CREATING AND EXECUTION

Picture Making (Wind Instruments) - Identification of indigenous wind instruments

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

- Identify various wind instruments used by different indigenous communities in Kenya.
- Explain the origin of wind instruments.
- Appreciate the diversity of indigenous wind instruments.

- Learners to identify various wind instruments used by different indigenous communities in Kenya.
- Learners to use digital devices to search and watch the performance of indigenous Kenyan wind instruments.
- Learners to talk about the indigenous wind instruments viewed in the videos.

How can we identify indigenous Kenyan wind instruments?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 1
- Video clips

- Oral questions - Written quizzes - Observation

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Features of indigenous wind instruments
Picture Making (Wind Instruments) - Parts of wind instruments

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

- Identify features of indigenous wind instruments.
- Compare wind instruments from different communities.
- Show respect for cultural diversity.

- Learners to examine pictures of different indigenous wind instruments.
- Learners to identify unique features of each wind instrument.
- Learners to discuss the cultural significance of different wind instruments.

What are the distinctive features of indigenous wind instruments?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 2
- Real wind instruments
- KLB Creative Arts Grade 5 pg. 4

- Oral questions - Written work - Drawings

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Role of parts in sound production

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

- Explain the role of each part of a wind instrument in sound production.
- Demonstrate understanding of how sound is produced in wind instruments.
- Value the craftsmanship of indigenous wind instruments.

- Learners to discuss the function of each part of a wind instrument.
- Learners to explain how the different parts contribute to sound production.
- Learners to explore how the hollow body amplifies sound in wind instruments.

How do the different parts of a wind instrument contribute to sound production?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 5
- Wind instruments

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Identifying materials for making wind instruments

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

- Identify suitable materials for making a wind instrument.
- Explain the properties of materials used for wind instruments.
- Value environmental conservation when collecting materials.

- Learners to discuss materials used for making indigenous wind instruments.
- Learners to explore why specific materials are used for different parts.
- Learners to identify sustainable sources of materials.

What materials are suitable for making wind instruments?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 6
- Sample materials

- Oral questions - Written work - Projects

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Collecting materials
Picture Making (Wind Instruments) - Making process

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

- Collect materials for making a wind instrument.
- Select appropriate materials based on their properties.
- Show responsibility in caring for the environment when collecting materials.

- Learners to collect materials from the environment for making wind instruments.
- Learners to sort and prepare the collected materials.
- Learners to discuss environmental conservation practices when collecting materials.

How can we responsibly collect materials for making wind instruments?

- Pictures
- Photos
- KLB Creative Arts Grade 5 pg. 6
- Locally available materials
- Digital devices
- KLB Creative Arts Grade 5 pg. 7
- Materials for making wind instruments

- Observation - Projects - Oral questions

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Construction of a wind instrument

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

- Make a wind instrument using locally available materials.
- Apply appropriate techniques in construction.
- Value patience in the creative process.

- Learners to make a wind instrument using locally available materials.
- Learners to follow the correct procedure in making the wind instrument.
- Learners to work collaboratively in making the wind instruments.

How can we construct a functional wind instrument?

- Pictures
- Photos
- KLB Creative Arts Grade 5 pg. 7
- Cutting tools
- Materials for making wind instruments

- Practical assessment - Observation - Projects

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Tuning a wind instrument

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

- Explain how to tune a wind instrument.
- Demonstrate tuning of a wind instrument.
- Appreciate the importance of proper tuning for sound quality.

- Learners to discuss ways of tuning a wind instrument.
- Learners to demonstrate how to hold a wind instrument correctly.
- Learners to practice tuning their improvised wind instruments.

How do we tune a wind instrument?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 7
- Improvised wind instruments

- Practical assessment - Oral questions - Observation

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Care and maintenance

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

- Explain how to care for wind instruments.
- Identify appropriate ways of handling, cleaning and storing wind instruments.
- Value proper maintenance of musical instruments.

- Learners to discuss the importance of caring for wind instruments.
- Learners to practice proper handling, cleaning and storage of wind instruments.
- Learners to brainstorm on potential dangers to wind instruments.

