CREATING AND EXECUTION

Picture Making - Indigenous String Instruments
Picture Making - 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.

Learner is guided to:
- 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?

KLB VISIONARY 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

CREATING AND EXECUTION

Picture Making - String Instruments Crossword Puzzle
Picture Making - Parts of String Instruments

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.

Learner is guided to:
- 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
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 5-6

Written crossword puzzle -Peer assessment -Checklist

CREATING AND EXECUTION

Picture Making - String Instrument Function Analysis
Picture Making - 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.

Learner is guided to:
- 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

CREATING AND EXECUTION

Picture Making - Recyclable Materials for Fiddle
Picture Making - Fiddle Resonator Preparation

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.

Learner is guided to:
- 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
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 10-11

Observation -Materials collection checklist -Group assessment

CREATING AND EXECUTION

Picture Making - Fiddle Neck Construction
Picture Making - Fiddle Membrane and Strings

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.

Learner is guided to:
- 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

CREATING AND EXECUTION

Picture Making - Fiddle Bow Construction
Picture Making - Instrument Safety and Care

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

- Make a bow for the fiddle.
- Apply rosin to the bowstring.
- Demonstrate patience in craft-making.

Learner is guided to:
- Collect materials for making a bow: flexible stick, sisal string, rosin, glue.
- Prepare the stick by cutting to length and smoothening.
- Attach the bowstring and create the bow's curve.
- Apply rosin to increase friction for sound production.

How is a bow made for a string instrument?

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

Observation -Project assessment -Peer feedback

CREATING AND EXECUTION

Picture Making - Instrument Cleaning and Maintenance
Picture Making - Digital Recording of Instrument Care

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

- Clean and maintain a string instrument.
- Explain the importance of instrument care.
- Show responsibility in caring for instruments.

Learner is guided to:
- Take turns to practice cleaning and storing a string instrument.
- Discuss the importance of caring for and maintaining a string instrument.
- Demonstrate proper cleaning techniques.
- Apply rosin to bow strings as needed.

How should string instruments be cared for and maintained?

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

Observation -Practical assessment -Peer feedback

CREATING AND EXECUTION

Picture Making - Fiddle Tuning

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

- Tune a fiddle.
- Observe how sound changes with string tension.
- Value precision in musical instrument tuning.

Learner is guided to:
- Watch a teacher or resource person tuning a fiddle.
- Observe what happens to the sound when the string is loosened or tightened.
- Take turns to practice tuning a fiddle.
- Observe safety to avoid snapping strings.

How does string tension affect the sound of a string instrument?

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

Observation -Practical assessment -Self-assessment

CREATING AND EXECUTION

Picture Making - Stippling Technique Introduction
Picture Making - Digital Stippling Research

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

- Identify pictures drawn using stippling technique.
- Describe the effect of stippling in creating texture.
- Show interest in drawing techniques.

Learner is guided to:
- Study drawings created using stippling technique.
- Identify items in the pictures.
- Determine the direction of light on the items.
- Discuss how light and dark parts are achieved.
- Identify items with rough and smooth textures.

How does the stippling technique create texture in drawings?

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

Observation -Oral questions -Discussion assessment

CREATING AND EXECUTION

Picture Making - Still Life Drawing Principles
Picture Making - Stippling Musical Instruments

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

- Understand the principles of still life drawing.
- Identify balance and overlapping in compositions.
- Appreciate the effect of tone in drawings.

Learner is guided to:
- Learn about still life drawing principles.
- Study examples of drawings with and without balance.
- Compare drawings with and without overlapping to determine realism.
- Discuss how tone and texture are represented in drawing.

Why is overlapping important in still-life drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 17-18
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 18-19

Observation -Written assessment -Self-assessment

CREATING AND EXECUTION

Picture Making - String Instrument Still Life
Picture Making - Drawing Exhibition and Feedback

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

- Create a still-life drawing of string instruments using stippling technique.
- Apply proper technique for texture and tone.
- Value precision in artistic work.

Learner is guided to:
- Create a still-life drawing of string instruments using stippling technique.
- Focus on overlapping, balance of forms, and tone/texture.
- Apply stippling to show light, shadow, and different textures.
- Create contrast and visual interest through dot density.

How can stippling be used to represent different textures in musical instruments?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 19
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 20

Observation -Drawing assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Underarm Service and Dig Pass
Volleyball - Virtual Game Analysis

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

- Identify serving and digging skills in volleyball.
- Explain the importance of proper volleyball techniques.
- Show interest in volleyball skills.

Learner is guided to:
- Observe pictures showing serving and digging skills.
- Identify the underarm serve and single-handed dig pass.
- Discuss why the non-dominant hand is used to hold and toss the ball during serving.
- Determine which part of the arm is suitable for hitting the ball during underarm serve.
- Discuss the importance of good reception during play.

How are the underarm service and dig pass skills performed in volleyball?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 49-50
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 50

Observation -Oral questions -Self-assessment

CREATING AND EXECUTION

Volleyball - Underarm Service Stance and Grip
Volleyball - Underarm Service Execution

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

- Demonstrate the stance and grip for underarm service.
- Execute proper body positioning for underarm service.
- Show interest in learning volleyball skills.

Learner is guided to:
- Learn about the stance for underarm service (facing the net, feet shoulder-width apart, back foot, bent knees, bent trunk).
- Practice the correct grip (holding the ball with non-dominant hand, extending the hand holding the ball in front).
- Form a fist with the dominant hand.
- Practice the stance and grip in pairs.

What is the proper stance and grip for the underarm service in volleyball?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 51
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 51-52

Observation -Skill assessment -Peer feedback

CREATING AND EXECUTION

Volleyball - Group Service Practice
Volleyball - Service Technique Refinement

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

- Perform the underarm service in a group activity.
- Provide feedback on others' performance.
- Show teamwork in group activities.

Learner is guided to:
- In two groups of equal numbers, stand 5 meters apart facing each other.
- Take turns demonstrating the stance, grip, execution, and follow-through in underarm service.
- When one group serves, the other returns the ball by an underarm service.
- Provide constructive feedback to each other.

How can the underarm service be practiced effectively in a group?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 52

Observation -Peer assessment -Skill progression assessment

CREATING AND EXECUTION

Volleyball - Single-Hand Dig Pass Introduction
Volleyball - Single-Hand Dig Pass Execution

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

- Understand the single-hand dig pass technique.
- Demonstrate the stance for single-hand dig pass.
- Show interest in learning volleyball skills.

Learner is guided to:
- Learn about the single-hand dig pass (used when the ball cannot be reached with both hands).
- Practice the stance (feet comfortably wide apart, facing the direction of oncoming ball, knees bent).
- Keep weight balanced on toes to spring forward or to either side.
- Practice the stance in pairs.

Why is the single-hand dig pass important in volleyball?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 52-53
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 53

Observation -Skill assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Dig Pass Paired Practice

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

- Demonstrate the single-hand dig pass in pairs.
- Receive and pass the ball using correct technique.
- Value teamwork in skill practice.

Learner is guided to:
- In pairs, stand 5 meters apart facing each other.
- Toss the ball to either side of your partner who should receive it with a single-handed dig pass.
- Change roles and give each other feedback.
- Practice the skill multiple times for improvement.

How can the single-hand dig pass be practiced effectively in pairs?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 53

Observation -Peer assessment -Skill progression assessment

CREATING AND EXECUTION

Volleyball - Combined Skills Practice
Volleyball - Mini Game Application

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

- Practice the single-hand dig pass in small groups.
- Combine underarm service and single-hand dig pass.
- Show cooperation in group activities.

Learner is guided to:
- Practice in groups of threes.
- Two members stand 4 meters apart facing one with a ball who stands 5 meters in front.
- The member with the ball makes an underarm pass to each of the others one at a time.
- Receivers use the single-hand dig and direct it back to the server.
- Change roles and repeat until everyone practices both skills.

