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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 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Tuning a percussion instrument
Picture Making (Percussion Instruments) - Performing rhythms Picture Making (Percussion Instruments) - Environmental conservation |
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 |
- 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 |
How can we improve the sound of a percussion instrument?
|
KLB Visionary Creative Arts Percussion instruments
KLB Visionary Creative Arts Made percussion instruments KLB Visionary Creative Arts Recyclable materials |
Observation Practical assessment Performance
|
|
| 2 | 5 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Creating a portfolio
Picture Making (Percussion Instruments) - Display and critique Picture Making (Percussion Instruments) - Percussion in cultural events |
By the end of the
lesson, the learner
should be able to:
- Select best artworks for a portfolio - Create a decorated portfolio folder - Show pride in presenting artwork |
- Select best drawings and photographs of instruments
-Create a decorated portfolio folder -Organize artworks in the portfolio -Present portfolios to the class |
Why is it important to keep a portfolio of artworks?
|
KLB Visionary Creative Arts Colored paper, fabric, glue
KLB Visionary Creative Arts Display area, instruments, drawings KLB Visionary Creative Arts Resource persons |
Observation Portfolio Display and critique
|
|
| 2 | 6 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Community involvement
Picture Making (Percussion Instruments) - Technology in music Picture Making (Percussion Instruments) - Assessment |
By the end of the
lesson, the learner
should be able to:
- Identify ways to share knowledge about percussion - Plan a community presentation of instruments - Show willingness to share cultural knowledge |
- Plan ways to share knowledge about percussion instruments
-Create posters or invitations for a community event -Rehearse presentations for community members -Reflect on the importance of cultural preservation |
How can we share our knowledge about percussion instruments?
|
KLB Visionary Creative Arts Poster materials
KLB Visionary Creative Arts Digital recording devices KLB Visionary Creative Arts Assessment tools |
Observation Oral presentation Project work
|
|
| 3 | 1 |
Creating and Execution
|
Netball - Skills of passing in Netball
Netball - Chest pass technique Netball - Overhead pass |
By the end of the
lesson, the learner
should be able to:
- Describe the skills of passing in Netball - Demonstrate the chest pass technique - Value teamwork when practising passing skills |
- Observe demonstrations of chest pass technique
-Practice the stance, grip, release and follow through -Work in groups to practice passing skills -Discuss the importance of proper technique |
Why are the skills of passing important in the game of Netball?
|
KLB Visionary Creative Arts, pg. 16 Netballs or improvised balls Open space
KLB Visionary Creative Arts, pg. 17 Netballs or improvised balls Open space KLB Visionary Creative Arts, pg. 18 Netballs or improvised balls Open space |
Observation Skills test Oral questions
|
|
| 3 | 2 |
Creating and Execution
|
Netball - Underarm pass
Netball - Double-handed catching |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the underarm pass technique - Execute proper hand position and arm movement - Show perseverance in mastering the skill |
- Observe demonstrations of underarm pass technique
-Practice the stance and arm position for underarm pass -Execute the pass with proper follow-through -Practice in pairs at varying distances |
When is the underarm pass most effective?
|
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 | 3 |
Creating and Execution
|
Netball - Standing shot
Netball - Shooting practice Netball - Combining skills |
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
KLB Visionary Creative Arts Netballs or improvised balls Open space |
Observation Skills test Practical assessment
|
|
| 3 | 4 |
Creating and Execution
|
Netball - Identifying materials for ball making
Netball - Macramé technique Netball - Making a ball |
By the end of the
lesson, the learner
should be able to:
- Identify materials for improvising a ball - Collect suitable materials from the environment - Value reusing materials from the environment |
- Identify and discuss materials suitable for making balls
-Collect materials from the environment -Sort and prepare materials for ball making -Discuss environmental conservation through reusing materials |
What materials can be used to improvise a Netball?