How can we care for and maintain wind instruments?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 9
- Wind instruments

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Introduction to crayon making
Picture Making (Wind Instruments) - Collecting materials for crayons

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

- Explain what improvised crayons are.
- Identify materials for making crayons.
- Appreciate recycling as a method of environmental conservation.

- Learners to discuss what improvised crayons are.
- Learners to identify materials that can be used to make crayons.
- Learners to explore how making crayons relates to environmental conservation.

What are improvised crayons and why should we make them?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 10
- Sample crayons
- Photos
- Materials for making crayons

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Making crayons

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

- Make improvised crayons using collected materials.
- Follow the correct procedure for making crayons.
- Value creativity in repurposing materials.

- Learners to melt wax for making crayons.
- Learners to add pigments to create different colored crayons.
- Learners to pour the mixture into molds and allow to cool.

How do we make crayons from collected materials?

- Pictures
- Photos
- KLB Creative Arts Grade 5 pg. 10
- Materials for making crayons
- Heat source
- Molds

- Practical assessment - Observation - Projects

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Introduction to crayon etching

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

- Explain the crayon etching technique.
- Identify textures created using crayon etching.
- Show creativity in artistic expression.

- Learners to discuss texture as an element of art.
- Learners to identify textures created using cross-hatching in sample pictures.
- Learners to explore various techniques of creating texture using crayon etching.

How is texture created in crayon etching?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 11
- Crayons
- Black ink

- Practical assessment - Observation - Projects

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Drawing using crayon etching
Picture Making (Wind Instruments) - Enhancing texture

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

- Draw a composition of wind instruments using crayon etching.
- Apply the crayon etching technique correctly.
- Appreciate the aesthetic value of artwork.

- Learners to draw a composition of two wind instruments using crayon etching technique.
- Learners to apply colored crayons over paper, cover with black pigment and scratch to define forms.
- Learners to create texture using cross-hatching technique.

How can we use crayon etching to create a drawing of wind instruments?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 12
- Crayons
- Black ink
- Scratching tools
- Drawing materials
- Sample artwork

- Practical assessment - Observation - Finished artwork

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Mounting pictures

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

- Mount pictures using the mat technique.
- Follow the correct procedure for mounting.
- Value neatness and presentation in artwork.

- Learners to mount pictures using the mat technique.
- Learners to observe correct dimensions, layout and balance in mounting.
- Learners to practice correct pasting techniques.

How can we mount our artwork for display?

- Pictures
- Photos
- KLB Creative Arts Grade 5 pg. 12
- Mounting materials
- Adhesives

- Practical assessment - Observation - Finished work

CREATING AND EXECUTION

Picture Making (Wind Instruments) - Making portfolios

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

- Make a working portfolio for storing mounted work.
- Apply appropriate techniques in portfolio making.
- Show organization and care for artwork.

- Learners to make working portfolios from locally available resources.
- Learners to label and decorate their portfolios.
- Learners to store their mounted work in the portfolios.

How can we store and organize our artwork?

- Pictures
- KLB Creative Arts Grade 5 pg. 13
- Materials for portfolio making
- Decorative materials

- Practical assessment - Observation - Finished work

CREATING AND EXECUTION

Football - Introduction to football skills

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

- Explain the basic skills in football.
- Identify the importance of proper technique.
- Appreciate the value of skills in sports.

- Learners to discuss basic skills in football (kicking, stopping, goalkeeping).
- Learners to explore the importance of proper technique in football.
- Learners to identify situations where different skills are used.

Why are proper techniques important in football?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 17
- Footballs

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Football - Skills of kicking
Football - Demonstration of kicking

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

- Identify the skills involved in kicking in football.
- Explain the in-step kick technique.
- Appreciate the importance of proper technique in sports.

- Learners to use digital devices to watch video clips on the in-step kick in football.
- Learners to observe the position of the non-kicking foot, the posture and arm position during kicking.
- Learners to discuss the body position, backswing and follow-through in in-step kick.

How is the in-step kick performed in football?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 17
- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 20
- Cones

- Oral questions - Practical assessment - Observation

CREATING AND EXECUTION

Football - Practice of in-step kick

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

- Practice the in-step kick in different formations.
- Apply the in-step kick in varied distances.
- Show improvement in kicking technique.

