Creating and Performing in Creative Arts and Sports

Melody - Introduction to variation

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

- Define variation in musical composition
- Identify variations in musical examples
- Show interest in melodic development

- Watch videos demonstrating melody variation
- Observe how melodies can be varied
- Discuss types of variation in music

How can a melody be made interesting?

- KLB Top Scholar (pg. 64)
- Digital resources
- Audio examples
- Video demonstrations

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Melody - Rhythmic variation
Melody - Melodic variation

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

- Explain rhythmic variation technique
- Identify rhythmic variations in examples
- Show interest in rhythmic modification

- Study examples of rhythmic variation
- Analyze how note lengths are altered
- Compare original and varied melodies

How can rhythm changes affect a melody?

- KLB Top Scholar (pg. 65)
- Music notation examples
- Audio demonstrations
- Staff paper

- Observation - Written exercises - Listening assessment

Creating and Performing in Creative Arts and Sports

Melody - Dynamic variation

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

- Explain dynamic variation technique
- Apply volume changes to create variety
- Show interest in expressive performance

- Study examples of dynamic variation
- Analyze how volume is altered
- Perform melodies with dynamic changes

How do dynamics affect the character of a melody?

- KLB Top Scholar (pg. 66)
- Music notation examples
- Audio demonstrations
- Musical instruments

- Observation - Practical assessment - Performance evaluation

Creating and Performing in Creative Arts and Sports

Melody - Variation demonstrations

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

- Perform melodies with variations
- Identify variation techniques in performance
- Show interest in musical expression

- Sing familiar tunes with tonic sol-fa
- Vary melodies using different techniques
- Describe variations used in performances

Which variation techniques are most effective for specific melodies?

- KLB Top Scholar (pg. 67)
- Familiar tunes
- Musical instruments
- Performance space

- Observation - Practical assessment - Performance evaluation

Creating and Performing in Creative Arts and Sports

Melody - Variation practice
Melody - Melodic structure

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

- Vary given melodies using different techniques
- Create appropriate variations for musical context
- Show confidence in melodic variation

- Vary given melodies using different techniques
- Create rhythmic variations of melodies
- Create melodic variations of given tunes
- Apply dynamic variations to performances

How can variation techniques be combined effectively?

- KLB Top Scholar (pg. 67)
- Given melodies
- Staff paper
- Musical instruments
- KLB Top Scholar (pg. 68)
- Digital resources
- Music notation examples
- Audio demonstrations

- Observation - Written exercises - Performance evaluation

Creating and Performing in Creative Arts and Sports

Melody - Incomplete and complete endings

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

- Distinguish between incomplete and complete endings
- Identify ending notes in melodies
- Show interest in melodic resolution

- Study examples of incomplete and complete endings
- Identify supertonic, dominant, and leading note endings
- Analyze complete endings on tonic

Why is the distinction between incomplete and complete endings important?

- KLB Top Scholar (pg. 69)
- Music notation examples
- Audio demonstrations
- Musical instruments

- Observation - Written exercises - Listening assessment

Creating and Performing in Creative Arts and Sports

Melody - Repetition in melodies

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

- Explain the role of repetition in melodies
- Identify repeated sections in musical examples
- Show interest in melodic development

- Study examples of melodic repetition
- Analyze how repetition creates unity
- Discuss how to balance repetition and variation

How does repetition contribute to melodic unity?

- KLB Top Scholar (pg. 69)
- Music notation examples
- Audio demonstrations
- Staff paper

- Observation - Written exercises - Listening assessment

Creating and Performing in Creative Arts and Sports

Melody - Answering phrases
Melody - Opening phrases

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

- Write answering phrases to given openings
- Apply variation techniques to answering phrases
- Show confidence in melody composition

- Write answering phrases to given opening phrases
- Create variations in answering phrases
- Apply appropriate endings to phrases

How should answering phrases relate to opening phrases?

- KLB Top Scholar (pg. 70)
- Given opening phrases
- Staff paper
- Musical instruments
- Given answering phrases

- Observation - Written exercises - Composition assessment

Creating and Performing in Creative Arts and Sports

Melody - Four-bar melody composition

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

- Compose a four-bar melody in F major
- Apply appropriate phrase structure
- Show confidence in melody composition

- Compose four-bar melodies in F major and 4/4 time
- Include opening and answering phrases
- Apply appropriate endings
- Add phrase marks and dynamics

How can phrase structure enhance a four-bar melody?

