1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing
1.1 String Musical Instruments and Drawing - Classification of String Instruments

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

-Identify string instruments from different indigenous communities in Kenya.
-Value Kenyan indigenous string instruments.

-Watch videos/observe pictures of real string instruments from Kenya and are guided in identifying the instrument by name and community of origin.
-Visit an institution or a cultural/resource centre in the community to familiarise themselves with Kenyan indigenous string instruments.

Which locally available materials can be used to make a one or two string instrument?

MENTOR Creative Arts Grade 6 Learner's Book Page 1-4
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 3-4

-Observation -Oral questions -Self-assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - String Instruments Crossword Puzzle

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

-Complete a crossword puzzle on string instruments.
-Show interest in indigenous Kenyan string instruments.

-Search for string instruments from different Kenyan communities online, in textbooks, magazines or newspapers.
-Complete a crossword puzzle about string instruments.
-Share findings with peers.

What string instruments are found in Kenyan communities?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 4

-Written crossword puzzle -Peer assessment -Checklist

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Parts of String Instruments

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

-Identify the parts of a string instrument.
-Describe the function of each part of a string instrument.
-Value the knowledge of string instrument parts.

-Look at a displayed Kenyan string instrument.
-Identify and label parts of the instrument.
-Describe the function of each part of the instrument.
-Draw and label parts of a string instrument.

What are the functions of each part of a string instrument?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 5-6

-Observation -Drawing assessment -Oral presentation

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - String Instrument Function Analysis
1.1 String Musical Instruments and Drawing - Fiddle Poetry

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

-Choose a string instrument from a Kenyan community.
-Describe its parts and their functions.
-Appreciate the craftsmanship in string instruments.

-Choose an instrument from any Kenyan community.
-Name the instrument and its community of origin.
-Discuss how the instrument is played.
-Discuss the functions of each part.

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

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 7
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 8

-Peer assessment -Oral presentations -Portfolio

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Recyclable Materials for Fiddle

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

-Identify recyclable materials for making a fiddle.
-Collect materials for making a fiddle.
-Demonstrate environmental conservation values.

-Gather tools and materials for making a fiddle.
-Identify hollow gourds, wooden tubes, animal skins, strong fabric, sticks, strings or wires, glue or nails.
-Discuss safety measures when using tools.

Which locally available materials can be used to make a fiddle?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 9-10

-Observation -Materials collection checklist -Group assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Fiddle Resonator Preparation

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

-Prepare the resonator for a fiddle.
-Demonstrate care when using tools.
-Show patience in crafting.

-Prepare the resonator using a cylindrical piece of wood, carton materials, or a gourd.
-Cut to size and hollow out as needed.
-Observe safety while using cutting tools.

How is a resonator prepared for a string instrument?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 10-11

-Observation -Project work assessment -Self-assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Fiddle Neck Construction
1.1 String Musical Instruments and Drawing - Stippling Technique

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

-Prepare the neck of the fiddle.
-Make holes for the neck on the resonator.
-Value patience in the process of making.

-Prepare a straight piece of wood for the neck.
-Smoothen it and cut to size.
-Drill two holes on the upper side of the resonator.
-Insert the wooden stick through the holes to form the fiddle's neck.

How is the neck attached to the resonator of a fiddle?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 11-12
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 12-13

-Observation -Project assessment -Peer feedback

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Drawing with Stippling

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

-Identify items shaded using the stippling technique.
-Explain how the stippling technique creates texture and form.
-Appreciate the artistic effects of stippling.

-Study different drawings and identify those using stippling technique.
-Discuss the texture of forms in the pictures.
-Research about overlapping in drawing.
-Discuss how placement of forms creates balance in a picture.

How is tone created while using the stippling technique?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 13-14

-Observation -Oral presentation -Written assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Digital Research

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

-Research online about stippling technique.
-Identify examples of stippled drawings.
-Present findings about the technique.

-Search online for pictures of drawings made using stippling technique.
-Explain how the drawings have been made using stippling technique.
-Discuss the importance of texture in a picture.

What is the importance of texture in a picture?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 14-15

-Digital presentations -Peer assessment -Observation

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Preparation for Still Life
1.1 String Musical Instruments and Drawing - Beginning the Stippling Process

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

-Arrange musical instruments for a still life drawing.
-Sketch the general outline of the instruments.
-Show care in the arrangement of forms.

-Arrange string instruments for a still life drawing.
-Sketch a still life composition of the arranged instruments.
-Ensure balance of forms between each object and within the picture plane.
-Decide on the direction of light and where shadows will be cast.

How does light direction affect shadows in a still life drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 15-16
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 16-17

-Observation -Project assessment -Self-assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Developing Tone and Texture

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

-Build up tone using stippling technique.
-Create texture through dot density variations.
-Show attention to detail in the stippling process.

-Apply more and darker dots on parts facing away from light.
-Maintain a balance of tones across the whole still life.
-Create denser dots on rough areas and fewer dots on smooth areas to create texture.

How can stippling create different textures in a drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 17-18

-Observation -Project work assessment -Self-assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Completing the Still Life
1.1 String Musical Instruments and Drawing - Project Assessment

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

-Complete a still life drawing using stippling technique.
-Create shadows and finishing details.
-Value the completed artwork.

-Lightly shade the background and capture shadows cast on the surface.
-Increase the intensity of shadows cast on the ground.
-Ensure a balance of light on the surface by stippling lightly to capture very light shadows.
-Display your work and talk about your own and others' work.

How does completing background elements enhance a still life drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 18-19
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 19

-Project completion assessment -Display and critique -Peer feedback

1.0 CREATING AND EXECUTION

1.2 Volleyball - The Underarm Service

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

-Identify the underarm service in Volleyball.
-Demonstrate interest in learning Volleyball skills.

