1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing

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

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

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

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

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

-Observation -Oral questions -Self-assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Classification of String Instruments

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

-Classify various string instruments according to their community of origin.
-Appreciate cultural diversity in string instruments.

-Watch a video clip or observe real string instruments.
-Identify instruments by name, community, and method of playing.
-Group the instruments by the number of strings.
-Discuss how the instruments are played.

How are indigenous Kenyan string instruments identified by communities of origin?

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

-Observation -Peer assessment and feedback -Written Tests

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - String Instruments Crossword Puzzle
1.1 String Musical Instruments and Drawing - 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.

-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

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - String Instrument Function Analysis

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

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

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

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

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

-Peer assessment -Oral presentations -Portfolio

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Fiddle Poetry

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

-Recite a poem about a fiddle.
-Perform the poem with appropriate gestures.
-Show interest in creative expressions about instruments.

-Take turns to recite the poem "My Fiddle".
-Add appropriate gestures while reciting.
-Discuss the content of the poem related to a fiddle.
-Create own verse about string instruments.

How can poetry enhance understanding of musical instruments?

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

-Observation -Performance rubric -Self-assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Recyclable Materials for Fiddle

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

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

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

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

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

-Observation -Materials collection checklist -Group assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Fiddle Resonator Preparation

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

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

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

How is a resonator prepared for a string instrument?

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

-Observation -Project work assessment -Self-assessment

1.0 CREATING AND EXECUTION

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

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

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

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

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

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

-Observation -Project assessment -Peer feedback

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Drawing with Stippling

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

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

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

How is tone created while using the stippling technique?

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

-Observation -Oral presentation -Written assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Digital Research

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

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

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

What is the importance of texture in a picture?

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

-Digital presentations -Peer assessment -Observation

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Preparation for Still Life

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

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

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

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

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

-Observation -Project assessment -Self-assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Beginning the Stippling Process

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

-Apply stippling to begin building forms.
-Create appropriate light and shadow with dot distribution.
-Show patience in the stippling process.

-Start stippling to show the darkest points.
-Apply light stipples across all forms to help start building three-dimensional forms.
-Begin to build up tone by stippling flat spaces and areas defined by curves.

How does the distribution of dots create shadows and highlights?

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

-Observation -Project work assessment -Peer feedback

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Developing Tone and Texture
1.1 String Musical Instruments and Drawing - Completing the Still Life

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

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

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

How can stippling create different textures in a drawing?

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

-Observation -Project work assessment -Self-assessment

1.0 CREATING AND EXECUTION

1.1 String Musical Instruments and Drawing - Project Assessment

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

-Form music and art clubs for creative activities.
-Create a fiddle using locally available materials.
-Shade string instruments using stippling technique.
-Provide constructive feedback on artworks.

-In groups, form a music club as well as an art club.
-Make a fiddle in your Music Club using locally available materials.
-Shade string instruments from different communities in Kenya using stippling technique.
-Comment on your work as well as other learners' work.
-Make suggestions for improvement.

How can we improve our artistic skills through club activities?

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

-Project assessment -Peer feedback -Exhibition -Portfolio assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - The Underarm Service

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

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

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

How is the game of volleyball played?

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

-Observation -Oral questions -Self-assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Underarm Service Observation

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

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

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

What safety measures should be observed when playing Volleyball?

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

-Observation -Demonstration -Peer assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Safety Measures

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

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

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

Why is safety important in Volleyball?

-MENTOR Creative Arts Grade 6 Learner's Book Page 41
-Safety equipment (knee pads)
-Sports uniform
-Volleyball
-Volleyball net
-First aid kit

-Observation -Oral questioning -Written test on safety measures

1.0 CREATING AND EXECUTION

1.2 Volleyball - Stance for Underarm Service
1.2 Volleyball - Grip and Ball Positioning

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

-Demonstrate the proper stance for underarm service.
-Position the body correctly for service.
-Value the importance of proper stance in service execution.