- KLB Top Scholar (pg. 71)
- Staff paper
- Musical instruments
- F major scale reference

- Observation - Written composition - Performance assessment

Creating and Performing in Creative Arts and Sports

Melody - Melody notation

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

- Notate melodies correctly on staff paper
- Apply proper notation conventions
- Show interest in music notation

- Notate four-bar melodies on treble staff
- Apply key and time signatures correctly
- Include phrase marks and dynamics
- Use proper note grouping

Why is proper notation important for melody writing?

- KLB Top Scholar (pg. 71)
- Staff paper
- Music notation examples
- F major scale reference

- Observation - Written exercises - Notation assessment

Creating and Performing in Creative Arts and Sports

Melody - Melody performance
Rugby - Introduction to passes

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

- Perform technical exercises in F major
- Sight sing or play composed melodies
- Show confidence in musical performance

- Perform the F major scale and tonic arpeggio
- Sight sing or play composed melodies
- Perform melodies with proper phrasing and dynamics

How do technical exercises improve melody performance?

- KLB Top Scholar (pg. 72)
- Composed melodies
- Musical instruments
- Performance space
- Digital resources
- Pictures of Rugby passes
- Videos of Rugby games

- Observation - Performance assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Rugby - Basic pass

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

- Demonstrate proper grip for basic pass
- Execute correct stance for passing
- Show interest in basic passing technique

- Practice proper grip across the seams
- Demonstrate stance with feet apart
- Execute the basic pass with proper follow-through
- Perform basic pass while stationary

How should players grip the ball for an effective basic pass?

- KLB Top Scholar (pg. 73)
- Rugby balls
- Open space for practice
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Rugby - Pop pass

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

- Demonstrate proper grip for pop pass
- Execute correct stance for pop passing
- Show interest in pop passing technique

- Practice proper grip for pop pass
- Demonstrate stance with chest toward target
- Execute the pop pass with proper release
- Perform pop pass while stationary

When is a pop pass most effective in Rugby?

- KLB Top Scholar (pg. 74)
- Rugby balls
- Open space for practice
- Video demonstrations

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Rugby - Spin pass
Rugby - Pass demonstrations

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

- Demonstrate proper grip for spin pass
- Execute correct technique for spin passing
- Show interest in spin passing technique

- Practice proper grip with fingers across seam
- Demonstrate stance with feet apart
- Execute the spin pass with flicking motion
- Perform spin pass while stationary

Why is the spin pass used for long-distance passing?

- KLB Top Scholar (pg. 75)
- Rugby balls
- Open space for practice
- Video demonstrations
- KLB Top Scholar (pg. 76)
- Feedback guidelines

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Rugby - Pass practice activities

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

- Perform passing activities for skill development
- Execute passes while in motion
- Show interest in dynamic passing practice

- Perform basic pass activities in pairs
- Execute pop pass activities with defenders
- Practice spin pass with partners
- Increase passing distance progressively

How do passing drills improve game performance?

- KLB Top Scholar (pg. 77)
- Rugby balls
- Open space for practice
- Marking cones

- Observation - Practical assessment - Skill development evaluation

Creating and Performing in Creative Arts and Sports

Rugby - Kicking techniques

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

- Identify different kicks in Rugby
- Analyze the stance and ball placement for kicks
- Show interest in Rugby kicking techniques

- Study pictures of different Rugby kicks
- Discuss ball placement during kicks
- Analyze stance at the start of kicks

What is the difference between place and drop kicks?

- KLB Top Scholar (pg. 78)
- Digital resources
- Pictures of Rugby kicks
- Videos of kicking techniques

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Rugby - Drop kick
Rugby - Place kick

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

- Demonstrate proper grip for drop kick
- Execute correct drop kick technique
- Show interest in drop kicking technique

- Practice proper grip with point downwards
- Demonstrate stance with slight bend
- Execute drop kick with proper ball drop
- Perform follow-through motion

What makes a successful drop kick in Rugby?