|
KLB Visionary Creative Arts, pg. 22 Old carrier bags, clothes, string
KLB Visionary Creative Arts, pg. 22 String, rope, practice materials KLB Visionary Creative Arts, pg. 23 Ball making materials |
Observation Oral questions Project work
|
|
| 3 | 5 |
Creating and Execution
|
Netball - Testing improvised balls
Netball - Mini-game practice Netball - Classification of colours |
By the end of the
lesson, the learner
should be able to:
- Test improvised balls for functionality - Make adjustments to improve ball performance - Show persistence in creating functional balls |
- Test improvised balls for bouncing and handling
-Make adjustments to improve shape and firmness -Compare different improvised balls -Select best balls for use in practice |
How can we test and improve our improvised balls?
|
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 |
Observation Practical assessment Peer evaluation
|
|
| 3 | 6 |
Creating and Execution
|
Netball - Mixing primary colours
Netball - Creating light tones Netball - Creating dark tones |
By the end of the
lesson, the learner
should be able to:
- Mix primary colours to create secondary colours - Identify the primary colours that make each secondary colour - Show curiosity in colour mixing |
- Demonstrate mixing of primary colours to get secondary colours
-Practice mixing secondary colours in pairs -Create a chart showing colour combinations -Label primary and secondary colours |
How are secondary colours created from primary colours?
|
KLB Visionary Creative Arts, pg. 28 Primary colour paints, palettes, paper
KLB Visionary Creative Arts, pg. 28 Secondary colours, white paint, paper KLB Visionary Creative Arts, pg. 28 Secondary colours, black paint, paper |
Observation Project work Portfolio
|
|
| 4 | 1 |
Creating and Execution
|
Netball - Painting a ball
Netball - Adding details to painting Netball - Creating a montage |
By the end of the
lesson, the learner
should be able to:
- Draw the outline of a ball - Paint using secondary colours with attention to colour value - Show creativity in applying colour |
- Draw the outline of a ball
-Mix secondary colours for painting -Apply light and dark tones to create dimension -Add details to enhance the painting |
How is colour value used to create form in painting?
|
KLB Visionary Creative Arts, pg. 29 Paint, brushes, paper, water containers
KLB Visionary Creative Arts, pg. 30 Paint, brushes, paper KLB Visionary Creative Arts, pg. 31 Old newspapers, magazines, calendars |
Observation Project work Display and critique
|
|
| 4 | 2 |
Creating and Execution
|
Netball - Making a montage
Netball - Display and appreciation Netball - Application in school |
By the end of the
lesson, the learner
should be able to:
- Create a montage based on Netball - Arrange images in an appealing composition - Show pride in creative work |
- Select and cut out images related to Netball
-Arrange images on a stiff surface -Stick images using adhesive -Add titles or captions if necessary |
How can we arrange images to create an effective montage?
|
KLB Visionary Creative Arts, pg. 32 Cut-out images, adhesive, stiff paper
KLB Visionary Creative Arts, pg. 32 Display area KLB Visionary Creative Arts Art materials |
Observation Project work Display and critique
|
|
| 4 | 3 |
Creating and Execution
|
Netball - Community service
Netball - Assessment |
By the end of the
lesson, the learner
should be able to:
- Identify ways to share Netball skills with the community - Plan a community service activity - Show willingness to share knowledge |
- Discuss ways to share Netball skills with the community
-Plan a community service activity -Create posters or invitations for the activity -Reflect on the importance of community service |
How can we share our Netball skills with the community?
|
KLB Visionary Creative Arts Poster materials
KLB Visionary Creative Arts Assessment tools |
Observation Oral presentation Project work
|
|
| 4 | 4 |
Creating and Execution
|
Rhythm and Pattern Making - French rhythm names
Rhythm and Pattern Making - Pulse and rhythm Rhythm and Pattern Making - Identifying notes in songs |
By the end of the
lesson, the learner
should be able to:
- Identify rhythmic patterns involving crotchet and quavers - Interpret rhythms using French rhythm names (taa, ta-te) - Show interest in learning rhythmic patterns |
- March to a steady beat saying "left, right, one, two"
-Clap/tap rhythms of words involving taa and ta-te -Associate pulse with the crotchet French rhythm name -Identify rhythms in familiar songs |
How can a rhythm be created?