-Demonstrate the stance (position of the body) with one foot slightly ahead of the other.
-Position body weight on the back foot, ready to shift forward.
-Practice the stance in pairs, giving feedback to each other.

How does proper stance affect the execution of underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 41-42
-Demonstration area
-Volleyballs
-Position markers
-Charts showing correct stance
-Whistle
-MENTOR Creative Arts Grade 6 Learner's Book Page 42
-Charts showing correct grip
-Pictures of grip positions

-Observation -Peer assessment -Skills checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Execution of Underarm Service

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

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

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

How can energy be transferred effectively during service execution?

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

-Observation -Skills assessment -Peer feedback

1.0 CREATING AND EXECUTION

1.2 Volleyball - Follow-through

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

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

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

Why is follow-through important in underarm service?

-MENTOR Creative Arts Grade 6 Learner's Book Page 42-43
-Volleyballs
-Demonstration area
-Video clips showing follow-through
-Feedback charts

-Observation -Skills assessment -Self-evaluation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Practicing Underarm Service

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

-Practice the underarm service in a group setting.
-Give and receive feedback on service technique.
-Show persistence in improving service skills.

-Form groups and make lines.
-One learner acts as ball feeder.
-Others serve back using underarm service.
-Move to back of line after serving.
-Continue practicing the service.

How can practice improve service accuracy?

-MENTOR Creative Arts Grade 6 Learner's Book Page 43
-Volleyballs
-Volleyball court
-Whistle
-Ball collectors
-Feedback forms

-Observation -Peer assessment -Skills progression checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Target Practice

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

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

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

How can accuracy be improved in underarm service?

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

-Target hitting accuracy -Observation -Peer feedback

1.0 CREATING AND EXECUTION

1.2 Volleyball - Service Practice in Game Situation
1.2 Volleyball - Single Hand Dig Pass

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

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

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

How is underarm service applied in a game situation?

-MENTOR Creative Arts Grade 6 Learner's Book Page 43-44
-Volleyball court
-Volleyballs
-Volleyball net
-Whistle
-Score sheets
-MENTOR Creative Arts Grade 6 Learner's Book Page 44
-Pictures of single hand dig pass
-Video clips of dig pass techniques
-Digital devices
-Demonstration area

-Game situation assessment -Observation -Group assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Types of Dig Passes

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

-Differentiate between single hand and double hand dig passes.
-Explain when to use a single hand dig pass.
-Appreciate the versatility of different dig pass techniques.

-Learn about dig pass as a technique for making passes and defenses.
-Understand that dig pass can be either single hand or double hand.
-Compare single hand dig pass (performed using one hand) with double hand dig pass (performed using both hands).
-Identify when to use single hand dig pass.

When would you use a single hand dig pass versus a double hand dig pass?

-MENTOR Creative Arts Grade 6 Learner's Book Page 44-45
-Charts comparing dig passes
-Video clips of different passes
-Volleyballs
-Demonstration area

-Comparison charts -Oral questioning -Written assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Observing Dig Pass in Games

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

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

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

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

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

-Observation records -Game analysis -Oral presentation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Executing Single Hand Dig Pass

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

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

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

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

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

-Demonstration assessment -Peer feedback -Position checklist

1.0 CREATING AND EXECUTION

1.2 Volleyball - Practicing Single Hand Dig Pass

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

-Perform the single hand dig pass with a partner.
-Execute the throw and dig action correctly.
-Provide constructive feedback to peers.

-In pairs, perform the single hand dig pass by a throw and dig action.
-One throws the ball, the other digs it upwards.
-Catch and throw back for partner to dig.
-Correct each other's performance.
-Practice many times until correct execution.

How can partners help improve each other's dig pass technique?