- KLB Top Scholar (pg. 79)
- Rugby balls
- Open space for practice
- Video demonstrations
- KLB Top Scholar (pg. 80)
- Kicking tees/mounds

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Rugby - Kicking demonstrations

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

- Demonstrate place and drop kicks
- Provide constructive feedback on kicks
- Show interest in kicking improvement

- Demonstrate place and drop kicks
- Take turns performing different kicks
- Provide feedback using polite language
- Use feedback to improve technique

How can proper technique improve kicking accuracy?

- KLB Top Scholar (pg. 81)
- Rugby balls
- Kicking tees/mounds
- Open space for practice

- Observation - Practical assessment - Peer assessment

Creating and Performing in Creative Arts and Sports

Rugby - Kick practice activities

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

- Perform kicking activities for skill development
- Execute kicks with increasing accuracy
- Show interest in targeted kicking practice

- Practice drop kick activities with markers
- Execute place kick activities with tees
- Increase kicking distance progressively
- Aim at specific targets

How do kicking drills improve game performance?

- KLB Top Scholar (pg. 82)
- Rugby balls
- Kicking tees/mounds
- Marking cones/targets

- Observation - Practical assessment - Skill development evaluation

Creating and Performing in Creative Arts and Sports

Rugby - Mini game
Photography - Viewpoints in photography

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

- Apply passing and kicking skills in a game
- Follow modified Rugby rules
- Show interest in team play and sportsmanship

- Play a mini Rugby game with modified rules
- Apply passing and kicking skills in the game
- Observe safety and game rules
- Demonstrate teamwork and sportsmanship

How can passing and kicking skills be effectively applied in a game?

- KLB Top Scholar (pg. 83)
- Rugby balls
- Field markings
- Rule guidelines
- Safety equipment
- KLB Top Scholar (pg. 86)
- Digital resources
- Sample photographs
- Pictures showing different viewpoints

- Observation - Game performance assessment - Teamwork evaluation

Creating and Performing in Creative Arts and Sports

Photography - Bird's eye view

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

- Define bird's eye view in photography
- Identify photographs taken from bird's eye view
- Show interest in different photography angles

- Examine the bird's eye view technique
- Study examples of bird's eye view photographs
- Discuss the effect of bird's eye view on subjects

What was the position of the photographer in relation to the items in each picture?

- KLB Top Scholar (pg. 87)
- Digital resources
- Sample photographs
- Pictures taken from bird's eye view

- Observation - Oral questions - Picture analysis

Creating and Performing in Creative Arts and Sports

Photography - Normal eye view

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

- Define normal eye view in photography
- Identify photographs taken from normal eye view
- Show interest in different photography angles

- Examine the normal eye view technique
- Study examples of normal eye view photographs
- Discuss the effect of normal eye view on subjects

Which digital devices can you use to take photographs?

- KLB Top Scholar (pg. 87)
- Digital resources
- Sample photographs
- Pictures taken from normal eye view

- Observation - Oral questions - Picture analysis

Creating and Performing in Creative Arts and Sports

Photography - Worm's eye view
Photography - Research on viewpoints

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

- Define worm's eye view in photography
- Identify photographs taken from worm's eye view
- Show interest in different photography angles

- Examine the worm's eye view technique
- Study examples of worm's eye view photographs
- Discuss the effect of worm's eye view on subjects

How does a worm's eye view affect the appearance of subjects?

- KLB Top Scholar (pg. 88)
- Digital resources
- Sample photographs
- Pictures taken from worm's eye view
- Internet access

- Observation - Oral questions - Picture analysis

Creating and Performing in Creative Arts and Sports

Photography - Scenery photography

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

- Define scenery photography
- Explain tips for taking clear photographs
- Show interest in nature photography

- Discuss scenery photography techniques
- Learn tips for taking clear photographs
- Examine sample scenery photographs

How can you take clear scenery photographs?

- KLB Top Scholar (pg. 89)
- Digital resources
- Sample scenery photographs
- Photography tips

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Photography - Taking photographs

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

- Take photographs from different viewpoints
- Apply proper camera techniques
- Show interest in practical photography

- Identify available digital devices for photography
- Take nature walks to identify scenic points
- Take photographs from different viewpoints

What scenic points showcase the beauty of our country?