-Look at pictures of underarm service in Volleyball.
-Discuss the position of the ball, hands, and legs as shown in the picture.
-Watch a video clip showing how to perform an underarm service.

How is the game of volleyball played?

-MENTOR Creative Arts Grade 6 Learner's Book Page 39-40
-Pictures of underarm service
-Video clips of Volleyball games
-Digital devices for watching videos
-Volleyball court diagram

-Observation -Oral questions -Self-assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Underarm Service Observation

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

-Observe the underarm service during a Volleyball game.
-Demonstrate the underarm service as observed.
-Appreciate the importance of observation in learning sports skills.

-Watch a Volleyball game guided by the teacher.
-Observe the players as they play.
-Identify underarm service during the game.
-Demonstrate how underarm service is performed.

What safety measures should be observed when playing Volleyball?

-MENTOR Creative Arts Grade 6 Learner's Book Page 40-41
-Volleyball court
-Volleyballs
-Video recording device
-Safety equipment
-First aid kit

-Observation -Demonstration -Peer assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Safety Measures
1.2 Volleyball - Stance for Underarm Service

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

-Identify safety measures in Volleyball.
-Explain the importance of safety measures.
-Show concern for safety while playing Volleyball.

-Discuss safety measures to be observed when playing Volleyball (proper uniform, flat ground, knee pads, eye on ball, calling out).
-Demonstrate applying safety measures during play.
-Practice safety protocols during game situations.

Why is safety important in Volleyball?

-MENTOR Creative Arts Grade 6 Learner's Book Page 41
-Safety equipment (knee pads)
-Sports uniform
-Volleyball
-Volleyball net
-First aid kit
-MENTOR Creative Arts Grade 6 Learner's Book Page 41-42
-Demonstration area
-Volleyballs
-Position markers
-Charts showing correct stance
-Whistle

-Observation -Oral questioning -Written test on safety measures

1.0 CREATING AND EXECUTION

1.2 Volleyball - Grip and Ball Positioning

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

-Demonstrate the correct grip for underarm service.
-Position the ball correctly before service.
-Show commitment to mastering grip techniques.

-Hold the ball in non-serving hand.
-Extend the non-serving hand in front at waist level.
-Form a fist with serving hand or have an open palm.
-Practice the grip and ball positioning in pairs.

How does grip affect the quality of the underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 42
-Volleyballs
-Demonstration area
-Charts showing correct grip
-Pictures of grip positions

-Observation -Demonstration -Skills checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Execution of Underarm Service

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

-Execute the underarm service with proper technique.
-Coordinate the serving motion correctly.
-Develop confidence in service execution.

-Draw the serving arm back and keep it straight.
-Swing the arm forward.
-Shift body weight from back foot to front foot.
-Toss the ball.
-Hit the ball with the heel of the hand or fist.

How can energy be transferred effectively during service execution?

-MENTOR Creative Arts Grade 6 Learner's Book Page 42
-Volleyballs
-Volleyball court
-Whistle
-Demonstration charts
-Skill progression cards

-Observation -Skills assessment -Peer feedback

1.0 CREATING AND EXECUTION

1.2 Volleyball - Follow-through
1.2 Volleyball - Practicing Underarm Service

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

-Demonstrate proper follow-through after service.
-Explain the importance of follow-through.
-Appreciate the role of follow-through in service effectiveness.

-Continue moving the arm in the direction of the hit ball.
-Practice follow-through to complete the service motion.
-Analyze how follow-through affects ball direction and speed.

Why is follow-through important in underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 42-43
-Volleyballs
-Demonstration area
-Video clips showing follow-through
-Feedback charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 43
-Volleyball court
-Whistle
-Ball collectors
-Feedback forms

-Observation -Skills assessment -Self-evaluation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Target Practice

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

-Aim the underarm service at a specific target.
-Improve service accuracy through practice.
-Value precision in Volleyball skills.

-Place cartons at corners of back line on one side of court.
-Line up on opposite side.
-Serve the ball aiming to hit directly into the carton.
-Practice stance, toss and underarm service.
-Give honest feedback to each other.

How can accuracy be improved in underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 43
-Volleyballs
-Cartons for targets
-Volleyball court
-Accuracy record sheets
-Whistle

-Target hitting accuracy -Observation -Peer feedback

1.0 CREATING AND EXECUTION

1.2 Volleyball - Service Practice in Game Situation

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

-Practice underarm service in a game-like situation.
-Serve the ball across the net correctly.
-Collaborate with peers during practice.

-Form two groups, each making a line on each side of the net.
-Serve to each other using the underarm service.
-Move behind the line after serving.
-Continue practicing and giving feedback.

How is underarm service applied in a game situation?

-MENTOR Creative Arts Grade 6 Learner's Book Page 43-44
-Volleyball court
-Volleyballs
-Volleyball net
-Whistle
-Score sheets

-Game situation assessment -Observation -Group assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Single Hand Dig Pass
1.2 Volleyball - Types of Dig Passes

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

-Identify the single hand dig pass in Volleyball.
-Describe the position of hands and legs during a dig pass.
-Show interest in learning the dig pass technique.

-Study a picture of single hand dig pass.
-Discuss what the learner is doing in the picture.
-Analyze the position of the hands and legs.
-Watch a video clip showing how to perform a single hand dig pass.

How is the single hand dig pass executed in Volleyball?

-MENTOR Creative Arts Grade 6 Learner's Book Page 44
-Pictures of single hand dig pass
-Video clips of dig pass techniques
-Digital devices
-Demonstration area
-MENTOR Creative Arts Grade 6 Learner's Book Page 44-45
-Charts comparing dig passes
-Video clips of different passes
-Volleyballs

-Observation -Oral questioning -Video analysis

1.0 CREATING AND EXECUTION

1.2 Volleyball - Observing Dig Pass in Games

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

-Identify single hand dig pass during a Volleyball game.
-Explain instances when single hand dig pass is used.
-Value observation as a learning tool.

