Foundation of Creative Arts and sports

Careers in Creative Arts And Sports - Careers in Creative Arts

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

-Identify careers in creative arts and sports
-Describe the careers in creative arts and sport
-Research using digital devices to identify and discuss carriers in creative arts and sports
-Recognize the careers in creative arts and sports

In groups, learners are guided to:
-Research using digital devices or print material to identify careers in creative arts
-Discuss the careers in creative arts
-Prepare charts showing different careers in creative arts
-Watch clips on careers in creative arts and sports

What are the careers in creative arts and sports?

- MENTOR pg. 1
-Video clips
-Digital devices
-Internet
-Learners' textbook
-Teachers' notes
-Textbook

- Oral questions -Oral discussions -Written notes -Observation

Foundation of Creative Arts and sports

Careers in Creative Arts And Sports - Careers in Creative Arts
Components of Creative Arts and Sports - Elements of a Play

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

-Illustrate entrepreneurial opportunities in creative arts and sports
-Watch video recording entrepreneurial opportunities in creative arts and sports
-Discuss the entrepreneurial activities
-Acknowledge the entrepreneurial opportunities

In groups or pairs, learners are guided to:
-Watch videos or recordings of entrepreneurial opportunities in creative arts
-Discuss entrepreneurial opportunities in careers in creative arts
-Search for more information
-Write short notes on illustration
-Prepare a chart on illustration of entrepreneurial opportunities

What are your talents and areas of interest in creative arts and sports?

- MENTOR pg. 4
-Digital resources
-Notebooks
-Textbooks
-Journals
- MENTOR pg. 7
-Lesson notes

- Practical activity -Observation -Peer assessment -Portfolio

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Elements of a Play

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

-Perform or Role play to show elements of a play
-Express conflict and resolution
-Highlight characters
-Identify the language to use
-Enjoy performing a short play

In groups, learners should be guided to:
-Perform the play as they use digital devices to record
-Share responsibilities
-Decide and practice on language to use
-Examine the elements of a play from performance

How do you perform to show the basic elements of a play?

- MENTOR pg. 8
-Digital resources
-Costumes
-Open space or class
-Textbooks
-Teachers notes
-Video clips

- Practical activity -Assessment rubrics -Observation -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Physical Fitness

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

-Define the components of physical fitness
-Outline the components of physical fitness
-Discuss the components of physical fitness
-Recognize the components of physical fitness

In groups or pairs, learners are guided to:
-Brainstorm the components of physical fitness
-Search the Internet or print resources for information on power and reaction as components of fitness
-Explain the components of fitness

What are the components of physical fitness?

- MENTOR pg. 10
-Video clips
-Digital devices

- Practical activity -Assessment rubrics -Checklist -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Physical Fitness

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

-Perform activities demonstrating the components of fitness
-Observe actual or virtual activities on performance activities demonstrating fitness
-Enjoy performing the activities

In groups or pairs, learners are guided to:
-Demonstrate fitness exercise
-Practice activities that enhance power and reaction time

How do you perform activities demonstrating the components of fitness?

- MENTOR pg. 12
-Digital devices
-Lesson notes

- Assessment rubrics -Checklist -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Rhythm

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

-Define rhythm as a component of creative arts and sports
-Explain dotted minim, dotted crotchet, quaver and their rests as components of rhythm
-Demonstrate the dotted minim, dotted crotchet and the rests
-Enjoy demonstration of dotted minim, dotted crotchet, quaver and their rests

In groups or pairs, learners are guided to:
-Present the meaning of rhythm
-Use digital or print resources to search for information on dotted minim, dotted crotchet, quaver and their rests
-Discuss the dotted minim, dotted crotchet, quaver and their rests

What is rhythm?

- MENTOR pg. 42
-Digital resources
-Lesson notes
-Descant recorder
-Video clips

- Assessment rubrics -Checklist -Oral questions -Written questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Note Extension
Components of Creative Arts and Sports - Grand Staff

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

-State or define note expression
-Discuss notes and ties as components of note extension
-Group music notes in 4/4 time including note extension
-Acknowledge the importance of dots and ties in music

In groups, learners are guided to:
-Use digital or print resources for search
-Explain dot and ties as components of note extension
-Write signs for tied notes
-Collaborate in music notes 4/4 time incorporating note extension

Why is note extension in music notation important?