How can the underarm service and single-hand dig pass be combined in practice?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 53
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 53-54

Observation -Skill assessment -Group dynamics assessment

CREATING AND EXECUTION

Volleyball - Rhythmic Warm-up
Volleyball - Applique Technique Introduction

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

- Chant French rhythm names in a warm-up activity.
- Connect rhythm to movement in volleyball.
- Show creativity in combining music and sports.

Learner is guided to:
- Recite French rhythm names (ta-te, taa, taa-aa, taa-aa-aa-aa) in a warm-up activity.
- Follow a given pattern and tempo while performing warm-up exercises.
- Connect the rhythm to the movement patterns in volleyball skills.
- Practice volleyball skills while maintaining rhythmic patterns.

How can rhythm enhance the performance of volleyball skills?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Rhythm assessment -Coordination assessment

CREATING AND EXECUTION

Volleyball - Applique Design Creation
Volleyball - Applique Kit Labeling

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

- Create a simple design for applique.
- Cut fabric pieces according to design.
- Show creativity in design work.

Learner is guided to:
- Create a simple design for a volleyball kit label.
- Transfer the design to fabric pieces.
- Cut fabric pieces according to the design.
- Prepare the base fabric for attaching the applique pieces.
- Focus on choice of material, color contrast, and design elements.

How are designs created and prepared for applique work?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Design assessment -Peer feedback

CREATING AND EXECUTION

Volleyball - Recyclable Drawing Materials
Volleyball - Player Pose Templates

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

- Search for recyclable paper/drawing surfaces.
- Identify suitable drawing materials.
- Value environmental conservation through recycling.

Learner is guided to:
- Search the environment for recyclable paper/drawing surfaces (newsprint, packaging papers, sugar paper, brown papers, tracing papers).
- Discuss the properties of different papers for drawing.
- Organize and prepare the collected materials for drawing activities.
- Sort materials according to suitability for block shading.

Which recyclable papers are suitable for drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Materials assessment -Environmental awareness assessment

CREATING AND EXECUTION

Volleyball - Block Shading Technique
Volleyball - Player Illustration Completion

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

- Use templates to draw outlines of volleyball players.
- Apply block shading technique to the drawings.
- Demonstrate creativity in artistic work.

Learner is guided to:
- Use the templates to draw outlines of players executing volleyball skills.
- Apply block-shading technique using appropriate media (pencils, charcoal, chalk, crayons).
- Create contrast between the figures and the background.
- Focus on creating a sense of movement in the drawings.

How is the block shading technique applied to create contrast in drawings?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Drawing assessment -Portfolio

CREATING AND EXECUTION

Volleyball - Artwork Display and Appraisal
Volleyball - Skills Self-Assessment

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

- Display completed drawings for appraisal.
- Discuss artistic techniques used in the drawings.
- Appreciate own and others' artistic expressions.

Learner is guided to:
- Display the completed block-shaded pictures for appraisal.
- Discuss the effectiveness of the block shading technique in depicting movement.
- Provide constructive feedback on each other's work.
- Reflect on the process and outcomes of the drawing project.

How does artistic appraisal contribute to improvement in drawing skills?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Peer assessment -Exhibition assessment -Self-reflection

CREATING AND EXECUTION

Rhythm and Pattern Making - French Rhythm Names
Rhythm and Pattern Making - Song Rhythm Analysis

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

- Interpret rhythmic patterns using French rhythm names.
- Recognize syllables in words as rhythms.
- Show interest in rhythm interpretation.

Learner is guided to:
- Clap rhythms represented by French rhythm names (taa-aa-aa-aa, taa-aa, taa, ta-te).
- Identify the duration of different rhythms.
- Discuss what rhythmic patterns are.
- Recognize the relationship between word syllables and rhythm.

How are French rhythm names used to create rhythmic patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 58-59
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 59-60

Observation -Aural tests -Self-assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Dotted Minim Rhythm

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

- Identify the French rhythm name taa-aa-aa in a song.
- Understand the relationship between dotted minim and taa-aa-aa.
- Value precision in rhythm interpretation.

Learner is guided to:
- Sing/listen to the song "Music Alone Shall Live".
- Clap/tap the rhythm of the song while reciting French rhythm names.
- Identify words with the rhythm taa-aa-aa (e.g., "sky").
- Understand that taa-aa-aa corresponds to a dotted minim (3 counts).

How is the French rhythm taa-aa-aa used in music?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 60-61

Observation -Aural tests -Performance assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Group Rhythm Practice
Rhythm and Pattern Making - Contrasting Rhythms

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

- Clap the rhythm taa-aa-aa in groups.
- Count beats while clapping rhythm patterns.
- Show cooperation in group rhythm activities.

Learner is guided to:
- In two groups, practice clapping taa-aa-aa while the other group counts "123".
- Take turns with different rhythms (taa, taa-aa, ta-te, taa-aa-aa-aa, taa-aa-aa).
- Practice clapping, tapping, or stamping various rhythmic patterns.

How can rhythms be practiced effectively in groups?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 61-62
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 62

Observation -Group performance assessment -Coordination assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Music Notes and Rests
Rhythm and Pattern Making - Rhythm Games

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

- Understand the relationship between music notes and French rhythm names.
- Identify music notes and their corresponding rests.
- Value the precision in musical notation.

Learner is guided to:
- Sing a familiar song and identify words with specific rhythm names.
- Learn about music notes and their corresponding rests.
- Understand that each note has a corresponding rest with the same number of counts.
- Match French rhythm names with their musical notation.

What is the relationship between music notes and French rhythm names?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 62-63
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 63

Observation -Written tests -Self-assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Repetition Technique
Rhythm and Pattern Making - Variation Technique

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

- Create rhythmic patterns using French rhythm names.
- Apply repetition technique in rhythm creation.
- Show creativity in musical composition.

Learner is guided to:
- Clap rhythmic patterns to identify how rhythms are created.
- Learn techniques for creating rhythmic patterns, including repetition of note values.
- Create and clap rhythmic patterns with repeated note values (e.g., taa taa taa taa).
- Practice creating and performing rhythms with repetition.

How is repetition used to create rhythmic patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 64-65
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 65-66

Observation -Composition assessment -Performance assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Effective Endings
Rhythm and Pattern Making - Combined Techniques

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

- Create rhythmic patterns with effective endings.
- Apply the principle of closure in rhythm.
- Value completeness in musical compositions.

Learner is guided to:
- Learn about the importance of effective endings in rhythmic patterns.
- Understand that longer notes at the end create a sense of closure.
- Analyze rhythmic patterns and identify their endings.
- Create rhythmic patterns with satisfying endings (e.g., ending with taa-aa or taa-aa-aa-aa).

Why is the ending important in a rhythmic pattern?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 66-67
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 67-68

Observation -Composition assessment -Aural assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Collaborative Rhythm
Rhythm and Pattern Making - Digital Rhythm Creation

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

- Play the "Create I Complete" game.
- Collaborate in rhythm creation.
- Value teamwork in musical activities.

Learner is guided to:
- In pairs, play the "Create I Complete" game.
- One learner creates and recites the first part of a rhythm.
- The partner completes by reciting the French rhythm names of the second part.
- Write down the complete rhythmic pattern and exchange roles.

How can collaboration enhance rhythm creation?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 68

Observation -Collaboration assessment -Peer assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Three-Beat Patterns
Rhythm and Pattern Making - Conducting Technique

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

- Understand rhythm improvisation in beat patterns.
- Recognize three-beat patterns.
- Value improvisation in music.

Learner is guided to:
- Learn about rhythm improvisation in beat patterns.
- Understand that improvisation involves creativity without prior planning.
- Learn about three-beat patterns and how to recognize them.
- Practice improvising simple three-beat rhythms.

