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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports.
|
By the end of the
lesson, the learner
should be able to:
Brainstorm the meaning of cohesion, citizenship, patriotism and poverty. Outline the social roles of Creative arts and sports in society. Appreciate the roles of creative arts and sports. |
Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society. |
What are the roles of Creative arts and sports?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports.
|
By the end of the
lesson, the learner
should be able to:
Brainstorm the meaning of cohesion, citizenship, patriotism and poverty. Outline the social roles of Creative arts and sports in society. Appreciate the roles of creative arts and sports. |
Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society. |
What are the roles of Creative arts and sports?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
Describe the roles of Creative Arts and Sports in society. Make a storyboard highlighting the roles of creative arts and sports in society. Appreciate the roles played by Creative Arts and Sports in society. |
In pairs or in groups, learners are guided describe the roles of Creative Arts and Sports in society.
In pairs or in groups, learners are guided make a storyboard highlighting the roles of creative arts and sports in society. |
What is the importance of Creative Arts and Sports in society?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Foundations of Creative arts
|
Introduction of Creative Arts and Sports
|
By the end of the
lesson, the learner
should be able to:
Describe the roles of Creative Arts and Sports in society. Make a storyboard highlighting the roles of creative arts and sports in society. Appreciate the roles played by Creative Arts and Sports in society. |
In pairs or in groups, learners are guided describe the roles of Creative Arts and Sports in society.
In pairs or in groups, learners are guided make a storyboard highlighting the roles of creative arts and sports in society. |
What is the importance of Creative Arts and Sports in society?
|
Creative Arts and Sports
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Short play
|
Elements of a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of a short play. Discuss the elements of a short play. Read the short play in learner's book 8 page 144. Appreciate the elements of a short play. |
Learners are guided to explain the meaning of a short play.
In groups, learners are guided to discuss the elements of a short play. In groups, learners are guided to read the short play in learner's book 8 page 144 |
What makes a short play interesting?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 144-146
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Short play
|
Developing a scenario with a clear storyline for a short play.
|
By the end of the
lesson, the learner
should be able to:
Define the term, "scenario" Discuss the sources of different scenarios. Appreciate the sources of scenarios. |
Learners are guided to define the term, "scenario"
In groups, learners are guided to discuss the sources of different scenarios. |
What are the sources of scenarios?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 146-147
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Short play
|
Developing a scenario with a clear storyline for a short play.
|
By the end of the
lesson, the learner
should be able to:
Define the term, "scenario" Discuss the sources of different scenarios. Appreciate the sources of scenarios. |
Learners are guided to define the term, "scenario"
In groups, learners are guided to discuss the sources of different scenarios. |
What are the sources of scenarios?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 146-147
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Short play
|
Researching important social issues to address in a short play.
|
By the end of the
lesson, the learner
should be able to:
Research important issues or problems that exist in different Kenyan communities. Discuss the important issues or problems that exist in different Kenyan communities. Discuss the aspects of Consumer education. Appreciate the ways to save this issues. |
In groups, learners are guided to research important issues or problems that exist in different Kenyan communities
In groups, learners are guided to discuss the important issues or problems that exist in different Kenyan communities. In groups, learners are guided to discuss the aspects of Consumer education |
Which scenarios can be developed into a short play on types of consumers in the society?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 147-148
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Short play
|
Researching important social issues to address in a short play.
|
By the end of the
lesson, the learner
should be able to:
Research important issues or problems that exist in different Kenyan communities. Discuss the important issues or problems that exist in different Kenyan communities. Discuss the aspects of Consumer education. Appreciate the ways to save this issues. |
In groups, learners are guided to research important issues or problems that exist in different Kenyan communities
In groups, learners are guided to discuss the important issues or problems that exist in different Kenyan communities. In groups, learners are guided to discuss the aspects of Consumer education |
Which scenarios can be developed into a short play on types of consumers in the society?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 147-148
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Short play
|
Developing a scenario for a short play.