- MENTOR pg. 44
-Lesson notes
-Charts
-Digital resources
-Piano
-Lesson notes
-Digital devices
-Textbooks
- MENTOR pg. 16
-Music instruments

- Assessment rubrics -Checklist -Written questionnaires -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Scale of F Major

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

-Construct the scale F major on a staff
-Play scales of F major ascending and descending and their tonic arpeggios
-Have fun playing scales F major ascending and descending

In groups or pairs or individually, learners are guided to:
-Construct a scale of F major on both treble and bass staff
-Play or sing scales F major ascending and descending with or without key signatures
-Sight read simple melodies in C, G, and F major for aural recognition

How can you construct the scale F major on both treble and bass staff?

- MENTOR pg. 23
-Music instruments
-Lesson notes
-Digital devices

- Class project -Portfolio -Assessment rubric -Observation

Creating And Performing

Drawing and Painting - Texture, Colour, Unity and Harmony

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

-Identify textures in pictures
-Describe how texture affects harmony
-Create texture through drawing techniques
-Value the role of texture in art

In groups, learners are guided to:
-Examine artworks to identify different textures
-Discuss how texture relates to color and unity
-Practice creating different textures through drawing
-Share observations about texture in artworks

How do artists create texture in drawings?

- MENTOR pg. 30
-Sample drawings with textures
-Drawing materials
-Digital resources
-Textbooks

- Practical activity -Observation -Portfolio assessment

Creating And Performing

Drawing and Painting - Texture, Colour, Unity and Harmony

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

-Describe how color contributes to harmony
-Identify color moods in artworks
-Apply color principles in drawings
-Appreciate color as an element of art

In groups, learners are guided to:
-Study artworks to observe color usage
-Discuss how colors create moods (cool/warm)
-Apply color to enhance harmony in drawings
-Critique use of color in sample artworks

How does color affect the mood of an artwork?

- MENTOR pg. 31
-Color samples
-Drawing materials
-Paintings
-Digital resources

- Portfolio assessment -Observation -Peer critique

Creating And Performing

Drawing and Painting - Analogous Colors

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

-Define the term painting
-Paint a color wheel to classify analogous colors
-Study harmony
-Search how to paint a color wheel from digital devices
-Outline materials needed to paint a color wheel
-Enjoy painting a color wheel

In groups or pairs, learners are guided to:
-Paint a color wheel to classify analogous colors
-Collaborate on the materials for coloring a color wheel
-Watch video clips or digital devices for procedures of painting a color wheel

How do you paint a color wheel to classify analogous colors?

- MENTOR pg. 33
-Digital devices
-Lesson notes
-Paint
-Textbook
-Manila papers
-Color wheel
-Analogous colors
-Charts/manillas
-Digital resources

- Assessment rubrics -Oral questions -Practical activity

Creating And Performing

Drawing and Painting - Analogous Colors
Drawing and Painting - Analogous Colors and Color Harmony

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

-Identify analogous colors on a color wheel
-Explain the relationship between analogous colors
-Select appropriate analogous color schemes
-Value color harmony in painting

In groups, learners are guided to:
-Examine completed color wheels
-Identify and list sets of analogous colors
-Discuss what qualities make colors analogous
-Explore how artists use analogous colors

What qualities make colors analogous?

- MENTOR pg. 34
-Color wheels
-Sample artworks
-Digital resources
-Paintings
- MENTOR pg. 36
-Digital devices
-Lesson notes
-Paint
-Textbook
-Manila colors

- Oral questions -Written work -Observation -Class discussion

Creating And Performing

Drawing and Painting - Color Harmony

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

-Create a color gradation strip
-Demonstrate blending of analogous colors
-Show color harmony through gradation
-Value smooth color transitions

In groups, learners are guided to:
-Paint color strips with pairs of analogous colors
-Practice blending techniques for smooth gradation
-Observe and discuss the results at color meeting points
-Identify successful color harmony examples

Why is smooth gradation important in color harmony?

- MENTOR pg. 37
-Paint supplies
-Color strips
-Brushes
-Water containers
-Sample gradations

- Practical activity -Portfolio assessment -Peer critique -Observation

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Identify scenic points for composition
-Study landscape and seascape compositions
-Observe how artists use color and texture in scenery
-Appreciate environmental beauty

In groups, learners are guided to:
-Use digital devices to observe landscape/seascape pictures
-Analyze how color, harmony, mood and texture are used
-Take a field walk to identify scenic points
-Discuss potential compositions based on observations

What makes a compelling landscape or seascape composition?

