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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Indigenous Kenyan percussion instruments
Picture Making (Percussion Instruments) - Classification of instruments |
By the end of the
lesson, the learner
should be able to:
- Identify indigenous Kenyan percussion instruments by name and community - Describe the methods of playing percussion instruments - Show interest in learning about indigenous percussion instruments |
- Watch virtual or actual samples of percussion instruments to identify name, community and method of playing
-Discuss the characteristics of different percussion instruments -Draw and label parts of a percussion instrument |
How is a percussion instrument made?
|
KLB Visionary Creative Arts, pg. 2 Digital devices with internet access
KLB Visionary Creative Arts, pg. 4 Realia: indigenous percussion instruments |
Observation Oral questions Written assignments
|
|
| 2 | 2 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Parts of percussion instruments
Picture Making (Percussion Instruments) - Rhythmic patterns Picture Making (Percussion Instruments) - Making charcoal sticks Picture Making (Percussion Instruments) - Drawing with charcoal sticks Picture Making (Percussion Instruments) - Tonal value in drawing Picture Making (Percussion Instruments) - Creating tone strips |
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a percussion instrument - Explain the role of each part in sound production - Value the contribution of each part to the overall sound |
- Research and discuss the parts of a percussion instrument and their roles
-Examine actual percussion instruments identifying their parts -Discuss how each part contributes to sound production |
Why is it important to know about parts of an instrument?
|
KLB Visionary Creative Arts, pg. 5 Realia: percussion instruments
KLB Visionary Creative Arts, pg. 7 Indigenous percussion instruments KLB Visionary Creative Arts, pg. 9 Thin sticks, cutting tools, tin container, fire KLB Visionary Creative Arts, pg. 11 Charcoal sticks, drawing paper KLB Visionary Creative Arts, pg. 13 Charcoal sticks, drawing paper |
Observation Project work Written assignments
|
|
| 2 | 3 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Drawing a percussion instrument
Picture Making (Percussion Instruments) - Adding details Picture Making (Percussion Instruments) - Making a percussion instrument |
By the end of the
lesson, the learner
should be able to:
- Draw a percussion instrument from observation - Apply smudging technique to create tonal variation - Show pride in their artwork |
- Observe a percussion instrument placed as a still life
-Draw the outline of the instrument using charcoal sticks -Apply smudging technique to create light and dark tones -Add details to enhance the drawing |
What is the effect of value/tone in a drawing?
|
KLB Visionary Creative Arts, pg. 14 Percussion instruments, charcoal sticks, drawing paper
KLB Visionary Creative Arts, pg. 14 Charcoal sticks, drawing paper KLB Visionary Creative Arts Various materials for making instruments |
Observation Project work Display and critique
|
|
| 2 | 4-5 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Tuning a percussion instrument
Picture Making (Percussion Instruments) - Performing rhythms Picture Making (Percussion Instruments) - Environmental conservation Picture Making (Percussion Instruments) - Creating a portfolio Picture Making (Percussion Instruments) - Display and critique |
By the end of the
lesson, the learner
should be able to:
- Identify ways of tuning percussion instruments - Tune a percussion instrument for better sound quality - Value well-tuned instruments - Select best artworks for a portfolio - Create a decorated portfolio folder - Show pride in presenting artwork |
- Explore different methods of tuning percussion instruments
-Practice tuning techniques on made instruments -Test sound quality before and after tuning -Compare sound from different tuned instruments - Select best drawings and photographs of instruments -Create a decorated portfolio folder -Organize artworks in the portfolio -Present portfolios to the class |
How can we improve the sound of a percussion instrument?
Why is it important to keep a portfolio of artworks? |
KLB Visionary Creative Arts Percussion instruments
KLB Visionary Creative Arts Made percussion instruments KLB Visionary Creative Arts Recyclable materials KLB Visionary Creative Arts Colored paper, fabric, glue KLB Visionary Creative Arts Display area, instruments, drawings |
Observation Practical assessment Performance
Observation Portfolio Display and critique |
|
| 2 | 6 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Percussion in cultural events
Picture Making (Percussion Instruments) - Community involvement Picture Making (Percussion Instruments) - Technology in music |
By the end of the
lesson, the learner
should be able to:
- Explain the role of percussion in cultural events - Relate instruments to specific cultural ceremonies - Respect cultural diversity |
- Discuss the role of percussion instruments in cultural events
-Research specific cultural ceremonies where percussion is used -Present findings to the class -Appreciate cultural diversity |
Why are percussion instruments important in cultural ceremonies?
|
KLB Visionary Creative Arts Resource persons
KLB Visionary Creative Arts Poster materials KLB Visionary Creative Arts Digital recording devices |
Observation Oral presentation Written assignment
|
|
| 2 | 7 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Assessment
Netball - Skills of passing in Netball Netball - Chest pass technique |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of percussion instruments - Show skills in drawing and creating instruments - Value the learning journey in this substrand |
- Complete assessment activities on percussion instruments
-Demonstrate drawing skills using charcoal -Play rhythmic patterns on made instruments -Reflect on learning journey |
What have we learned about percussion instruments and drawing?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 16 Netballs or improvised balls Open space KLB Visionary Creative Arts, pg. 17 Netballs or improvised balls Open space |
Observation Written test Performance test
|
|
| 3 | 1 |
Creating and Execution
|
Netball - Overhead pass
Netball - Underarm pass Netball - Double-handed catching |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the overhead pass technique - Execute proper finger position and arm movement - Show confidence in performing the skill |
- Observe demonstrations of overhead pass technique
-Practice holding the ball above the head with proper grip -Step forward while executing the pass -Follow through with hands pointing at target |
How is the overhead pass useful in Netball?