Why create rhythm in different beat patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 68-69
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 69-70

Observation -Improvisation assessment -Self-assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Song Conducting
Rhythm and Pattern Making - Percussion Patterns

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

- Conduct songs in three-beat patterns.
- Apply conducting techniques to familiar songs.
- Demonstrate leadership in musical activities.

Learner is guided to:
- Practice conducting while singing songs like "Kumbaya".
- Take turns conducting as the group sings "Happy Birthday".
- Conduct the performance of "Music Alone Shall Live".
- Focus on maintaining steady tempo while conducting.

How does conducting help maintain rhythm in a musical performance?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 70
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 70-71

Observation -Conducting assessment -Leadership assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Block Printing

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

- Understand block printing technique.
- Identify materials for block printing.
- Value traditional printing methods.

Learner is guided to:
- Learn about block printing as a method for creating repeat patterns.
- Understand how a design is carved onto a block, inked, and then pressed onto a surface.
- Identify suitable materials for making printing blocks (wood, rubber, linoleum).
- Discuss the qualities needed in block printing materials.

Why is block printing effective for creating repeat patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 71-73

Observation -Written assessment -Self-assessment

CREATING AND EXECUTION

Gymnastics - Cartwheel Skill
Gymnastics - Digital Cartwheel Analysis

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

- Identify the cartwheel skill in gymnastics.
- Describe hand and leg movements in cartwheel.
- Show interest in gymnastic skills.

Learner is guided to:
- Look at a picture showing the cartwheel skill.
- Describe the hand and leg movements during the skill performance.
- Discuss why the skill is known as a cartwheel.
- Understand that a cartwheel is a basic gymnastic skill that can be developed into other advanced skills.

How does sequencing in gymnastics foster creativity?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 100-101
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 101

Observation -Oral questions -Self-assessment

CREATING AND EXECUTION

Gymnastics - Cartwheel Step Sequence
Gymnastics - Cartwheel Practice

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

- Understand the steps in performing a cartwheel.
- Recognize the progression of movements.
- Show attention to detail in skill analysis.

Learner is guided to:
- Learn the step-by-step procedure for performing a cartwheel.
- Understand the starting position, leg placement, hand placement, and rotation sequence.
- Recognize that weight transfers from foot to hand to hand to foot.
- Learn the rhythm of movement: hand, hand, foot, foot.
- Study the cartwheel progression sequence in pictures.

What are the steps involved in performing a cartwheel?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 101-102
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 102

Observation -Sequence recall assessment -Self-assessment

CREATING AND EXECUTION

Gymnastics - Curved Line Cartwheel
Gymnastics - Straight Line Cartwheel

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

- Practice cartwheel on a curved line.
- Control movement along a predetermined path.
- Show spatial awareness.

Learner is guided to:
- Take turns to practice the cartwheel on a curved line.
- Focus on following the curved path while maintaining proper technique.
- Observe safety during practice.
- Give each other feedback on performance.
- Appreciate efforts in skill execution.

How does practicing on a curved line enhance cartwheel technique?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 102-103
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 103

Observation -Skill assessment -Spatial awareness assessment

CREATING AND EXECUTION

Gymnastics - Sequence Introduction
Gymnastics - Sequence Planning

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

- Understand gymnastic sequences.
- Identify skills used in sequences.
- Show interest in combined movements.

Learner is guided to:
- Look at pictures showing a gymnastics sequence.
- Identify the gymnastics skills used in the sequence.
- Count how many gymnastics actions are performed in the picture.
- Understand that a sequence refers to a series of connected movements.
- Learn that a 3-action sequence combines three skills flowing from one to another.

What is a 3-action gymnastics sequence?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 103-104
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 104

Observation -Skill identification assessment -Self-assessment

CREATING AND EXECUTION

Gymnastics - Specific Sequence Learning
Gymnastics - Sequence Demonstration

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

- Understand the cartwheel-forward roll-swan balance sequence.
- Recognize the flow between movements.
- Value smooth transitions in sequences.

Learner is guided to:
- Learn the specific sequence of cartwheel-forward roll-swan balance.
- Understand how to begin with arms extended, perform the cartwheel, then quarter-turn jump.
- Learn the transition to forward roll and then to swan balance.
- Recognize the importance of smooth flow between movements.
- Visualize the complete sequence before attempting it.

How do transitions between elements create a fluid gymnastics sequence?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 104-105
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 105

Observation -Sequence understanding assessment -Self-assessment

CREATING AND EXECUTION

Gymnastics - Sequence Variation
Gymnastics - Sequence Repetition

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

- Practice different variations of 3-action sequences.
- Create smooth transitions between elements.
- Show creativity in sequence design.

Learner is guided to:
- Practice various 3-action sequences combining cartwheel, forward roll, and swan balance in different orders.
- Try sequences like forward roll-swan balance-cartwheel and cartwheel-swan balance-forward roll.
- Ensure smooth changes from one skill to another.
- Experiment with various combinations.
- Provide support to each other during practice.

How does varying the order of elements affect a gymnastics sequence?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 105-106
KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 106

Observation -Creativity assessment -Sequence execution assessment

CREATING AND EXECUTION

Gymnastics - Floor Mat Design
Gymnastics - Mat Material Selection

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

- Design a floor mat for gymnastics performance.
- Apply artistic skills to sports equipment.
- Show creativity in functional design.

Learner is guided to:
- Discuss the importance of proper floor mats for gymnastics.
- Design a simple floor mat with appropriate dimensions for gymnastics practice.
- Consider safety, cushioning, and aesthetics in the design.
- Create sketches or digital designs of their floor mat ideas.
- Present their designs to the class for feedback.

How does proper equipment design enhance safety in gymnastics?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 106

Observation -Design assessment -Presentation assessment

CREATING AND EXECUTION

Gymnastics - Music for Sequences

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

- Select appropriate music for gymnastics sequences.
- Understand the relationship between movement and rhythm.
- Show appreciation for the artistic aspects of gymnastics.

Learner is guided to:
- Discuss how music enhances gymnastics performances.
- Identify characteristics of music suitable for gymnastics (tempo, rhythm, mood).
- Listen to various music selections and evaluate their suitability.
- Select music that complements the 3-action sequence they have learned.
- Practice performing their sequence to the selected music.

How does music enhance the performance of gymnastics sequences?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 106-107

Observation -Music selection assessment -Performance with music assessment

CREATING AND EXECUTION

Gymnastics - Ensemble Accompaniment
Gymnastics - Combined Performance

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

- Create a simple instrumental accompaniment for gymnastics.
- Apply rhythmic skills to movement accompaniment.
- Show creativity in musical support for physical activities.

Learner is guided to:
- Explore how percussion instruments can accompany gymnastics sequences.
- Create simple rhythmic patterns that match the movements in the 3-action sequence.
- Select appropriate percussion instruments for different movements.
- Practice playing the accompaniment while others perform the sequence.
- Coordinate music with movement for enhanced performance.

How can percussion instruments effectively accompany gymnastics sequences?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 107

Observation -Rhythm creation assessment -Coordination assessment

CREATING AND EXECUTION
CREATING AND EXECUTING

Gymnastics - Performance Feedback
Composing melody - Singing sol-fa syllables d-d' ascending and descending (5 lessons)

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

- Record and review gymnastics performances.
- Provide constructive feedback on integrated performances.
- Value self-assessment in skill development.

Learner is guided to:
- Record videos of the integrated gymnastics and music performances.
- Review the recordings to identify strengths and areas for improvement.
- Discuss aspects of both movement technique and musical accompaniment.
- Provide constructive feedback to peers.
- Reflect on own performance and set goals for improvement.
- Appreciate the value of recording for self-assessment.