- MENTOR pg. 38
-Sample landscape paintings
-Digital resources
-Field trip location
-Drawing materials

- Oral discussions -Written notes -Observation -Field reports

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Sketch a scenery composition
-Apply composition principles to landscapes
-Create a balanced composition
-Value good composition in art

In groups, learners are guided to:
-Sketch outlines of landscape compositions
-Apply horizon line and perspective principles
-Consider balance of elements in their sketches
-Share sketches for peer feedback

How can you create a balanced landscape composition?

- MENTOR pg. 39
-Drawing books
-Pencils
-Rulers
-Sample sketches
-Digital resources

- Portfolio assessment -Observation -Peer critique -Practical activity

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Apply wash technique for background
-Create backgrounds with appropriate colors
-Demonstrate proper brush control
-Value the role of background in composition

In groups, learners are guided to:
-Mix watercolors to a dilute state
-Apply wash technique for backgrounds
-Create appropriate atmospheric effects
-Share techniques for effective backgrounds

How does the background affect the overall composition?

- MENTOR pg. 40
-Watercolors
-Brushes
-Water containers
-Paper
-Digital resources

- Practical activity -Observation -Portfolio assessment

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Apply dabbing technique for texture
-Create textural effects on forms
-Add details to composition
-Value texture in creating realism

In groups, learners are guided to:
-Practice dabbing technique for texture effects
-Apply color on prepared backgrounds
-Create tonal variations with darker/lighter colors
-Add textural effects to enhance details

How can the dabbing technique create realistic textures?

- MENTOR pg. 40
-Partially completed paintings
-Paint supplies
-Brushes
-Water containers
-Samples of textured paintings
- MENTOR pg. 41
-Nearly completed paintings
-Display area
-Digital resources

- Practical activity -Observation -Portfolio assessment -Peer critique

Creating And Performing

Rhythm - Effects of Note Extension

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

-Describe the effect of note extension on rhythmic patterns
-State what dotted notes are
-Clap durations of dotted notes
-Appreciate note extension in rhythmic patterns

In groups or pairs, learners are guided to:
-Listen to, sing or play tunes involving dotted notes to outline effects of note extension in rhythmic patterns
-Clap the durations of dotted notes
-Recite French rhythm names for rhythmic patterns

What are the effects of note extension on rhythmic patterns?

- MENTOR pg. 42
-Digital resources
-Lesson notes
-Charts
-Piano

- Assessment rubrics -Oral questions -Written questions

Creating And Performing

Rhythm - Value Extension

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

-Explain how dots extend note values
-Calculate the effect of dots on note values
-Demonstrate correct timing of dotted notes
-Value precision in rhythm

In groups, learners are guided to:
-Study how dots extend note values by half
-Calculate note values with dots (e.g., dotted minim = 3 crotchets)
-Clap patterns with dotted notes
-Compare dotted and undotted rhythms

How does a dot affect the value of a note?

- MENTOR pg. 43
-Charts showing note values
-Digital resources
-Music notation examples
-Percussion instruments

- Written tests -Practical demonstrations -Observation -Oral questions

Creating And Performing

Rhythm - Dictation

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

-Listen to rhythmic patterns played by teacher
-Write down rhythmic patterns on monotone
-Indicate time signature and bar lines
-Insert French rhythm names
-Compare work with classmates

In pairs, learners are guided to:
-Listen to rhythmic patterns played by the teacher
-Write down the rhythmic patterns on monotone
-Indicate the time signature and bar lines
-Insert the French rhythm names

How can various note combinations be used to form rhythms in simple time?

- MENTOR pg. 43
-Digital resources
-Lesson notes
-Music instruments
-Video clips

- Assessment rubrics -Checklist -Oral questions -Written questions

Creating And Performing

Rhythm - Time Signature

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

-Understand 4/4 time signature
-Identify strong and weak beats in 4/4 time
-Conduct in 4/4 time
-Value precise rhythm in music

In groups, learners are guided to:
-Beat time to familiar tunes in 4/4 time
-Identify strong and weak beats (SWMW pattern)
-Practice conducting patterns for 4/4 time
-Mark strong beats in written music

What is the pattern of strong and weak beats in 4/4 time?