|
KLB Visionary Creative Arts, pg. 18 Netballs or improvised balls Open space
KLB Visionary Creative Arts, pg. 19 Netballs or improvised balls Open space KLB Visionary Creative Arts, pg. 20 Netballs or improvised balls Open space |
Observation Skills test Practical assessment
|
|
| 3 | 2 |
Creating and Execution
|
Netball - Standing shot
Netball - Shooting practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the standing shot technique - Execute proper hand position and arm movement - Show determination in developing shooting skills |
- Observe demonstrations of standing shot technique
-Practice the stance and arm position for shooting -Execute the shot with proper follow-through -Practice shooting at varying distances from the goal |
What is the correct technique for shooting in Netball?
|
KLB Visionary Creative Arts Netballs or improvised balls Goal posts
|
Observation Skills test Practical assessment
|
|
| 3 | 3 |
Creating and Execution
|
Netball - Combining skills
Netball - Identifying materials for ball making Netball - Macramé technique |
By the end of the
lesson, the learner
should be able to:
- Combine passing, catching and shooting skills - Execute skills in sequence - Show teamwork in skill practice |
- Practice passing, catching and shooting in sequence
-Work in small groups to create skill drills -Execute skill combinations at varying speeds -Give feedback to peers on skill execution |
How do we combine different skills in Netball?
|
KLB Visionary Creative Arts Netballs or improvised balls Open space
KLB Visionary Creative Arts, pg. 22 Old carrier bags, clothes, string KLB Visionary Creative Arts, pg. 22 String, rope, practice materials |
Observation Skills test Peer assessment
|
|
| 3 | 4-5 |
Creating and Execution
|
Netball - Making a ball
Netball - Testing improvised balls Netball - Mini-game practice Netball - Classification of colours Netball - Mixing primary colours Netball - Creating light tones |
By the end of the
lesson, the learner
should be able to:
- Make a ball using the macramé technique - Apply overhand knots correctly - Show creativity in ball making - Identify primary and secondary colours - Classify colours as primary or secondary - Appreciate the role of colour in artwork |
- Crumple papers or clothes into a ball shape
-Cover with cloth or carrier bag -Tie with string using overhand knots -Complete the ball by covering all areas - Identify colours in the surrounding environment -Discuss the difference between primary and secondary colours -Classify various colours as primary or secondary -Create a colour wheel showing primary and secondary colours |
How is a ball improvised using the macramé technique?
Why is colour classification important in painting? |
KLB Visionary Creative Arts, pg. 23 Ball making materials
KLB Visionary Creative Arts Improvised balls KLB Visionary Creative Arts, pg. 24 Netballs or improvised balls Open space KLB Visionary Creative Arts, pg. 27 Colour charts, paints, brushes, paper KLB Visionary Creative Arts, pg. 28 Primary colour paints, palettes, paper KLB Visionary Creative Arts, pg. 28 Secondary colours, white paint, paper |
Observation Project work Practical assessment
Observation Written test Portfolio |
|
| 3 | 6 |
Creating and Execution
|
Netball - Creating dark tones
Netball - Painting a ball |
By the end of the
lesson, the learner
should be able to:
- Create dark tones by adding black to secondary colours - Create tonal strips showing gradation - Value variety in colour tones |
- Draw rectangular strips on paper
-Mix secondary colours with varying amounts of black -Create gradual tonal strips from original to darkest shade -Compare light and dark tonal strips |
How do we create darker shades of colours?
|
KLB Visionary Creative Arts, pg. 28 Secondary colours, black paint, paper
KLB Visionary Creative Arts, pg. 29 Paint, brushes, paper, water containers |
Observation Project work Portfolio
|
|
| 3 | 7 |
Creating and Execution
|
Netball - Adding details to painting
Netball - Creating a montage Netball - Making a montage |
By the end of the
lesson, the learner
should be able to:
- Add details to a ball painting - Create shadows and highlights - Show attention to detail in artwork |
- Add highlights to show light reflection
-Create shadow beneath the ball -Add texture details to the surface -Complete the painting with final touches |
How do highlights and shadows enhance a painting?
|
KLB Visionary Creative Arts, pg. 30 Paint, brushes, paper
KLB Visionary Creative Arts, pg. 31 Old newspapers, magazines, calendars KLB Visionary Creative Arts, pg. 32 Cut-out images, adhesive, stiff paper |
Observation Project work Display and critique
|
|
| 4 | 1 |
Creating and Execution
|
Netball - Display and appreciation
Netball - Application in school Netball - Community service |
By the end of the
lesson, the learner
should be able to:
- Display paintings and montage compositions - Appreciate own and others' artwork - Value constructive feedback |
- Display paintings and montage compositions
-Take turns talking about the creative process -Give constructive feedback to peers -Identify areas for improvement |
How can we improve our artwork through feedback?