-Watch a game of Volleyball in school.
-Observe as the players play the game.
-Identify single hand dig pass during the game.
-Explain instances when the single hand dig pass was performed.

What situations in a game require a single hand dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 45
-Volleyball court
-Volleyball players
-Video recording of games
-Observation sheets

-Observation records -Game analysis -Oral presentation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Executing Single Hand Dig Pass
1.2 Volleyball - Practicing Single Hand Dig Pass

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

-Demonstrate the body position for single hand dig pass.
-Position the arms correctly for the dig.
-Show confidence in attempting the skill.

-Stand with feet shoulder-width apart.
-Bend the trunk, keeping the back straight.
-Keep eyes on the ball.
-Stretch one arm out to reach for the ball.
-Practice the body position in pairs.

How does body positioning affect the effectiveness of a dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 45
-Volleyballs
-Demonstration area
-Position markers
-Charts showing correct positioning
-MENTOR Creative Arts Grade 6 Learner's Book Page 45-46
-Practice area
-Feedback forms
-Demonstration charts

-Demonstration assessment -Peer feedback -Position checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Continuous Dig Practice

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

-Perform continuous single hand digs.
-Maintain control of the ball during multiple digs.
-Demonstrate perseverance in skill practice.

-In pairs, take turns to practice the single hand dig pass.
-Throw the ball up then dig it upwards.
-Do continuous single hand digs until the ball falls down.
-Count the number of successful digs.
-Try to increase the number with each attempt.

How can control be maintained during continuous digs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 46
-Volleyballs
-Practice area
-Counting sheets
-Stopwatch
-Record cards

-Counting successful digs -Progress tracking -Self-assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Dig on the Run

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

-Perform a dig pass while moving.
-Coordinate movement with digging action.
-Appreciate the dynamic nature of Volleyball skills.

-Form groups and make lines.
-One learner holds a volleyball about 5m away from the line.
-Ball carrier throws to first learner who digs and catches.
-New ball carrier moves to front to throw, previous moves to back of line.
-Continue until all participate in throwing and digging.

How does movement affect the execution of a dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 46
-Volleyballs
-Practice area
-Markers for positions
-Whistle
-Movement patterns chart

-Movement coordination assessment -Group observation -Skill execution checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Game Introduction
1.2 Volleyball - Mini Game Rules

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

-Apply underarm service and dig pass in a mini game.
-Follow basic Volleyball rules.
-Show teamwork during play.

-Form teams of 6 players each.
-Play a mini Volleyball game.
-Focus on using underarm service to start play.
-Use single hand dig pass during the game.
-Follow basic Volleyball rules.

How are underarm service and dig pass applied in a game?

-MENTOR Creative Arts Grade 6 Learner's Book Page 46-47
-Volleyball court
-Volleyballs
-Volleyball net
-Whistle
-Score sheets
-Rule book
-MENTOR Creative Arts Grade 6 Learner's Book Page 47
-Volleyball rules poster
-Boundary markers
-Score cards

-Game situation assessment -Team cooperation -Skill application evaluation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Tournament

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

-Participate in a mini Volleyball tournament.
-Apply learned skills in competitive play.
-Show fair play and sportsmanship.

-Set up games going to 5-11 points (must win by 2 points).
-Teams switch courts after a game.
-Losing team moves off and new team comes in.
-Discuss performance and technique after games.
-Focus on application of underarm service and dig pass.

How can tournaments help improve game skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 47
-Volleyball court
-Volleyballs
-Score boards
-Whistle
-Tournament brackets

-Tournament performance -Skill application assessment -Team evaluation

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making (20 lessons)

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

-Interpret rhythmic patterns in music.
-Identify the sounds: taa-aa, taa, ta-te.
-Show interest in rhythm interpretation.

-Watch the performance of the song: Hot Cross Buns.
-Sing the song as guided by the teacher.
-Clap the rhythm of the song.
-Recite the French rhythm names of the rhythm of the song.
-Identify words that carry specific sounds.
-Sing the song again while snapping fingers to the rhythm.

How are French rhythm names used to create rhythmic patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 51
-Audio/video of "Hot Cross Buns"
-Digital devices for playback
-Rhythm charts
-Percussion instruments

-Observation -Aural/oral assessment -Performance assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Humpty Dumpty
1.3 Rhythm and Pattern Making - Mary Had a Little Lamb

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

-Identify rhythmic patterns in the song Humpty Dumpty.
-Recite French rhythm names for the song.
-Demonstrate rhythm through clapping.

-Listen to the rhythm of the song Humpty Dumpty.
-Clap the rhythm of the song.
-Recite the French rhythm names of the rhythm of the song.
-Identify words that carry specific sounds (taa-aa, taa-aa-aa, taa).
-Recite taa-aa-aa repeatedly to experience a dotted minim.

What rhythmic patterns are found in familiar songs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 51-52
-Audio recording of "Humpty Dumpty"
-Rhythm flash cards
-Digital devices
-Charts showing French rhythm names
-MENTOR Creative Arts Grade 6 Learner's Book Page 52
-Audio recording of "Mary Had a Little Lamb"
-Musical notation charts
-Digital playback device
-Rhythm cards

-Rhythm clapping assessment -Oral questioning -Group performance

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - French Rhythm Names

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

-Identify various French rhythm names.
-Demonstrate rhythms through clapping.
-Compare durations of different rhythm patterns.

-Study a table of French rhythm names.
-Assign each group member a sound from the table.
-Clap the sounds assigned.
-Tap the sounds continuously.
-Compare how many sounds of one type fit within another (e.g., how many taa-aa within taa-aa-aa-aa).