- MENTOR pg. 44
-Charts showing beat patterns
-Music in 4/4 time
-Digital resources
-Percussion instruments

- Practical demonstrations -Observation -Written work -Peer assessment

Creating And Performing

Rhythm - Compose Rhythmic Pattern
Rhythm - Group Activity

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

-Compose a four-bar rhythmic pattern in 4/4 time
-Sing songs while marking strong and weak beats
-Clap or tap rhythms
-Appreciate rhythmic patterns in music

In groups, learners are guided to:
-Sing songs with clear rhythmic patterns
-Mark strong beats with a clap or tap while singing
-Clap the song's rhythm while marking both strong and weak beats
-Compose four-bar rhythmic patterns

How can one improvise accompaniment patterns for sports?

- MENTOR pg. 44
-Digital resources
-Music instruments
-Video clips
-Percussion instruments
- MENTOR pg. 45
-Cardboard
-Markers
-Scissors
-Bowl

- Assessment rubrics -Practical activity -Checklist

Creating And Performing

Rhythm - Beat Numbering

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

-Number beats in rhythmic patterns
-Apply French rhythm names to patterns
-Analyze rhythmic patterns
-Value systematic approach to rhythm

In groups, learners are guided to:
-Study rhythmic patterns with numbered beats
-Number beats in given examples
-Write corresponding French rhythm names
-Compare and discuss results

Why is beat numbering important in understanding rhythm?

- MENTOR pg. 45
-Rhythmic pattern examples
-Digital resources
-Music notation
-Charts

- Written work -Observation -Assessment rubrics -Class discussion

Creating And Performing

Rhythm - Composition

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

-Compose a four-bar rhythmic pattern individually
-Apply rules of rhythm writing
-Ensure correct number of beats per bar
-Share compositions with peers

In groups, learners are guided to:
-Compose individual four-bar rhythmic patterns
-Ensure each bar has four crotchet beats
-End with a double bar line
-Clap or tap the created rhythms

What considerations are important when composing rhythms?

- MENTOR pg. 46
-Staff paper
-Pencils
-Digital resources
-Percussion instruments

- Portfolio assessment -Peer review -Practical demonstration -Observation

Creating And Performing

Rhythm - Group Performance

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

-Perform composed rhythms in groups
-Conduct rhythmic performances
-Give constructive feedback
-Value group rhythm creation

In groups, learners are guided to:
-Share created rhythms with group members
-Clap or tap each other's rhythms
-Conduct the rhythms as others perform
-Provide feedback on performances

How can conducting help in maintaining rhythmic accuracy?

- MENTOR pg. 46
-Student compositions
-Percussion instruments
-Digital resources
-Performance space

- Group performance assessment -Conducting assessment -Peer evaluation -Observation

Creating And Performing

Rhythm - Notating Rhythmic Pattern

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

-Notate four-bar rhythms in 4/4 time from dictation
-Identify rhythmic patterns
-Write rhythmic patterns
-Appreciate rhythmic patterns as a means of creating interest in creative arts and sports

In groups, learners are guided to:
-Study rhythmic patterns
-Number the beats in each bar
-Write corresponding French rhythm names
-Create rhythmic patterns
-Clap or tap rhythmic patterns

How can one notate four-bar rhythms in 4/4 time?

- MENTOR pg. 46
-Digital resources
-Music instruments
-Percussion instruments
-Charts

- Assessment rubrics -Practical activity -Checklist

Creating And Performing

Rhythm - Rhythm Writing Rules
Rhythm - Body Percussion

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

-Apply rules for writing rhythm on staff
-Position notes correctly on monotone
-Follow stem direction rules
-Value proper notation

In groups, learners are guided to:
-Study rules for stem direction (up/down)
-Practice writing notes on monotone
-Follow proper staff notation conventions
-Apply stem rules to their compositions

Why are stem direction rules important in music notation?