|
By the end of the
lesson, the learner
should be able to:
Illustrate each of the issues that they have researched on using specific stories as examples. Develop a scenario for a short play. Have a desire to write a short play script. |
In groups, learners are guided to illustrate each of the issues that they have researched on using specific stories as examples
In groups, learners are guided to develop a scenario for a short play |
How can you develop a clear storyline for a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 148-149
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Short play
|
Writing a short play script.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of conflict. Discuss how characters in a scenario contribute to the development of conflict. Examine how conflict develops a plot. Appreciate the use of conflict to develop a plot. |
In groups, learners are guided to explain the meaning of conflict
In groups, learners are guided to discuss how characters in a scenario contribute to the development of conflict In groups, learners are guided to examine how conflict develops a plot |
Why is conflict considered to very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Short play
|
Writing a short play script.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of conflict. Discuss how characters in a scenario contribute to the development of conflict. Examine how conflict develops a plot. Appreciate the use of conflict to develop a plot. |
In groups, learners are guided to explain the meaning of conflict
In groups, learners are guided to discuss how characters in a scenario contribute to the development of conflict In groups, learners are guided to examine how conflict develops a plot |
Why is conflict considered to very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Short play
|
Writing a short play script.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of conflict. Discuss how characters in a scenario contribute to the development of conflict. Examine how conflict develops a plot. Appreciate the use of conflict to develop a plot. |
In groups, learners are guided to explain the meaning of conflict
In groups, learners are guided to discuss how characters in a scenario contribute to the development of conflict In groups, learners are guided to examine how conflict develops a plot |
Why is conflict considered to very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Short play
|
Describing setting
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of setting Examine how setting develops a plot. Appreciate the importance of setting in a plot. |
Learners are guided to explain the meaning of setting
Learners are guided to examine how setting develops a plot |
Why is setting considered to be very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 151-152
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Short play
|
Describing setting
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of setting Examine how setting develops a plot. Appreciate the importance of setting in a plot. |
Learners are guided to explain the meaning of setting
Learners are guided to examine how setting develops a plot |
Why is setting considered to be very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 151-152
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Short play
|
Describing characters
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of characters. Examine how characters develops a plot. Appreciate the importance of characters in a plot. |
Learners are guided to explain the meaning of characters
Learners are guided to examine how characters develops a plot |
Why are characters considered to be very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 152-153
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Short play
|
Describing characters
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of characters. Examine how characters develops a plot. Appreciate the importance of characters in a plot. |
Learners are guided to explain the meaning of characters
Learners are guided to examine how characters develops a plot |
Why are characters considered to be very important in a short play?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 152-153
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Short play
|
Developing characters in a short play
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of character development. Draw a table and describe characters in their short play. Appreciate the characters in a short play. |
Learners are guided to explain the meaning of character development
Learners are guided to draw a table and describe characters in their short play |
What is character development in a story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 153-154
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Short play
|
Outline the short play story and develop action.
|
By the end of the
lesson, the learner
should be able to:
Give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending. Break down the scenes with details of action, character and setting. Appreciate the short play story. |
Learners are guided to give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending
Learners are guided to break down the scenes with details of action, character and setting |
How do you develop action?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 155-156
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Short play
|
Outline the short play story and develop action.