- Learners to practice the in-step kick in circle formations.
- Learners to gradually increase the distance of their kicks.
- Learners to practice kicking accuracy at different distances.

How can we improve accuracy in the in-step kick?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 20
- Cones
- Targets

- Practical assessment - Observation - Peer assessment

CREATING AND EXECUTION

Football - Outside of the foot kick

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

- Explain the outside of the foot kick technique.
- Demonstrate the outside of the foot kick.
- Show respect for rules and instructions in games.

- Learners to use digital devices to watch video clips on kicking with the outside of the foot.
- Learners to identify the point of contact and foot position in outside of the foot kick.
- Learners to practice the outside of the foot kick in pairs.

How is the outside of the foot kick different from the in-step kick?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 21
- Digital devices

- Practical assessment - Observation - Peer assessment

CREATING AND EXECUTION

Football - Demonstration of outside of the foot kick
Football - Practice of outside of the foot kick

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

- Demonstrate the outside of the foot kick correctly.
- Identify when to use the outside of the foot kick.
- Value precision in skill execution.

- Learners to demonstrate the outside of the foot kick technique.
- Learners to discuss situations where the outside of the foot kick is most effective.
- Learners to practice the technique in pairs.

When is the outside of the foot kick most effective?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 22
- Cones
- KLB Creative Arts Grade 5 pg. 23

- Practical assessment - Observation - Oral questions

CREATING AND EXECUTION

Football - Stopping using inside of the foot

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

- Explain the technique of stopping a ball using the inside of the foot.
- Identify the correct body position for stopping.
- Value precision and control in sports.

- Learners to discuss the technique of stopping a ball using the inside of the foot.
- Learners to observe the correct stance, approach and execution of stopping.
- Learners to identify how the inside of the foot is positioned to stop the ball.

How do we stop a football using the inside of the foot?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 24
- Digital devices

- Oral questions - Practical assessment - Observation

CREATING AND EXECUTION

Football - Demonstration of stopping

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

- Demonstrate stopping a ball using the inside of the foot.
- Follow the correct progression in stopping.
- Show control and balance in stopping.

- Learners to demonstrate the correct technique for stopping a ball.
- Learners to follow the proper progression: stance, approach, contact, and control.
- Learners to practice maintaining balance while stopping.

What is the correct progression for stopping a ball?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 25
- Cones

- Practical assessment - Observation - Skills tests

CREATING AND EXECUTION

Football - Practice of stopping

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

- Practice stopping a ball using the inside of the foot.
- Coordinate stopping with other football skills.
- Show patience and persistence in learning new skills.

- Learners to practice stopping in pairs.
- Learners to combine stopping with passing in practice drills.
- Learners to give each other feedback on their technique.

How can we improve our skill of stopping the ball in football?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 25
- Cones

- Practical assessment - Peer assessment - Observation

CREATING AND EXECUTION

Football - Step trap stopping
Football - Demonstration of step trap stopping

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

- Explain the step trap technique for stopping a ball.
- Demonstrate the step trap technique.
- Value the importance of different stopping techniques in football.

- Learners to discuss what step trap stopping is in football.
- Learners to use digital devices to watch step trap stopping technique.
- Learners to identify the position of the foot and body during step trap stopping.

What is step trap stopping and how is it performed?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 27
- Digital devices
- KLB Creative Arts Grade 5 pg. 28
- Cones

- Oral questions - Practical assessment - Observation

CREATING AND EXECUTION

Football - Practice of step trap stopping

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

- Practice step trap stopping in groups.
- Combine step trap stopping with other skills.
- Show teamwork and cooperation in group activities.

- Learners to practice step trap stopping in groups.
- Learners to combine step trap stopping with passing and movement.
- Learners to give constructive feedback to each other.

How can we effectively use step trap stopping in a game?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 29
- Cones

- Practical assessment - Peer assessment - Observation

CREATING AND EXECUTION

Football - Introduction to dribbling

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

- Explain what dribbling is in football.
- Identify the key aspects of effective dribbling.
- Appreciate the importance of ball control.