- MENTOR pg. 47
-Staff paper
-Pencils
-Charts showing notation rules
-Digital resources
- MENTOR pg. 48
-Video examples of body percussion
-Digital recording devices
-Performance space
-Music with clear rhythms

- Written work -Observation -Assessment rubrics -Portfolio check

Creating And Performing

Athletics and Mosaic - Triple Jump

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

-Describe the phases in Triple jump
-Identify the facility for Triple jump
-Describe how Triple jump is similar to Long jump
-Appreciate Triple jump as a field event

In groups, learners are guided to:
-Observe a live or virtual performance of Triple jump to identify the phases
-Discuss the execution of the skills
-Analyze the photos of Triple jump facilities
-Compare Triple jump and Long jump facilities

What are the phases in Triple jump?

- MENTOR pg. 54
-Digital devices
-Video clips
-Open field

- Oral questions -Written questions -Observation

Creating And Performing

Athletics and Mosaic - Approach and Take-off

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

-Demonstrate the approach phase in Triple jump
-Execute proper take-off technique
-Maintain proper body position
-Value correct technique in athletics

In groups, learners are guided to:
-Practice running along the runway in long strides
-Demonstrate proper alignment and upright posture
-Practice taking off horizontally with speed
-Provide feedback to peers on technique

How do you execute the approach and take-off phases of Triple jump correctly?

- MENTOR pg. 55
-Open field
-Cones
-Markers
-Digital resources

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Hop and Step

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

-Demonstrate the hop phase in Triple jump
-Execute proper step technique
-Maintain balance and momentum
-Value sequential execution of phases

In groups, learners are guided to:
-Practice hopping with one leg from take-off
-Execute cycling movement midair
-Land on the same foot used for take-off
-Practice stepping with power after hop

What techniques help maintain momentum through the hop and step phases?

- MENTOR pg. 56
-Open field
-Markers
-Digital resources
-Video clips

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Jump and Landing

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

-Demonstrate the jump phase in Triple jump
-Execute proper landing technique
-Complete the full Triple jump sequence
-Value proper technique and safety

In groups, learners are guided to:
-Practice jumping from the opposite leg
-Propel forward for maximum distance
-Bring both legs together for landing
-Practice the complete sequence (hop-step-jump)

How can you maximize distance in the jump phase while maintaining control for landing?

- MENTOR pg. 56
-Sand pit
-Open field
-Markers
-Digital resources

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Complete Triple Jump
Athletics and Mosaic - Long Distance Running

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

-Perform Triple jump for skill acquisition
-Integrate all phases of Triple jump
-Execute with proper timing and coordination
-Acknowledge own and others' efforts in performing

In groups, learners are guided to:
-Mark a take-off line on the ground
-Line up and practice complete Triple jump sequence
-Take turns performing the full technique
-Provide constructive feedback to peers

How does proper sequencing of phases affect overall Triple jump performance?

- MENTOR pg. 57
-Open field
-Sand pit
-Markers
-Digital recording devices
- MENTOR pg. 58
-Digital resources
-Textbooks
-Pictures of famous runners
-Videos of races

- Complete performance assessment -Observation -Peer feedback -Video analysis

Creating And Performing

Athletics and Mosaic - Starting Technique

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

-Demonstrate proper starting position
-Execute proper body positioning
-Apply correct foot placement
-Value good foundation for running

In groups, learners are guided to:
-Practice proper starting position
-Position feet correctly behind the starting line
-Bend knees slightly and lean forward
-Practice starting on command

How does proper starting technique affect long distance performance?

- MENTOR pg. 58
-Running track
-Markers
-Stopwatch
-Digital resources

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Arm Action and Stride

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

-Demonstrate proper arm action in running
-Maintain consistent stride length
-Coordinate arm and leg movements
-Value efficient technique for endurance

In groups, learners are guided to:
-Practice proper arm swing (hip to chest)
-Maintain upright shoulders
-Develop consistent stride pattern
-Coordinate arm action with leg movement

How do arm action and stride work together in long distance running?

- MENTOR pg. 58
-Running track
-Markers
-Stopwatch
-Digital resources

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Pacing and Breathing

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

-Maintain consistent pacing in running
-Apply proper breathing techniques
-Regulate energy expenditure
-Value energy conservation strategies

In groups, learners are guided to:
-Practice maintaining consistent pace
-Develop rhythmic breathing techniques
-Keep the body relaxed while running
-Discuss strategies for energy conservation

Why is proper pacing crucial in long distance running?