How do various rhythm values relate to each other?

-MENTOR Creative Arts Grade 6 Learner's Book Page 52-53
-French rhythm name charts
-Rhythm flash cards
-Metronome
-Percussion instruments

-Clapping accuracy assessment -Counting assessment -Group rhythm work

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Rhythmic Pattern Performance

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

-Clap given rhythmic patterns.
-Perform body percussion to rhythmic patterns.
-Show coordination in rhythm performance.

-Clap given rhythmic patterns.
-Carry out various body percussion actions while performing the rhythms (tapping shoulders, stamping feet).
-Combine different body percussion sounds with rhythms.

How can body percussion enhance rhythmic understanding?

-MENTOR Creative Arts Grade 6 Learner's Book Page 53
-Rhythm pattern cards
-Body percussion demonstrations
-Audio examples
-Metronome

-Body percussion coordination -Rhythm accuracy assessment -Peer assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Rhythm Game
1.3 Rhythm and Pattern Making - Note Values and Rests

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

-Perform rhythmic patterns using body percussion.
-Coordinate different percussion sounds with rhythms.
-Appreciate the game aspect of rhythm learning.

-Practice performing rhythmic patterns using assigned body percussions.
-Associate specific body percussion with specific rhythm patterns (e.g., snapping for taa taa).
-Perform the game as a group.
-Increase speed as the game continues.

How can games make learning rhythm more enjoyable?

-MENTOR Creative Arts Grade 6 Learner's Book Page 53
-Rhythm game instructions
-Body percussion demonstration videos
-Metronome
-Flash cards with rhythm patterns
-MENTOR Creative Arts Grade 6 Learner's Book Page 53-54
-Note value and rest charts
-Musical notation examples
-Flash cards
-Rhythm worksheets

-Game participation assessment -Rhythm accuracy -Speed progression assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Grandfather's Clock

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

-Identify musical rests in the song My Grandfather's Clock.
-Apply rests in singing the song.
-Appreciate the effect of rests in music.

-Listen to the performance of the song My Grandfather's Clock.
-Sing the song as guided by the teacher.
-Identify instances where music rests have been applied.
-Determine which rests have been applied in the song.

How do rests contribute to musical expression?

-MENTOR Creative Arts Grade 6 Learner's Book Page 54
-Audio recording of "My Grandfather's Clock"
-Sheet music with rest markings
-Digital playback device
-Rest symbol charts

-Singing assessment -Rest identification -Aural assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Drawing Rest Symbols

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

-Draw various musical rest symbols.
-Show the duration of each rest.
-Demonstrate neatness in music notation.

-Watch a video clip showing rest symbols.
-Draw the semibreve rest, minim rest, and crotchet rest.
-Show the duration of each rest drawn.
-Practice writing rest symbols neatly and accurately.

How are rest symbols drawn and used in music notation?

-MENTOR Creative Arts Grade 6 Learner's Book Page 54
-Video clip on rest symbols
-Digital devices
-Manuscript paper
-Drawing tools
-Rest symbol charts

-Drawing assessment -Duration explanation -Notation neatness

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Where am I Hiding Game
1.3 Rhythm and Pattern Making - Kookaburra Song

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

-Identify rest symbols in rhythm patterns.
-Clap rhythms with rests accurately.
-Enjoy the game aspect of learning rests.

-Watch a rhythm game video.
-Clap the rhythms shown.
-Point at the rhythm clapped.
-Identify which rest has been used in the patterns.
-Play the "Where am I Hiding?" game to locate rests.

How can games help in learning about musical rests?

-MENTOR Creative Arts Grade 6 Learner's Book Page 54
-Rhythm game video
-Rhythm cards with rests
-Digital devices
-Game instructions
-MENTOR Creative Arts Grade 6 Learner's Book Page 55
-Video of "Kookaburra" song
-Recording device
-Sheet music
-Digital portfolio storage

-Game participation -Rest identification accuracy -Clapping assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Composing with Rhythm Cards

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

-Create rhythm patterns using rhythm cards.
-Clap the rhythm created by arrangement of cards.
-Collaborate in group rhythm activities.

-Clap rhythms created by four learners holding rhythm cards.
-Make rhythm cards bearing French rhythm names.
-Place cards in a box and have group members pick cards.
-Arrange picked cards to create a rhythm pattern.
-Clap the created rhythm patterns.

How can rhythm cards be used to compose rhythm patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 55
-Materials for making rhythm cards
-Box for card storage
-Rhythm patterns guide
-Recording device

-Rhythm card creation -Pattern arrangement -Clapping accuracy -Group participation

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Digital Research on Rhythms
1.3 Rhythm and Pattern Making - Repetition Technique

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

-Research online about rhythm pattern creation.
-Apply research findings to create original rhythms.
-Share findings with classmates.

-Search online for information on creating rhythmic patterns using French rhythm names.
-Discuss research findings.
-Practice creating an original rhythmic pattern based on findings.
-Share created patterns with classmates.

How can digital resources enhance rhythm composition?

-MENTOR Creative Arts Grade 6 Learner's Book Page 55
-Digital devices with internet
-Online rhythm resources
-Presentation materials
-Rhythm composition guides
-MENTOR Creative Arts Grade 6 Learner's Book Page 55-56
-Rhythm examples using repetition
-Recording of repeated rhythms
-Composition worksheets
-Percussion instruments

-Research quality -Online resource utilization -Original pattern creation -Presentation skills

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Variation Technique

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

-Create rhythms using variation technique.
-Combine long and short notes in patterns.
-Appreciate the contrast created by variation.

-Learn about variation technique in rhythm (combining long and short notes).
-Recite rhythms using French rhythm names.
-Clap the rhythms with variation.
-Identify notes used to create variation in patterns.
-Identify the ending note of patterns.
-Compose rhythmic patterns using variation.

