Creating and Executing..

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify photographs or pictures for creating a collage.
Create a collage for self expression.
Appreciate using collage as an art of self expression.

In groups or pairs,learners are guided to;
collaborate in identifying pictures or photos on a selected theme for creating a collage.
cut their pictures or photos correctly in the desired sizes and shapes.
paste their pictures on a base with emphasis on balance and composition.
display their collage in class for assessment and feedback.

Which materials are used to make a collage? 

Grade 3 mentor            creative art bk 3 pg 53-56 collage adhesives pictures and photo

Class project  checklist observation  portfolios  

Creating and Executing..

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify photographs or pictures for creating a collage.
Create a collage for self expression.
Appreciate using collage as an art of self expression.

In groups or pairs,learners are guided to;
collaborate in identifying pictures or photos on a selected theme for creating a collage.
cut their pictures or photos correctly in the desired sizes and shapes.
paste their pictures on a base with emphasis on balance and composition.
display their collage in class for assessment and feedback.

Which materials are used to make a collage? 

Grade 3 mentor            creative art bk 3 pg 53-56 collage adhesives pictures and photo

Class project  checklist observation  portfolios  

Creating and Executing..

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify photographs or pictures for creating a collage.
Create a collage for self expression.
Appreciate using collage as an art of self expression.

In groups or pairs,learners are guided to;
collaborate in identifying pictures or photos on a selected theme for creating a collage.
cut their pictures or photos correctly in the desired sizes and shapes.
paste their pictures on a base with emphasis on balance and composition.
display their collage in class for assessment and feedback.

Which materials are used to make a collage? 

Grade 3 mentor            creative art bk 3 pg 53-56 collage adhesives pictures and photo

Class project  checklist observation  portfolios  

Creating and Executing..

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify photographs or pictures for creating a collage.
Create a collage for self expression.
Appreciate using collage as an art of self expression.

In groups or pairs,learners are guided to;
collaborate in identifying pictures or photos on a selected theme for creating a collage.
cut their pictures or photos correctly in the desired sizes and shapes.
paste their pictures on a base with emphasis on balance and composition.
display their collage in class for assessment and feedback.

Which materials are used to make a collage? 

Grade 3 mentor            creative art bk 3 pg 53-56 collage adhesives pictures and photo

Class project  checklist observation  portfolios  

Creating and Executing..

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify photographs or pictures for creating a collage.
Create a collage for self expression.
Appreciate using collage as an art of self expression.

In groups or pairs,learners are guided to;
collaborate in identifying pictures or photos on a selected theme for creating a collage.
cut their pictures or photos correctly in the desired sizes and shapes.
paste their pictures on a base with emphasis on balance and composition.
display their collage in class for assessment and feedback.

Which materials are used to make a collage? 

Grade 3 mentor            creative art bk 3 pg 53-56 collage adhesives pictures and photo

Class project  checklist observation  portfolios  

Creating and Executing..

Collage.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify photographs or pictures for creating a collage.
Create a collage for self expression.
Appreciate using collage as an art of self expression.

In groups or pairs,learners are guided to;
collaborate in identifying pictures or photos on a selected theme for creating a collage.
cut their pictures or photos correctly in the desired sizes and shapes.
paste their pictures on a base with emphasis on balance and composition.
display their collage in class for assessment and feedback.

Which materials are used to make a collage? 

Grade 3 mentor            creative art bk 3 pg 53-56 collage adhesives pictures and photo

Class project  checklist observation  portfolios  

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the basic melodic variations in simple tunes for skill acquisition.
Use digital resources to watch and listen to simple songs for identification of melodic variations.
Appreciate how melodies change to make music interesting.

In groups, learners are guided to:
define melodic variations (rhythm, volume,speed,pitch,text)
discuss the different variations in simple melodic pattern.
collaboratively listen to simple songs, noting variations in rhythm, volume,speed in recorded performances.

What makes a melody sound different in the same song?

Grade 3 mentor creative arts BK 3.Pg pg 57 & 64.
Digital resources.
Simple songs.
Lesson notes.
Audio clips.

Checklists. Assessment rubrics. Oral discussion. Oral questions.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the basic melodic variations in simple tunes for skill acquisition.
Use digital resources to watch and listen to simple songs for identification of melodic variations.
Appreciate how melodies change to make music interesting.