- Learners to discuss what dribbling is in football.
- Learners to identify the key aspects of effective dribbling: close control, awareness, and change of pace.
- Learners to watch videos of dribbling technique.

What is dribbling and why is it important in football?

- Footballs
- Digital devices
- KLB Creative Arts Grade 5 pg. 30
- Video clips

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Football - Straight dribble technique
Football - Demonstration of dribbling

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

- Explain the straight dribble technique.
- Identify the correct body position and foot placement for dribbling.
- Value control and precision in football.

- Learners to use digital devices to watch video clips on straight dribble.
- Learners to identify the positioning of the lead foot, body posture, and hand position during dribbling.
- Learners to discuss the importance of keeping the ball close during dribbling.

How is straight dribble performed in football?

- Footballs
- Digital devices
- KLB Creative Arts Grade 5 pg. 30
- Open space
- KLB Creative Arts Grade 5 pg. 31
- Cones

- Oral questions - Practical assessment - Observation

CREATING AND EXECUTION

Football - Practice of dribbling

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

- Practice dribbling in different formations.
- Vary the speed of dribbling.
- Show improvement in dribbling technique.

- Learners to practice dribbling in pairs and groups.
- Learners to vary the speed of dribbling from slow to fast.
- Learners to practice maintaining control at different speeds.

How can we vary the speed of dribbling while maintaining control?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 31
- Cones

- Practical assessment - Observation - Peer assessment

CREATING AND EXECUTION

Football - Casting marking cones

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

- Explain what casting is.
- Identify materials for making papier mâché.
- Appreciate recycling in creating resources for sports.

- Learners to identify field marking cones and their uses.
- Learners to discuss materials that can be used to make cones.
- Learners to use digital devices to watch videos on casting cones using papier mâché.

What materials can be used to make marking cones?

- Pictures
- Photos
- Digital devices
- KLB Creative Arts Grade 5 pg. 32
- Recycled materials

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Football - Preparation of papier mâché

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

- Explain how to prepare papier mâché.
- Follow the correct procedure to prepare papier mâché.
- Value resourcefulness in creating materials for play.

- Learners to collect materials for preparing papier mâché.
- Learners to prepare papier mâché following the correct procedure.
- Learners to discuss the advantages of using papier mâché for casting cones.

How do we prepare papier mâché for casting cones?

- Pictures
- Photos
- KLB Creative Arts Grade 5 pg. 34
- Recycled papers
- Glue
- Water

- Practical assessment - Observation - Projects

CREATING AND EXECUTION

Football - Casting cones
Football - Drying and finishing cones

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

- Cast marking cones using papier mâché.
- Follow the correct procedure for casting.
- Value patience in the creative process.

- Learners to cast marking cones using prepared papier mâché.
- Learners to select appropriate moulds for casting.
- Learners to follow the correct procedure for casting cones.

How do we cast marking cones using papier mâché?

- Pictures
- Photos
- KLB Creative Arts Grade 5 pg. 35
- Prepared papier mâché
- Moulds
- KLB Creative Arts Grade 5 pg. 36
- Sandpaper
- Rough stones

- Practical assessment - Observation - Projects

CREATING AND EXECUTION

Football - Painting marking cones

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

- Paint marking cones using appropriate colors.
- Follow the correct procedure for painting.
- Appreciate the aesthetic value of well-decorated sports equipment.

- Learners to paint the marking cones using selected colors.
- Learners to follow the correct procedure for painting.
- Learners to discuss why marking cones need to be brightly colored.

Why do we need to paint marking cones?

- Pictures
- Photos
- KLB Creative Arts Grade 5 pg. 36
- Paints
- Brushes
- Cast cones

- Practical assessment - Observation - Finished products

CREATING AND EXECUTION

Football - Tie and dye technique

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

- Explain what tie and dye is.
- Identify materials needed for tie and dye.
- Value creativity in fabric decoration.

- Learners to discuss what tie and dye is and its purpose in decorating fabrics.
- Learners to identify materials needed for tie and dye.
- Learners to explore different tie and dye patterns.