- KLB Top Scholar (pg. 89)
- Digital devices with cameras
- Scenic locations
- Photography tips

- Observation - Practical assessment - Photograph quality

Creating and Performing in Creative Arts and Sports

Photography - E-folder creation

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

- Create an e-folder for photographs
- Select and store best photographs
- Show interest in digital organization

- Create a folder on the desktop
- Transfer photographs to the folder
- Organize photographs effectively

How can photographs be effectively organized digitally?

- KLB Top Scholar (pg. 90)
- Digital devices
- Taken photographs
- File management instructions

- Observation - Practical assessment - Folder organization

Creating and Performing in Creative Arts and Sports

Photography - Captioning photographs
Photography - Slide presentation

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

- Explain the purpose of captioning photographs
- Add appropriate captions to photographs
- Show interest in descriptive information

- Discuss the purpose of captioning
- Examine examples of captioned photographs
- Practice adding captions to photographs

Why is captioning important for photographs?

- KLB Top Scholar (pg. 91)
- Digital devices
- Photograph collection
- Captioning examples
- KLB Top Scholar (pg. 92)
- Presentation software
- Organized photographs

- Observation - Practical assessment - Caption quality

Creating and Performing in Creative Arts and Sports

Photography - Saving presentations

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

- Save presentations properly
- Create backups of photo collections
- Show interest in digital preservation

- Learn how to save presentations
- Practice file management techniques
- Create backups of digital content

Why is proper file management important for digital content?

- KLB Top Scholar (pg. 93)
- Digital devices
- Storage media
- File management instructions

- Observation - Practical assessment - File organization

Creating and Performing in Creative Arts and Sports

Photography - Critique and appreciation

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

- Critique photography slide shows
- Provide constructive feedback
- Show appreciation for photography work

- Watch photo slideshows
- Discuss themes and scenic sites
- Provide suggestions for improvement

How can you improve your photo slide show presentation?

- KLB Top Scholar (pg. 93)
- Digital devices
- Completed slideshows
- Critique guidelines

- Observation - Peer assessment - Self-assessment - Teacher assessment

Creating and Performing in Creative Arts and Sports

Descant Recorder - F major scale fingering
Descant Recorder - Recorder types

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

- Identify fingering for notes in F major scale
- Explain the importance of correct fingering
- Show interest in recorder technique

- Watch video on F major scale fingering
- Study fingering chart for F major
- Discuss importance of correct fingering

Why is observing the correct fingering important when playing melodies?

- KLB Top Scholar (pg. 94)
- Digital resources
- Descant recorders
- Fingering charts
- KLB Top Scholar (pg. 95)
- Recorder samples (if available)

- Observation - Oral questions - Practical assessment

Creating and Performing in Creative Arts and Sports

Descant Recorder - Random note practice

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

- Play random notes on the descant recorder
- Apply correct fingering technique
- Show interest in note accuracy

- Practice playing random notes (C, F, G, D, A, B♭, E)
- Apply correct fingering
- Focus on sound quality

What is the importance of applying technique when playing instrumental music?

- KLB Top Scholar (pg. 95)
- Descant recorders
- Note charts
- Music stands

- Observation - Practical assessment - Sound quality evaluation

Creating and Performing in Creative Arts and Sports

Descant Recorder - Pinching technique

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

- Demonstrate the pinching technique
- Explain the purpose of pinching
- Show interest in advanced techniques

- Study the pinching technique
- Watch tutorial demonstrating pinching
- Practice pinching technique on note F

How does the pinching technique affect the sound quality?

- KLB Top Scholar (pg. 96)
- Digital resources
- Descant recorders
- Video tutorials

- Observation - Practical assessment - Sound quality evaluation

Creating and Performing in Creative Arts and Sports

Descant Recorder - F major scale
Descant Recorder - Scale performance

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

- Play the F major scale ascending
- Play the F major scale descending
- Show interest in scale performance

- Practice F major scale with key signature
- Practice F major scale without key signature
- Focus on finger coordination and breath control

How does playing scales help develop recorder technique?