|
By the end of the
lesson, the learner
should be able to:
Give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending. Break down the scenes with details of action, character and setting. Appreciate the short play story. |
Learners are guided to give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending
Learners are guided to break down the scenes with details of action, character and setting |
How do you develop action?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 155-156
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Short play
|
Developing dialogue and action for characters in a short play.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of dialogue. Develop a dialogue and actions for characters in a short play. Appreciate the importance of dialogue. |
In groups, learners are guided to explain the meaning of dialogue
In groups, learners are guided to develop a dialogue and actions for characters in a short play |
What is a dialogue?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 156-157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Short play
|
Developing dialogue and action for characters in a short play.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of dialogue. Develop a dialogue and actions for characters in a short play. Appreciate the importance of dialogue. |
In groups, learners are guided to explain the meaning of dialogue
In groups, learners are guided to develop a dialogue and actions for characters in a short play |
What is a dialogue?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 156-157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Short play
|
Writing a short play script
|
By the end of the
lesson, the learner
should be able to:
Study a published short play script such as 'Kupotoka' Write a 2-5-minute short play script in the correct format. Appreciate a short play script. |
Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format |
Who are the characters in your story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Short play
|
Writing a short play script
|
By the end of the
lesson, the learner
should be able to:
Study a published short play script such as 'Kupotoka' Write a 2-5-minute short play script in the correct format. Appreciate a short play script. |
Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format |
Who are the characters in your story?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Pitch
|
Reading music notes on the bass staff
|
By the end of the
lesson, the learner
should be able to:
Define the term, 'staff' Singing melodies in treble and bass register. Have fun and enjoy singing melodies. |
Individually or in pairs, learners are guided to define the term, 'staff'
Individually or in pairs, learners are guided to singing melodies in treble and bass register |
What is a bass staff?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 31-32
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Pitch
|
Drawing the bass staff
|
By the end of the
lesson, the learner
should be able to:
Identify the components of bass staff. Draw the bass staff. Read music notes on the bass staff. Appreciate the bass staff. |
Learners are guided to identify the components of bass staff
Learners are guided to draw the bass staff. Learners are guided to read music notes on the bass staff |
Which melody can you sing comfortably?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 32-34
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Pitch
|
Drawing the bass staff
|
By the end of the
lesson, the learner
should be able to:
Identify the components of bass staff. Draw the bass staff. Read music notes on the bass staff. Appreciate the bass staff. |
Learners are guided to identify the components of bass staff
Learners are guided to draw the bass staff. Learners are guided to read music notes on the bass staff |
Which melody can you sing comfortably?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 32-34
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Pitch
|
Drawing the bass staff
|
By the end of the
lesson, the learner
should be able to:
Identify the components of bass staff. Draw the bass staff. Read music notes on the bass staff. Appreciate the bass staff. |
Learners are guided to identify the components of bass staff
Learners are guided to draw the bass staff. Learners are guided to read music notes on the bass staff |
Which melody can you sing comfortably?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 32-34
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Pitch
|
Writing music notes on the bass staff.
|
By the end of the
lesson, the learner
should be able to:
State the relationship between the treble and the bass staff. Relate the staff to the keyboard Write notes on the bass staff in relation to the keyboard. Appreciate music notes on the bass staff. |
Learners are guided to state the relationship between the treble and the bass staff.
Learners are guided to relate the staff to the keyboard Learners are guided to write notes on the bass staff in relation to the keyboard. |
What is the relationship between the treble and the bass staff?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 34-36
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Pitch
|
Writing notes with accidentals on the bass staff
|
By the end of the
lesson, the learner
should be able to:
Define the term 'accidentals' used in music Write notes with accidentals on the bass staff. Appreciate the importance of accidentals in music. |
Learners are guided to define the term 'accidentals' used in music
Learners are guided to write notes with accidentals on the bass staff. |
What are accidentals?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 36-37
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Pitch
|
Constructing the diatonic major scales
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of diatonic major scales. Construct major scales with flats on treble and bass staff. Construct the scale of F major. Appreciate diatonic major scales. |
In groups, learners are guided to explain the meaning of diatonic major scales
In groups, learners are guided to construct major scales with flats on treble and bass staff In groups, learners are guided to construct the scale of F major |
What is a diatonic major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 38-40
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Pitch
|
Constructing the diatonic major scales
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of diatonic major scales. Construct major scales with flats on treble and bass staff. Construct the scale of F major. Appreciate diatonic major scales. |
In groups, learners are guided to explain the meaning of diatonic major scales
In groups, learners are guided to construct major scales with flats on treble and bass staff In groups, learners are guided to construct the scale of F major |
What is a diatonic major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 38-40
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Pitch
|
Constructing the diatonic major scales
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of diatonic major scales. Construct major scales with flats on treble and bass staff. Construct the scale of F major. Appreciate diatonic major scales. |
In groups, learners are guided to explain the meaning of diatonic major scales
In groups, learners are guided to construct major scales with flats on treble and bass staff In groups, learners are guided to construct the scale of F major |
What is a diatonic major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 38-40
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Pitch
|
Construct the scale of E flat major.