What is tie and dye technique?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 120
- Sample tie-dyed fabrics

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Football - T-shirt decoration using tie and dye

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

- Decorate t-shirts using tie and dye technique.
- Apply the pleating method of tie and dye.
- Value creativity in fabric decoration.

- Learners to prepare t-shirts for tie and dye by washing and ironing.
- Learners to apply the pleating technique for tie and dye.
- Learners to dip the tied fabrics in dye and leave to dry.

How can we decorate t-shirts using tie and dye?

- T-shirts
- Dyes
- KLB Creative Arts Grade 5 pg. 122
- Tying materials

- Practical assessment - Observation - Finished products

CREATING AND EXECUTION

Football - Mini game
Composing rhythm - Introduction to rhythm

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

- Apply football skills in a mini game.
- Use marking cones to set up a playing area.
- Demonstrate good sportsmanship and fair play.

- Learners to mark a playing area using the decorated cones.
- Learners to form teams and play a mini football game wearing the decorated t-shirts.
- Learners to apply the skills of kicking, stopping, and dribbling learned.

How can we apply the football skills we have learned in a game situation?

- Footballs
- Open space
- KLB Creative Arts Grade 5 pg. 39
- Marking cones
- Decorated t-shirts
- Audio recordings
- Digital devices
- KLB Creative Arts Grade 5 pg. 42
- Percussion instruments

- Practical assessment - Peer assessment - Observation

CREATING AND EXECUTION

Composing rhythm - Note values

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

- Identify different note values in music.
- Explain the duration of different note values.
- Value precision in music notation.

- Learners to discuss different note values (minim, crotchet, quaver) and their durations.
- Learners to identify note values in simple songs.
- Learners to clap rhythms containing different note values.

What are note values and how do they affect rhythm?

- Charts
- Digital devices
- KLB Creative Arts Grade 5 pg. 43
- Music notation charts

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Composing rhythm - French rhythm names

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

- Relate French rhythm names to note values.
- Recite French rhythm names correctly.
- Show confidence in using musical terminology.

- Learners to identify French rhythm names (taa-aa, taa, ta-te) for different note values.
- Learners to practice reciting French rhythm names.
- Learners to relate French rhythm names to written notation.

How do we use French rhythm names for different note values?

- Charts
- Audio recordings
- KLB Creative Arts Grade 5 pg. 44
- Music notation charts

- Oral questions - Practical tests - Observation

CREATING AND EXECUTION

Composing rhythm - Rests
Composing rhythm - Interpreting rhythmic patterns

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

- Identify rests in music.
- Explain the duration of different rests.
- Appreciate the role of silence in music.

- Learners to discuss what rests are in music.
- Learners to identify different types of rests and their durations.
- Learners to relate rests to their equivalent note values.

What are rests and why are they important in music?

- Charts
- Audio recordings
- KLB Creative Arts Grade 5 pg. 45
- Music notation charts
- Digital devices
- KLB Creative Arts Grade 5 pg. 47
- Percussion instruments

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Composing rhythm - Writing rhythmic patterns

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

- Write rhythmic patterns using note values.
- Convert French rhythm names to written notation.
- Appreciate precision in musical notation.

- Learners to write down dictated rhythmic patterns using French rhythm names.
- Learners to convert French rhythm names to written notation.
- Learners to practice writing the symbols of note values and their rests correctly.

How do we write rhythmic patterns using note values?

- Charts
- Music books
- KLB Creative Arts Grade 5 pg. 48
- Music writing materials

- Written work - Practical tests - Observation

CREATING AND EXECUTION

Composing rhythm - Making a calligraphy pen

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

- Explain what calligraphy is.
- Identify materials for making a calligraphy pen.
- Value resourcefulness and creativity.

- Learners to use digital devices to watch tutorials on making a calligraphy pen.
- Learners to identify suitable materials for making a calligraphy pen.
- Learners to discuss the importance of calligraphy in music notation.

What materials can we use to make a calligraphy pen?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 49
- Materials for making calligraphy pens

- Oral questions - Observation - Projects

CREATING AND EXECUTION

Composing rhythm - Improvising a calligraphy pen

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

- Make a calligraphy pen using locally available materials.
- Follow the correct procedure for making a calligraphy pen.
- Show creativity in improvising tools.