|
KLB Visionary Creative Arts, pg. 32 Display area
KLB Visionary Creative Arts Art materials KLB Visionary Creative Arts Poster materials |
Observation Oral presentation Peer evaluation
|
|
| 4 | 2 |
Creating and Execution
|
Netball - Assessment
Rhythm and Pattern Making - French rhythm names Rhythm and Pattern Making - Pulse and rhythm |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of Netball skills - Show skills in colour mixing and painting - Value the learning journey in this substrand |
- Complete assessment activities on Netball skills
-Demonstrate colour mixing and painting skills -Perform Netball skills for assessment -Reflect on learning journey |
What have we learned about Netball, colour and painting?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 36 Audio recordings of rhythmic patterns KLB Visionary Creative Arts, pg. 36 Audio recordings with clear rhythms |
Observation Written test Performance test
|
|
| 4 | 3 |
Creating and Execution
|
Rhythm and Pattern Making - Identifying notes in songs
Rhythm and Pattern Making - Note values and rests |
By the end of the
lesson, the learner
should be able to:
- Identify crotchets and quavers in familiar songs - Clap the rhythm while reciting French rhythm names - Show accuracy in rhythm identification |
- Listen to familiar topical songs
-Identify crotchets and quavers in the songs -Clap the rhythm while reciting French rhythm names -Create visual representations of song rhythms |
How can we identify different note values in songs?
|
KLB Visionary Creative Arts, pg. 36 Audio recordings of familiar songs
KLB Visionary Creative Arts, pg. 37 Charts with note values and rests |
Observation Aural tests Practical assessment
|
|
| 4 | 4-5 |
Creating and Execution
|
Rhythm and Pattern Making - Letter formation
Rhythm and Pattern Making - Free hand lettering Rhythm and Pattern Making - Writing French rhythm names Rhythm and Pattern Making - Rhythmic composition techniques Rhythm and Pattern Making - Creating rhythmic patterns Rhythm and Pattern Making - Dictation of rhythms |
By the end of the
lesson, the learner
should be able to:
- Identify parts of letters (ascenders, descenders, body) - Write lowercase letters with correct proportions - Show neatness in writing - Identify techniques used in rhythmic compositions - Analyze rhythmic patterns in familiar tunes - Show interest in analyzing music |
- Identify parts of letters (ascenders, descenders, body)
-Draw guidelines for ascender, body, and descender -Practice writing lowercase letters with correct proportions -Identify which letters have ascenders and descenders - Listen to rhythmic patterns in familiar tunes -Discuss techniques used in composing rhythmic patterns -Identify variation of note values, repetition of patterns, and strong endings -Analyze rhythmic patterns in different songs |
Why is proper letter formation important?
What techniques are used to create interesting rhythms? |
KLB Visionary Creative Arts, pg. 38 Rulers, pencils, paper
KLB Visionary Creative Arts, pg. 38 Lined paper, pencils KLB Visionary Creative Arts, pg. 39 Rulers, pencils, paper KLB Visionary Creative Arts, pg. 39 Audio recordings of songs KLB Visionary Creative Arts, pg. 40 Percussion instruments KLB Visionary Creative Arts, pg. 41 Percussion instruments |
Observation Written work Portfolio
Observation Oral assessment Written analysis |
|
| 4 | 6 |
Creating and Execution
|
Rhythm and Pattern Making - Block making
Rhythm and Pattern Making - Creating repeat patterns Rhythm and Pattern Making - Hands and feet game |
By the end of the
lesson, the learner
should be able to:
- Collect materials for making a printing block - Create a block from textured materials - Show creativity in block design |
- Collect materials with varied textures
-Create a block from banana stalk, wood or rubber -Prepare the block for printing -Test the block with a single print |
What materials can be used to make printing blocks?
|
KLB Visionary Creative Arts Textured materials (banana stalk, wood, rubber)
KLB Visionary Creative Arts Printing blocks, water colours, paper KLB Visionary Creative Arts, pg. 43 Paper, materials for game board |
Observation Project work Practical assessment
|
|
| 4 | 7 |
Creating and Execution
|
Rhythm and Pattern Making - Writing rhythmic patterns
Rhythm and Pattern Making - Assessment |
By the end of the
lesson, the learner
should be able to:
- Write rhythmic patterns using free hand lettering - Apply proper spacing and letter formation - Show pride in written work |
- Write rhythmic patterns from games using free hand lettering
-Apply proper spacing and letter formation -Create a collection of written patterns -Share patterns with peers |
How can we document rhythmic patterns through writing?
|
KLB Visionary Creative Arts Paper, pencils
KLB Visionary Creative Arts Assessment tools |
Observation Written work Portfolio
|
|
| 5 |
Mid term |
||||||||
| 6 | 1 |
Creating and Execution
|
Melody - Solfa syllables d r m
Melody - Identifying solfa syllables Melody - Hand signs for solfa syllables |
By the end of the
lesson, the learner
should be able to:
- Identify solfa syllables d, r, and m in a simple melody - Sing patterns using solfa syllables - Show interest in pitch discrimination |
- Sing familiar songs based on solfa syllables d r m
-Identify the solfa syllables in the songs -Recognize rising and falling of sounds in melodies -Practice singing patterns using d r m |
How can one create interesting melodies?