|
KLB Visionary Creative Arts, pg. 36 Audio recordings of rhythmic patterns
KLB Visionary Creative Arts, pg. 36 Audio recordings with clear rhythms KLB Visionary Creative Arts, pg. 36 Audio recordings of familiar songs |
Observation Oral assessment Practical test
|
|
| 4 | 5 |
Creating and Execution
|
Rhythm and Pattern Making - Note values and rests
Rhythm and Pattern Making - Letter formation Rhythm and Pattern Making - Free hand lettering |
By the end of the
lesson, the learner
should be able to:
- Relate French rhythm names to music note symbols - Identify rests in rhythmic patterns - Appreciate silence as part of rhythm |
- Discuss how music is made up of sounds and silences
-Relate French rhythm names to music note symbols -Identify rests in rhythmic patterns -Write rhythms using music symbols |
What is the role of silence in music?
|
KLB Visionary Creative Arts, pg. 37 Charts with note values and rests
KLB Visionary Creative Arts, pg. 38 Rulers, pencils, paper KLB Visionary Creative Arts, pg. 38 Lined paper, pencils |
Observation Written test Oral questions
|
|
| 4 | 6 |
Creating and Execution
|
Rhythm and Pattern Making - Writing French rhythm names
Rhythm and Pattern Making - Rhythmic composition techniques Rhythm and Pattern Making - Creating rhythmic patterns |
By the end of the
lesson, the learner
should be able to:
- Write French rhythm names using free hand lettering - Form letters with correct proportions - Value neatness in written work |
- Draw guidelines for writing French rhythm names
-Practice writing 'taa' and 'ta-te' using free hand lettering -Ensure correct proportions of letters -Write rhythmic patterns using French rhythm names |
How can we write rhythmic patterns neatly?
|
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 |
Observation Written work Portfolio
|
|
| 5 | 1 |
Creating and Execution
|
Rhythm and Pattern Making - Dictation of rhythms
Rhythm and Pattern Making - Block making Rhythm and Pattern Making - Creating repeat patterns |
By the end of the
lesson, the learner
should be able to:
- Identify rhythmic patterns by ear - Write rhythms using French rhythm names - Show attentiveness in listening to rhythms |
- Listen to rhythmic patterns clapped by peers
-Identify the patterns by ear -Write down the rhythmic patterns using French rhythm names -Check accuracy of written rhythms |
How do we identify rhythms by ear?
|
KLB Visionary Creative Arts, pg. 41 Percussion instruments
KLB Visionary Creative Arts Textured materials (banana stalk, wood, rubber) KLB Visionary Creative Arts Printing blocks, water colours, paper |
Observation Dictation test Self-assessment
|
|
| 5 | 2 |
Creating and Execution
|
Rhythm and Pattern Making - Hands and feet game
Rhythm and Pattern Making - Writing rhythmic patterns Rhythm and Pattern Making - Assessment |
By the end of the
lesson, the learner
should be able to:
- Create a hands and feet hopscotch game - Associate movements with rhythm names - Show enjoyment in rhythm games |
- Make a playboard with hand and foot patterns
-Match hands and feet to the pictures on the ground -Associate foot steps with 'taa' and hand placements with 'ta-te' -Take turns playing the game |
How can games help us learn about rhythm?
|
KLB Visionary Creative Arts, pg. 43 Paper, materials for game board
KLB Visionary Creative Arts Paper, pencils KLB Visionary Creative Arts Assessment tools |
Observation Practical assessment Peer evaluation
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
Creating and Execution
|
Melody - Practicing hand signs
Melody - Writing solfa syllables |
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 |
Observation Performance assessment Self-assessment
|
|
| 5 | 5 |
Creating and Execution
|
Melody - Stepwise motion
Melody - Variation in melodies Melody - Variation of sound duration |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of stepwise motion in melodies - Identify stepwise motion in familiar songs - Appreciate the importance of stepwise motion |
- Sing pairs of notes (r to m, m to r, d to r)
-Discuss how pitches move by steps -Identify stepwise motion in familiar songs -Compare melodies with and without stepwise motion |
Why is stepwise motion important in melodies?