- Learners to select materials for making a calligraphy pen.
- Learners to follow the correct procedure to make a calligraphy pen.
- Learners to test the pen by writing on paper.

How do we make and test a calligraphy pen?

- Pictures
- KLB Creative Arts Grade 5 pg. 51
- Bamboo/papyrus sticks
- Knives
- Ink

- Practical assessment - Observation - Finished products

CREATING AND EXECUTION

Composing rhythm - Calligraphy writing
Composing rhythm - Writing French rhythm names

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

- Write letters using calligraphy.
- Apply the correct technique in calligraphy writing.
- Appreciate the aesthetic value of calligraphy.

- Learners to practice writing alphabets in calligraphy.
- Learners to observe the angle of slant, ascenders and descenders in calligraphy writing.
- Learners to practice maintaining uniform angle of slant in their writing.

How do we write letters using calligraphy?

- Pictures
- Sample calligraphy
- KLB Creative Arts Grade 5 pg. 52
- Calligraphy pens
- Paper
- KLB Creative Arts Grade 5 pg. 53

- Written work - Practical assessment - Observation

CREATING AND EXECUTION

Composing rhythm - Cartwheel skill

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

- Explain what a cartwheel is.
- Identify the steps in performing a cartwheel.
- Value physical activity in music performance.

- Learners to watch a video recording of a cartwheel skill presentation.
- Learners to discuss the steps involved in performing a cartwheel.
- Learners to identify safety considerations when performing cartwheels.

What is a cartwheel and how is it performed?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 54
- Open space
- Mats

- Oral questions - Observation - Written work

CREATING AND EXECUTION

Composing rhythm - Demonstrating cartwheel

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

- Demonstrate the cartwheel skill.
- Follow the correct progression in performing a cartwheel.
- Show confidence in physical performance.

- Learners to demonstrate the cartwheel skill step by step.
- Learners to practice the cartwheel in a safe environment.
- Learners to provide support and feedback to each other.

How can we safely perform a cartwheel?

- Mats
- Open space
- KLB Creative Arts Grade 5 pg. 54

- Practical assessment - Observation - Peer assessment

CREATING AND EXECUTION

Composing rhythm - Cartwheel to rhythmic pattern
Composing rhythm - Identifying two-beat patterns

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

- Perform a cartwheel to a rhythmic pattern.
- Coordinate movement with rhythm.
- Value the integration of movement and music.

- Learners to perform a cartwheel to a rhythmic pattern built on French rhythm names taa, taa-aa, ta-te.
- Learners to practice coordinating their movement with the rhythm.
- Learners to take turns supporting and observing each other.

How can we coordinate a cartwheel with a rhythmic pattern?

- Mats
- Open space
- KLB Creative Arts Grade 5 pg. 55
- Percussion instruments
- Audio recordings
- Digital devices
- KLB Creative Arts Grade 5 pg. 57

- Practical assessment - Observation - Performance

CREATING AND EXECUTION

Composing rhythm - Clapping beat patterns

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

- Clap/tap/stamp the beat in songs.
- Identify strong and weak beats in music.
- Show confidence in performing beat patterns.

- Learners to clap, tap or stamp to mark the beat in songs.
- Learners to emphasize the strong beats and de-emphasize the weak beats.
- Learners to practice maintaining a steady beat.

How do we identify and perform strong and weak beats?

- Audio recordings
- Digital devices
- KLB Creative Arts Grade 5 pg. 58
- Percussion instruments

- Practical assessment - Observation - Performance

CREATING AND EXECUTION

Composing rhythm - Composing two-beat rhythms

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

- Create rhythmic patterns in two-beat patterns.
- Apply composition techniques in creating rhythms.
- Value originality in creative work.

- Learners to discuss composition techniques like repetition and variation.
- Learners to create rhythmic patterns using the techniques learned.
- Learners to write the created rhythms using note values.

How can we compose our own rhythms in two-beat patterns?