|
KLB Visionary Creative Arts, pg. 49 Tuned percussion instruments
KLB Visionary Creative Arts, pg. 49 Audio recordings of songs KLB Visionary Creative Arts, pg. 50 Charts showing hand signs |
Observation Aural tests Practical assessment
|
|
| 6 | 2 |
Creating and Execution
|
Melody - Practicing hand signs
Melody - Writing solfa syllables Melody - Stepwise motion |
By the end of the
lesson, the learner
should be able to:
- Execute hand signs for various combinations of d r m - Associate hand signs with correct pitches - Show coordination in movement and singing |
- Practice hand signs for individual syllables d, r, m
-Execute hand signs for combinations (d r, r m, m r d) -Sing while performing hand signs -Play follow-the-leader games with hand signs |
How can we improve our hand sign technique?
|
KLB Visionary Creative Arts, pg. 50 Charts showing hand signs
KLB Visionary Creative Arts Rulers, pencils, paper KLB Visionary Creative Arts, pg. 51 Audio recordings of melodies |
Observation Performance assessment Self-assessment
|
|
| 6 | 3 |
Creating and Execution
|
Melody - Variation in melodies
Melody - Variation of sound duration Melody - Starting and ending on d |
By the end of the
lesson, the learner
should be able to:
- Explain how variation creates interest in melodies - Compare melodies with and without variation - Value variety in musical compositions |
- Sing melodies with and without variation of solfa syllables
-Discuss how variation creates interest -Identify variation in familiar songs -Create simple variations of given melodies |
How does variation make melodies more interesting?
|
KLB Visionary Creative Arts, pg. 52 Audio recordings of melodies
KLB Visionary Creative Arts, pg. 53 Audio recordings of melodies |
Observation Oral questions Creative assessment
|
|
| 6 | 4-5 |
Creating and Execution
|
Melody - Creating melodies
Melody - Collecting materials for modelling Melody - Modelling clay slabs Melody - Modelling solfa syllables Melody - Attaching solfa models to slabs |
By the end of the
lesson, the learner
should be able to:
- Create short melodies using solfa syllables d, r and m - Apply the qualities of a good melody in composition - Show creativity in melody composition - Roll clay into flat slabs - Cut rectangular pieces of three different sizes - Show precision in clay work |
- Fill in spaces with solfa syllables to complete melodies
-Create original melodies using d r m -Apply good melodic qualities in composition -Share created melodies with peers - Demonstrate rolling clay into flat slabs -Use a rolling pin or bottle to flatten clay -Cut rectangular pieces of three different sizes -Prepare slabs for attaching solfa models |
How do we create interesting melodies?
How are clay slabs prepared for modelling? |
KLB Visionary Creative Arts, pg. 54 Manuscript paper
KLB Visionary Creative Arts, pg. 55 Clay, tools for preparation KLB Visionary Creative Arts, pg. 56 Clay, rolling pins, cutting tools KLB Visionary Creative Arts, pg. 56 Clay, modelling tools KLB Visionary Creative Arts, pg. 57 Clay, modelling tools, clay slip |
Observation Creative assessment Peer evaluation
Observation Project work Practical assessment |
|
| 6 | 6 |
Creating and Execution
|
Melody - Drying clay models
Melody - Painting clay models Melody - Performance preparation |
By the end of the
lesson, the learner
should be able to:
- Explain proper drying procedures for clay - Place models for even drying - Show patience in the drying process |
- Discuss proper drying procedures for clay
-Place models in appropriate locations for drying -Turn models periodically for even drying -Monitor models for cracking during drying |
Why is proper drying important for clay models?
|
KLB Visionary Creative Arts Clay models, drying racks
KLB Visionary Creative Arts Dried clay models, primary colour paints, brushes KLB Visionary Creative Arts Created melodies |
Observation Oral questions Practical assessment
|
|
| 6 | 7 |
Creating and Execution
Performance and Display Performance and Display Performance and Display Performance and Display |
Melody - Assessment
Athletics - Sprint starts Athletics - Medium sprint start Athletics - Elongated sprint start Athletics - Sprinting technique |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of melody composition - Show skills in clay modelling and painting - Value the learning journey in this substrand |
- Complete assessment activities on melody composition
-Demonstrate solfa syllable identification -Perform created melodies -Display completed clay models |
What have we learned about melody and modelling?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 63 Digital devices, open field KLB Visionary Creative Arts, pg. 64 Open field, starting line markers KLB Visionary Creative Arts, pg. 65 Open field, starting line markers KLB Visionary Creative Arts, pg. 66 Open field, markers |
Observation Written test Performance assessment
|
|
| 7 | 1 |
Performance and Display
|
Athletics - Sprint practice
Athletics - Kenya National Anthem Athletics - Singing the National Anthem Athletics - Kenyan flag Athletics - Sketching the flag |
By the end of the
lesson, the learner
should be able to:
- Apply sprint start and sprinting techniques in practice - Maintain proper technique throughout the sprint - Show determination in improving performance |
- Mark starting and finishing points on a field
-Practice medium and elongated sprint starts -Focus on maintaining proper technique while sprinting -Give feedback to peers on technique |
How can we improve our sprinting technique through practice?