|
By the end of the
lesson, the learner
should be able to:
Write the scale of E flat major with the correct order of tones and semitones. Construct the scale of B, E and A flat major. Enjoy constructing diatonic major scales. |
In groups, learners are guided to write the scale of E flat major with the correct order of tones and semitones
In groups, learners are guided to construct the scale of B, E and A flat major. |
How do you construct a diatonic major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 40-42
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Pitch
|
Construct the scale of E flat major.
|
By the end of the
lesson, the learner
should be able to:
Write the scale of E flat major with the correct order of tones and semitones. Construct the scale of B, E and A flat major. Enjoy constructing diatonic major scales. |
In groups, learners are guided to write the scale of E flat major with the correct order of tones and semitones
In groups, learners are guided to construct the scale of B, E and A flat major. |
How do you construct a diatonic major scale?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 40-42
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Pitch
|
Writing major scales with key signatures
|
By the end of the
lesson, the learner
should be able to:
Explain the term, 'key signature' used in music. Write major scales with key signatures. Visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music. Appreciate the use of key signatures. |
In groups, learners are guided to explain the term, 'key signature' used in music.
In groups, learners are guided to write major scales with key signatures In groups, learners are guided to visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music |
What is key signature?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 42-45
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Pitch
|
Writing major scales with key signatures
|
By the end of the
lesson, the learner
should be able to:
Explain the term, 'key signature' used in music. Write major scales with key signatures. Visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music. Appreciate the use of key signatures. |
In groups, learners are guided to explain the term, 'key signature' used in music.
In groups, learners are guided to write major scales with key signatures In groups, learners are guided to visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music |
What is key signature?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 42-45
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Pitch
|
Performing melodies in diatonic major scale in simple time
|
By the end of the
lesson, the learner
should be able to:
State ways of Interpreting melodies on the staff. Interpret and perform simple melodies based on major scales. Sing familiar melodies and describe the intervals in the melodies. Appreciate different kind of melodies. |
In groups, learners are guided to state ways of Interpreting melodies on the staff.
In groups, learners are guided to interpret and perform simple melodies based on major scales In groups, learners are guided to sing familiar melodies and describe the intervals in the melodies. |
How do you describe an interval?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 45-46
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Pitch
|
Performing melodies in diatonic major scale in simple time
|
By the end of the
lesson, the learner
should be able to:
State ways of Interpreting melodies on the staff. Interpret and perform simple melodies based on major scales. Sing familiar melodies and describe the intervals in the melodies. Appreciate different kind of melodies. |
In groups, learners are guided to state ways of Interpreting melodies on the staff.
In groups, learners are guided to interpret and perform simple melodies based on major scales In groups, learners are guided to sing familiar melodies and describe the intervals in the melodies. |
How do you describe an interval?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 45-46
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Pitch
|
Describing melodic intervals in a simple melody
|
By the end of the
lesson, the learner
should be able to:
Define the term interval. Describe intervals, the perfect 4th interval and 5th interval. Appreciate the importance of intervals. |
In pairs, learners are guided to define the term interval.
In pairs, learners are guided to describe intervals, the perfect 4th interval and 5th interval. |
What is the importance of intervals in a melody?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 46-48
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Pitch
|
Describing the perfect octave
|
By the end of the
lesson, the learner
should be able to:
Explain the perfect octave. Describe melodic intervals in melodies. Appreciate the perfect octave. |
In pairs, learners are guided to explain the perfect octave.
In pairs, learners are guided to describe melodic intervals in melodies |
What is a perfect octave?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 49-51
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Pitch
|
Describing the perfect octave
|
By the end of the
lesson, the learner
should be able to:
Explain the perfect octave. Describe melodic intervals in melodies. Appreciate the perfect octave. |
In pairs, learners are guided to explain the perfect octave.