How does variation create interest in rhythm patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 56
-Rhythm examples with variation
-Comparison charts
-Composition worksheets
-Percussion instruments

-Variation identification -Pattern creation -Clapping accuracy -Peer assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Combined Techniques

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

-Compose rhythms using combined techniques.
-Incorporate rests into rhythmic patterns.
-End patterns appropriately on long notes.

-Learn that rhythm can be composed by combining techniques: repeating notes, creating variation, applying rests, and ending on a long note.
-Clap example rhythms using combined techniques.
-Identify which notes are repeated and where rests are used.
-Compose rhythms using combined techniques.

How can different rhythm techniques be combined effectively?

-MENTOR Creative Arts Grade 6 Learner's Book Page 56-57
-Examples of combined technique rhythms
-Composition worksheets
-Rhythm notation tools
-Display materials for patterns

-Pattern complexity assessment -Technique incorporation -Composition creativity -Final pattern performance

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Three-beat Patterns
1.3 Rhythm and Pattern Making - Music Alone Shall Live

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

-Identify three-beat patterns in music.
-Count and play beats in groups of three.
-Show appropriate stress on first beat.

-Study three-beat patterns where beats fall into regular groups of three.
-Learn how beats are stressed in three-beat patterns (strong-weak-weak).
-Play the beats by counting as indicated in examples.
-Recite rhythms with appropriate stress.

How are beats grouped and stressed in three-beat patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 57
-Three-beat pattern examples
-Counting charts
-Percussion instruments
-Metronome
-MENTOR Creative Arts Grade 6 Learner's Book Page 57-58
-Sheet music for "Music Alone Shall Live"
-Conducting pattern diagrams
-Audio recording of the song
-Conducting batons (optional)

-Beat counting accuracy -Stress placement -Pattern performance -Oral assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Wakulima Song

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

-Perform "Wakulima" song with three-beat patterns.
-Follow a conductor for three-beat music.
-Improvise three-beat rhythms on percussion.

-Listen to the song "Wakulima Ongezeni Kilimo" played by the teacher.
-Perform the song.
-Select a conductor and practice following them.
-Mark three-beat patterns correctly.
-Improvise three-beat patterns on percussion instruments to accompany the performance.

How can percussion accompany songs in three-beat patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 58
-Sheet music for "Wakulima" song
-Percussion instruments
-Conducting patterns guide
-Audio recording of the song

-Song performance assessment -Following conductor assessment -Percussion improvisation quality -Group coordination

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Three-beat Improvisation

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

-Play three-beat rhythms on percussion instruments.
-Improvise personal three-beat patterns.
-Lead others in following rhythmic patterns.

-In groups, play given three-beat rhythms on drums or other percussion instruments.
-Improvise personal three-beat rhythmic patterns.
-Play the improvised rhythm on the drum as classmates mark the beat.
-Take turns leading and following rhythmic patterns.

How can we create and lead our own three-beat rhythms?

-MENTOR Creative Arts Grade 6 Learner's Book Page 59
-Drums and percussion instruments
-Rhythm pattern cards
-Improvisation guidelines
-Recording device

-Rhythm accuracy -Improvisation creativity -Leadership skills -Group participation

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Songs in Three-beat Pattern
1.4 Gymnastics

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

-Search for songs in three-beat pattern.
-Perform selected songs with three-beat accompaniment.
-Record performances for feedback.

-In groups, search for at least two songs that are performed in three-beat pattern.
-Sing one of the identified songs.
-Improvise rhythm accompaniment on a percussion instrument during song performance.
-Record the performance and play it for feedback.
-Store recordings in digital portfolio.

How can we identify and perform songs in three-beat pattern?

-MENTOR Creative Arts Grade 6 Learner's Book Page 59
-Resources for song research
-Percussion instruments
-Recording devices
-Digital portfolio storage
-Playback equipment
-MENTOR Creative Arts Grade 6 Learner's Book Page 97
-Pictures of cartwheel performance
-Demonstration area
-Safety guidelines charts
-First aid kit

-Song selection relevance -Performance quality -Accompaniment appropriateness -Recording quality -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Digital Research

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

-Watch a video of cartwheel performance.
-Describe the cartwheel technique based on video.
-Practice the cartwheel technique safely.

-Use a digital device to watch a video clip showing how to perform cartwheel.
-Describe how cartwheel is performed as shown in the video clip.
-Take turns to practice performing cartwheel on a mat as shown in the video clip.

What are the key techniques for a successful cartwheel?

-MENTOR Creative Arts Grade 6 Learner's Book Page 97-98
-Digital devices
-Video clips of cartwheel
-Gymnastics mats
-Internet connection

-Video comprehension -Technique description -Practical demonstration -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Cartwheel Practice

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

-Practice the cartwheel movement safely.
-Support peers during practice.
-Demonstrate confidence in skill attempts.

-With guidance from the teacher, observe safety as you take turns to practice performing the cartwheel on a mat.
-Support each other during practice.
-Practice in groups until the skill is mastered.

How can proper practice improve gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Gymnastics mats
-Safe practice area
-Spotting equipment
-Skill progression charts

-Skill progression assessment -Safety observation -Peer support evaluation -Practice engagement

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll
1.4 Gymnastics - Forward Roll Video Study

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

-Identify the forward roll technique.
-Describe body, hands, and leg positions.
-Recognize safety precautions for forward roll.

-Study a picture of forward roll.
-Describe the position of the body, hands, and legs in the picture.
-Discuss safety precautions to observe when performing the forward roll.

What safety precautions should be observed when performing a forward roll?

