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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
PERFORMING
|
Songs
|
By the end of the
lesson, the learner
should be able to:
strand Sing different types of songs, with accuracy in pitch, rhythm and dynamics controlling the expessive elements Perform songs as an individual (solo) or in agroup (choral) Sing 2-part songs to explore the concept of harmony |
Learners sing different types of familiar songs Learners listen to/watch recordings of songs and imitate with accuracy in pitch and rhythm Individually (solo) and in groups (choral) learners are guided in singing different types of songs: Partriotic, Action, Sacred and Topical songs on pertinent &contemporary issues with accuracy in pitch, rhythm and dynamics (soft and loud)
|
Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?
|
Sheet music, song
book, pitching device, audio/visual recordings |
Portfolio, Observation
checklist,
Oral/aural
questions,
Project
|
|
| 1 | 2 |
PERFORMING
|
Songs
|
By the end of the
lesson, the learner
should be able to:
strand Sing different types of songs, with accuracy in pitch, rhythm and dynamics controlling the expessive elements Perform songs as an individual (solo) or in agroup (choral) Sing 2-part songs to explore the concept of harmony |
Learners sing different types of familiar songs Learners listen to/watch recordings of songs and imitate with accuracy in pitch and rhythm Individually (solo) and in groups (choral) learners are guided in singing different types of songs: Partriotic, Action, Sacred and Topical songs on pertinent &contemporary issues with accuracy in pitch, rhythm and dynamics (soft and loud)
|
Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?
|
Sheet music, song
book, pitching device, audio/visual recordings |
Portfolio, Observation
checklist,
Oral/aural
questions,
Project
|
|
| 1 | 3 |
PERFORMING
|
Songs
|
By the end of the
lesson, the learner
should be able to:
strand Sing different types of songs, with accuracy in pitch, rhythm and dynamics controlling the expessive elements Perform songs as an individual (solo) or in agroup (choral) Sing 2-part songs to explore the concept of harmony |
Learners sing different types of familiar songs Learners listen to/watch recordings of songs and imitate with accuracy in pitch and rhythm Individually (solo) and in groups (choral) learners are guided in singing different types of songs: Partriotic, Action, Sacred and Topical songs on pertinent &contemporary issues with accuracy in pitch, rhythm and dynamics (soft and loud)
|
Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?
|
Sheet music, song
book, pitching device, audio/visual recordings |
Portfolio, Observation
checklist,
Oral/aural
questions,
Project
|
|
| 1 | 4 |
PERFORMING
|
Songs
|
By the end of the
lesson, the learner
should be able to:
strand Sing different types of songs, with accuracy in pitch, rhythm and dynamics controlling the expessive elements Perform songs as an individual (solo) or in agroup (choral) Sing 2-part songs to explore the concept of harmony |
Learners sing different types of familiar songs Learners listen to/watch recordings of songs and imitate with accuracy in pitch and rhythm Individually (solo) and in groups (choral) learners are guided in singing different types of songs: Partriotic, Action, Sacred and Topical songs on pertinent &contemporary issues with accuracy in pitch, rhythm and dynamics (soft and loud)
|
Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?
|
Sheet music, song
book, pitching device, audio/visual recordings |
Portfolio, Observation
checklist,
Oral/aural
questions,
Project
|
|
| 1 | 5 |
PERFORMING
|
Songs
|
By the end of the
lesson, the learner
should be able to:
strand Sing different types of songs, with accuracy in pitch, rhythm and dynamics controlling the expessive elements Perform songs as an individual (solo) or in agroup (choral) Sing 2-part songs to explore the concept of harmony |
Learners sing different types of familiar songs Learners listen to/watch recordings of songs and imitate with accuracy in pitch and rhythm Individually (solo) and in groups (choral) learners are guided in singing different types of songs: Partriotic, Action, Sacred and Topical songs on pertinent &contemporary issues with accuracy in pitch, rhythm and dynamics (soft and loud)
|
Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?
|
Sheet music, song
book, pitching device, audio/visual recordings |
Portfolio, Observation
checklist,
Oral/aural
questions,
Project
|
|
| 1 | 6 |
PERFORMING
|
Songs
|
By the end of the
lesson, the learner
should be able to:
strand Sing different types of songs, with accuracy in pitch, rhythm and dynamics controlling the expessive elements Perform songs as an individual (solo) or in agroup (choral) Sing 2-part songs to explore the concept of harmony |
Learners sing different types of familiar songs Learners listen to/watch recordings of songs and imitate with accuracy in pitch and rhythm Individually (solo) and in groups (choral) learners are guided in singing different types of songs: Partriotic, Action, Sacred and Topical songs on pertinent &contemporary issues with accuracy in pitch, rhythm and dynamics (soft and loud)
|
Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?