In groups, learners are guided to:
define melodic variations (rhythm, volume,speed,pitch,text)
discuss the different variations in simple melodic pattern.
collaboratively listen to simple songs, noting variations in rhythm, volume,speed in recorded performances.

What makes a melody sound different in the same song?

Grade 3 mentor creative arts BK 3.Pg pg 57 & 64.
Digital resources.
Simple songs.
Lesson notes.
Audio clips.

Checklists. Assessment rubrics. Oral discussion. Oral questions.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain rhythm change in melodies
Sing familiar songs using the changes of rhythm melodic variation.
Enjoy experimenting with rhythms.

As a class learners are led in discussing how rhythm change affect melodies.
In groups,learners are guided to clap the syllables as they sing songs in learner's book.
identify lines that had longer and shorter duration of sound when they clapped.
collaborate in tapping to the rhythms of familiar songs and then identify lines that had longer and shorter durations of sound when they tapped.

How does rhythm affect melody?

Grade 3 mentor creative arts BK 3.Pg pg 57-58.
Songs.
Digital resources.

Assessment rubrics. Singing. Checklists.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain rhythm change in melodies
Sing familiar songs using the changes of rhythm melodic variation.
Enjoy experimenting with rhythms.

As a class learners are led in discussing how rhythm change affect melodies.
In groups,learners are guided to clap the syllables as they sing songs in learner's book.
identify lines that had longer and shorter duration of sound when they clapped.
collaborate in tapping to the rhythms of familiar songs and then identify lines that had longer and shorter durations of sound when they tapped.

How does rhythm affect melody?

Grade 3 mentor creative arts BK 3.Pg pg 57-58.
Songs.
Digital resources.

Assessment rubrics. Singing. Checklists.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain rhythm change in melodies
Sing familiar songs using the changes of rhythm melodic variation.
Enjoy experimenting with rhythms.

As a class learners are led in discussing how rhythm change affect melodies.
In groups,learners are guided to clap the syllables as they sing songs in learner's book.
identify lines that had longer and shorter duration of sound when they clapped.
collaborate in tapping to the rhythms of familiar songs and then identify lines that had longer and shorter durations of sound when they tapped.

How does rhythm affect melody?

Grade 3 mentor creative arts BK 3.Pg pg 57-58.
Songs.
Digital resources.

Assessment rubrics. Singing. Checklists.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Differentiate between loud and soft sounds in songs.
Demonstrate changes in volume while singing.
Acknowledge how changes of volume affect the feelings of melodies.

As a class, learners are guided to listen carefully to a song played by the teacher.
share whether the sound of the song was loud or soft.
in groups, learners are guided to sing selected songs loud and tap their desks loud to the beat the songs.
sing selected songs softly while others tap their desks softly

How does changes in volume affect melodies?

Grade 3 mentor creative arts BK 3.Pg pg 59.
Songs.
Desks.

Assessment rubrics. Checklists. Illustrations. Class Activities.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how changes in speed affect melodies.
Demonstrate changes in speed by singing simple songs.
Acknowledge how changes in speed affect melodies.

In groups, learners are guided to;
sing the song in learner's book slow and then fast.
share what they felt after singing a song slow and fast.
collaborate in choosing a familiar songs to them.
sing the selected songs slow and then quick and record themselves using digital devices.
learners to share the way of the singing they enjoyed most.

How does changes in speed affect melodies?

Grade 3 mentor creative arts BK 3.Pg pg 60.
Simple songs.
Digital devices.

Assessment rubrics. Checklists. Singing. Peer Assessment.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how changes in speed affect melodies.
Demonstrate changes in speed by singing simple songs.
Acknowledge how changes in speed affect melodies.

In groups, learners are guided to;
sing the song in learner's book slow and then fast.
share what they felt after singing a song slow and fast.
collaborate in choosing a familiar songs to them.
sing the selected songs slow and then quick and record themselves using digital devices.
learners to share the way of the singing they enjoyed most.

How does changes in speed affect melodies?

Grade 3 mentor creative arts BK 3.Pg pg 60.
Simple songs.
Digital devices.

Assessment rubrics. Checklists. Singing. Peer Assessment.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how changes in speed affect melodies.
Demonstrate changes in speed by singing simple songs.
Acknowledge how changes in speed affect melodies.