-MENTOR Creative Arts Grade 6 Learner's Book Page 45-46
-Volleyballs
-Practice area
-Feedback forms
-Demonstration charts

-Partner assessment -Skill execution checklist -Teacher observation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Continuous Dig Practice
1.2 Volleyball - Dig on the Run

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

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

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

How can control be maintained during continuous digs?

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

-Counting successful digs -Progress tracking -Self-assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Game Introduction

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

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

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

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

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

-Game situation assessment -Team cooperation -Skill application evaluation

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Game Rules

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

-Apply special rules for practicing dig passes.
-Explain boundaries and scoring in Volleyball.
-Respect rules and officials during play.

-Allow each team up to 5 single hand digs to return the ball over the net.
-Learn that balls on boundary lines are "in bounds".
-Understand players should not hit the ball twice in succession.
-Avoid touching the net during play.
-Learn scoring system.

Why are rules important in sports?

-MENTOR Creative Arts Grade 6 Learner's Book Page 47
-Volleyball rules poster
-Boundary markers
-Volleyball court
-Whistle
-Score cards

-Rules knowledge test -Game observation -Sportsmanship assessment

1.0 CREATING AND EXECUTION

1.2 Volleyball - Mini Tournament

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

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

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

How can tournaments help improve game skills?

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

-Tournament performance -Skill application assessment -Team evaluation

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making (20 lessons)

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

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

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

How are French rhythm names used to create rhythmic patterns?

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

-Observation -Aural/oral assessment -Performance assessment

1.0 CREATING AND EXECUTION

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

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

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

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

What rhythmic patterns are found in familiar songs?

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

-Rhythm clapping assessment -Oral questioning -Group performance

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - French Rhythm Names

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

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

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

How do various rhythm values relate to each other?

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

-Clapping accuracy assessment -Counting assessment -Group rhythm work

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Rhythmic Pattern Performance

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

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

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

How can body percussion enhance rhythmic understanding?

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

-Body percussion coordination -Rhythm accuracy assessment -Peer assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Rhythm Game

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

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

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

How can games make learning rhythm more enjoyable?

-MENTOR Creative Arts Grade 6 Learner's Book Page 53
-Rhythm game instructions
-Body percussion demonstration videos
-Metronome
-Flash cards with rhythm patterns

-Game participation assessment -Rhythm accuracy -Speed progression assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Note Values and Rests

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

-Identify French rhythm names and their note values.
-Recognize rest symbols corresponding to notes.
-Value the role of silence in music.

-Learn about French rhythm names and their corresponding note values (semibreve, minim, crotchet, quaver).
-Understand that each note has a corresponding rest symbol.
-Study a table showing notes, French rhythm names, note symbols, and rest symbols.

Why are rests important in music?

-MENTOR Creative Arts Grade 6 Learner's Book Page 53-54
-Note value and rest charts
-Musical notation examples
-Flash cards
-Rhythm worksheets

-Written assessment -Matching exercise -Oral questioning

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Grandfather's Clock

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

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

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

How do rests contribute to musical expression?

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

-Singing assessment -Rest identification -Aural assessment

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Drawing Rest Symbols
1.3 Rhythm and Pattern Making - Where am I Hiding Game

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

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

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

How are rest symbols drawn and used in music notation?

-MENTOR Creative Arts Grade 6 Learner's Book Page 54
-Video clip on rest symbols
-Digital devices
-Manuscript paper
-Drawing tools
-Rest symbol charts
-Rhythm game video
-Rhythm cards with rests
-Game instructions

-Drawing assessment -Duration explanation -Notation neatness

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Kookaburra Song

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

-Perform the song Kookaburra with appropriate rests.
-Identify rests in the song.
-Record and share rhythm performances.

-Watch a video of the song Kookaburra.
-Perform the song to family members and friends.
-Identify instances where musical rests are used.
-Write the French rhythm names of the song.
-Record recitation and share with classmates.

How can we identify and apply rests in familiar songs?