In pairs, learners are guided to describe melodic intervals in melodies |
What is a perfect octave?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 49-51
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Pitch
|
Aurally recognise melodic intervals
|
By the end of the
lesson, the learner
should be able to:
Write intervals on the staff. Aurally recognise melodic intervals. Appreciate the importance of melodic intervals. |
In groups or in pairs, learners are guided to write intervals on the staff
In groups or in pairs, learners are guided to aurally recognise melodic intervals |
How do you recognise melodic intervals?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 51-53
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Oral questions Oral Report Observation
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| 10 | 4 |
Pitch
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Aurally recognise melodic intervals
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By the end of the
lesson, the learner
should be able to:
Write intervals on the staff. Aurally recognise melodic intervals. Appreciate the importance of melodic intervals. |
In groups or in pairs, learners are guided to write intervals on the staff
In groups or in pairs, learners are guided to aurally recognise melodic intervals |
How do you recognise melodic intervals?
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Moran; Performing Arts Learner's Book Grade 8 pg. 51-53
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Oral questions Oral Report Observation
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| 10 | 5 |
Rhythm
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Performing rhythmic patterns involving tied and dotted notes and their corresponding rests
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By the end of the
lesson, the learner
should be able to:
Explain a rhythmic pattern. Clap the dotted minim taa-aa-aa Appreciate a rhythmic pattern. |
In groups or in pairs, learners are guided to explain a rhythmic pattern.
In groups or in pairs, learners are guided to clap the dotted minim taa-aa-aa |
How do note extensions enhance rhythmic variations in music?
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Moran; Performing Arts Learner's Book Grade 8 pg. 9-11
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Oral questions Oral Report Observation
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| 11 | 1 |
Rhythm
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Listening to music involving the dotted minim
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By the end of the
lesson, the learner
should be able to:
Listen to the melody in learner's book 8 page 11 and sing the melody. Extend the minim by use of a tie. Have fun and enjoy the dotted minim rest. |
In groups or in pairs, learners are guided to listen to the melody in learner's book 8 page 11 and sing the melody
In groups or in pairs, learners are guided to extend the minim by use of a tie. |
Why are rests extended in music?
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Moran; Performing Arts Learner's Book Grade 8 pg. 11-14
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Oral questions Oral Report Observation
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| 11 | 2 |
Rhythm
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Listening to music involving the dotted minim
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By the end of the
lesson, the learner
should be able to:
Listen to the melody in learner's book 8 page 11 and sing the melody. Extend the minim by use of a tie. Have fun and enjoy the dotted minim rest. |
In groups or in pairs, learners are guided to listen to the melody in learner's book 8 page 11 and sing the melody
In groups or in pairs, learners are guided to extend the minim by use of a tie. |
Why are rests extended in music?
|
Moran; Performing Arts Learner's Book Grade 8 pg. 11-14
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 11 | 3 |
Rhythm
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Listening to music involving the dotted minim
|
By the end of the
lesson, the learner
should be able to:
Listen to the melody in learner's book 8 page 11 and sing the melody. Extend the minim by use of a tie. Have fun and enjoy the dotted minim rest. |
In groups or in pairs, learners are guided to listen to the melody in learner's book 8 page 11 and sing the melody
In groups or in pairs, learners are guided to extend the minim by use of a tie. |
Why are rests extended in music?
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Moran; Performing Arts Learner's Book Grade 8 pg. 11-14
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Oral questions Oral Report Observation
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| 11 | 4 |
Performing
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Descent recorder; G major on staff notation
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By the end of the
lesson, the learner
should be able to:
Define the term western in music. Write the scale pf G major on a staff with key signature. Sing the scale of G major ascending and descending using tonic sol-fa Enjoy singing the scale of G major. |
In groups or in pairs, learners are guided to define the term western in music.
In groups or in pairs, learners are guided to write the scale of G major on a staff with key signature. In groups or in pairs, learners are guided to sing the scale of G major ascending and descending using tonic sol-fa |
What is major scale?
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Moran; Performing Arts Learner's Book Grade 8 pg. 193
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Oral questions Oral Report Observation
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| 11 | 5 |
Performing
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Descent recorder; G major on staff notation
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By the end of the
lesson, the learner
should be able to:
Define the term western in music. Write the scale pf G major on a staff with key signature. Sing the scale of G major ascending and descending using tonic sol-fa Enjoy singing the scale of G major. |
In groups or in pairs, learners are guided to define the term western in music.