|
KLB Visionary Creative Arts, pg. 51 Audio recordings of melodies
KLB Visionary Creative Arts, pg. 52 Audio recordings of melodies |
Observation Oral questions Practical assessment
|
|
| 5 | 6 |
Creating and Execution
|
Melody - Starting and ending on d
Melody - Creating melodies Melody - Collecting materials for modelling |
By the end of the
lesson, the learner
should be able to:
- Explain why melodies often start and end on d - Compare melodies that start/end on d with others - Show understanding of melodic structures |
- Sing melodies that start and end on d
-Compare with melodies that start/end on other notes -Discuss the sense of completion when ending on d -Create simple melodies that start and end on d |
Why do melodies often start and end on d?
|
KLB Visionary Creative Arts, pg. 53 Audio recordings of melodies
KLB Visionary Creative Arts, pg. 54 Manuscript paper KLB Visionary Creative Arts, pg. 55 Clay, tools for preparation |
Observation Oral questions Creative assessment
|
|
| 6 | 1 |
Creating and Execution
|
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:
- Roll clay into flat slabs - Cut rectangular pieces of three different sizes - Show precision in clay work |
- 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 are clay slabs prepared for modelling?
|
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 Project work Practical assessment
|
|
| 6 | 2 |
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 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 6 | 6 |
Performance and Display
|
Athletics - Sprint relay
Athletics - Standing long jump Athletics - Running 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 | 1 |
Performance and Display
|
Athletics - Ball throw
Athletics - Athletics games Athletics - Analysis of performance |
By the end of the
lesson, the learner
should be able to:
- Demonstrate proper ball throw technique - Execute proper body position and arm action - Show determination in improving distance |
- Demonstrate proper ball throw technique
-Practice grip and arm position -Focus on body rotation and follow-through -Measure and record throw distances |
What techniques help improve throwing distance?
|
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 |
Observation Skills test Performance assessment
|
|
| 7 | 2 |
Performance and Display
|
Athletics - History of Kenyan athletics
Athletics - Athletics event planning |
By the end of the
lesson, the learner
should be able to:
- Identify famous Kenyan athletes - Describe Kenya's achievements in athletics - Show pride in Kenya's athletic heritage |
- Research famous Kenyan athletes
-Discuss Kenya's achievements in athletics -Create profiles of notable athletes -Relate athletics to national pride |
Why is Kenya known for its athletes?
|
KLB Visionary Creative Arts Resource materials, digital devices
KLB Visionary Creative Arts Planning materials |
Observation Oral presentation Written assignment
|
|
| 7 | 3 |
Performance and Display
|
Athletics - Cultural significance
Athletics - Assessment Gymnastics - Introduction |
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 KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics |
Observation Oral presentation Written assignment
|
|
| 7 | 4 |
Performance and Display
|
Gymnastics - Warm-up activities
Gymnastics - Patriotic songs for warm-up Gymnastics - Crab balance |
By the end of the
lesson, the learner
should be able to:
- Perform appropriate warm-up exercises for gymnastics - Explain the importance of warming up - Show responsibility in preparing for activity |
- Demonstrate appropriate warm-up exercises
-Practice warm-up routines in groups -Discuss the importance of warming up -Learn simple stretching exercises |
Why is warming up important before gymnastics?
|
KLB Visionary Creative Arts Open space, mats
KLB Visionary Creative Arts Audio recordings of patriotic songs KLB Visionary Creative Arts, pg. 74 Mats, open space |
Observation Practical assessment Oral questions
|
|
| 7 | 5 |
Performance and Display
|
Gymnastics - Crab balance technique
Gymnastics - Crab balance practice Gymnastics - Head balance |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the crab balance technique - Execute the progression steps correctly - Show body control during the balance |
- Demonstrate the starting position for crab balance
-Practice lifting hips while supporting on hands and feet -Focus on distributing weight evenly -Practice maintaining the balance position |
What are the key points for a successful crab balance?