|
KLB Visionary Creative Arts, pg. 67 Open field, markers, whistle
KLB Visionary Creative Arts Printed lyrics of the National Anthem KLB Visionary Creative Arts Audio recording of the National Anthem KLB Visionary Creative Arts, pg. 68 Digital devices, images of the Kenyan flag KLB Visionary Creative Arts, pg. 69 Drawing paper, pencils, rulers |
Observation Skills test Peer assessment
|
|
| 7 | 2 |
Performance and Display
|
Athletics - Painting the flag
Athletics - Making a flag handle Athletics - Sprint competition |
By the end of the
lesson, the learner
should be able to:
- Paint the Kenyan flag using correct colours - Apply paint neatly within outlined areas - Show pride in creating national symbols |
- Paint the white stripes and white sections first
-Apply red, green, and black colours in correct areas -Ensure neat application within outlined areas -Allow paint to dry between colours |
How can we accurately paint the Kenyan flag?
|
KLB Visionary Creative Arts, pg. 70 Paint, brushes, painted sketch of flag
KLB Visionary Creative Arts, pg. 71 Materials for handle, painted flag KLB Visionary Creative Arts, pg. 71 Open field, markers, flags |
Observation Project work Peer assessment
|
|
| 7 | 3 |
Performance and Display
|
Athletics - Sprint relay
Athletics - Standing long jump |
By the end of the
lesson, the learner
should be able to:
- Explain the technique for baton exchange - Demonstrate proper baton exchange - Show teamwork during relay practice |
- Demonstrate proper baton exchange technique
-Practice baton exchange in pairs -Form relay teams for practice -Discuss the importance of teamwork in relays |
How does teamwork affect relay performance?
|
KLB Visionary Creative Arts Open field, batons or substitute items
KLB Visionary Creative Arts Open field, measuring tape, markers |
Observation Skills test Group assessment
|
|
| 7 | 4-5 |
Performance and Display
|
Athletics - Running long jump
Athletics - Ball throw Athletics - Athletics games Athletics - Analysis of performance Athletics - History of Kenyan athletics Athletics - Athletics event planning |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the running long jump technique - Coordinate the approach run with takeoff - Show perseverance in mastering the skill - Record athletics performances for analysis - Identify strengths and areas for improvement - Show willingness to improve |
- Demonstrate the running long jump technique
-Practice approach run with consistent strides -Focus on powerful takeoff and controlled landing -Measure and record jump distances - Use digital devices to record performances -Review recordings to analyze technique -Identify strengths and areas for improvement -Create a plan for improvement |
How does the approach run affect jump performance?
How can analyzing performance help us improve? |
KLB Visionary Creative Arts Open field, measuring tape, markers
KLB Visionary Creative Arts Open field, small balls, measuring tape KLB Visionary Creative Arts Open field, various equipment KLB Visionary Creative Arts Digital recording devices KLB Visionary Creative Arts Resource materials, digital devices KLB Visionary Creative Arts Planning materials |
Observation Skills test Performance assessment
Observation Self-assessment Peer evaluation |
|
| 7 | 6 |
Performance and Display
|
Athletics - Cultural significance
Athletics - Assessment |
By the end of the
lesson, the learner
should be able to:
- Explain the cultural significance of athletics - Relate athletics to traditional activities - Value cultural heritage |
- Discuss the cultural significance of athletics
-Relate athletics to traditional activities -Research athletics in different cultures -Create presentations on findings |
How is athletics connected to culture?
|
KLB Visionary Creative Arts Resource materials, digital devices
KLB Visionary Creative Arts Assessment tools |
Observation Oral presentation Written assignment
|
|
| 7 | 7 |
Performance and Display
|
Gymnastics - Introduction
Gymnastics - Warm-up activities Gymnastics - Patriotic songs for warm-up |
By the end of the
lesson, the learner
should be able to:
- Explain what gymnastics is - Identify different gymnastics activities - Show interest in gymnastics |
- Watch videos or demonstrations of gymnastics activities
-Discuss what gymnastics involves -Identify different types of gymnastics activities -Discuss the importance of safety in gymnastics |
How does performance of rolls and balances enhance gymnastics?
|
KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics
KLB Visionary Creative Arts Open space, mats KLB Visionary Creative Arts Audio recordings of patriotic songs |
Observation Oral questions Written assignments
|
|
| 8 | 1 |
Performance and Display
|
Gymnastics - Crab balance
Gymnastics - Crab balance technique Gymnastics - Crab balance practice |
By the end of the
lesson, the learner
should be able to:
- Explain the crab balance technique - Identify body parts used in the crab balance - Show interest in learning the skill |
- Observe demonstrations of the crab balance
-Identify body parts used in the crab balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a crab balance?
|
KLB Visionary Creative Arts, pg. 74 Mats, open space
KLB Visionary Creative Arts, pg. 75 Mats, open space KLB Visionary Creative Arts, pg. 76 Mats, open space |
Observation Oral questions Written assignments
|
|
| 8 | 2 |
Performance and Display
|
Gymnastics - Head balance
Gymnastics - Head balance technique Gymnastics - Side roll |
By the end of the
lesson, the learner
should be able to:
- Explain the head balance technique - Identify body parts used in the head balance - Show interest in learning the skill |
- Observe demonstrations of the head balance
-Identify body parts used in the head balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a head balance?