- KLB Top Scholar (pg. 96)
- Descant recorders
- F major scale notation
- Music stands
- KLB Top Scholar (pg. 97)

- Observation - Practical assessment - Performance evaluation

Creating and Performing in Creative Arts and Sports

Descant Recorder - Solo preparation

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

- Explain the process of preparing for a solo
- Identify steps in solo performance
- Show interest in performance preparation

- Discuss solo performance preparation
- Identify selection, study, practice steps
- Explore interpretation and memorization

What are the steps involved in preparing for a solo performance?

- KLB Top Scholar (pg. 97)
- Digital resources
- Solo repertoire examples
- Performance guides

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Descant Recorder - Solo piece practice

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

- Practice a solo piece in F major
- Apply correct fingering and technique
- Show interest in musical interpretation

- Learn to play "In the Bleak Midwinter"
- Focus on correct fingering and rhythm
- Apply proper breathing and phrasing

How should playing techniques be applied in a solo piece?

- KLB Top Scholar (pg. 97)
- Descant recorders
- "In the Bleak Midwinter" score
- Music stands

- Observation - Practical assessment - Performance progression

Creating and Performing in Creative Arts and Sports

Descant Recorder - Group rehearsal
Descant Recorder - Solo performance

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

- Rehearse a solo piece in groups
- Apply dynamics and tempo markings
- Show interest in expressive performance

- Rehearse "In the Bleak Midwinter" in groups
- Apply indicated tempo and dynamics
- Focus on musical expression

How do dynamics and tempo affect musical expression?

- KLB Top Scholar (pg. 98)
- Descant recorders
- "In the Bleak Midwinter" score
- Music stands
- Performance space

- Observation - Group assessment - Performance evaluation

Creating and Performing in Creative Arts and Sports

Play - Format of a play script

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

- Identify elements of a play script
- Describe the format of a play script
- Show interest in play structure

- Read an extract of a play script
- Identify title, playwright, characters, acts, scenes
- Discuss stage directions and dialogue

What distinguishes a play script from other forms of writing?

- KLB Top Scholar (pg. 99)
- Sample play scripts
- Digital resources
- Extract of "Tijani's Courage"

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Play - Script analysis

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

- Analyze a play script extract
- Identify script elements in performance
- Show interest in script structure

- Watch a live or recorded play performance
- Identify format elements in the performance
- Note examples of dialogue and characters

How does the format of a play script support performance?

- KLB Top Scholar (pg. 100)
- Digital resources
- Recorded play performances
- Script analysis guidelines

- Observation - Oral presentations - Analysis reports

Creating and Performing in Creative Arts and Sports

Play - Script elements
Play - One act play structure

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

- Match play script elements with descriptions
- Explain the purpose of each element
- Show interest in play construction

- Match elements with their descriptions
- Discuss the purpose of playwright, characters, setting
- Explain acts, scenes, and stage directions

What is the purpose of stage directions in a play script?

- KLB Top Scholar (pg. 101)
- Play script examples
- Element description cards
- Matching exercise
- Sample one act plays
- Digital resources
- Structure diagrams

- Observation - Oral questions - Matching assessment

Creating and Performing in Creative Arts and Sports

Play - Theme selection

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

- Select themes for one act plays
- Identify contemporary societal issues
- Show interest in social commentary

- Research current societal issues
- Brainstorm theme ideas
- Select themes for play development

What societal issues can be addressed through plays?

- KLB Top Scholar (pg. 102)
- Digital resources
- News articles
- Social issue information

- Observation - Brainstorming results - Theme selection

Creating and Performing in Creative Arts and Sports

Play - Plot creation

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

- Create a plot for a one act play
- Incorporate trigger action and conflict
- Show interest in story development

- Identify beginning, trigger action, middle, resolution
- Create logical sequence of events
- Develop conflict and resolution

What makes a compelling plot in a one act play?

- KLB Top Scholar (pg. 103)
- Plot structure diagrams
- Story development guides
- Sample plots

- Observation - Plot outlines - Peer review

Creating and Performing in Creative Arts and Sports

Play - Character development
Play - Setting and dialogue

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

- Create characters for a one act play
- Develop protagonist and antagonist roles
- Show interest in character complexity

- Design characters for the play
- Develop character backgrounds and motivations
- Create character relationships

How do characters drive the action in a play?