|
KLB Visionary Creative Arts, pg. 75 Mats, open space
KLB Visionary Creative Arts, pg. 76 Mats, open space KLB Visionary Creative Arts Mats, open space |
Observation Skills test Peer assessment
|
|
| 7 | 6 |
Performance and Display
|
Gymnastics - Head balance technique
Gymnastics - Side roll Gymnastics - Side roll technique |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the head balance technique - Execute the progression steps correctly - Show body control during the balance |
- Demonstrate the starting position for head balance
-Practice supporting weight on the head and hands -Focus on maintaining a stable tripod position -Practice controlling the legs in the balance |
What are the key points for a successful head balance?
|
KLB Visionary Creative Arts Mats, open space
KLB Visionary Creative Arts, pg. 77 Mats, open space |
Observation Skills test Peer assessment
|
|
| 8 | 1 |
Performance and Display
|
Gymnastics - Side roll practice
Gymnastics - Backward roll Gymnastics - Backward roll technique |
By the end of the
lesson, the learner
should be able to:
- Practice the side roll with proper technique - Execute the roll smoothly from start to finish - Show determination in mastering the skill |
- Review the progression for side roll
-Practice the skill with focus on smooth execution -Work in pairs to provide feedback -Practice rolling from right to left and left to right |
How can we improve our side roll technique?
|
KLB Visionary Creative Arts, pg. 78 Mats, open space
KLB Visionary Creative Arts Mats, open space |
Observation Skills test Peer assessment
|
|
| 8 | 2 |
Performance and Display
|
Gymnastics - Combining skills
Gymnastics - Percussion accompaniment Gymnastics - Rhythmic patterns |
By the end of the
lesson, the learner
should be able to:
- Combine two or more gymnastics skills - Transition smoothly between skills - Show creativity in skill combinations |
- Demonstrate combinations of learned skills
-Practice transitioning between skills -Create short sequences of 2-3 skills -Present sequences to peers |
How can we create smooth transitions between gymnastics skills?
|
KLB Visionary Creative Arts Mats, open space
KLB Visionary Creative Arts Percussion instruments, mats KLB Visionary Creative Arts Mats, percussion instruments |
Observation Performance assessment Peer evaluation
|
|
| 8 | 3 |
Performance and Display
|
Gymnastics - Photography
Gymnastics - Photo portfolio |
By the end of the
lesson, the learner
should be able to:
- Use digital devices to photograph gymnastics - Focus on the center of interest - Show aesthetic awareness in photography |
- Learn basic photography techniques
-Use digital devices to photograph gymnastics performances -Focus on capturing the center of interest -Review and select best photographs |
Why is the center of interest important in photography?
|
KLB Visionary Creative Arts Digital devices, mats
KLB Visionary Creative Arts Digital devices, photograph printouts |
Observation Project work Photo critique
|
|
| 8 | 4 |
Performance and Display
|
Gymnastics - Gymnastic games
Gymnastics - Assessment Descant Recorder - Introduction |
By the end of the
lesson, the learner
should be able to:
- Participate in gymnastics-themed games - Apply learned skills in game situations - Show enjoyment in gymnastic activities |
- Learn simple gymnastics-themed games
-Apply learned skills in game situations -Rotate through different activities -Emphasize fun and participation |
How can gymnastics be made enjoyable through games?
|
KLB Visionary Creative Arts Mats, various equipment
KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings |
Observation Performance assessment Self-assessment
|
|
| 8 | 5 |
Performance and Display
|
Descant Recorder - Parts
Descant Recorder - Assembly Descant Recorder - Care and maintenance |
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a descant recorder - Explain the function of each part - Show care in handling the instrument |
- Examine the descant recorder
-Identify the head joint, middle joint, and foot joint -Discuss the function of each part -Practice handling the recorder correctly |
What are the different parts of a descant recorder?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams
KLB Visionary Creative Arts, pg. 97 Descant recorders KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials |
Observation Oral questions Labeling exercise
|
|
| 8 | 6 |
Performance and Display
|
Descant Recorder - Holding position
Descant Recorder - Blowing technique Descant Recorder - Note B |
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct holding position - Maintain proper posture while holding - Show discipline in following instructions |
- Demonstrate correct holding position
-Practice proper hand placement -Maintain correct posture -Check holding positions in pairs |
What is the correct way to hold a descant recorder?