How does video analysis contribute to improvement in performance skills?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 107
- KLB VISIONARY Creative Arts Grade 6 pg. 108
-Charts with sol-fa ladder
-Digital devices
-Audio recordings

Observation -Video analysis assessment -Feedback quality assessment

CREATING AND EXECUTING

Composing melody - Singing sol-fa syllables d-d' ascending and descending

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

-Sing sol-fa syllables with vowel sounds
-Differentiate between different pitches in the sol-fa ladder
-Show interest in singing sol-fa with variations

- Sing sol-fa ladder ascending and descending using vowel sounds like oh, ah, moo, noo
-Practice singing with varied vowel sounds
-Identify the pitch differences in sol-fa syllables

How can vowel sounds enhance sol-fa singing?

- KLB VISIONARY Creative Arts Grade 6 pg. 109
-Charts with sol-fa ladder
-Audio equipment
-Digital devices
- KLB VISIONARY Creative Arts Grade 6 pg. 110
-Charts with songs in sol-fa

- Observation -Performance -Peer assessment -Self-assessment

CREATING AND EXECUTING

Composing melody - Singing sol-fa syllables d-d' ascending and descending

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

-Sing sol-fa syllables in vowel sounds
-Work collaboratively to perform sol-fa patterns
-Enjoy creative exploration of sol-fa singing

- In pairs, one learner sings sol-fa notations while partner sings vowel sounds
-Practice patterns like d r m f s f m r d with "Oh oh oh" sounds
-Exchange roles and practice different patterns

How do different vowel sounds affect sol-fa singing?

- KLB VISIONARY Creative Arts Grade 6 pg. 110
-Charts with sol-fa patterns
-Audio recordings
-Digital devices
- KLB VISIONARY Creative Arts Grade 6 pg. 111
-Recorders or other melodic instruments
-Charts with sol-fa notes

- Observation -Performance -Peer assessment -Group assessment

CREATING AND EXECUTING

Composing melody - Performing the major scale using Kodaly hand signs (5 lessons)
Composing melody - Performing the major scale using Kodaly hand signs

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

-Understand the concept of Kodaly hand signs
-Identify hand signs for sol-fa syllables
-Appreciate the visual representation of pitch

- Learn about Kodaly hand signs as visual representations of pitch
-Study the hand signs for sol-fa syllables l, t, d'
-Relate hand positions to pitch levels
-Practice regular use of hand signs with actual pitch

What are Kodaly hand signs and how do they relate to sol-fa syllables?

- KLB VISIONARY Creative Arts Grade 6 pg. 111
-Charts showing Kodaly hand signs
-Digital devices
-Pictures of hand signs
- KLB VISIONARY Creative Arts Grade 6 pg. 112
-Charts with Kodaly hand signs
-Audio equipment

- Observation -Demonstration -Oral questions -Self-assessment

CREATING AND EXECUTING

Composing melody - Performing the major scale using Kodaly hand signs

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

-Practice all hand signs for the sol-fa ladder d r m f s l t d'
-Sing while showing correct hand signs
-Demonstrate creativity in hand sign practice

- Practice hand signs for the complete sol-fa ladder
-Sing the sol-fa syllables while showing the hand signs
-Copy and draw Kodaly hand signs
-Color the hand signs using crayons

How does practicing hand signs improve pitch recognition?

- KLB VISIONARY Creative Arts Grade 6 pg. 112
-Charts with complete Kodaly hand signs
-Drawing materials
-Crayons
-Digital devices
- KLB VISIONARY Creative Arts Grade 6 pg. 113
-Calligraphy materials
-Examples of calligraphy

- Observation -Performance -Creative work -Skill demonstration

CREATING AND EXECUTING

Composing melody - Performing the major scale using Kodaly hand signs
Composing melody - Aurally recognising sol-fa sounds in familiar melodies (4 lessons)

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

-Sing and make hand signs in pairs
-Play the hand sign game for fun
-Collaborate effectively in musical activities

- In pairs, one partner makes hand signs while the other sings
-Play the hand sign game
-Show hand signs for partner to sing corresponding notes
-Repeat with different hand signs up to eight notes
-Exchange roles

How can hand sign games enhance learning sol-fa?

- KLB VISIONARY Creative Arts Grade 6 pg. 113
-Charts with Kodaly hand signs
-Audio equipment
-Digital devices
- KLB VISIONARY Creative Arts Grade 6 pg. 114
-Audio of familiar songs
-Charts with sol-fa patterns

- Observation -Performance -Peer assessment -Collaboration

CREATING AND EXECUTING

Composing melody - Aurally recognising sol-fa sounds in familiar melodies

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

-Sing familiar songs with solfege syllables
-Identify sol-fa patterns in melodies
-Demonstrate good listening skills

- Sing songs from Activity 1 using sol-fa syllables
-Practice singing with hand signs
-Listen carefully to identify sol-fa patterns
-Write down sol-fa patterns from familiar songs

How do you identify sol-fa sounds in melodies?

- KLB VISIONARY Creative Arts Grade 6 pg. 114
-Audio recordings
-Charts with sol-fa patterns
-Digital devices

- Observation -Performance -Written exercises -Peer assessment

CREATING AND EXECUTING

Composing melody - Aurally recognising sol-fa sounds in familiar melodies

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

-Sing and listen to identify sol-fa patterns
-Work in pairs to perform melodies
-Show persistence in aural recognition tasks

- In pairs, one sings melody while partner sings sol-fa syllables
-Exchange roles and practice with different songs
-Listen carefully to identify sol-fa patterns
-Practice writing sol-fa from listening

How can singing and listening improve sol-fa recognition?

- KLB VISIONARY Creative Arts Grade 6 pg. 115
-Audio recordings
-Charts with sol-fa patterns
-Digital devices
-Descant recorders
-Writing materials
-Charts with sol-fa examples

- Observation -Performance -Peer assessment -Listening tests

CREATING AND EXECUTING

Composing melody - Composing short melodies within the range of d-d' (4 lessons)
Composing melody - Composing short melodies within the range of d-d'

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

-Compose simple melodies using sol-fa
-Complete familiar tunes with original sections
-Demonstrate creativity in melody composition

- Sing familiar songs based on syllables d r m f s l t d'
-Practice completing familiar tunes with new melodies
-Sing first sections of songs and complete with original tunes
-Discuss how created tunes sound

How do you create your own melodies?

- KLB VISIONARY Creative Arts Grade 6 pg. 115
-Charts with familiar songs
-Audio equipment
-Digital devices
- KLB VISIONARY Creative Arts Grade 6 pg. 116
-Charts with composition techniques

- Observation -Creative composition -Peer feedback -Performance

CREATING AND EXECUTING

Composing melody - Composing short melodies within the range of d-d'

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

-Create original melodies within d-d' range
-Apply composition techniques learned
-Appreciate the creative process of composition

- Compose original melodies within the d-d' range
-Apply tips for creating melodies
-Ensure melodies sound pleasant and complete
-End melodies appropriately (on d, using t-d', m-d, or s-d')

How do you ensure a melody sounds complete?

- KLB VISIONARY Creative Arts Grade 6 pg. 117
-Writing materials
-Audio equipment
-Digital devices
-Composed melodies

- Observation -Creative composition -Performance -Peer feedback

CREATING AND EXECUTING

Composing melody - Composing short melodies within the range of d-d'
Composing melody - Sol-fa syllables using calligraphy lettering (2 lessons)

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

-Prepare composed melodies for presentation
-Refine and polish musical compositions
-Show confidence in presenting original work

- Practice composed melodies
-Prepare for presentation during weekly club days
-Refine and polish compositions
-Organize group or individual performances

How do you prepare a melody for presentation?