|
Sheet music, song
book, pitching device, audio/visual recordings |
Portfolio, Observation
checklist,
Oral/aural
questions,
Project
|
|
| 2 | 1 |
PERFORMING
|
Songs
|
By the end of the
lesson, the learner
should be able to:
strand Sing different types of songs, with accuracy in pitch, rhythm and dynamics controlling the expessive elements Perform songs as an individual (solo) or in agroup (choral) Sing 2-part songs to explore the concept of harmony |
Learners watch/listen to live/ recorded performances of solo and choral music and are guided in identifying expressive elements (dynamics, articulation, and tempo) in the perfomance. Individually and in groups lerners discuss the message in the songs. Individually and in groups learners perform different types of songs employing the appropriate expressive elements (dynamics, articulation, and tempo) Learners watch live or recorded performances of two part songs for familiarisation.
|
Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?
|
Sheet music, song
book, pitching device, audio/visual recordings |
Portfolio, Observation
checklist,
Oral/aural
questions,
Project
|
|
| 2 | 2 |
PERFORMING
|
Songs
|
By the end of the
lesson, the learner
should be able to:
strand Sing different types of songs, with accuracy in pitch, rhythm and dynamics controlling the expessive elements Perform songs as an individual (solo) or in agroup (choral) Sing 2-part songs to explore the concept of harmony |
Learners watch/listen to live/ recorded performances of solo and choral music and are guided in identifying expressive elements (dynamics, articulation, and tempo) in the perfomance. Individually and in groups lerners discuss the message in the songs. Individually and in groups learners perform different types of songs employing the appropriate expressive elements (dynamics, articulation, and tempo) Learners watch live or recorded performances of two part songs for familiarisation.
|
Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?
|
Sheet music, song
book, pitching device, audio/visual recordings |
Portfolio, Observation
checklist,
Oral/aural
questions,
Project
|
|
| 2 | 3 |
PERFORMING
|
Songs
|
By the end of the
lesson, the learner
should be able to:
PROJECT Use digital devices to record individual (solo) and group (choral) performances for sharing and documentation |
At home and in school, learners use digital devices to record individual (solo) and group (choral) performances guided by the teacher and parent/guardian Learners watch/listen to recorded performances and discuss the types of songs in the performances
|
Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?
|
Sheet music, song
book, pitching device, audio/visual recordings |
Portfolio, Observation
checklist,
Oral/aural
questions,
Project
|
|
| 2 | 4 |
PERFORMING
|
Songs
|
By the end of the
lesson, the learner
should be able to:
PROJECT Use digital devices to record individual (solo) and group (choral) performances for sharing and documentation |
At home and in school, learners use digital devices to record individual (solo) and group (choral) performances guided by the teacher and parent/guardian Learners watch/listen to recorded performances and discuss the types of songs in the performances
|
Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?
|
Sheet music, song
book, pitching device, audio/visual recordings |
Portfolio, Observation
checklist,
Oral/aural
questions,
Project
|
|
| 2 | 5 |
PERFORMING
|
Songs
|
By the end of the
lesson, the learner
should be able to:
PROJECT Use digital devices to record individual (solo) and group (choral) performances for sharing and documentation |
At home and in school, learners use digital devices to record individual (solo) and group (choral) performances guided by the teacher and parent/guardian Learners watch/listen to recorded performances and discuss the types of songs in the performances
|
Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?
|
Sheet music, song
book, pitching device, audio/visual recordings |
Portfolio, Observation
checklist,
Oral/aural
questions,
Project
|
|
| 2 | 6 |
PERFORMING
|
Songs
|
By the end of the
lesson, the learner
should be able to:
PROJECT Use digital devices to record individual (solo) and group (choral) performances for sharing and documentation |
At home and in school, learners use digital devices to record individual (solo) and group (choral) performances guided by the teacher and parent/guardian Learners watch/listen to recorded performances and discuss the types of songs in the performances
|
Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?