- MENTOR pg. 59
-Running track
-Stopwatch
-Digital resources
-Training plans

- Practical activity -Assessment rubrics -Observation -Training log review

Creating And Performing

Athletics and Mosaic - Practice Run

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

-Perform techniques for long distance running
-Apply all learned techniques in practice
-Demonstrate proper recovery
-Value discipline in running

In groups, learners are guided to:
-Carry out warm-up activities
-Practice long distance running techniques
-Implement proper finishing technique
-Perform cool-down and recovery activities

How can all techniques be integrated for effective long distance running?

- MENTOR pg. 59
-Running track
-Stopwatch
-Water
-First aid kit

- Complete performance assessment -Observation -Self-evaluation -Recovery assessment

Creating And Performing

Athletics and Mosaic - Mosaic Characteristics
Athletics and Mosaic - Monomedia

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

-Explore characteristics of mosaic in sample pictures
-Define mosaic
-Identify characteristic of mosaic
-Appreciate mosaic as an art form

In groups, learners are guided to:
-Source for actual and virtual samples of mosaic work to analyze characteristics with focus on mono media and spacing of materials
-Discuss how the coil technique is used in mosaic
-Discuss why clay is a suitable material for mosaic

How can mosaic pictorial composition be used to improve the environment?

- MENTOR pg. 59
-Digital resources
-Sample pictures
-Textbooks
- MENTOR pg. 60
-Sample mosaics
-Collection of materials

- Portfolio -Observation -Oral questions

Creating And Performing

Athletics and Mosaic - Materials Collection

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

-Collect materials for mosaic creation
-Identify suitable support surfaces
-Select appropriate adhesives
-Value recycling and resource management

In groups, learners are guided to:
-Brainstorm locally available materials
-Collect materials for mosaic of a Kenyan athlete
-Sort and prepare materials by color
-Discuss sustainability in material selection

What considerations are important when selecting materials for mosaic?

- MENTOR pg. 60
-Collected materials
-Storage containers
-Digital resources
-Sample mosaics

- Materials assessment -Observation -Group discussion -Planning documents

Creating And Performing

Athletics and Mosaic - Planning and Sketching

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

-Plan a mosaic composition
-Sketch a design based on athletics
-Consider color scheme for mosaic
-Value planning in art creation

In groups, learners are guided to:
-Sketch compositions of Kenyan athletes
-Plan color schemes for mosaics
-Transfer sketches to support surfaces
-Discuss how the composition represents athletics

How does planning enhance the final mosaic product?

- MENTOR pg. 60
-Drawing materials
-Support surfaces
-Color samples
-Digital resources

- Sketch assessment -Planning document review -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Creating Mosaic

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

-Apply adhesive correctly
-Place monomedia with proper spacing
-Create backgrounds first
-Work systematically on mosaic

In groups, learners are guided to:
-Apply adhesive to sections of support surface
-Place monomedia pieces with proper spacing
-Work from background to foreground
-Maintain consistent spacing and alignment

What techniques ensure proper placement of monomedia in mosaic?

- MENTOR pg. 61
-Prepared materials
-Adhesive
-Support surfaces
-Work surfaces

- Process assessment -Observation -Technical application review -Progress documentation

Creating And Performing

Athletics and Mosaic - Completing Mosaic

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

-Complete the mosaic pictorial composition
-Apply finishing techniques
-Display the completed mosaic
-Acknowledge own and others' efforts in creating mosaic pictorial composition

In groups, learners are guided to:
-Complete their mosaic compositions
-Apply finishing touches (trimming, mounting)
-Allow work to dry completely
-Display and talk about own and others' mosaic composition

What techniques can be used to create texture in mosaic?

- MENTOR pg. 61
-Completed mosaic materials
-Display area
-Digital camera for documentation

- Portfolio -Project assessment -Peer assessment -Observation

Creating And Performing

Melody - Variation Techniques
Melody - Analyzing Phrases

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

-Describe the use of variation in composing a melody
-Listen to melodies with variations
-Identify different kinds of variations
-Appreciate the role of variation in making music interesting

In groups, learners are guided to:
-Sing familiar tunes and discuss how variation has been achieved in the different phrases of the melody
-Listen to melody examples with variations
-Identify rhythmic, melodic, and dynamic variations
-Discuss what makes melodies appealing

How can a melody be made interesting?