- Charts
- Digital devices
- KLB Creative Arts Grade 5 pg. 59
- Percussion instruments

- Practical assessment - Written work - Projects

CREATING AND EXECUTION

Composing rhythm - Presenting composed rhythms

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

- Present composed rhythmic patterns.
- Perform rhythms using clapping or percussion instruments.
- Show confidence in presenting own creative work.

- Learners to rehearse their composed rhythmic patterns.
- Learners to present their compositions to classmates.
- Learners to perform their rhythms by clapping or using percussion instruments.

How can we effectively present our composed rhythms?

- Percussion instruments
- Recording devices
- KLB Creative Arts Grade 5 pg. 61
- Charts

- Performance - Peer assessment - Observation

CREATING AND EXECUTION

Composing melody - Introduction to melody
Composing melody - Sol-fa syllables

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

- Explain what melody is in music.
- Identify the difference between rhythm and melody.
- Appreciate melody as an element of music.

- Learners to discuss what melody is and how it differs from rhythm.
- Learners to listen to simple melodies and identify their characteristics.
- Learners to explore how melody creates emotion in music.

What is melody and how does it differ from rhythm?

- Audio recordings
- Digital devices
- KLB Creative Arts Grade 5 pg. 77
- Musical instruments
- Charts showing sol-fa syllables

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Composing melody - Pitch discrimination

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

- Discriminate between different pitches.
- Sing sol-fa syllables with accurate pitch.
- Value pitch accuracy in singing.

- Learners to play melody games for pitch discrimination.
- Learners to identify different pitches displayed on cards or played on instruments.
- Learners to practice singing sol-fa syllables with accurate pitch.

How can we improve our pitch discrimination?

- Melody instruments
- Flash cards
- KLB Creative Arts Grade 5 pg. 78
- Digital devices

- Practical assessment - Singing tests - Observation

CREATING AND EXECUTION

Composing melody - Ascending and descending order

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

- Sing sol-fa syllables in ascending and descending order.
- Identify ascending and descending patterns in songs.
- Value accuracy in pitch.

- Learners to practice singing sol-fa syllables in ascending order (d r m f s).
- Learners to practice singing sol-fa syllables in descending order (s f m r d).
- Learners to identify ascending and descending patterns in familiar songs.

What is the difference between ascending and descending order in sol-fa syllables?

- Audio recordings
- Digital devices
- KLB Creative Arts Grade 5 pg. 76
- Charts showing sol-fa syllables

- Practical assessment - Singing tests - Observation

CREATING AND EXECUTION

Composing melody - Kodaly hand signs
Composing melody - Performing hand signs

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

- Identify the hand signs for sol-fa syllables d r m f s.
- Perform the hand signs correctly.
- Value gestures as a form of musical communication.

- Learners to use digital devices to watch videos of hand signs for sol-fa syllables.
- Learners to practice performing the hand signs for each sol-fa syllable.
- Learners to understand how the level of the hand shows the pitch level.

What are the hand signs for sol-fa syllables d r m f s?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 77
- Charts showing hand signs
- Audio recordings
- KLB Creative Arts Grade 5 pg. 79

- Practical assessment - Observation - Performance

CREATING AND EXECUTION

Composing melody - Oral interpretation

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

- Interpret pitches of a melody by looking at hand signs or sol-fa syllables.
- Sing melodies from visual cues.
- Show confidence in sight-singing.

- Learners to make flashcards with sol-fa syllables.
- Learners to practice singing pitches shown on the flashcards.
- Learners to interpret hand signs performed by others.

How can we interpret melodies visually?

- Flashcards
- Charts
- KLB Creative Arts Grade 5 pg. 80
- Pictures of hand signs

- Practical assessment - Observation - Performance

CREATING AND EXECUTION

Composing melody - Aural interpretation

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

- Interpret the pitches of a melody by listening.
- Identify sol-fa syllables in heard melodies.
- Value active listening in music.

- Learners to listen to short melodic patterns and identify the sol-fa syllables.
- Learners to sing back the heard melodies using sol-fa syllables.
- Learners to practice listening and reproducing increasingly complex patterns.

How can we interpret melodies aurally?