-MENTOR Creative Arts Grade 6 Learner's Book Page 98
-Pictures of forward roll positions
-Safety guidelines poster
-Gymnastics mats
-Demonstration aids
-MENTOR Creative Arts Grade 6 Learner's Book Page 98-99
-Digital devices
-Video clips of forward roll
-Safe practice area

-Position identification -Safety knowledge assessment -Oral questioning -Discussion participation

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Technique

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

-Describe the steps of a forward roll.
-Explain safety measures for forward roll.
-Show appreciation for proper technique.

-Learn the steps for forward roll: starting position, tucking chin, placing hands, rolling forward, extending legs to stand.
-Understand safety measures: warm-up, suitable surface, support, cool down, following instructions.

How do the different positions connect in a forward roll?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99
-Step-by-step forward roll charts
-Safety measure posters
-Gymnastics mats
-Demonstration models

-Step sequence recollection -Safety measure explanation -Written assessment -Oral questioning

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Forward Roll Practice
1.4 Gymnastics - Swan Balance

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

-Perform the forward roll with guidance.
-Follow the progression of the skill.
-Support peers during practice.

-With guidance from the teacher, practice performing forward roll on a mat or safe ground.
-Follow the progression: squat position, tuck chin, place hands, roll, stand up.
-Support peers during practice for safety.
-Practice several times to master the skill.

How can spotting and support improve safety during practice?

-MENTOR Creative Arts Grade 6 Learner's Book Page 99
-Gymnastics mats
-Spotting aids
-Skill progression charts
-Safe practice area
-MENTOR Creative Arts Grade 6 Learner's Book Page 99-100
-Pictures of swan balance
-Balance demonstration charts
-Safety guidelines

-Skill execution assessment -Progression adherence -Peer support evaluation -Practice engagement

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance Practice

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

-Perform the swan balance with proper technique.
-Maintain stability in the balance position.
-Show patience and perseverance in practice.

-Demonstrate the swan balance by lying on stomach.
-Lift chest off the ground, arms extended forward.
-Lift legs off the ground, creating a rocking position.
-Hold the position and rock gently.
-Practice in pairs, giving feedback to each other.

How can body control be maintained during balance positions?

-MENTOR Creative Arts Grade 6 Learner's Book Page 100
-Gymnastics mats
-Balance practice area
-Stopwatch for timing holds
-Peer feedback forms

-Balance execution quality -Position stability -Hold duration -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Swan Balance Peer Practice

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

-Practice the swan balance with a partner.
-Give and receive constructive feedback.
-Demonstrate increased control in balance.

-In pairs, take turns performing the swan balance.
-One learner performs while the other observes and provides feedback.
-Focus on body position, stability, and control.
-Change roles until both have performed.
-Correct each other using constructive feedback.

How can peer feedback improve gymnastics skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 100-101
-Gymnastics mats
-Feedback guidelines
-Observation checklists
-Balance reference pictures

-Partner work assessment -Feedback quality -Skill improvement -Peer teaching ability

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Introduction
1.4 Gymnastics - Three-Action Sequence Study

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

-Define a three-action sequence in gymnastics.
-Explain the connection between skills in a sequence.
-Value the creative aspect of sequences.

-Learn about three-action sequence as a performance of three gymnastic skills as one continuous movement.
-Understand that the finishing point of one skill should be the starting point of the next skill.
-Know that sequences may include cartwheels, rolls, and balances.

How are different gymnastics skills connected in a sequence?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101
-Sequence explanation charts
-Video examples of sequences
-Sequence planning sheets
-Digital devices
-Sequence picture series
-Body position analysis charts
-Gymnastics mats
-Safe demonstration area

-Definition explanation -Connection understanding -Concept application -Oral assessment

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Three-Action Sequence Practice

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

-Practice the three-action sequence safely.
-Perform the sequence with increasing fluidity.
-Record performances for feedback.

-In groups, practice the three-action gymnastics sequence on a mat or safe ground.
-Practice multiple times until mastery is achieved.
-Record performances on video.
-Share recordings with classmates.
-Give feedback on each other's performance.

How can practice improve the fluidity of a sequence?

-MENTOR Creative Arts Grade 6 Learner's Book Page 101-102
-Gymnastics mats
-Video recording devices
-Playback equipment
-Safe practice area

-Sequence fluidity -Skill connection -Recording quality -Peer feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Family Demonstration

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

-Demonstrate the three-action sequence to family.
-Explain the sequence to others.
-Share experiences with classmates.

-Show family members and peers how to perform the three-action sequence.
-Explain the technique and safety considerations.
-Get feedback from family.
-Share experiences with classmates.

How can gymnastics skills be shared with the community?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Home practice guidelines
-Safety instructions
-Experience sharing template
-Feedback forms

-Demonstration ability -Explanation clarity -Experience sharing -Family feedback

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Weaving Materials Collection
1.4 Gymnastics - Frame Loom Construction

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

-Identify materials for weaving a gymnastic mat.
-Collect suitable materials for weaving.
-Show environmental consciousness in material selection.

-Identify suitable materials for weaving a gymnastics mat.
-Collect recyclable materials from the environment.
-Sort and prepare materials for weaving.
-Discuss the environmental benefits of using recyclable materials.

Why is recycling beneficial to the environment?

-MENTOR Creative Arts Grade 6 Learner's Book Page 102
-Material collection bags
-Sorting containers
-Material preparation tools
-Environmental impact charts
-MENTOR Creative Arts Grade 6 Learner's Book Page 102-103
-Wood for frame
-Cutting and measuring tools
-Safety equipment
-Joining materials
-Construction guides

-Material identification -Collection quantity/quality -Environmental awareness -Preparation thoroughness

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Mat Weaving

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

-Weave a small floor mat using 2/2 twill weave.
-Apply color variation in the weaving.
-Complete appropriate finishing techniques.