- KLB VISIONARY Creative Arts Grade 6 pg. 117
-Composed melodies
-Performance space
-Audio equipment
-Digital devices
-Examples of calligraphic writing
-Pictures of calligraphy tools

- Observation -Performance -Presentation skills -Audience feedback

CREATING AND EXECUTING

Composing melody - Sol-fa syllables using calligraphy lettering
Composing melody - Appreciating melodies created by self and others (1 lesson)

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

-Write sol-fa notations using calligraphy style
-Follow proper steps for calligraphic writing
-Show patience and precision in artistic writing

- Practice writing sol-fa notations using calligraphy style
-Draw guidelines for lettering
-Dip pen in ink and write sol-fa syllables
-Wait for ink to dry and erase pencil marks
-Create artistic sol-fa representations

How do you create calligraphic sol-fa notations?

- KLB VISIONARY Creative Arts Grade 6 pg. 118
-Calligraphy pens (or improvised bamboo pens)
-Ink
-Paper
-Pencil and eraser
-Ruler
- KLB VISIONARY Creative Arts Grade 6 pg. 119
-Audio recordings
-Internet access
-Radio
-Digital devices

- Observation -Creative product -Skill demonstration -Peer assessment

CREATING AND EXECUTING
PERFORMING AND DISPLAYING

Composing melody - Self-assessment and reflection (1 lesson)
Athletics - Long jump & High jump (12 lessons)

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

-Assess personal performance in melody learning
-Identify areas of strength and improvement
-Demonstrate reflective thinking about musical learning

- Complete self-assessment checklist
-Reflect on performance in melody-related tasks
-Identify areas of strength and areas needing more practice
-Set goals for further improvement
-Share reflections with peers

How well have you mastered the skills related to melody?

- KLB VISIONARY Creative Arts Grade 6 pg. 119
-Self-assessment checklist
-Writing materials
-Digital devices
- KLB VISIONARY Creative Arts Grade 6 pg. 126
-Video link: https://shorturl.at/P1K6Z
-Pictures of long jump

- Self-assessment -Peer feedback -Teacher observation -Reflective writing

PERFORMING AND DISPLAYING

Athletics - Long jump & High jump

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

-Describe the approach and take-off in sail technique
-Demonstrate the correct body position during approach
-Show confidence in describing the sail technique

- Describe the sail technique in Long jump
-Learn the approach technique with correct body posture
-Understand the take-off phase with proper knee and arm positions
-Practice proper focus during approach

How is the approach and take-off performed in the sail technique?

- KLB VISIONARY Creative Arts Grade 6 pg. 127
-Charts with diagrams
-Digital devices
-Pictures of the approach and take-off
- KLB VISIONARY Creative Arts Grade 6 pg. 128
-Safety rules chart
-Pictures of flight and landing

- Observation -Oral descriptions -Peer assessment -Self-evaluation

PERFORMING AND DISPLAYING

Athletics - Long jump & High jump

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

-Demonstrate the approach run in the sail technique
-Perform the sail technique with proper rhythm
-Show willingness to adhere to safety rules

- Practice on a flat ground demonstrating sail technique
-Follow approach, take-off, flight, and landing progression
-Practice rhythmic counting during approach
-Observe and maintain safety during practice

How do you perform the approach run in the sail technique?

- KLB VISIONARY Creative Arts Grade 6 pg. 129
-Marked area for practice
-Measuring tape
-Markers

- Performance -Observation -Peer assessment -Self-assessment

PERFORMING AND DISPLAYING

Athletics - Long jump & High jump

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

-Perform the complete sail technique
-Maintain controlled and consistent tempo
-Appreciate the importance of technique in long jump

- Perform the complete sail technique
-Share feedback on each other's performance
-Practice with increasing running distance
-Maintain focus and proper body alignment throughout

How do you coordinate all phases of the sail technique?

- KLB VISIONARY Creative Arts Grade 6 pg. 130
-Long jump pit
-Measuring tape
-Markers
- KLB VISIONARY Creative Arts Grade 6 pg. 131
-Digital devices
-Video link: youtube.com/embed/XE54eKUbWc8
-Pictures of scissors technique

- Performance -Observation -Peer feedback -Self-assessment

PERFORMING AND DISPLAYING

Athletics - Long jump & High jump

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

-Describe the approach and takeoff in scissors technique
-Demonstrate the correct body position during approach
-Value proper techniques for effective performance

- Learn the approach at a comfortable speed
-Practice holding shoulders high and flexing take-off leg
-Understand proper body alignment during approach
-Follow correct progression of movement

How is the approach and takeoff performed in the scissors technique?

- KLB VISIONARY Creative Arts Grade 6 pg. 132
-Charts with diagrams
-Digital devices
-Pictures of approach and takeoff
- KLB VISIONARY Creative Arts Grade 6 pg. 133
-Safety rules chart
-Pictures of flight and landing

- Observation -Oral descriptions -Demonstration -Self-evaluation

PERFORMING AND DISPLAYING

Athletics - Long jump & High jump

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

-Practice the scissors technique in groups
-Maintain rhythmic tempo during approach
-Collaborate with others during practice

- Form groups and take turns to practice
-Use rhythmic tempo counting "1-2-3-4" during approach
-Run at an angle of 35 degrees to the crossbar
-Clear the bar with non-take off foot first
-Land in upright standing position

How do you coordinate approach and takeoff in the scissors technique?

- KLB VISIONARY Creative Arts Grade 6 pg. 134
-High jump equipment
-Crossbar
-Landing mats
- KLB VISIONARY Creative Arts Grade 6 pg. 135
-Assessment checklist

- Performance -Observation -Peer feedback -Group assessment

PERFORMING AND DISPLAYING

Athletics - Long jump & High jump

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

-Compare sail technique and scissors technique
-Analyze the similarities and differences
-Value both techniques for their athletic benefits

- Compare the approaches in both techniques
-Analyze body positions during flight
-Discuss landing techniques for long and high jump
-Identify key technical differences

How do sail and scissors techniques differ?

- KLB VISIONARY Creative Arts Grade 6 pg. 136
-Comparison charts
-Videos of both techniques
-Performance space
-Feedback guidelines
-Practice equipment
-Performance checklists

- Analytical skills -Comparative assessment -Discussion participation -Technical understanding

PERFORMING AND DISPLAYING

Descant Recorder - Preparing and handling the recorder (16 lessons)
Descant Recorder - Playing note F

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

-Prepare the recorder for playing
-Demonstrate proper handling of the recorder
-Show interest in playing the recorder

- Learn proper assembly of recorder parts
-Ensure correct finger alignment to holes
-Practice warm-up with previously learned notes
-Understand the importance of proper fingering and posture

How do you prepare a recorder for playing?

- KLB VISIONARY Creative Arts Grade 6 pg. 137
-Descant recorders
-Charts showing recorder parts
-Digital devices
- KLB VISIONARY Creative Arts Grade 6 pg. 138
-Fingering charts
-Audio equipment

- Observation -Demonstration -Handling skills -Self-assessment

PERFORMING AND DISPLAYING

Descant Recorder - Playing notes E and D
Descant Recorder - Playing note C

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

-Play the notes E and D with correct fingering
-Match notes with corresponding French rhythm names
-Value accurate finger positioning for clear tone

- Learn fingering for notes E and D
-Practice playing notes with French rhythm names
-Play combinations of notes F and E
-Develop proper articulation through tonguing

How do you play the notes E and D on the descant recorder?

- KLB VISIONARY Creative Arts Grade 6 pg. 140
-Descant recorders
-Fingering charts
-Audio equipment
- KLB VISIONARY Creative Arts Grade 6 pg. 141
-Charts with rhythm patterns

- Performance -Observation -Rhythm accuracy -Tone quality

PERFORMING AND DISPLAYING

Descant Recorder - Playing scale C-C'
Descant Recorder - Kenya National Anthem introduction

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

-Play a scale C-C' ascending and descending
-Create simple melodies using learned notes
-Demonstrate confidence in playing the recorder

- Play the complete scale C D E F G A B C' ascending and descending
-Create original melodies using the learned notes
-Record presentations for digital portfolio
-Play the octave game in groups

How do you play a scale on the descant recorder?