In groups or in pairs, learners are guided to write the scale of G major on a staff with key signature. In groups or in pairs, learners are guided to sing the scale of G major ascending and descending using tonic sol-fa |
What is major scale?
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Moran; Performing Arts Learner's Book Grade 8 pg. 193
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Oral questions Oral Report Observation
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| 12 | 1 |
Performing
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Reading and interpreting the fingering chart for the notes on G major
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By the end of the
lesson, the learner
should be able to:
Watch a video or a live performance of a person playing the scale of G major on the recorder. Read the interpret the fingering chart for the notes on G major. Practice playing individual letters of the scale of G major using the correct fingering. Enjoy singing the scale of G using the correct fingering. |
In groups or in pairs, learners are guided to watch a video or a live performance of a person playing the scale of G major on the recorder.
In groups or in pairs, learners are guided to read the interpret the fingering chart for the notes on G major. In groups or in pairs, learners are guided to practice playing individual letters of the scale of G major using the correct fingering. |
How is the G major scale played?
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Moran; Performing Arts Learner's Book Grade 8 pg. 194-196
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Oral questions Oral Report Observation
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| 12 | 2 |
Performing
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Appropriate techniques for playing the descant recorder
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By the end of the
lesson, the learner
should be able to:
Watch descant recorder performances. Identifying techniques used in descant recorder performances. Apply and demonstrate the fingering and pinching techniques as they play simple tunes. Appreciate the techniques used in descant recorder performances. |
In groups or in pairs, learners are guided to watch descant recorder performances.
In groups or in pairs, learners are guided to identifying techniques used in descant recorder performances. In groups or in pairs, learners are guided to apply and demonstrate the fingering and pinching techniques as they play simple tunes. |
Which part of the fingers is used in order to cover the holes correctly?
What is the role of the thumb finger on each hand?
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Moran; Performing Arts Learner's Book Grade 8 pg. 197-198
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Oral questions Oral Report Observation
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| 12 | 3 |
Performing
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Appropriate techniques for playing the descant recorder
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By the end of the
lesson, the learner
should be able to:
Watch descant recorder performances. Identifying techniques used in descant recorder performances. Apply and demonstrate the fingering and pinching techniques as they play simple tunes. Appreciate the techniques used in descant recorder performances. |
In groups or in pairs, learners are guided to watch descant recorder performances.
In groups or in pairs, learners are guided to identifying techniques used in descant recorder performances. In groups or in pairs, learners are guided to apply and demonstrate the fingering and pinching techniques as they play simple tunes. |
Which part of the fingers is used in order to cover the holes correctly?
What is the role of the thumb finger on each hand?
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Moran; Performing Arts Learner's Book Grade 8 pg. 197-198
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 12 | 4 |
Performing
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Identifying techniques used in descant recorder performances
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By the end of the
lesson, the learner
should be able to:
Define the term embouchure and tonguing. Practise playing the scale by separating individual notes using the tonguing technique. Play a simple melody using tonguing and slurring. Enjoy singing a simple melody using tonging and slurring. |
In groups or in pairs, learners are guided to define the term embouchure and tonguing.
In groups or in pairs, learners are guided to practice playing the scale by separating individual notes using the tonguing technique. In groups or in pairs, learners are guided to play a simple melody using tonguing and slurring. |
How will you achieve balanced and blended sounds on your instruments together?
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Moran; Performing Arts Learner's Book Grade 8 pg. 198-199
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Oral questions Oral Report Observation
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| 12 | 5 |
Performing
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Identifying techniques used in descant recorder performances
|
By the end of the
lesson, the learner
should be able to:
Define the term embouchure and tonguing. Practise playing the scale by separating individual notes using the tonguing technique. Play a simple melody using tonguing and slurring. Enjoy singing a simple melody using tonging and slurring. |
In groups or in pairs, learners are guided to define the term embouchure and tonguing.
In groups or in pairs, learners are guided to practice playing the scale by separating individual notes using the tonguing technique. In groups or in pairs, learners are guided to play a simple melody using tonguing and slurring. |
How will you achieve balanced and blended sounds on your instruments together?
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Moran; Performing Arts Learner's Book Grade 8 pg. 198-199
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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