|
KLB Visionary Creative Arts Mats, open space
KLB Visionary Creative Arts, pg. 77 Mats, open space |
Observation Oral questions Written assignments
|
|
| 8 | 3 |
Performance and Display
|
Gymnastics - Side roll technique
Gymnastics - Side roll practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the side roll technique - Execute the progression steps correctly - Show body control during the roll |
- Demonstrate the starting position for side roll
-Practice the rolling phase with proper technique -Focus on maintaining body alignment -Practice completing the roll with proper finish |
What are the key points for a successful side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
KLB Visionary Creative Arts, pg. 78 Mats, open space |
Observation Skills test Peer assessment
|
|
| 8 | 4-5 |
Performance and Display
|
Gymnastics - Backward roll
Gymnastics - Backward roll technique Gymnastics - Combining skills Gymnastics - Percussion accompaniment Gymnastics - Rhythmic patterns Gymnastics - Photography |
By the end of the
lesson, the learner
should be able to:
- Explain the backward roll technique - Identify body parts used in the backward roll - Show interest in learning the skill - Play rhythmic percussion instruments to accompany gymnastics - Match rhythm to movement - Show creativity in musical accompaniment |
- Observe demonstrations of the backward roll
-Identify body parts used in the backward roll -Discuss the progression of the skill -Identify safety considerations - Select appropriate percussion instruments -Create simple rhythms to accompany movements -Practice playing instruments in time with gymnastics -Perform gymnastics with percussion accompaniment |
What is the correct technique for a backward roll?
How does music enhance gymnastics performance? |
KLB Visionary Creative Arts Mats, open space
KLB Visionary Creative Arts Percussion instruments, mats KLB Visionary Creative Arts Mats, percussion instruments KLB Visionary Creative Arts Digital devices, mats |
Observation Oral questions Written assignments
Observation Performance assessment Peer evaluation |
|
| 8 | 6 |
Performance and Display
|
Gymnastics - Photo portfolio
Gymnastics - Gymnastic games Gymnastics - Assessment |
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for a portfolio - Organize photographs in a logical sequence - Show pride in portfolio presentation |
- Review photographs of gymnastics performances
-Select best photographs for portfolio -Organize photographs in a logical sequence -Create captions for photographs |
How can we effectively document gymnastics through photography?
|
KLB Visionary Creative Arts Digital devices, photograph printouts
KLB Visionary Creative Arts Mats, various equipment KLB Visionary Creative Arts Assessment tools |
Observation Portfolio Peer evaluation
|
|
| 8 | 7 |
Performance and Display
|
Descant Recorder - Introduction
Descant Recorder - Parts |
By the end of the
lesson, the learner
should be able to:
- Identify the descant recorder as a musical instrument - Explain how the descant recorder is played - Show interest in learning the instrument |
- Observe the descant recorder
-Discuss how the instrument is played -Listen to recorder music -Discuss the role of wind instruments in music |
How can a good tone be produced on the descant recorder?
|
KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams |
Observation Oral questions Written assignments
|
|
| 9 | 1 |
Performance and Display
|
Descant Recorder - Assembly
Descant Recorder - Care and maintenance Descant Recorder - Holding position |
By the end of the
lesson, the learner
should be able to:
- Assemble the descant recorder correctly - Disassemble the recorder properly - Show care in handling the instrument |
- Demonstrate correct assembly of the recorder
-Practice assembling and disassembling the recorder -Discuss proper handling of the instrument -Learn to hold the recorder correctly |
How is a descant recorder assembled correctly?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders
KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials KLB Visionary Creative Arts, pg. 99 Descant recorders |
Observation Practical assessment Peer evaluation
|
|
| 9 | 2 |
Performance and Display
|
Descant Recorder - Blowing technique
Descant Recorder - Note B Descant Recorder - Note A |
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct blowing technique - Produce a clear tone on the recorder - Show persistence in developing technique |
- Demonstrate correct mouth position
-Practice gentle blowing technique -Focus on producing a clear tone -Avoid common errors in blowing |
How is a good tone produced on the recorder?
|
KLB Visionary Creative Arts, pg. 100 Descant recorders
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts |
Observation Practical assessment Self-assessment
|
|
| 9 | 3 |
Performance and Display
|
Descant Recorder - Note G
Descant Recorder - Combining notes B-A Descant Recorder - Combining notes B-A-G |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note G - Produce a clear G note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note G
-Practice covering the correct holes -Produce a clear G note -Play repeated G notes to develop consistency |
What is the correct fingering for note G?
|
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts
KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music |
Observation Practical assessment Performance
|
|
| 9 | 4-5 |
Performance and Display
|
Descant Recorder - Simple melodies
Descant Recorder - Materials for case Descant Recorder - Making a case Descant Recorder - Decorating the case Descant Recorder - Group practice |
By the end of the
lesson, the learner
should be able to:
- Play simple melodies using notes B, A, and G - Maintain steady rhythm while playing - Show pride in musical achievement - Make a case using collected materials - Apply appropriate construction techniques - Show craftsmanship in case making |
- Learn simple melodies using B, A, and G
-Practice playing with steady rhythm -Focus on clear tone production -Perform melodies for peers - Demonstrate techniques for case construction -Stitch fabric or crochet yarn for the case -Ensure appropriate size for the recorder -Add closures or fasteners as needed |
How do we interpret simple melodies on the recorder?