-MENTOR Creative Arts Grade 6 Learner's Book Page 55
-Video of "Kookaburra" song
-Recording device
-Sheet music
-Digital portfolio storage

-Performance assessment -Rest identification -Recording quality -Peer feedback

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Composing with Rhythm Cards

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

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

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

How can rhythm cards be used to compose rhythm patterns?

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

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

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Digital Research on Rhythms

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

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

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

How can digital resources enhance rhythm composition?

-MENTOR Creative Arts Grade 6 Learner's Book Page 55
-Digital devices with internet
-Online rhythm resources
-Presentation materials
-Rhythm composition guides

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

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Repetition Technique

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

-Create rhythms using repetition technique.
-Identify repeated sounds in rhythmic patterns.
-Appreciate the effect of repetition in music.

-Learn that rhythms can be created by repeating a particular note (repetition technique).
-Clap rhythms created using repetition method.
-Identify which sound is repeated in example patterns.
-Compose simple rhythmic patterns using repetition technique.

How does repetition enhance rhythm in music?

-MENTOR Creative Arts Grade 6 Learner's Book Page 55-56
-Rhythm examples using repetition
-Recording of repeated rhythms
-Composition worksheets
-Percussion instruments

-Pattern creation assessment -Repetition identification -Composition technique

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Variation Technique
1.3 Rhythm and Pattern Making - Combined Techniques

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

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

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

How does variation create interest in rhythm patterns?

-MENTOR Creative Arts Grade 6 Learner's Book Page 56
-Rhythm examples with variation
-Comparison charts
-Composition worksheets
-Percussion instruments
-MENTOR Creative Arts Grade 6 Learner's Book Page 56-57
-Examples of combined technique rhythms
-Rhythm notation tools
-Display materials for patterns

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

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Three-beat Patterns

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

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

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

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

-MENTOR Creative Arts Grade 6 Learner's Book Page 57
-Three-beat pattern examples
-Counting charts
-Percussion instruments
-Metronome

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

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Music Alone Shall Live

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

-Perform the song "Music Alone Shall Live" with proper stress.
-Conduct in three-beat pattern.
-Appreciate the conducting pattern for three beats.

-Sing the song "Music Alone Shall Live" with appropriate accents.
-Study the conducting pattern for three-beat music.
-Practice conducting three-beat pattern.
-Sing the song while conducting the performance.

How does conducting help maintain three-beat patterns?

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

-Singing with stress assessment -Conducting technique -Coordination assessment -Performance quality

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Wakulima Song

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

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

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

How can percussion accompany songs in three-beat patterns?

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

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

1.0 CREATING AND EXECUTION

1.3 Rhythm and Pattern Making - Three-beat Improvisation

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

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

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

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

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

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

1.0 CREATING AND EXECUTION
2.0 PERFORMING AND DISPLAYING

1.3 Rhythm and Pattern Making - Songs in Three-beat Pattern
2.1 Athletics - Long Jump (12 lessons)

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

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

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

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

-MENTOR Creative Arts Grade 6 Learner's Book Page 59
-Resources for song research
-Percussion instruments
-Recording devices
-Digital portfolio storage
-Playback equipment
-MENTOR Creative Arts Grade 6 Learner's Book Page 125
-Pictures of long jump field
-Video clips of long jump
-Digital devices
-Charts showing parts of long jump field

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

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique in Long Jump

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

-Describe the stages of long jump using the sail technique.
-Identify possible injuries in long jump.
-Value safety in long jump practice.

-Study pictures showing long jump technique.
-Describe the stages of long jump shown in the picture.
-Discuss possible injuries that can happen if the sand pit is poorly maintained.
-Watch a video clip showing the sail technique in Long jump.

Why is it important to maintain a tempo in athletics?