|
KLB Visionary Creative Arts, pg. 99 Descant recorders
KLB Visionary Creative Arts, pg. 100 Descant recorders KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts |
Observation Practical assessment Peer evaluation
|
|
| 9 | 1 |
Performance and Display
|
Descant Recorder - Note A
Descant Recorder - Note G Descant Recorder - Combining notes B-A |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note A - Produce a clear A note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note A
-Practice covering the correct holes -Produce a clear A note -Play repeated A notes to develop consistency |
What is the correct fingering for note A?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music |
Observation Practical assessment Performance
|
|
| 9 | 2 |
Performance and Display
|
Descant Recorder - Combining notes B-A-G
Descant Recorder - Simple melodies Descant Recorder - Materials for case |
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B, A, and G - Transition smoothly between notes - Show perseverance in practice |
- Review fingerings for B, A, and G
-Practice transitioning between the notes -Play simple patterns using B, A, and G -Focus on smooth finger movements |
How can we play a sequence of notes smoothly?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread |
Observation Practical assessment Performance
|
|
| 9 | 3 |
Performance and Display
|
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:
- Make a case using collected materials - Apply appropriate construction techniques - Show craftsmanship in case making |
- 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 is a recorder case constructed?
|
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 Project work Practical assessment
|
|
| 9 | 4 |
Performance and Display
|
Descant Recorder - Performance preparation
Descant Recorder - Assessment |
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 |
Observation Performance assessment Self-assessment
|
|
| 9 | 5 |
Performance and Display
|
Swimming - Water safety
Swimming - Pool etiquette Swimming - Water entry technique |
By the end of the
lesson, the learner
should be able to:
- Identify water safety rules - Explain the importance of water safety - Show responsibility in observing safety rules |
- Discuss water safety rules
-Explain the importance of each rule -Identify potential hazards around water -Role-play safety scenarios |
Why is Swimming an essential life skill?
|
KLB Visionary Creative Arts, pg. 111 Safety charts, pool area
KLB Visionary Creative Arts, pg. 111 Swimming costumes, pool area KLB Visionary Creative Arts, pg. 112 Pool area, digital devices |
Observation Oral questions Written assignment
|
|
| 9 | 6 |
Performance and Display
|
Swimming - Feet first entry
Swimming - Crouch surface dive Swimming - Crouch surface dive practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the feet first entry technique - Execute the entry safely - Show confidence in water entry |
- Demonstrate the feet first entry technique
-Practice the entry in shallow water -Focus on maintaining proper body position -Enter the water with increasing confidence |
What is the correct technique for feet first entry?
|
KLB Visionary Creative Arts, pg. 112 Pool area, shallow end
KLB Visionary Creative Arts Pool area, digital devices KLB Visionary Creative Arts Pool area |
Observation Skills test Peer assessment
|
|
| 10 | 1 |
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 | 2 |
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 | 3 |
Performance and Display
|
Swimming - Floating technique
Swimming - Mushroom float Swimming - Prone float |
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 |
- Discuss the concept of floating
-Identify different types of floats -Observe demonstrations of floating techniques -Discuss factors affecting buoyancy |
What makes a body float in water?
|
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 |
Observation Oral questions Written assignment
|
|
| 10 | 4 |
Performance and Display
|
Swimming - Supine float
Swimming - Float practice Swimming - Gliding |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the supine float technique - Execute the float with proper body position - Show relaxation during floating |
- 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 is the correct technique for a supine float?
|
KLB Visionary Creative Arts, pg. 119 Pool area
KLB Visionary Creative Arts, pg. 120 Pool area |
Observation Skills test Peer assessment
|
|
| 10 | 5 |
Performance and Display
|
Swimming - Prone glide
Swimming - Supine glide |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the prone glide technique - Execute the glide with proper body position - Show streamlining in gliding |
- Demonstrate the prone glide technique
-Practice the body position and push-off -Focus on streamlining and extension -Glide for increasing distances |
What is the correct technique for a prone glide?