- KLB VISIONARY Creative Arts Grade 6 pg. 142
-Descant recorders
-Digital recording devices
-Audio equipment
- KLB VISIONARY Creative Arts Grade 6 pg. 143
-Audio recordings
-Digital devices

- Performance -Creative composition -Digital portfolio -Group coordination

PERFORMING AND DISPLAYING

Descant Recorder - Playing anthem notes D' C' G A E

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

-Practice playing notes D' C' G A E used in the anthem
-Coordinate fingering for these specific notes
-Show patience in learning the anthem

- Practice playing notes D' C' G A E
-Develop coordination between specific notes
-Understand the structure of notes in the anthem
-Practice transitions between notes

How are the notes D' C' G A E played on the descant recorder?

- KLB VISIONARY Creative Arts Grade 6 pg. 144
-Descant recorders
-Fingering charts
-Note patterns of the anthem

- Performance -Observation -Note accuracy -Technical skill

PERFORMING AND DISPLAYING

Descant Recorder - Anthem first verse
Descant Recorder - Playing complete Kenya National Anthem

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

-Sing and play the first verse of the anthem
-Match recorder notes with lyrics
-Demonstrate accuracy in note progression

- Sing the Kenya National Anthem in stages
-Associate lyrics with corresponding recorder notes
-Practice playing the first verse line by line
-Develop coordination between singing and playing

How do you match lyrics with notes in the Kenya National Anthem?

- KLB VISIONARY Creative Arts Grade 6 pg. 144
-Descant recorders
-Lyric and note charts
-Audio recordings
- KLB VISIONARY Creative Arts Grade 6 pg. 145
-Complete anthem notation

- Performance -Coordination -Note accuracy -Rhythm matching

PERFORMING AND DISPLAYING

Descant Recorder - Performing anthem at functions
Descant Recorder - Exploring recorder melodies

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

-Perform the Kenya National Anthem on appropriate occasions
-Show confidence in public performance
-Value the importance of the National Anthem

- Play the anthem during relevant occasions such as school assembly
-Develop performance confidence
-Understand appropriate contexts for playing the anthem
-Demonstrate proper posture and attitude during performance

How do you perform the Kenya National Anthem at school functions?

- KLB VISIONARY Creative Arts Grade 6 pg. 145
-Descant recorders
-Performance space
-School assembly
- KLB VISIONARY Creative Arts Grade 6 pg. 146
-Audio recordings
-Digital devices
-Vocabulary list for music description

- Performance -Public presentation -Confidence -Appropriate demeanor

PERFORMING AND DISPLAYING

Descant Recorder - Practice techniques
Descant Recorder - Playing familiar melodies

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

-Practice playing notes C D E F G A B C' D'
-Apply proper fingering and posture
-Display consistent effort in skill development

- Practice ascending and descending scales
-Apply proper fingering, tonguing and posture
-Understand techniques to enhance interest
-Recognize the value of regular practice

How does practice improve your recorder playing skills?

- KLB VISIONARY Creative Arts Grade 6 pg. 146
-Descant recorders
-Fingering charts
-Practice guidelines
- KLB VISIONARY Creative Arts Grade 6 pg. 147
-Assessment checklist
-Performance space

- Performance -Technique improvement -Practice consistency -Self-assessment

PERFORMING AND DISPLAYING

Descant Recorder - Playing duets
Descant Recorder - Adding dynamics

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

-Play simple duets on the recorder
-Coordinate playing with a partner
-Enjoy collaborative music making

- Learn simple duet parts
-Practice coordinating with a partner
-Develop skills in ensemble playing
-Follow a conductor or leader

How do you play recorder duets?

- KLB VISIONARY Creative Arts Grade 6 pg. 148
-Descant recorders
-Duet music sheets
-Audio examples
-Dynamics notation charts
-Expressive examples

- Ensemble skills -Coordination -Timing accuracy -Collaborative performance

PERFORMING AND DISPLAYING

Descant Recorder - Articulation techniques
Descant Recorder - Improvisation

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

-Apply articulation techniques to recorder playing
-Demonstrate proper tonguing for note separation
-Value articulation for musical clarity

- Learn different articulation techniques
-Practice tonguing for clean note beginnings
-Apply legato and staccato playing
-Enhance musical expression through articulation

How does articulation affect recorder playing?

- KLB VISIONARY Creative Arts Grade 6 pg. 149
-Descant recorders
-Articulation guides
-Audio examples
- KLB VISIONARY Creative Arts Grade 6 pg. 150
-Backing tracks
-Improvisation guides

- Articulation technique -Note clarity -Expression -Technical control

PERFORMING AND DISPLAYING

Descant Recorder - Recital preparation
Swimming - Inverted breaststroke

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

-Prepare for a recorder recital
-Select and rehearse performance pieces
-Show commitment to quality performance

- Select pieces for performance
-Practice performance etiquette
-Develop stage presence
-Prepare mentally for public performance

How do you prepare for a recorder recital?

- KLB VISIONARY Creative Arts Grade 6 pg. 152
-Descant recorders
-Performance pieces
-Performance space
- KLB VISIONARY Creative Arts Grade 6 pg. 176
-Safety rules chart
-Pictures of proper attire
-Pool rules display

- Preparation quality -Piece selection -Practice discipline -Performance readiness

PERFORMING AND DISPLAYING

Swimming - Inverted breaststroke

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

-Describe arm and leg actions in breaststroke
-Explain proper breathing technique
-Demonstrate understanding of stroke coordination

- Learn about arm action phases: catch, pull, recovery
-Understand leg action with "frog kick"
-Learn proper breathing technique
-Grasp coordination between movements

How are arm and leg actions coordinated in breaststroke?

- KLB VISIONARY Creative Arts Grade 6 pg. 177
-Pictures of arm actions
-Diagrams of leg movements
-Breathing technique illustrations
- KLB VISIONARY Creative Arts Grade 6 pg. 179
-Demonstration space
-Technique charts
-Feedback guidelines

- Technical knowledge -Movement description -Coordination understanding -Sequence comprehension

PERFORMING AND DISPLAYING

Swimming - Inverted breaststroke

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

-Practice breaststroke components separately
-Combine elements into complete stroke
-Show confidence in stroke progression

- Practice glide and arm action separately
-Practice leg action with floater support
-Develop timing and coordination
-Combine elements into complete stroke

How do you practice breaststroke components separately?

- KLB VISIONARY Creative Arts Grade 6 pg. 180
-Swimming pool
-Floaters
-Practice guidelines
-Safety supervision

- Component skills -Coordination -Progression -Complete technique

PERFORMING AND DISPLAYING

Swimming - Inverted breaststroke

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

-Perform complete breaststroke technique
-Swim using breaststroke across pool width
-Acknowledge own and others' efforts

- Perform complete breaststroke technique
-Practice swimming across pool width
-Participate in group activities and races
-Acknowledge efforts in performance

How do you perform the complete breaststroke technique?

- KLB VISIONARY Creative Arts Grade 6 pg. 181
-Swimming pool
-Lane markers
-Safety supervision
- KLB VISIONARY Creative Arts Grade 6 pg. 182
-Comparison charts
-Visual aids
-Video demonstrations

- Complete performance -Technique application -Distance achievement -Acknowledgment of efforts

PERFORMING AND DISPLAYING

Swimming - Inverted breaststroke

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

-Describe the body position in inverted breaststroke
-Explain floating on the back
-Demonstrate comfort in supine position

- Learn about supine floating position
-Practice floating on back in shallow water
-Maintain horizontal body alignment
-Develop comfort and confidence in back position

How do you maintain proper body position in inverted breaststroke?