-MENTOR Creative Arts Grade 6 Learner's Book Page 126
-Pictures of sail technique
-Video clips
-Digital devices
-Safety guidelines charts

-Picture analysis -Oral questioning -Discussion participation -Video comprehension

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Approach

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

-Demonstrate the approach phase of the sail technique.
-Make quick long strides along the runway.
-Show confidence during approach.

-Observe safety during demonstration.
-Run along the runway making quick long strides (11-15 strides).
-Slightly lean forward during approach and assume upright position as speed builds.
-Stay relaxed and control the run.

How does proper approach affect long jump performance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 126-127
-Long jump runway
-Markers for strides
-Demonstration area
-Safety equipment

-Technique observation -Stride counting -Body position assessment -Safety adherence

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Take-off

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

-Perform the take-off phase of sail technique.
-Position the foot correctly on the take-off board.
-Demonstrate proper body lift during take-off.

-Place one foot on the take-off board or line.
-Lift the body off the ground.
-Avoid stepping beyond the take-off board.
-Practice the take-off motion with correct foot placement.

How does proper take-off affect jump distance?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit with take-off board
-Take-off board markers
-Demonstration charts
-Safety equipment

-Take-off technique -Foot placement -Body lift assessment -Safety observation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Flight

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

-Execute the flight phase of sail technique.
-Position the body correctly during flight.
-Show control during the flight phase.

-Tuck the knees close to the chest during flight.
-Bend the trunk forward.
-Focus the eyes on the landing area ahead.
-Practice the body positioning for flight phase.

How is body positioned during the flight phase?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit
-Flight position demonstration charts
-Video demonstrations
-Safety equipment

-Flight position assessment -Body control -Eye focus -Technique execution

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Sail Technique Landing
2.1 Athletics - Practicing Sail Technique

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

-Perform the landing phase of sail technique.
-Position the body correctly for landing.
-Demonstrate safe landing technique.

-On contact with the ground, let knees give in to absorb shock.
-Keep the head low and bring trunk forward to prevent sitting back.
-Bring hands forward to assist the movement.
-Practice safe landing technique.

Why is proper landing technique important for safety?

-MENTOR Creative Arts Grade 6 Learner's Book Page 127
-Long jump pit with sand
-Landing technique charts
-Video demonstrations
-Safety equipment
-MENTOR Creative Arts Grade 6 Learner's Book Page 127-128
-Long jump field
-Markers for practice stations
-Observation checklists
-Feedback forms

-Landing technique -Body position -Shock absorption -Safety observation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Full Sail Technique Practice

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

-Perform the complete sail technique sequence.
-Execute warm-up and cool-down activities.
-Provide positive feedback to peers.

-Do warm-up activities before executing the sail technique.
-Visit the long jump field in or near school.
-Take turns performing the complete sail technique.
-Repeat until mastery is achieved.
-Appreciate peers' efforts through clapping and cheering.
-Perform cool-down exercises after the activity.

How does regular practice contribute to skill mastery?

-MENTOR Creative Arts Grade 6 Learner's Book Page 128
-Long jump field
-Warm-up and cool-down guides
-Performance assessment sheets
-Feedback forms

-Complete technique execution -Warm-up/cool-down participation -Performance improvement -Peer appreciation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - High Jump Facility

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

-Identify the high jump facility.
-Explain the uses of different parts of high jump facility.
-Show interest in high jump as a field event.

-Study a picture of high jump facility.
-Identify the event that takes place in the facility.
-Discuss the uses of the labeled parts of the facility.
-Explore the high jump facility in the school if available.

What are the essential components of a high jump facility?

-MENTOR Creative Arts Grade 6 Learner's Book Page 128-129
-Pictures of high jump facility
-High jump facility (if available)
-Charts showing parts of facility
-Video demonstrations

-Facility identification -Parts explanation -Interest demonstration -Oral questioning

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Scissors Technique in High Jump

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

-Describe the scissors technique in high jump.
-Identify the stages of scissors technique.
-Value safety measures in high jump.