How is a recorder case constructed? |
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread KLB Visionary Creative Arts, pg. 105 Case-making materials, tools KLB Visionary Creative Arts, pg. 105 Decorative materials, adhesives KLB Visionary Creative Arts Descant recorders, simple music |
Observation Performance assessment Peer evaluation
Observation Project work Practical assessment |
|
| 9 | 6 |
Performance and Display
|
Descant Recorder - Performance preparation
Descant Recorder - Assessment Swimming - Water safety |
By the end of the
lesson, the learner
should be able to:
- Prepare melodies for performance - Apply performance techniques - Show confidence in preparation |
- Select appropriate melodies for performance
-Practice performance pieces thoroughly -Discuss performance etiquette -Prepare for public performance |
How do we prepare for a musical performance?
|
KLB Visionary Creative Arts Descant recorders, performance music
KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 111 Safety charts, pool area |
Observation Performance assessment Self-assessment
|
|
| 9 | 7 |
Performance and Display
|
Swimming - Pool etiquette
Swimming - Water entry technique Swimming - Feet first entry |
By the end of the
lesson, the learner
should be able to:
- Identify appropriate swimming attire - Explain proper pool behavior - Show discipline in following pool rules |
- Discuss appropriate swimming attire
-Explain proper behavior in and around the pool -Identify actions that are unsafe or discourteous -Practice proper pool entry and exit |
Why is proper conduct important in swimming areas?
|
KLB Visionary Creative Arts, pg. 111 Swimming costumes, pool area
KLB Visionary Creative Arts, pg. 112 Pool area, digital devices KLB Visionary Creative Arts, pg. 112 Pool area, shallow end |
Observation Oral questions Role-play assessment
|
|
| 10 | 1 |
Performance and Display
|
Swimming - Crouch surface dive
Swimming - Crouch surface dive practice |
By the end of the
lesson, the learner
should be able to:
- Explain the crouch surface dive technique - Identify the progression steps - Show interest in learning the skill |
- Observe demonstrations of the crouch surface dive
-Discuss the progression steps -Identify safety considerations -Discuss applications of the skill |
What is the technique for a crouch surface dive?
|
KLB Visionary Creative Arts Pool area, digital devices
KLB Visionary Creative Arts Pool area |
Observation Oral questions Written assignment
|
|
| 10 | 2 |
Performance and Display
|
Swimming - Standing surface dive
Swimming - Standing surface dive practice Swimming - Water games |
By the end of the
lesson, the learner
should be able to:
- Explain the standing surface dive technique - Identify the progression steps - Show interest in learning the skill |
- Observe demonstrations of the standing surface dive
-Discuss the progression steps -Identify safety considerations -Discuss applications of the skill |
What is the technique for a standing surface dive?
|
KLB Visionary Creative Arts Pool area, digital devices
KLB Visionary Creative Arts Pool area KLB Visionary Creative Arts, pg. 117 Pool area, sinking objects |
Observation Oral questions Written assignment
|
|
| 10 | 3 |
Performance and Display
|
Swimming - Photography
Swimming - Photo selection Swimming - Photo presentation |
By the end of the
lesson, the learner
should be able to:
- Use digital devices to photograph swimming activities - Focus on the center of interest - Show aesthetic awareness in photography |
- Learn basic photography techniques for water activities
-Use digital devices to photograph swimming activities -Focus on capturing the center of interest -Review and select best photographs |
Why is the centre of interest important in photography?
|
KLB Visionary Creative Arts Digital devices, pool area
KLB Visionary Creative Arts Digital devices, photographs |
Observation Project work Photo critique
|
|
| 10 | 4-5 |
Performance and Display
|
Swimming - Floating technique
Swimming - Mushroom float Swimming - Prone float Swimming - Supine float Swimming - Float practice |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of floating - Identify different types of floats - Show interest in learning floating techniques - Demonstrate the supine float technique - Execute the float with proper body position - Show relaxation during floating |
- Discuss the concept of floating
-Identify different types of floats -Observe demonstrations of floating techniques -Discuss factors affecting buoyancy - Demonstrate the supine float technique -Practice the body position in shallow water -Focus on relaxation and breath control -Hold the float position with increasing duration |
What makes a body float in water?
What is the correct technique for a supine float? |
KLB Visionary Creative Arts, pg. 117 Pool area, floating aids
KLB Visionary Creative Arts, pg. 117 Pool area KLB Visionary Creative Arts, pg. 118 Pool area KLB Visionary Creative Arts, pg. 119 Pool area KLB Visionary Creative Arts, pg. 120 Pool area |
Observation Oral questions Written assignment
Observation Skills test Peer assessment |
|
| 10 | 6 |
Performance and Display
|
Swimming - Gliding
Swimming - Prone glide Swimming - Supine glide |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of gliding - Identify different types of glides - Show interest in learning gliding techniques |
- Discuss the concept of gliding
-Identify different types of glides -Observe demonstrations of gliding techniques -Discuss factors affecting effective gliding |
What is gliding in swimming?
|
KLB Visionary Creative Arts, pg. 120 Pool area
KLB Visionary Creative Arts Pool area |
Observation Oral questions Written assignment
|
|
| 10 | 7 |
Performance and Display
|
Swimming - Glide practice
Swimming - Assessment Songs - Types of songs |
By the end of the
lesson, the learner
should be able to:
- Practice different gliding techniques - Transition between different glides - Show increasing confidence in water |
- Review different gliding techniques
-Practice transitioning between glides -Work with partners for support and feedback -Gradually reduce support during practice |
How can we improve our gliding techniques?