|
Sheet music, song
book, pitching device, audio/visual recordings |
Portfolio, Observation
checklist,
Oral/aural
questions,
Project
|
|
| 3 | 1 |
PERFORMING
|
Kenyan folk song
|
By the end of the
lesson, the learner
should be able to:
strand Sing folk songs drawn from local community Discuss the message and values in a folk song Perform folk songs with co-ordinated body movements |
Learners listen to/watch live/recorded performances of folk songs from the local community Learners visit community cultural centres to watch and learn folk songs In groups, learners are guided to perform folk songs with co-ordinated body movements
|
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 |
Portfolio, Observation
checklist, Oral
questions,
Practical test
|
|
| 3 | 2 |
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 |
Portfolio, Observation
checklist, Oral
questions,
Practical test
|
|
| 3 | 3 |
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 |
Portfolio, Observation
checklist, Oral
questions,
Practical test
|
|
| 3 | 4 |
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 |
Portfolio, Observation
checklist, Oral
questions,
Practical test
|
|
| 3 | 5 |
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 |
Portfolio, Observation
checklist,
Oral questions,
Practical test
|
|
| 3 | 6 |
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 |
Portfolio, Observation
checklist,
Oral questions,
Practical test
|
|
| 4 | 1 |
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 |
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 |
Portfolio, Observation
checklist,
Oral questions,
Practical test
|
|
| 4 | 2 |
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 |
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 |
Portfolio, Observation
checklist,
Oral questions,
Practical test
|
|
| 4 | 3 |
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 |
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 |
Portfolio, Observation
checklist,
Oral questions,
Practical test
|
|
| 4 | 4 |
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 |
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 |
Portfolio, Observation
checklist,
Oral questions,
Practical test
|
|
| 4 | 5 |
PERFORMING
|
Musical
instrument
s: Kenyan
traditional
musical
instrument
s-
percussion
instrument
s
|
By the end of the
lesson, the learner
should be able to:
strand Classify percussion instruments from kenya Aurally and visually identify melodic and non- melodic percussion instruments from kenya Identify the parts of a |
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
|
|
| 4 | 6 |
PERFORMING
|
Musical
instrument
s: Kenyan
traditional
musical
instrument
s-
percussion
instrument
s
|
By the end of the
lesson, the learner
should be able to:
strand Classify percussion instruments from kenya Aurally and visually identify melodic and non- melodic percussion instruments from kenya Identify the parts of a |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
PERFORMING
|
Musical
instrument
s: Kenyan
traditional
musical
instrument
s-
percussion
instrument
s
|
By the end of the
lesson, the learner
should be able to:
PROJECT Make a percussion instrument usin locally available materials to accompany a song or dance Use digital devices to record music made by percussion instruments for sharing and documentation |
In groups learners tune a drum using the appropriate method (tightening laces and or warming the membrane). Individually and in groups learners play different percussion instruments (melodic and non-melodic) to accompany song and dance guided by the teacher/resource person In groups, learners make percussion instruments observing own and others' safety Learners record music made by percussion instruments, share and discuss the percussion instruments used with peers |
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
|
|
| 5 | 5 |
PERFORMING
|
Musical
instrument
s: Kenyan
traditional
musical
instrument
s-
percussion
instrument
s
|
By the end of the
lesson, the learner
should be able to:
PROJECT Make a percussion instrument usin locally available materials to accompany a song or dance Use digital devices to record music made by percussion instruments for sharing and documentation |
In groups learners tune a drum using the appropriate method (tightening laces and or warming the membrane). Individually and in groups learners play different percussion instruments (melodic and non-melodic) to accompany song and dance guided by the teacher/resource person In groups, learners make percussion instruments observing own and others' safety Learners record music made by percussion instruments, share and discuss the percussion instruments used with peers |
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
|
|
| 5 | 6 |
PERFORMING
|
Musical
instrument
s: Kenyan
traditional
musical
instrument
s-
percussion
instrument
s
|
By the end of the
lesson, the learner
should be able to:
PROJECT Make a percussion instrument usin locally available materials to accompany a song or dance Use digital devices to record music made by percussion instruments for sharing and documentation |
In groups learners tune a drum using the appropriate method (tightening laces and or warming the membrane). Individually and in groups learners play different percussion instruments (melodic and non-melodic) to accompany song and dance guided by the teacher/resource person In groups, learners make percussion instruments observing own and others' safety Learners record music made by percussion instruments, share and discuss the percussion instruments used with peers |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 6 | 6 |
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
|
|
| 7 | 1 |
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 |
Individually and in groups learners play melodies built on B A G Individually learners practice playing the notes and melodies learnt at home.