-Study pictures showing scissors technique.
-Discuss what the learner is doing in the pictures.
-Discuss the stages numbered in the picture.
-Watch a video clip showing the scissors technique in high jump.

How is the scissors technique performed in high jump?

-MENTOR Creative Arts Grade 6 Learner's Book Page 129
-Pictures of scissors technique
-Video clips
-Digital devices
-Safety guidelines charts

-Technique description -Stage identification -Safety awareness -Discussion participation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Scissors Technique Practice

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

-Perform the scissors technique in high jump.
-Apply safety measures during practice.
-Show confidence during high jump attempts.

-Take four to six steps, take off and use scissors technique.
-Jump over the bar set at low height.
-Attempt to land on feet on the mat.
-Practice multiple times until mastery.
-Approach the bar at an angle, taking eight to ten strides.
-Let closest leg go over bar first followed by second leg.
-Keep body upright and aim to land on feet.

How does proper practice improve high jump technique?

-MENTOR Creative Arts Grade 6 Learner's Book Page 130-131
-High jump facility
-Landing mats
-Bar at adjustable heights
-Safety equipment
-Demonstration charts

-Technique execution -Safety application -Confidence display -Practice participation

2.0 PERFORMING AND DISPLAYING

2.1 Athletics - Full Scissors Technique Practice
2.2 Descant Recorder (16 lessons)

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

-Execute the complete scissors technique sequence.
-Perform warm-up and cool-down activities.
-Provide constructive feedback to peers.

-Do warm-up activities before executing scissors technique.
-Visit the high jump field in school.
-Take turns performing scissors technique as instructed.
-Perform repeatedly until well executed.
-Appreciate peers' efforts by clapping and offering feedback.
-Perform cool-down exercises after activity.

How does regular practice contribute to skill mastery?

-MENTOR Creative Arts Grade 6 Learner's Book Page 131
-High jump facility
-Warm-up and cool-down guides
-Performance assessment sheets
-Feedback forms
-MENTOR Creative Arts Grade 6 Learner's Book Page 135-136
-Descant recorders
-Finger position charts
-Demonstration videos
-Digital devices

-Complete technique execution -Warm-up/cool-down participation -Performance improvement -Peer feedback quality

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Finger Positions

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

-Identify notes shown on finger position charts.
-Explain back hole usage for different notes.
-Demonstrate correct finger positions.

-Study pictures of descant recorder finger positions.
-Identify the notes shown in the pictures.
-Determine which notes are played when the back hole is open or covered.
-Discuss finger positions for playing the identified notes.
-Play the notes on a descant recorder.
-Identify which note has the highest pitch.

How do finger positions affect the notes produced?

-MENTOR Creative Arts Grade 6 Learner's Book Page 136
-Descant recorders
-Finger position charts
-Note identification cards
-Pitch demonstration recordings

-Note identification -Finger position demonstration -Playing accuracy -Pitch recognition

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Digital Research

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

-Search for information about playing the descant recorder.
-Explain finger positions for playing different notes.
-Value digital research for learning.

-Use a digital device to search for and watch video clips on playing notes C D E F G A B C' D'.
-Answer questions about finger positioning for note C.
-Identify which note is played when closing specific holes.
-Name the part of the recorder used to produce sound.

What resources are available online for learning recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 136-137
-Digital devices
-Internet access
-Video links
-Descant recorders
-Note charts

-Digital research skills -Information application -Question responses -Note identification

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Notes C and C'

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

-Identify finger positions for notes C and C'.
-Play notes C and C' on the descant recorder.
-Compare the pitch between Notes C and C'.

-Look at pictures showing finger positions for notes C and C'.
-Count how many finger holes are closed when playing Note C.
-Discuss the number of fingers used to play Note C'.
-Cover the holes on the descant recorder as shown and listen to pitches.
-Compare the pitch between Note C and Note C'.
-Practice playing the notes with group members.