- Audio recordings
- Digital devices
- KLB Creative Arts Grade 5 pg. 81
- Musical instruments

- Listening tests - Singing tests - Observation

CREATING AND EXECUTION

Composing melody - Melody games

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

- Participate in melody games for pitch discrimination.
- Improve pitch accuracy through games.
- Show enjoyment in musical activities.

- Learners to play the sol-fa challenge game using digital devices.
- Learners to play melody games in groups.
- Learners to give each other feedback on pitch accuracy.

How can games help us improve our pitch discrimination?

- Digital devices
- KLB Creative Arts Grade 5 pg. 81
- Melody instruments
- Flashcards

- Practical assessment - Peer assessment - Observation

CREATING AND EXECUTION

Composing melody - Composition techniques
Composing melody - Creating short melodies

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

- Identify techniques for composing melodies.
- Explain how to create pleasing melodies.
- Value the creative process in music.

- Learners to discuss composition techniques like stepwise motion, narrow leaps, repetition and variation.
- Learners to analyze melodies to identify these techniques.
- Learners to understand the importance of these techniques in creating pleasing melodies.

What techniques can we use to compose melodies?

- Audio recordings
- Digital devices
- KLB Creative Arts Grade 5 pg. 82
- Charts showing sample melodies
- Music writing materials
- KLB Creative Arts Grade 5 pg. 83
- Audio recording devices

- Oral questions - Written work - Observation

CREATING AND EXECUTION

Composing melody - Analyzing composed melodies

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

- Analyze composed melodies.
- Identify strengths and areas for improvement in melodies.
- Value constructive feedback in creative work.

- Learners to analyze each other's composed melodies.
- Learners to identify the composition techniques used.
- Learners to provide constructive feedback for improvement.

How can we improve our composed melodies?

- Written melodies
- KLB Creative Arts Grade 5 pg. 84
- Charts

- Peer assessment - Written work - Observation

CREATING AND EXECUTION

Composing melody - Creating a card

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

- Explain how to make a decorated card.
- Identify materials for card making.
- Value creativity in presentation.

- Learners to discuss what cards are and their purposes.
- Learners to identify materials needed for making cards.
- Learners to plan the design and layout of their cards.

What materials do we need to make a decorated card?

- Pictures
- Digital devices
- KLB Creative Arts Grade 5 pg. 85
- Sample cards

- Oral questions - Observation - Projects

CREATING AND EXECUTION

Composing melody - Collecting materials for cards
Composing melody - Making a card

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

- Collect materials for making decorated cards.
- Select appropriate materials based on the card's purpose.
- Show resourcefulness in gathering materials.

- Learners to collect materials for card making (stiff paper, glue, cutting tools, colors).
- Learners to sort and prepare the materials.
- Learners to discuss how to select appropriate materials for specific card types.

What materials are suitable for making decorated cards?

- Pictures
- KLB Creative Arts Grade 5 pg. 87
- Materials for card making
- Card making materials
- Scissors
- Adhesives

- Observation - Oral questions - Projects

CREATING AND EXECUTION

Composing melody - Decorating cards

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

- Decorate cards using various techniques.
- Apply appropriate decoration based on the card's purpose.
- Value aesthetics in presentation.

- Learners to apply different decoration techniques to their cards.
- Learners to use colors, cut-outs, and other materials to enhance the cards.
- Learners to discuss how decoration contributes to the card's purpose.

How can we decorate our cards effectively?

- Pictures
- KLB Creative Arts Grade 5 pg. 88
- Decorative materials
- Adhesives
- Colors

- Practical assessment - Observation - Projects

CREATING AND EXECUTION

Composing melody - Writing melodies on cards

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

- Write composed melodies on cards using calligraphy.
- Layout melodies effectively on the card.
- Value precision in presentation.

- Learners to write their composed melodies on cards using calligraphy.
- Learners to plan the layout of the melodies on the cards.
- Learners to add titles and other information to the cards.

How can we effectively present our melodies on cards?

- Cards
- Calligraphy pens
- KLB Creative Arts Grade 5 pg. 89
- Ink

- Practical assessment - Observation - Finished products