|
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
|
|
| 7 | 2 |
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 |
Individually and in groups learners play melodies built on B A G Individually learners practice playing the notes and melodies learnt at home.
|
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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 7 | 6 |
PERFORMING
|
Dance
|
By the end of the
lesson, the learner
should be able to:
Create dance formations for aesthetic value Perform a folk dance observing own and others safety |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
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
|
|
| 8 | 5 |
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
|
|
| 8 | 6 |
Creating/ Composing Music
|
Melody Interpreting
hand signs
|
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 |
Oral tests, Aural tests,
Written
tests
|
|
| 9 | 1 |
Creating/ Composing Music
|
Melody Creating
short
melodies
|
By the end of the
lesson, the learner
should be able to:
able to Record own melody based on d,r,m |
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 |
Oral tests, Aural tests,
Written
tests
|
|
| 9 | 2 |
Creating/ Composing Music
|
Melody Creating
short
melodies
|
By the end of the
lesson, the learner
should be able to:
able to Record own melody based on d,r,m |
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 |
Oral tests, Aural tests,
Written
tests
|
|
| 9 | 3 |
Creating/ Composing Music
|
Melody Creating
short
melodies
|
By the end of the
lesson, the learner
should be able to:
able to Record own melody based on d,r,m |
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 |
Oral tests, Aural tests,
Written
tests
|
|
| 9 | 4 |
Creating/ Composing Music
|
Melody Creating
short
melodies
|
By the end of the
lesson, the learner
should be able to:
able to Record own melody based on d,r,m |
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 |
Oral tests, Aural tests,
Written
tests
|
|
| 9 | 5 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
critical
listening to 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 |
Oral questions,
Aural tests,
Written tests, Short reports on
performanc
e
|
|
| 9 | 6 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
critical
listening to 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 |
Oral questions,
Aural tests,
Written tests, Short reports on
performanc
e
|
|
| 10 | 1 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
identifying changes in elements of music
|
By the end of the
lesson, the learner
should be able to:
able to 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 " patterns, melodies, sol- fa names Foundation Music Grade 4 Pg. 49-57 |
Oral questions,
Aural tests, Written tests, Short
reports on
performanc
e
|
|
| 10 | 2 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
identifying changes in elements of music
|
By the end of the
lesson, the learner
should be able to:
able to 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 " patterns, melodies, sol- fa names Foundation Music Grade 4 Pg. 49-57 |
Oral questions,
Aural tests, Written tests, Short
reports on
performanc
e
|
|
| 10 | 3 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
identifying changes in elements of music
|
By the end of the
lesson, the learner
should be able to:
able to 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 " patterns, melodies, sol- fa names Foundation Music Grade 4 Pg. 49-57 |
Oral questions,
Aural tests, Written tests, Short
reports on
performanc
e
|
|
| 10 | 4 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
identifying changes in elements of music
|
By the end of the
lesson, the learner
should be able to:
able to 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 " patterns, melodies, sol- fa names Foundation Music Grade 4 Pg. 49-57 |
Oral questions,
Aural tests, Written tests, Short
reports on
performanc
e
|
|
| 10 | 5 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
critical
listening to 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 |
Oral questions,
Aural tests,
Written tests, Short reports on
performanc
e
|
|
| 10 | 6 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
critical
listening to 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 |
Oral questions,
Aural tests,
Written tests, Short reports on
performanc
e
|
|
| 11 | 1 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
identifying changes in elements of music
|
By the end of the
lesson, the learner
should be able to:
able to 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 |
Oral questions,
Aural tests, Written tests, Short
reports on
performanc
e
|
|
| 11 | 2 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
identifying changes in elements of music
|
By the end of the
lesson, the learner
should be able to:
able to 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 |
Oral questions,
Aural tests, Written tests, Short
reports on
performanc
e
|
|
| 11 | 3 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
identifying changes in elements of music
|
By the end of the
lesson, the learner
should be able to:
able to 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 |
Oral questions,
Aural tests, Written tests, Short
reports on
performanc
e
|
|
| 11 | 4 |
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
|
|
| 11 | 5 |
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
|
|
| 11 | 6 |
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.
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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?
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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
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