciation in Creative Arts
|
Critique of an Art work - Sports events preparation
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of preparation for sports events - Prepare for netball, athletics and gymnastics events - Show teamwork in preparation activities |
Learners will:
- Discuss preparation for sports events - Organize teams for different sports events - Prepare equipment and venues |
Why is preparation important for sports events?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 38
- Sports equipment - Playing fields - Digital resources |
- Observation
- Practical assessment
- Group work
|
|
| 9 | 4 |
Appreciation in Creative Arts
|
Critique of an Art work - Participation in sports events
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate skills in netball, athletics or gymnastics - Participate actively in sports events - Show sportsmanship during competitions |
Learners will:
- Participate in netball, athletics and gymnastics events - Apply learned skills during competitions - Practice good sportsmanship |
How does participation in sports events enhance appreciation?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 38
- Sports equipment - Playing fields - Digital devices for recording |
- Observation
- Performance assessment
- Peer feedback
|
|
| 9 | 5 |
Appreciation in Creative Arts
|
Critique of an Art work - Analysis of sports performances
|
By the end of the
lesson, the learner
should be able to:
- Analyze sports performances focusing on teamwork and safety - Give constructive feedback on performances - Value teamwork and safety in sports |
Learners will:
- Watch recordings of sports performances - Analyze performances focusing on teamwork and safety - Discuss ways to improve performances |
How do teamwork and safety contribute to good sports performances?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 39
- Recorded performances - Analysis charts - Digital devices |
- Observation
- Written analysis
- Group discussions
|
|
| 9 | 6 |
Appreciation in Creative Arts
|
Critique of an Art work - Cultural diversity in Creative Arts
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of cultural diversity in Creative Arts - Appreciate Creative Arts works from different cultural backgrounds - Show respect for cultural diversity |
Learners will:
- Discuss cultural diversity in Creative Arts - Examine artworks from different cultural backgrounds - Reflect on the value of cultural diversity |
Why is appreciation of cultural diversity important in Creative Arts?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 39
- Artworks from different cultures - Digital resources - Reference materials |
- Observation
- Reflective writing
- Oral presentations
|
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