-Weave a small floor mat (1x1ft) for gymnastics performance using twill weave 2/2.
-Incorporate color variation in the weaving.
-Apply appropriate finishing techniques.
-Ensure the mat is sturdy enough for gymnastics use.

How does the weaving technique affect the mat's functionality?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103
-Prepared frame loom
-Weaving materials
-Color variation guide
-Finishing tools
-Weaving patterns

-Weaving technique -Color variation application -Finishing quality -Mat functionality

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Collaborative Mat Assembly

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

-Stitch individual mats together to create a larger mat.
-Apply appropriate stitching techniques.
-Work collaboratively in a group project.

-In groups, stitch the small mat pieces together.
-Create a large floor mat for gymnastics performance.
-Focus on type of finishing stitch, color pattern, and texture.
-Ensure the final mat is secure and safe for use.

How does collaboration enhance project outcomes?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103
-Individual mat pieces
-Stitching materials
-Pattern planning guides
-Collaboration guidelines
-Finishing tools

-Stitching quality -Collaboration effectiveness -Final mat safety/quality -Group work assessment

1.0 CREATING AND EXECUTION

1.4 Gymnastics - Sequence Performance on Woven Mat
1.5 Composing Melody (15 lessons)

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

-Perform the 3-phase gymnastics sequence on the woven mat.
-Accompany the performance with instrumental ensemble.
-Provide constructive feedback on performances.

-Display and critique each other's woven mats.
-Practice the 3-phase sequence on the woven mats.
-Perform the sequence accompanied by percussion instruments.
-Record performances on video.
-Comment on each other's performance.

How does the woven mat enhance gymnastics performance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 103-104
-Completed woven mats
-Percussion instruments
-Video recording devices
-Performance space
-Feedback forms
-MENTOR Creative Arts Grade 6 Learner's Book Page 106
-Audio/video of "Doh a Deer"
-Digital playback device
-Sol-fa chart
-Keyboard/melodic instrument

-Sequence execution -Mat utilization -Musical accompaniment -Video analysis -Peer feedback

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Sol-fa Ladder

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

-Identify all sol-fa syllables on the sol-fa ladder.
-Sing the sol-fa ladder ascending.
-Maintain accurate pitch when singing.

-Study the sol-fa ladder chart as a class.
-Count the number of sol-fa syllables shown.
-Recite the sol-fa syllables ascending.
-Sing the sol-fa ladder ascending.
-Watch a video demonstrating sol-fa pitches.
-Imitate the pitches while maintaining accuracy.

What is the relationship between pitch and sol-fa syllables?

-MENTOR Creative Arts Grade 6 Learner's Book Page 106-107
-Sol-fa ladder chart
-Video demonstrating pitches
-Digital devices
-Melodic instruments

-Identification accuracy -Pitch accuracy in singing -Imitation ability -Participation

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Descending Sol-fa
1.5 Composing Melody - Singing with La

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

-Identify sol-fa syllables in descending order.
-Sing the sol-fa syllables descending.
-Appreciate both ascending and descending patterns.

-Study the sol-fa chart in groups.
-Discuss the order of sol-fa syllables descending.
-Sing the sol-fa syllables descending.
-Sing the sol-fa syllables both ascending and descending.
-Use instruments to help with pitch accuracy.

How does descending sol-fa differ from ascending?

-MENTOR Creative Arts Grade 6 Learner's Book Page 107
-Sol-fa chart
-Descant recorder or melodic instrument
-Demonstration recordings
-Pitch reference tools
-Sol-fa ladder chart
-Recording of ladder with "la"
-Playback equipment

-Descending order identification -Singing accuracy -Ascending/descending comparison -Group participation

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Kodaly Hand Signs

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

-Identify Kodaly hand signs for sol-fa syllables.
-Demonstrate hand signs while singing.
-Value the visual representation of pitch.

-Watch a video on Kodaly hand signs.
-Imitate the hand signs while watching.
-Discuss the hand signs demonstrated.
-Study pictures showing the hand signs.
-Discuss the level indicated on different sol-fa syllables.

How do hand signs help in learning sol-fa syllables?

-MENTOR Creative Arts Grade 6 Learner's Book Page 107-108
-Video of Kodaly hand signs
-Hand sign charts
-Digital devices
-Sol-fa level diagrams

-Hand sign identification -Imitation accuracy -Level understanding -Discussion participation

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Hand Sign Practice

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

-Perform Kodaly hand signs correctly.
-Associate each sol-fa syllable with its hand sign.
-Show precision in hand movements.

-In pairs, observe pictures of hand signs.
-Take turns to perform the hand signs while partners watch.
-Use the correct hand sign for each sol-fa syllable.
-Perform hand signs at the correct level.
-Give feedback to each other.

How can the correct performance of hand signs be achieved?

-MENTOR Creative Arts Grade 6 Learner's Book Page 108
-Hand sign reference pictures
-Practice space
-Peer feedback forms
-Sol-fa syllable cards

-Hand sign accuracy -Level appropriateness -Syllable-sign connection -Peer feedback quality

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Sol-fa Ladders with Hand Signs
1.5 Composing Melody - Hand Signs Practice

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

-Identify the difference in hand sign direction for ascending and descending ladders.
-Sing the sol-fa ladder while performing appropriate hand signs.
-Coordinate singing and hand movements.

-Study sol-fa ladders showing ascending and descending patterns.
-Identify the difference in hand sign direction between the patterns.
-Sing the ascending ladder while performing hand signs from down going up.
-Sing the descending ladder while performing hand signs from up going down.
-Practice coordination of voice and hands.