- MENTOR pg. 68
-Digital resources
-Music recordings
-Musical instruments
- MENTOR pg. 69
-Music scores
-Audio recordings

- Oral questions -Assessment rubrics -Written questions

Creating And Performing

Melody - Rhythm Variation

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

-Apply rhythm variation techniques
-Change long notes to shorter values
-Identify variations in example melodies
-Value rhythm as element of variation

In groups, learners are guided to:
-Study examples of rhythm variation
-Compare original and varied rhythmic patterns
-Identify how note values are changed
-Create their own rhythm variations

How does changing note values create rhythmic variation?

- MENTOR pg. 70
-Music scores
-Digital resources
-Staff paper
-Percussion instruments

- Written exercises -Practical demonstrations -Assessment rubrics -Portfolio review

Creating And Performing

Melody - Scale of F Major

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

-Perform the scale of F major and its tonic arpeggio
-Sing the scale with sol-fa hand signs
-Write the scale of F major
-Appreciate the characteristic sound of F major

In groups, learners are guided to:
-Perform the scale of F major and its tonic arpeggio
-Sing the scale of F major both ascending and descending using sol-fa syllables
-Study the music phrases and compare
-Discuss the pitches and the rhythm

What are the characteristics of the F Major scale?

- MENTOR pg. 71
-Digital resources
-Musical instruments
-Staff paper
-Music notation software

- Practical activity -Assessment rubrics -Observation

Creating And Performing

Melody - Scale Practice

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

-Play or sing the F major scale fluently
-Apply correct intervals in the scale
-Produce clear tone quality
-Value technical precision in music

In groups, learners are guided to:
-Practice the F major scale ascending and descending
-Focus on accurate pitches and intervals
-Apply proper breath control or fingering
-Provide feedback to peers on technique

How does mastery of scales benefit musical performance?

- MENTOR pg. 72
-Musical instruments
-Scale notation
-Digital resources
-Keyboard or piano

- Performance assessment -Peer evaluation -Observation -Technical assessment

Creating And Performing

Melody - Answering Phrases

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

-Write a 2-bar answering phrase
-Apply variation techniques to answering phrases
-Create balanced musical sentences
-Value the question-answer structure

In groups, learners are guided to:
-Study given opening phrases
-Create rhythmic patterns for answering phrases
-Apply both rhythmic and melodic variations
-Create melodies for answering phrases ending on 'do'

How should an answering phrase relate to the opening phrase?

- MENTOR pg. 73
-Staff paper
-Musical instruments
-Digital resources
-Example phrases

- Composition assessment -Portfolio review -Peer critique -Performance of compositions

Creating And Performing

Melody - Opening Phrases
Melody - Composing Melodies

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

-Analyze answering phrases
-Create opening phrases for given answers
-Apply compositional principles
-Value creative problem-solving

In groups, learners are guided to:
-Study example answering phrases
-Identify features of the answering phrases
-Create compatible opening phrases
-Use melodic and rhythmic variations

How can you create an effective opening phrase based on an answering phrase?

- MENTOR pg. 74
-Staff paper
-Musical instruments
-Digital resources
-Example answer phrases
- MENTOR pg. 76
-Music notation software

- Composition assessment -Creative process evaluation -Performance of compositions -Portfolio review

Creating And Performing

Melody - Notating Melodies

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

-Notate four-bar melodies in 4/4 time
-Add phrase marks and dynamics
-Write music accurately on staff paper
-Value the use of proper notation in music

In groups, learners are guided to:
-Add phrase marks to the four-bar composed melodies
-Indicate dynamics as loud for one phrase and soft for the other
-Sight read the melodies composed by self and others
-Listen to melodies written by self and others and give feedback

Why is proper notation important in musical composition?

- MENTOR pg. 78
-Staff paper
-Music notation software
-Digital resources
-Musical instruments

- Project -Portfolio -Assessment rubrics -Written work

Creating And Performing

Melody - Performing Melodies

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

-Perform melodies in F major and 4/4 time
-Demonstrate proper technique in performing
-Follow performance directions
-Value the use of melody in Creative Arts and Sports

In groups, learners are guided to:
-Study melodies in F major
-Identify the letter names of the notes
-Practice sight singing using sol-fa syllables
-Perform the melodies with proper interpretation

How can melodies be performed with accurate expression?

- MENTOR pg. 80
-Digital resources
-Musical instruments
-Melody recordings
-Performance space

- Practical performance -Assessment rubrics -Observation -Peer assessment