|
KLB Visionary Creative Arts Pool area
KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 82 Audio recordings of various songs |
Observation Skills test Peer assessment
|
|
| 11 | 1 |
Performance and Display
|
Songs - Patriotic songs
Songs - Sacred songs Songs - Topical songs |
By the end of the
lesson, the learner
should be able to:
- Identify patriotic songs - Explain the purpose of patriotic songs - Show patriotism through song appreciation |
- Listen to examples of patriotic songs
-Discuss the purpose and message of patriotic songs -Identify characteristics of patriotic songs -Relate patriotic songs to national identity |
What messages do patriotic songs convey?
|
KLB Visionary Creative Arts, pg. 83 Audio recordings of patriotic songs
KLB Visionary Creative Arts, pg. 83 Audio recordings of sacred songs KLB Visionary Creative Arts, pg. 84 Audio recordings of topical songs |
Observation Oral questions Written assignment
|
|
| 11 | 2 |
Performance and Display
|
Songs - Performance techniques
Songs - Tempo in singing |
By the end of the
lesson, the learner
should be able to:
- Explain elements of good singing - Identify performance techniques - Show interest in improving singing |
- Discuss elements of good singing
-Identify proper diction, pitch, rhythm, and dynamics -Discuss the importance of facial expressions and gestures -Practice vocal warm-up exercises |
What makes a good singing performance?
|
KLB Visionary Creative Arts, pg. 84 Audio recordings of songs
KLB Visionary Creative Arts, pg. 84 Audio recordings, percussion instruments |
Observation Oral questions Practical assessment
|
|
| 11 | 3 |
Performance and Display
|
Songs - Pitch in singing
Songs - Rhythm in singing Songs - Dynamics in singing |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of pitch - Sing with accurate pitch - Show control in pitch variation |
- Discuss the concept of pitch in music
-Practice singing with accurate pitch -Identify appropriate pitch range for different songs -Match pitch with instrumental accompaniment |
How does pitch affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Pitch pipes, tuned instruments
KLB Visionary Creative Arts, pg. 84 Percussion instruments KLB Visionary Creative Arts, pg. 85 Audio recordings |
Observation Performance assessment Peer evaluation
|
|
| 11 | 4-5 |
Performance and Display
|
Songs - Diction in singing
Songs - Facial expressions Songs - Gestures in singing Songs - East African Community Anthem Songs - Singing the East African Anthem Songs - Folk songs |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of diction - Sing with clear diction - Show attention to word clarity - Identify the East African Community Anthem - Explain the message of the Anthem - Show respect for regional unity |
- Discuss the importance of diction in singing
-Practice clear pronunciation of words -Focus on consonant and vowel clarity -Apply diction to enhance song meaning - Listen to the East African Community Anthem -Discuss the purpose and message of the Anthem -Learn the words of the Anthem -Discuss occasions when the Anthem is performed |
How does diction affect a song's performance?
What is the purpose of the East African Community Anthem? |
KLB Visionary Creative Arts, pg. 85 Lyric sheets
KLB Visionary Creative Arts, pg. 85 Mirrors KLB Visionary Creative Arts, pg. 85 Open performance space KLB Visionary Creative Arts, pg. 87 Audio recording of the Anthem KLB Visionary Creative Arts, pg. 88 Audio recording of the Anthem KLB Visionary Creative Arts, pg. 89 Audio recordings of folk songs |
Observation Performance assessment Peer evaluation
Observation Oral questions Written assignment |
|
| 11 | 6 |
Performance and Display
|
Songs - Types of folk songs
Songs - Learning folk songs |
By the end of the
lesson, the learner
should be able to:
- Identify different types of folk songs - Classify folk songs by function - Show appreciation for cultural diversity |
- Discuss different types of folk songs
-Classify songs as work, funeral, naming, initiation, marriage, or worship -Listen to examples of each type -Discuss the function of each type in community life |
What are the different types of folk songs?
|
KLB Visionary Creative Arts, pg. 90 Audio recordings of folk songs
KLB Visionary Creative Arts, pg. 91 Resource persons, audio recordings |
Observation Oral questions Classification exercise
|
|
| 11 | 7 |
Performance and Display
|
Songs - Costume decoration
Songs - Decoration techniques Songs - Performance preparation Songs - Group performance Songs - Assessment |
By the end of the
lesson, the learner
should be able to:
- Explain indigenous methods of costume decoration - Identify decoration techniques from different communities - Show interest in cultural crafts |
- Explore indigenous methods of costume decoration
-Identify tie-dye and beadwork techniques -Discuss the significance of patterns and colors -Relate decoration to cultural identity |
How do Kenyan communities decorate costumes for folk songs?
|
KLB Visionary Creative Arts, pg. 92 Sample costumes, decoration materials
KLB Visionary Creative Arts, pg. 92 Fabric, dye, beads, string KLB Visionary Creative Arts, pg. 92 Performance space, instruments KLB Visionary Creative Arts, pg. 93 Performance space, instruments KLB Visionary Creative Arts Assessment tools |
Observation Oral questions Written assignment
|
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