- KLB VISIONARY Creative Arts Grade 6 pg. 182
-Swimming pool
-Floatation aids
-Technique diagrams
-Arm action diagrams
-Demonstration space
-Practice area

- Floating skills -Body alignment -Comfort level -Position maintenance

PERFORMING AND DISPLAYING

Swimming - Inverted breaststroke

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

-Demonstrate leg actions in inverted breaststroke
-Adapt the "frog kick" to supine position
-Show proper leg coordination

- Learn inverted leg action
-Practice modified "frog kick" for supine position
-Understand differences in kick direction
-Develop leg power and coordination

How are leg actions performed in inverted breaststroke?

- KLB VISIONARY Creative Arts Grade 6 pg. 183
-Leg action diagrams
-Kick boards
-Swimming pool
-Safety supervision
-Breathing technique guides
-Demonstration videos

- Leg technique -Kick power -Coordination -Technical adaptation

PERFORMING AND DISPLAYING

Swimming - Inverted breaststroke

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

-Practice arm actions in water
-Maintain proper back-floating position
-Show confidence in water skills

- Practice arm actions while floating on back
-Use floatation aids if necessary
-Focus on proper arm movement pattern
-Develop water confidence in supine position

How do you practice arm actions for inverted breaststroke in water?

- KLB VISIONARY Creative Arts Grade 6 pg. 183
-Swimming pool
-Floatation aids
-Safety supervision
-Kick boards
-Pool edge

- Arm technique in water -Floating maintenance -Movement quality -Water confidence

PERFORMING AND DISPLAYING

Swimming - Inverted breaststroke

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

-Combine arm and leg actions with breathing
-Demonstrate basic inverted breaststroke
-Show perseverance in skill development

- Practice combining arm and leg actions
-Incorporate proper breathing technique
-Focus on coordination and timing
-Develop full stroke in shallow water

How do you coordinate arm, leg, and breathing actions in inverted breaststroke?

- KLB VISIONARY Creative Arts Grade 6 pg. 183
-Swimming pool
-Technique charts
-Safety supervision
-Distance markers

- Coordination skills -Technique integration -Stroke rhythm -Performance quality

PERFORMING AND DISPLAYING

Swimming - Inverted breaststroke

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

-Identify common errors in inverted breaststroke
-Correct technique based on feedback
-Value technique refinement for improvement

- Learn about common technical errors
-Identify errors in own and others' technique
-Practice corrective exercises
-Apply feedback for improvement

What are common errors in inverted breaststroke?

- KLB VISIONARY Creative Arts Grade 6 pg. 183
-Error identification charts
-Corrective exercise guides
-Swimming pool
-Drill guides
-Practice aids
-Safety supervision

- Error recognition -Self-correction -Feedback application -Technique improvement

PERFORMING AND DISPLAYING

Swimming - Inverted breaststroke

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

-Increase swimming distance with inverted breaststroke
-Maintain technique over longer distances
-Demonstrate improved stamina

- Practice swimming longer distances
-Focus on technique maintenance over distance
-Build swimming stamina progressively
-Track distance improvements

How do you increase swimming distance with inverted breaststroke?

- KLB VISIONARY Creative Arts Grade 6 pg. 183
-Swimming pool
-Distance markers
-Progress tracking charts
-Pool wall
-Technique demonstrations
-Safety supervision

- Distance achievement -Stamina development -Technique consistency -Progress measurement

PERFORMING AND DISPLAYING

Swimming - Inverted breaststroke

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

-Compare efficiency of different swimming strokes
-Identify benefits of inverted breaststroke
-Value versatility in swimming techniques

- Compare regular and inverted breaststroke efficiency
-Understand advantages of different strokes
-Identify appropriate situations for each technique
-Recognize personal stroke preferences

When is inverted breaststroke most beneficial?

- KLB VISIONARY Creative Arts Grade 6 pg. 183
-Stroke comparison charts
-Efficiency diagrams
-Discussion guides

- Analytical thinking -Comparative assessment -Contextual understanding -Personal preference awareness

PERFORMING AND DISPLAYING

Swimming - Inverted breaststroke

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

-Participate in inverted breaststroke relays
-Demonstrate teamwork in swimming activities
-Enjoy competitive swimming

- Organize relay teams
-Practice baton/touch exchanges
-Develop team coordination
-Participate in friendly competition

How do you participate in inverted breaststroke relays?

- KLB VISIONARY Creative Arts Grade 6 pg. 183
-Swimming pool
-Relay markers
-Team organization
-Safety supervision
-Self-assessment checklist
-Performance indicators
-Goal-setting guidelines

- Team participation -Exchange technique -Cooperation -Competitive spirit

PERFORMING AND DISPLAYING

Indigenous Kenyan Instrumental Ensembles (15 lessons)
Indigenous Kenyan Instrumental Ensembles

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

-Identify different indigenous Kenyan instruments
-Categorize instruments by type
-Appreciate the diversity of indigenous instruments

- Study pictures of indigenous instruments
-Identify different instruments shown
-Learn about instrumental ensembles
-Categorize instruments as percussion, wind or string

What are the categories of indigenous Kenyan instrumental ensembles?

- KLB VISIONARY Creative Arts Grade 6 pg. 153
-Pictures of instruments
-Digital devices
-Video clips
- KLB VISIONARY Creative Arts Grade 6 pg. 154
-Pictures of drum ensembles
-Community-specific information

- Observation -Oral questions -Categorization skills -Group discussions

PERFORMING AND DISPLAYING

Indigenous Kenyan Instrumental Ensembles

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

-Discuss instruments in a selected ensemble
-Identify roles of different instruments
-Recognize the importance of singing in ensembles

- Discuss instruments in selected ensembles
-Identify names of ensembles
-Learn about specific instruments in ensembles
-Understand the role of singing in instrumental music

What is the role of singing in indigenous instrumental ensembles?

- KLB VISIONARY Creative Arts Grade 6 pg. 155
-Charts of instrument categories
-Community information
-Audio examples
- KLB VISIONARY Creative Arts Grade 6 pg. 156
-Pictures of tuning techniques
-Instrument examples
-Tuning guides

- Observation -Categorization -Oral responses -Cultural knowledge

PERFORMING AND DISPLAYING

Indigenous Kenyan Instrumental Ensembles

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

-Describe tuning methods for specific instruments
-Compare tuning approaches across instrument types
-Appreciate precision in instrumental preparation

- Learn specific tuning methods for different instruments
-Compare tuning of drums versus string instruments
-Understand the relationship between tuning and sound quality
-Recognize cultural approaches to instrument preparation

How do tuning methods differ across instrument categories?

- KLB VISIONARY Creative Arts Grade 6 pg. 157
-Tuning demonstration
-Instrument samples
-Community-specific information
- KLB VISIONARY Creative Arts Grade 6 pg. 158
-Technique demonstration
-Playing posture guides

- Observation -Comparative analysis -Technical knowledge -Practical demonstration

PERFORMING AND DISPLAYING

Indigenous Kenyan Instrumental Ensembles

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

-Describe performance considerations like tempo and synchronization
-Explain accuracy of melody in ensemble playing
-Appreciate the complexity of group performance

- Learn about tempo, dynamics, and expression
-Understand the concept of synchronization in ensembles
-Recognize the importance of melody accuracy
-Discuss performance terminology

How does synchronization affect ensemble performance?