How does hand sign direction help indicate ascending or descending patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 108
-Ascending/descending sol-fa charts
-Hand sign direction diagrams
-Practice space
-Coordination exercises
-MENTOR Creative Arts Grade 6 Learner's Book Page 108-109
-Hand position reference charts
-Performance space
-Feedback forms
-Pitch reference tools

-Direction identification -Singing-signing coordination -Ascending/descending accuracy -Performance fluidity

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Mary Had a Little Lamb Analysis

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

-Identify pitch patterns in familiar songs.
-Recognize repeated musical phrases.
-Demonstrate pitch changes through movement.

-Watch or listen to "Mary Had a Little Lamb".
-Sing along while clapping the rhythm.
-Identify repetitions of phrases like "Little lamb".
-Analyze pitch differences in repeated phrases.
-Use hand motions to show changes in pitch.

How can we identify pitch patterns in familiar songs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 109-110
-Recording of "Mary Had a Little Lamb"
-Digital playback device
-Pitch movement charts
-Sol-fa analysis worksheets

-Pattern identification -Repetition recognition -Movement appropriateness -Analytical ability

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Song Analysis with La

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

-Sing songs replacing lyrics with "La".
-Follow sol-fa hand signs while singing.
-Complete missing sol-fa in song charts.

-Sing "Mary Had a Little Lamb" replacing words with "La".
-Watch/listen to guided performances of the song.
-Sing along while performing sol-fa hand signs.
-Study the song with missing sol-fa syllables.
-Complete the song by adding the missing sol-fa syllables.

How does singing with "La" help identify pitch patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 110
-Song charts with missing sol-fa
-Recording of song with "La"
-Digital playback device
-Completion worksheets

-"La" singing accuracy -Hand sign coordination -Completion accuracy -Pitch recognition

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Twinkle Twinkle Analysis
1.5 Composing Melody - Sol-fa Identification Project

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

-Identify sol-fa syllables in "Twinkle Twinkle Little Star".
-Complete a sol-fa chart for the song.
-Perform the song with correct sol-fa.

-Listen to "Twinkle Twinkle Little Star" in groups.
-Sing along with the song.
-Study the song's sol-fa chart with missing syllables.
-Complete the chart by adding missing sol-fa syllables.
-Assign group members to sing words while others sing sol-fa syllables.

How can we identify and notate sol-fa in familiar melodies?

-MENTOR Creative Arts Grade 6 Learner's Book Page 110-111
-"Twinkle Twinkle" recording
-Sol-fa chart with blanks
-Digital playback device
-Group assignment cards
-MENTOR Creative Arts Grade 6 Learner's Book Page 111-112
-Manila paper or poster boards
-Marker pens
-Hand sign printouts
-Calligraphy materials
-Display area

-Identification accuracy -Chart completion -Group coordination -Performance accuracy

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Home Project

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

-Analyze sol-fa in a song of choice.
-Create a sol-fa chart with hand signs.
-Document work in a structured format.

-With guidance, watch/listen to songs in sol-fa.
-Choose a song other than previously studied examples.
-Write the words, sol-fa, and draw hand signs in a table.
-Organize work neatly and systematically.
-Prepare to share with classmates.

How can sol-fa analysis skills be applied independently?

-MENTOR Creative Arts Grade 6 Learner's Book Page 112
-Home project guidelines
-Sol-fa reference materials
-Hand sign references
-Documentation template
-Digital resources

-Song selection -Analysis accuracy -Table organization -Hand sign drawing -Project completion

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Introduction to Melody Composition

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

-Identify various approaches to melody composition.
-Listen to sample melodies in sol-fa.
-Show interest in melody creation.

-Watch a video on melody composition.
-Listen to melodies sung in sol-fa.
-Identify the highest and lowest sol-fa in the melodies.
-Discuss which melody was most interesting and why.
-Begin to consider personal composition ideas.

What makes a melody interesting?

-MENTOR Creative Arts Grade 6 Learner's Book Page 112
-Video on melody composition
-Sample melodies recordings
-Digital playback device
-Discussion prompts
-Melody analysis charts

-Listening attention -Range identification -Analytical discussion -Interest demonstration -Concept understanding

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Exact Repetition
1.5 Composing Melody - Stepwise Motion

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

-Create melodies using exact repetition technique.
-Identify repeated sections in melodies.
-Apply rhythmic patterns to repeated melodies.

-Study a melody with exact repetition.
-Recite sol-fa syllables while clapping the rhythm.
-Sight sing the melody making Kodaly hand signs.
-Identify and underline repeated sections.
-Create new melodies using repetition technique.

How can repetition be used effectively in melody creation?

-MENTOR Creative Arts Grade 6 Learner's Book Page 112-113
-Melody examples with repetition
-Rhythm pattern cards
-Sol-fa display charts
-Composition worksheets
-Performance space
-MENTOR Creative Arts Grade 6 Learner's Book Page 113-114
-Stepwise melody examples
-Descant recorders
-Sol-fa ladder charts
-Rhythm creation materials
-Digital resources

-Repetition identification -Melody creation -Rhythm application -Singing accuracy -Hand sign coordination

1.0 CREATING AND EXECUTION

1.5 Composing Melody - Narrow Leaps

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

-Identify leaps in a familiar melody.
-Create melodies with narrow leaps.
-Appreciate the effect of leaps in melody.

-Listen to "Mary Had a Little Lamb" and identify sol-fa syllables.
-Underline sol-fa that are more than a step apart (leaps).
-Study a stepwise melody and remove alternating notes to create leaps.
-Create a rhythm for the new melody with leaps.
-Sing the original and modified melodies for comparison.

How do leaps differ from stepwise motion in melodies?

-MENTOR Creative Arts Grade 6 Learner's Book Page 114-115
-"Mary Had a Little Lamb" recording
-Stepwise melody examples
-Melody modification worksheets
-Rhythm creation materials
-Digital playback device

-Leap identification -Melody modification skill -Rhythm creation -Comparison analysis -Performance accuracy