In groups, learners are guided to;
sing the song in learner's book slow and then fast.
share what they felt after singing a song slow and fast.
collaborate in choosing a familiar songs to them.
sing the selected songs slow and then quick and record themselves using digital devices.
learners to share the way of the singing they enjoyed most.

How does changes in speed affect melodies?

Grade 3 mentor creative arts BK 3.Pg pg 60.
Simple songs.
Digital devices.

Assessment rubrics. Checklists. Singing. Peer Assessment.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how changes in speed affect melodies.
Demonstrate changes in speed by singing simple songs.
Acknowledge how changes in speed affect melodies.

In groups, learners are guided to;
sing the song in learner's book slow and then fast.
share what they felt after singing a song slow and fast.
collaborate in choosing a familiar songs to them.
sing the selected songs slow and then quick and record themselves using digital devices.
learners to share the way of the singing they enjoyed most.

How does changes in speed affect melodies?

Grade 3 mentor creative arts BK 3.Pg pg 60.
Simple songs.
Digital devices.

Assessment rubrics. Checklists. Singing. Peer Assessment.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain how changes in speed affect melodies.
Demonstrate changes in speed by singing simple songs.
Acknowledge how changes in speed affect melodies.

In groups, learners are guided to;
sing the song in learner's book slow and then fast.
share what they felt after singing a song slow and fast.
collaborate in choosing a familiar songs to them.
sing the selected songs slow and then quick and record themselves using digital devices.
learners to share the way of the singing they enjoyed most.

How does changes in speed affect melodies?

Grade 3 mentor creative arts BK 3.Pg pg 60.
Simple songs.
Digital devices.

Assessment rubrics. Checklists. Singing. Peer Assessment.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term pitch in melodies.
Sing high and low parts of familiar tunes.
Appreciate how pitch adds variety to melodies.

In groups,learners are guided to explain the meaning of pitch.
collaborate in singing the song "Happy Birthday to You".
underline the line that their voices went up as they sung.
collaborate in singing the Kenyan National Anthem and listen as they it.
identify the lines which they sung with a high and low pitch.

How does changing pitch makes melodies more interesting?

Grade 3 mentor creative arts BK 3.Pg pg 61.
Familiar songs.
National anthem.
Digital devices.

Singing. Assessment rubrics. Peer Assessment. Checklists. Portfolios.

Creating and Executing.

Melod

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify text variations in simple tunes.
Sing familiar tunes to illustrate changes in text.
Acknowledge how changing texts in songs alters their melodies.

In groups,learners are guided to:
state the meaning of text in songs.
collaborate in singing simple songs.
listen and identify the lines where the words of the songs changed.
discuss how changes in text affect the melodies of songs.

How does changing words affect a melody?

Grade 3 mentor creative arts BK 3.Pg pg 62-63.
simple songs.
Digital devices.

Checklists. Assessment rubrics. Singing.

Creating and Executing.

Melod

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify text variations in simple tunes.
Sing familiar tunes to illustrate changes in text.
Acknowledge how changing texts in songs alters their melodies.

In groups,learners are guided to:
state the meaning of text in songs.
collaborate in singing simple songs.
listen and identify the lines where the words of the songs changed.
discuss how changes in text affect the melodies of songs.

How does changing words affect a melody?

Grade 3 mentor creative arts BK 3.Pg pg 62-63.
simple songs.
Digital devices.

Checklists. Assessment rubrics. Singing.

Creating and Executing.

Melod

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify text variations in simple tunes.
Sing familiar tunes to illustrate changes in text.
Acknowledge how changing texts in songs alters their melodies.

In groups,learners are guided to:
state the meaning of text in songs.
collaborate in singing simple songs.
listen and identify the lines where the words of the songs changed.
discuss how changes in text affect the melodies of songs.

How does changing words affect a melody?

Grade 3 mentor creative arts BK 3.Pg pg 62-63.
simple songs.
Digital devices.

Checklists. Assessment rubrics. Singing.

Creating and Executing.

Melod

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify text variations in simple tunes.
Sing familiar tunes to illustrate changes in text.
Acknowledge how changing texts in songs alters their melodies.

In groups,learners are guided to:
state the meaning of text in songs.
collaborate in singing simple songs.
listen and identify the lines where the words of the songs changed.
discuss how changes in text affect the melodies of songs.

How does changing words affect a melody?