How do notes C and C' differ in finger position and sound?

-MENTOR Creative Arts Grade 6 Learner's Book Page 137
-Descant recorders
-Note C and C' charts
-Pitch comparison recordings
-Finger position guides

-Finger position accuracy -Playing technique -Pitch comparison -Practice participation

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Notes D and D'

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

-Identify finger positions for notes D and D'.
-Play notes D and D' on the descant recorder.
-Compare the pitch between Notes D and D'.

-Study pictures showing finger positions for notes D and D'.
-Count how many finger holes are closed when playing note D.
-Determine how many fingers are used to play note D.
-Identify what happens to the back hole when playing D and D'.
-Cover the holes as shown and listen to pitches produced.
-Compare pitches between Notes D and D'.
-Practice playing the notes.

How do notes D and D' differ in finger position and sound?

-MENTOR Creative Arts Grade 6 Learner's Book Page 137-138
-Descant recorders
-Note D and D' charts
-Pitch comparison recordings
-Finger position guides

-Finger position accuracy -Playing technique -Pitch comparison -Practice participation

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Note E
2.2 Descant Recorder - Note F

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

-Identify finger positions for note E.
-Play note E on the descant recorder.
-Compare note E with previously learned notes.

-Study a picture showing finger position for note E.
-Count how many finger holes are closed when playing Note E.
-Determine what happens to the back hole when playing Note E.
-Cover the holes as shown and listen to sound produced.
-Compare the sound with notes previously learned.
-Practice playing note E with group members.

How does note E compare to previously learned notes?

-MENTOR Creative Arts Grade 6 Learner's Book Page 138-139
-Descant recorders
-Note E charts
-Comparative note recordings
-Finger position guides
-MENTOR Creative Arts Grade 6 Learner's Book Page 139
-Note F charts

-Finger position accuracy -Playing technique -Sound comparison -Practice participation

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Playing Posture

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

-Demonstrate correct posture when playing the recorder.
-Play various notes with proper technique.
-Provide constructive feedback to peers.

-Study a picture of a learner playing a descant recorder.
-Discuss the posture of the learner.
-Individually play notes C, E, F, and G on the descant recorder.
-Sit upright with feet firmly on the ground.
-Observe correct finger positions while playing.
-Blow gently into the mouthpiece.
-Comment on each other's performance.

Why is proper posture important when playing the recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 139-140
-Descant recorders
-Posture demonstration charts
-Mirrors for self-observation
-Feedback forms

-Posture demonstration -Playing technique -Note accuracy -Peer feedback

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Note Recognition

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

-Identify finger positions for different notes.
-Determine highest and lowest notes.
-Play notes in ascending and descending order.

-Study various finger positions and fill in the correct notes.
-Identify the highest and lowest notes.
-Identify notes played while the back hole is open.
-Play the notes ascending (from lowest to highest).
-Play the notes descending (from highest to lowest).
-Understand the sol-fa ladder for ascending and descending notes.

What is the relationship between finger positions and note pitch?

-MENTOR Creative Arts Grade 6 Learner's Book Page 140
-Descant recorders
-Note identification charts
-Sol-fa ladder diagrams
-Ascending/descending practice guides

-Note identification -Pitch recognition -Ascending/descending playing -Sol-fa understanding

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Posture and Tonguing

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

-Demonstrate correct posture for playing.
-Apply tonguing technique when playing.
-Play notes with improved sound quality.

-Watch a video clip on the posture and tonguing on the descant recorder.
-Identify the correct posture when playing.
-Understand what tonguing is as a technique.
-Imitate the guide on tonguing technique.
-Play notes C, D, E, F, G, A, B, C', and D' ascending and descending using tonguing technique.