|
KLB Visionary Creative Arts, pg. 120 Pool area
KLB Visionary Creative Arts Pool area |
Observation Skills test Peer assessment
|
|
| 10 | 6 |
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 Songs - Pitch 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 KLB Visionary Creative Arts, pg. 84 Pitch pipes, tuned instruments |
Observation Oral questions Practical assessment
|
|
| 11 | 3 |
Performance and Display
|
Songs - Rhythm in singing
Songs - Dynamics in singing Songs - Diction in singing |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of rhythm - Sing with accurate rhythm - Show control in rhythmic patterns |
- Discuss the concept of rhythm in music
-Practice singing with accurate rhythm -Identify rhythmic patterns in different songs -Maintain steady rhythm while singing |
How does rhythm affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Percussion instruments
KLB Visionary Creative Arts, pg. 85 Audio recordings KLB Visionary Creative Arts, pg. 85 Lyric sheets |
Observation Performance assessment Peer evaluation
|
|
| 11 | 4 |
Performance and Display
|
Songs - Facial expressions
Songs - Gestures in singing Songs - East African Community Anthem |
By the end of the
lesson, the learner
should be able to:
- Explain the role of facial expressions in singing - Use appropriate facial expressions - Show expressiveness in performance |
- Discuss the role of facial expressions in singing
-Practice using facial expressions to convey mood -Match expressions to song meaning -Apply expressions to enhance performance |
How do facial expressions enhance song performance?
|
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 |
Observation Performance assessment Peer evaluation
|
|
| 11 | 5 |
Performance and Display
|
Songs - Singing the East African Anthem
Songs - Folk songs Songs - Types of folk songs |
By the end of the
lesson, the learner
should be able to:
- Sing the East African Community Anthem - Apply performance techniques - Show respect during performance |
- Learn the melody of the East African Community Anthem
-Practice singing with proper technique -Apply appropriate performance etiquette -Discuss the values promoted in the Anthem |
How should we perform the East African Community Anthem?
|
KLB Visionary Creative Arts, pg. 88 Audio recording of the Anthem
KLB Visionary Creative Arts, pg. 89 Audio recordings of folk songs KLB Visionary Creative Arts, pg. 90 Audio recordings of folk songs |
Observation Performance assessment Self-assessment
|
|
| 11 | 6 |
Performance and Display
|
Songs - Learning folk songs
Songs - Costume decoration |
By the end of the
lesson, the learner
should be able to:
- Learn folk songs from different communities - Sing with appropriate style and expression - Show pride in cultural heritage |
- Learn the words and melody of folk songs
-Understand the meaning and context of the songs -Practice singing with appropriate style -Discuss the cultural significance of the songs |
How do we authentically perform folk songs?
|
KLB Visionary Creative Arts, pg. 91 Resource persons, audio recordings
KLB Visionary Creative Arts, pg. 92 Sample costumes, decoration materials |
Observation Performance assessment Self-assessment
|
|
| 12 | 1 |
Performance and Display
|
Songs - Decoration techniques
Songs - Performance preparation Songs - Group performance |
By the end of the
lesson, the learner
should be able to:
- Demonstrate costume decoration techniques - Apply techniques to decorate fabric - Show creativity in pattern creation |
- Demonstrate tie-dye and beadwork techniques
-Practice decoration techniques on fabric -Create patterns with available materials -Discuss cultural significance of patterns |
How are decoration techniques used for costumes?