- KLB VISIONARY Creative Arts Grade 6 pg. 159
-Performance guidelines
-Ensemble examples
-Audio recordings
-Assorted indigenous instruments
-Cultural information
-Selection guidelines

- Observation -Technical vocabulary -Conceptual understanding -Oral responses

PERFORMING AND DISPLAYING

Indigenous Kenyan Instrumental Ensembles

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

-Prepare instruments for playing
-Apply appropriate tuning techniques
-Handle instruments with care and respect

- Learn to tune selected instruments
-Prepare instruments for playing
-Apply appropriate preparation techniques
-Understand care and maintenance of instruments

How do you prepare indigenous instruments for playing?

- KLB VISIONARY Creative Arts Grade 6 pg. 160
-Indigenous instruments
-Tuning materials
-Maintenance supplies
-Technique guides
-Practice space

- Observation -Practical skills -Care techniques -Handling procedures

PERFORMING AND DISPLAYING

Indigenous Kenyan Instrumental Ensembles

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

-Play in a combined ensemble
-Coordinate with other players
-Value teamwork in musical performance

- Practice in a combined ensemble
-Coordinate wind, string, and percussion instruments
-Develop group performance skills
-Learn to play together harmoniously

How do different instruments coordinate in an ensemble?

- KLB VISIONARY Creative Arts Grade 6 pg. 161
-Assorted instruments
-Ensemble arrangement
-Practice space
-Performance space
-Assessment guides
-Indigenous instruments

- Group performance -Coordination -Harmonization -Teamwork

PERFORMING AND DISPLAYING

Indigenous Kenyan Instrumental Ensembles

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

-Perform in indigenous ensembles for special occasions
-Explain the cultural significance of performances
-Value indigenous music as cultural heritage

- Prepare to perform during special events
-Understand the cultural role of instrumental ensembles
-Recognize occasions appropriate for performances
-Appreciate cultural heritage through music

What is the role of indigenous musical instruments in cultural events?

- KLB VISIONARY Creative Arts Grade 6 pg. 162
-Indigenous instruments
-Cultural information
-Performance schedule

- Performance -Cultural knowledge -Appreciation level -Event participation

PERFORMING AND DISPLAYING

Indigenous Kenyan Instrumental Ensembles

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

-Create simple compositions for indigenous ensembles
-Apply cultural musical patterns
-Demonstrate creativity in musical expression

- Learn basic composition principles
-Apply indigenous musical patterns
-Create simple compositions for ensemble
-Incorporate cultural elements

How do you create compositions for indigenous ensembles?

- KLB VISIONARY Creative Arts Grade 6 pg. 162
-Composition guidelines
-Pattern examples
-Indigenous instruments
- KLB VISIONARY Creative Arts Grade 6 pg. 163
-Original compositions
-Performance space

- Creative expression -Pattern application -Cultural authenticity -Compositional structure

PERFORMING AND DISPLAYING

Indigenous Kenyan Instrumental Ensembles

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

-Evaluate own performance in instrumental ensembles
-Identify areas of improvement
-Show commitment to preserving cultural music

- Complete self-assessment checklist
-Reflect on performance skills
-Identify strengths and areas for improvement
-Set goals for continued development

How do you assess your own performance in an instrumental ensemble?

- KLB VISIONARY Creative Arts Grade 6 pg. 163
-Self-assessment checklist
-Reflection guidelines
-Performance recordings
-Research materials
-Community information
-Comparison charts

- Self-assessment -Reflection quality -Goal setting -Progress evaluation

PERFORMING AND DISPLAYING
APPRECIATION IN CREATIVE ARTS

Indigenous Kenyan Instrumental Ensembles
Analysis of Creative Arts works - Identification of artworks (10 lessons)

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

-Present research on indigenous instruments
-Demonstrate knowledge of instrument traditions
-Show appreciation for musical heritage

- Present research findings on instruments
-Demonstrate knowledge of cultural contexts
-Share insights on instrument construction and use
-Appreciate Kenya's musical heritage

How can we preserve knowledge of indigenous instrumental traditions?

- KLB VISIONARY Creative Arts Grade 6 pg. 163
-Presentation materials
-Visual aids
-Research findings
- KLB VISIONARY Creative Arts Grade 6 pg. 195
-Various artwork pictures
-Digital devices
-Art samples

- Presentation skills -Knowledge depth -Enthusiasm -Cultural appreciation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts works - Interpretation of artworks
Analysis of Creative Arts works - Field trip and artwork analysis

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

-Interpret artworks based on various aspects
-Describe what makes an art catalogue
-Value the role of catalogues in art exhibitions

- Learn about interpreting artworks
-Understand what an art catalogue is
-Discuss how catalogues serve as guides for exhibitions
-Analyze the purpose of cataloguing art

How do we interpret artworks?

- KLB VISIONARY Creative Arts Grade 6 pg. 196
-Sample art catalogues
-Exhibition guides
-Digital devices
- KLB VISIONARY Creative Arts Grade 6 pg. 197
-Worksheet for analysis
-Art exhibition
-Digital recording devices

- Observation -Interpretative skills -Oral responses -Group discussions

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts works - Information gathering for catalogues
Analysis of Creative Arts works - Creating art catalogues

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

-Gather information for an art catalogue
-Organize collected information systematically
-Demonstrate attention to detail in cataloguing

- Gather information about artworks (artist's name, type, materials, size, price)
-Organize information systematically
-Arrange information for a catalogue
-Include photographs of artworks

How do you create an art catalogue?

- KLB VISIONARY Creative Arts Grade 6 pg. 198
-Cataloguing templates
-Digital devices
-Information collection sheets
- KLB VISIONARY Creative Arts Grade 6 pg. 199
-Art catalogue samples
-Design materials
-Photography equipment

- Information gathering -Organization skills -Attention to detail -Systematic approach

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts works - Elements of music in songs
Analysis of Creative Arts works - Pitch, rhythm, and melody

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

-Identify the elements of music in a song
-Distinguish between different musical elements
-Value the role of elements in musical expression

- Learn about the seven elements of music (pitch, rhythm, melody, dynamics, tempo, structure, texture)
-Listen to songs and identify musical elements
-Discuss how these elements enhance the music
-Analyze musical examples for specific elements

What are the elements of music in a song?

- KLB VISIONARY Creative Arts Grade 6 pg. 199
-Audio equipment
-Various song recordings
-Charts showing musical elements
- KLB VISIONARY Creative Arts Grade 6 pg. 200
-Musical examples
-Digital devices
-Element charts

- Listening skills -Element identification -Analytical discussions -Musical comprehension

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts works - Tempo, dynamics, structure, and texture
Analysis of Creative Arts works - Messages in songs

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

-Explain tempo, dynamics, structure, and texture as musical elements
-Identify these elements in musical examples
-Demonstrate understanding of musical complexity

- Learn about tempo as speed of music
-Understand dynamics as volume levels
-Explore structure as the arrangement of musical sections
-Recognize texture as layers of sound
-Analyze monophonic and homophonic textures

How do tempo, dynamics, structure, and texture enhance music?

- KLB VISIONARY Creative Arts Grade 6 pg. 201
-Audio equipment
-Musical examples
-Digital devices
-Music link: https://tinyurl.com/msz3scf6
- KLB VISIONARY Creative Arts Grade 6 pg. 202
-Song recordings
-Lyric sheets
-Music link: https://music.youtube.com/watch?v=0VT_EAJCDgE

- Listening analysis -Element identification -Comparative analysis -Musical comprehension

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts works - Value-based songs and performance

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

-Perform songs with values-based messages
-Analyze messages in performed songs
-Demonstrate clear diction in singing

- Sing topical songs with values-based messages
-Analyze the meaning of lyrics
-Recite and sing with clear diction
-Reflect on lessons learned from songs
-Sing "Integrity our goal" and "Just ask me"

How can songs communicate important values?

- KLB VISIONARY Creative Arts Grade 6 pg. 203
-Song lyrics
-Audio equipment
-Performance space
-Value-based song examples

- Performance quality -Diction clarity -Message comprehension -Value recognition