Grade 3 mentor creative arts BK 3.Pg pg 62-63.
simple songs.
Digital devices.

Checklists. Assessment rubrics. Singing.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe ways of improvising variations in melodies.
Improvise variations in different melodies.
Enjoy improvising variations in different melodies.

In groups,learners are guided to;
discuss the different ways of improvising variations in melodies.
collaborate in singing simple short songs and improvise variations in rhythm,tempo, volume,text and pitch.
use digital devices to record themselves as they improvise variations in melodies.

How can we improvise variations in different melodies?

Grade 3 mentor creative arts BK 3.Pg pg 64-66.
Simple songs.
Digital devices.

Checklists. Assessment rubrics. Peer Assessment. Illustration.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe ways of improvising variations in melodies.
Improvise variations in different melodies.
Enjoy improvising variations in different melodies.

In groups,learners are guided to;
discuss the different ways of improvising variations in melodies.
collaborate in singing simple short songs and improvise variations in rhythm,tempo, volume,text and pitch.
use digital devices to record themselves as they improvise variations in melodies.

How can we improvise variations in different melodies?

Grade 3 mentor creative arts BK 3.Pg pg 64-66.
Simple songs.
Digital devices.

Checklists. Assessment rubrics. Peer Assessment. Illustration.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for creating melodic patterns.
Create melodic patterns using improvised percussions
Enjoy creating melodic patterns using variation technique.

As a class, learners are guided to discuss how to create melodic patterns using pitched objects.
Guide learners through the materials and steps for creating melodic patterns.
in groups,learners are guided to pour water in three bottles at different levels and label them A,B,C.
Guide learners in hitting the bottles with sticks and then identify the bottle with the high pitch and low pitch.
arrange the bottles in the order they produce sound from low to high.
Tap the bottles in given orders inorder to create melodic patterns and record it with digital devices.

How can we create melodic patterns using pitched objects?

Grade 3 mentor creative arts BK 3.Pg pg 67-69.
Plastic bottles.
Water and sticks.

Illustrations. Checklists. Oral questions. Portfolios. Assessment rubrics.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for creating melodic patterns.
Create melodic patterns using improvised percussions
Enjoy creating melodic patterns using variation technique.

As a class, learners are guided to discuss how to create melodic patterns using pitched objects.
Guide learners through the materials and steps for creating melodic patterns.
in groups,learners are guided to pour water in three bottles at different levels and label them A,B,C.
Guide learners in hitting the bottles with sticks and then identify the bottle with the high pitch and low pitch.
arrange the bottles in the order they produce sound from low to high.
Tap the bottles in given orders inorder to create melodic patterns and record it with digital devices.

How can we create melodic patterns using pitched objects?

Grade 3 mentor creative arts BK 3.Pg pg 67-69.
Plastic bottles.
Water and sticks.

Illustrations. Checklists. Oral questions. Portfolios. Assessment rubrics.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for creating melodic patterns.
Create melodic patterns using improvised percussions
Enjoy creating melodic patterns using variation technique.

As a class, learners are guided to discuss how to create melodic patterns using pitched objects.
Guide learners through the materials and steps for creating melodic patterns.
in groups,learners are guided to pour water in three bottles at different levels and label them A,B,C.
Guide learners in hitting the bottles with sticks and then identify the bottle with the high pitch and low pitch.
arrange the bottles in the order they produce sound from low to high.
Tap the bottles in given orders inorder to create melodic patterns and record it with digital devices.

How can we create melodic patterns using pitched objects?

Grade 3 mentor creative arts BK 3.Pg pg 67-69.
Plastic bottles.
Water and sticks.

Illustrations. Checklists. Oral questions. Portfolios. Assessment rubrics.

Creating and Executing.

Melody.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Explain the importance of applying performance directions in melodies.
Apply performance directions in performing simple songs.
Enjoy applying performance directions while singing.

In groups or pairs,learnes are guided to:
sing simple songs while applying performance directions:loud /soft.
in pairs, learners are guided to recite the vowels while following performance directions given by teacher.
in pairs, learners to collaborate in applying performance directions in different activities.

How does application of performance directions affect melodies?

Grade 3 mentor creative arts BK 3.Pg pg 70-72.
Cards indicating soft or loud..
songs.

Checklists. Illustrations. Assessment rubrics. Oral questions.