|
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 |
Observation Project work Practical assessment
|
|
| 12 | 2 |
Performance and Display
Appreciation in Creative Arts Appreciation in Creative Arts Appreciation in Creative Arts Appreciation in Creative Arts Appreciation in Creative Arts |
Songs - Assessment
Critique of an Art work - Introduction to the concept of appreciation Critique of an Art work - Behavior in appreciation Critique of an Art work - Aesthetics in appreciation Critique of an Art work - Skills in appreciation Critique of an Art work - Message in appreciation |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of different song types - Show skills in singing and performance techniques - Value the learning journey in this substrand |
- Complete assessment activities on song types
-Demonstrate singing skills for assessment -Present decorated costumes -Reflect on learning journey |
What have we learned about songs, performance techniques, and costume decoration?
|
KLB Visionary Creative Arts Assessment tools
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 30 - Digital devices - Chart showing components of art appreciation - Display area for artworks - Sample artworks - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 31 - Sample artworks - Digital resources - Reference materials - Samples of different artworks - Display boards - Digital resources - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 32 - Sample artworks with clear messages - Chart showing different art messages |
Observation Performance test Project assessment
|
|
| 12 | 3 |
Appreciation in Creative Arts
|
Critique of an Art work - Feedback in appreciation
Critique of an Art work - Care of artworks Critique of an Art work - Selecting artworks for display Critique of an Art work - Preparing artworks for display Critique of an Art work - Preparing display areas |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of feedback in art appreciation - Give constructive feedback on artworks - Value feedback as a way to improve artworks |
Learners will:
- Discuss the concept of feedback - Practice giving constructive feedback on sample artworks - Role-play giving and receiving feedback |
Why is feedback important in art appreciation?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 32
- Sample artworks - Feedback forms - Digital resources - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 33 - Various artworks - Storage materials - Display boards - Previously created artworks - Selection criteria chart - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 34 - Selected artworks - Cleaning materials - Labels and markers - Display boards - Props - Mounting materials |
- Observation
- Peer assessment
- Oral presentations
|
|
| 12 | 4 |
Appreciation in Creative Arts
|
Critique of an Art work - Displaying Creative Arts works
Critique of an Art work - Gallery walk |
By the end of the
lesson, the learner
should be able to:
- Arrange artworks appropriately for display - Display works in appropriate areas - Show creativity in arranging the display |
Learners will:
- Discuss principles of arranging artworks for display - Mount and arrange artworks on display boards - Display artworks in designated areas |
How should artworks be arranged for effective display?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 35
- Prepared artworks - Display boards - Mounting materials - Displayed artworks - Notebooks - Digital devices for recording |
- Observation
- Practical assessment
- Group work
|
|
| 12 | 5 |
Appreciation in Creative Arts
|
Critique of an Art work - Critiquing artworks
Critique of an Art work - Analysis of folk songs Critique of an Art work - Folk song performances |
By the end of the
lesson, the learner
should be able to:
- Identify aspects to consider when critiquing artworks - Critique displayed artworks focusing on type, materials, media and craftsmanship - Show respect for others' opinions during critique |
Learners will:
- Discuss aspects to consider when critiquing artworks - Talk about displayed artworks focusing on specific aspects - Listen to and respect peers' opinions |
How do we effectively critique artworks?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 36
- Displayed artworks - Critique criteria chart - Notebooks - Audio recordings of folk songs - Digital devices - Analysis chart - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 37 - Audio recordings - Percussion instruments - Props for performances |
- Observation
- Oral presentations
- Peer assessment
|
|
| 12 | 6 |
Appreciation in Creative Arts
|
Critique of an Art work - Analysis of folk song performances
Critique of an Art work - Sports events preparation Critique of an Art work - Participation in sports events Critique of an Art work - Analysis of sports performances Critique of an Art work - Cultural diversity in Creative Arts |
By the end of the
lesson, the learner
should be able to:
- Analyze folk song performances using appropriate criteria - Give constructive feedback on performances - Respect diverse cultural expressions |
Learners will:
- Watch/listen to folk song performances - Analyze performances using established criteria - Give feedback on performances |
How do we evaluate folk song performances?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 37
- Recorded performances - Analysis charts - Digital devices - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 38 - Sports equipment - Playing fields - Digital resources - Digital devices for recording - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 39 - Artworks from different cultures - Digital resources - Reference materials |
- Observation
- Written analysis
- Oral presentations
|
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