How does tonguing affect sound quality on the recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 140-141
-Digital devices
-Video on posture and tonguing
-Descant recorders
-Demonstration guides

-Posture demonstration -Tonguing technique -Sound quality assessment -Ascending/descending playing

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Jingle Bells Melody

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

-Play the melody of "Jingle Bells".
-Identify the highest note in the melody.
-Perform the melody with a group.

-Watch a video to learn how to play "Jingle Bells" on the descant recorder.
-Identify the highest note in the melody.
-Identify the longest note of the melody.
-Divide into two groups - one to hum and clap, the other to play the melody.
-Practice the melody together.

How can you perform a melody accurately on the recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 141-142
-Descant recorders
-"Jingle Bells" sheet music
-Video tutorial
-Digital playback device
-Rhythm cards

-Melody playing accuracy -Note identification -Group coordination -Performance quality

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - London Bridge Melody
2.2 Descant Recorder - Kenya National Anthem

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

-Play the melody of "London Bridge".
-Apply rhythm to the melody.
-Follow hygiene measures for recorder use.

-Practice playing the "London Bridge" melody using a descant recorder.
-Hum the melody of the song.
-Clap to the rhythm, sounding the French rhythm names.
-Discuss hygiene measures to observe when using a descant recorder.
-Learn how to care for the recorder after playing.
-Practice playing the melody and perform for classmates.

Why are hygiene practices important when playing the recorder?

-MENTOR Creative Arts Grade 6 Learner's Book Page 142
-Descant recorders
-"London Bridge" sheet music
-Rhythm cards
-Recorder cleaning supplies
-Hygiene guidelines
-MENTOR Creative Arts Grade 6 Learner's Book Page 142-143
-Recording of Kenya National Anthem
-Digital playback device
-Lyrics of the National Anthem
-Information on Anthem protocol

-Melody playing accuracy -Rhythm application -Hygiene practices -Performance for feedback

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Playing the National Anthem

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

-Play the Kenya National Anthem on the descant recorder.
-Apply correct fingering and posture.
-Demonstrate pride in the National Anthem.

-Using a descant recorder, play the Kenya National Anthem melody.
-Sit upright, observe correct finger positioning.
-Play while tonguing notes.
-Individually practice playing the melody.
-Perform the melody during school assembly or functions.
-Provide feedback for improvement.

How can playing the National Anthem foster national identity?

-MENTOR Creative Arts Grade 6 Learner's Book Page 143
-Descant recorders
-National Anthem sheet music
-Finger position guides
-Performance space
-Recording device

-Playing accuracy -Fingering technique -Performance quality -Patriotic expression

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Performance Practice

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

-Perform learned melodies confidently.
-Apply all learned techniques.
-Value musical performance as a form of expression.

-Review all notes and techniques learned.
-Practice playing all learned melodies with proper posture and technique.
-Perform for classmates and provide constructive feedback.
-Discuss how music can be used in various settings and ceremonies.
-Plan for performance at a school function.

How does musical performance contribute to cultural expression?

-MENTOR Creative Arts Grade 6 Learner's Book Page 143
-Descant recorders
-All learned sheet music
-Performance space
-Audience feedback forms
-Recording device

-Performance confidence -Technique application -Expressive quality -Peer feedback

2.0 PERFORMING AND DISPLAYING

2.2 Descant Recorder - Instrument Care

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

-Demonstrate proper cleaning of the recorder.
-Explain maintenance practices for the instrument.
-Value instrument care as a responsible habit.

-Learn the correct way to clean a descant recorder after use.
-Demonstrate disassembling, cleaning, and reassembling the recorder.
-Discuss proper storage of the instrument.
-Understand how proper maintenance extends instrument life.
-Create a cleaning and maintenance routine.

Why is instrument care important for longevity and hygiene?

-MENTOR Creative Arts Grade 6 Learner's Book Page 143
-Descant recorders
-Cleaning supplies
-Maintenance guidelines
-Storage containers
-Demonstration videos

-Cleaning demonstration -Maintenance knowledge -Storage practices -Routine development