- KLB Top Scholar (pg. 104)
- Character development guides
- Character profile templates
- Sample character descriptions
- Setting examples
- Dialogue writing guides
- Sample dialogues

- Observation - Character profiles - Peer review

Creating and Performing in Creative Arts and Sports

Play - Script creation

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

- Create a complete one act play script
- Apply proper script format
- Show interest in creative writing

- Write script with proper formatting
- Include characters, dialogue, stage directions
- Follow plot structure

What factors should be considered when creating a one act play?

- KLB Top Scholar (pg. 105)
- Script templates
- Writing materials
- Format guidelines

- Observation - Completed scripts - Format assessment

Creating and Performing in Creative Arts and Sports

Play - Music and costumes

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

- Select music for play performance
- Design costumes and props
- Show interest in theatrical elements

- Choose appropriate music for scenes
- Design relevant costumes and props
- Consider color symbolism in design

Why is it important to decorate props to be used for performance?

- KLB Top Scholar (pg. 106)
- Music samples
- Costume design materials
- Prop creation supplies

- Observation - Music selection - Costume designs

Creating and Performing in Creative Arts and Sports

Play - Acting preparation
Play - Movement and voice

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

- Understand the process of acting a role
- Analyze script for character development
- Show interest in performance preparation

- Discuss acting preparation steps
- Analyze scripts for character insights
- Participate in casting process

How can a play performance be made believable to an audience?

- KLB Top Scholar (pg. 107)
- Acting guides
- Script analysis worksheets
- Performance tips
- KLB Top Scholar (pg. 108)
- Movement exercise guides
- Voice training resources
- Performance space

- Observation - Oral discussions - Written analyses

Creating and Performing in Creative Arts and Sports

Play - Rehearsal techniques

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

- Demonstrate rehearsal processes
- Apply polishing, technical, and dress rehearsals
- Show interest in performance improvement

- Practice line rehearsals
- Implement voice projection exercises
- Conduct polishing, technical and dress rehearsals

What types of rehearsals are needed for an effective performance?

- KLB Top Scholar (pg. 109)
- Rehearsal guides
- Performance space
- Performance materials

- Observation - Rehearsal participation - Progress assessment

Creating and Performing in Creative Arts and Sports

Play - Warm-up activities

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

- Perform breathing and vocal exercises
- Conduct physical warm-up activities
- Show interest in performance preparation

- Practice breathing exercises
- Implement vocal warm-ups
- Perform physical preparation activities

Why are warm-up activities important before a performance?

- KLB Top Scholar (pg. 110)
- Warm-up exercise guides
- Performance space
- Exercise demonstrations

- Observation - Practical assessment - Technique evaluation

Creating and Performing in Creative Arts and Sports

Play - Performance preparation
Play - Performance analysis

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

- Apply performance strategies
- Implement stage presence techniques
- Show interest in audience engagement

- Discuss stage behavior and presence
- Learn strategies for forgetting lines
- Practice voice projection and listening

What should actors do when they forget their lines?

- KLB Top Scholar (pg. 110)
- Performance strategy guides
- Performance space
- Scenario practice
- Recorded play performances
- Analysis worksheets
- Discussion guides

- Observation - Practical assessment - Scenario responses

Creating and Performing in Creative Arts and Sports

Play - Role allocation

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

- Allocate roles for a one act play
- Select appropriate roles for group members
- Show interest in collaborative performance

- Allocate roles from created play scripts
- Ensure all group members have roles
- Begin memorizing lines

What criteria should be used for role allocation?

- KLB Top Scholar (pg. 111)
- Created play scripts
- Role allocation guidelines
- Cast lists

- Observation - Role distribution - Group cooperation

Creating and Performing in Creative Arts and Sports

Play - Performance

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

- Perform a role in a one act play
- Apply all learned performance techniques
- Show confidence in theatrical performance

- Perform allocated roles in plays
- Apply voice, movement, and character techniques
- Engage with the audience

How effectively does the performance address the chosen societal issue?

- KLB Top Scholar (pg. 111)
- Performance space
- Costumes and props
- Music resources

- Observation - Performance evaluation - Peer and teacher assessment