Creating and Execution

Picture Making (Percussion Instruments) - Indigenous Kenyan percussion instruments
Picture Making (Percussion Instruments) - Method of playing percussion instruments
Picture Making (Percussion Instruments) - Classifying percussion instruments

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

- Identify percussion instruments from different Kenyan communities
- Name communities where percussion instruments originate from
- Appreciate percussion instruments from different Kenyan communities

- Identify how percussion instruments are played
- Describe the method of playing different percussion instruments
- Show interest in understanding how percussion instruments are played

- Observe pictures of percussion instruments from different Kenyan communities
-Identify percussion instruments from different Kenyan communities
-Name the communities where percussion instruments originate from
-Discuss how each instrument is played
-Watch a video clip on the performance of Kenyan percussion instruments
- Study pictures of different percussion instruments
-Discuss how each instrument is played
-Group percussion instruments according to how they are played (hitting, shaking, striking, scrapping)
-Listen to the sound of each instrument

How are percussion instruments from different Kenyan communities identified?
What are the different methods of playing percussion instruments?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 3
-Digital devices
-Percussion instruments
- Mentor Creative Arts Grade 4 Learner's Book, pg. 4
-Percussion instruments
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 5
-Melodic and non-melodic percussion instruments

- Observation -Oral questions -Written assignments
- Oral questions -Observation checklist -Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Parts of percussion instruments
Picture Making (Percussion Instruments) - Functions of parts of percussion instruments
Picture Making (Percussion Instruments) - Researching parts of percussion instruments

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

- Identify parts of a drum
- State the functions of each part of a drum
- Develop interest in learning about parts of percussion instruments

- Study the picture of a drum
-Identify parts of a drum (skin/membrane, sling, resonator, tuning lace)
-Discuss the function of each part of the drum
-Fill in a crossword puzzle with parts of a drum

What are the roles of different parts of a drum?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 6
-Drums
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 7
-Percussion instruments
- Mentor Creative Arts Grade 4 Learner's Book, pg. 8
-Drawing materials

- Observation -Oral questions -Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Improvising rhythmic patterns
Picture Making (Percussion Instruments) - Making charcoal sticks

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

- Play a drum while counting
- Play call and response patterns on a drum
- Improvise a response to a given call
- Show interest in playing rhythmic patterns

- Play a drum while counting
-Take turns to play call and response patterns on a drum
-Improvise responses to given calls
-Create original rhythmic patterns and play them on percussion instruments

How can rhythmic patterns be improvised using percussion instruments?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 8
-Drums and other percussion instruments
- Mentor Creative Arts Grade 4 Learner's Book, pg. 10
-Materials for making charcoal sticks

- Observation -Performance assessment -Peer assessment

Creating and Execution

Picture Making (Percussion Instruments) - Procedure for making charcoal sticks
Picture Making (Percussion Instruments) - Tonal value in art

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

- Explain the procedure for making charcoal sticks
- Make charcoal sticks following the correct procedure
- Observe safety measures when making charcoal sticks

- Cut green sticks from a tree and peel off the bark
-Cut sticks into appropriate sizes
-Place sticks in a container and cover with sand
-Cover container with a lid with holes
-Place container in fire
-Let container cool after burning
-Remove charcoal sticks

How are charcoal sticks made?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 11
-Materials for making charcoal sticks
- Mentor Creative Arts Grade 4 Learner's Book, pg. 12
-Digital devices
-Charts showing tonal values

- Observation -Project work -Peer assessment

Creating and Execution

Picture Making (Percussion Instruments) - Drawing shapes with charcoal sticks

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

- Draw simple shapes using charcoal sticks
- Create tonal variations through pressure application
- Show interest in using charcoal sticks for drawing

- Draw simple shapes in exercise books
-Shade shapes using charcoal sticks
-Create dark parts by drawing thick lines
-Create light parts by drawing thin lines
-Apply varied pressure to create different tones

How can different tones be created with charcoal sticks?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 12
-Charcoal sticks
-Drawing paper

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Creating tonal shading
Picture Making (Percussion Instruments) - Drawing percussion instruments

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

- Match different tones using charcoal sticks
- Apply appropriate pressure to create different tones
- Value the importance of tonal variation in drawing

- Sketch a percussion instrument using charcoal sticks
- Determine where light falls on the object
- Create highlight and shadow areas in a drawing

- Use charcoal sticks to shade boxes to match given tones
-Apply light pressure to shade light areas
-Apply more pressure to shade dark areas
-Practice creating tonal gradation
- Place a drum on a table
-Sketch the drum using charcoal sticks
-Determine where light falls on the drum
-Identify the highlight and shadow areas
-Begin shading the darker areas

How does pressure application affect tonal variation?
How can highlights and shadows be created in a drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 13
-Charcoal sticks
-Drawing paper
- Mentor Creative Arts Grade 4 Learner's Book, pg. 14
-Percussion instruments
-Charcoal sticks
-Drawing paper

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Smudging technique
Picture Making (Percussion Instruments) - Creating a portfolio

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

- Apply the smudging technique in drawing
- Create tonal variations using the smudging technique
- Observe cleanliness when using the smudging technique

- Shade dark areas of the drawing
-Rub areas to spread charcoal marks towards highlighted areas
-Increase shadow gradually
-Draw final lines to complete the drawing
-Follow drawing tips for using charcoal

What is the effect of the smudging technique in drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 14
-Charcoal sticks
-Drawing paper
-Cloths for smudging
- Mentor Creative Arts Grade 4 Learner's Book, pg. 15
-Drawings
-Colored manila paper
-Glue

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Drawing different percussion instruments

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

- Identify different percussion instruments
- Draw percussion instruments using the smudging technique
- Show interest in drawing percussion instruments

- Study pictures of different percussion instruments
-Identify the instruments shown
-Draw and color the instruments using the smudging technique
-Display drawings in class

How can different percussion instruments be drawn effectively?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 15
-Pictures of percussion instruments
-Charcoal sticks
-Drawing paper

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Drawing Kenyan percussion instruments

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

- Draw percussion instruments from Kenyan communities
- Shade drawings using charcoal sticks
- Value artwork from different communities

- Draw two percussion instruments from Kenyan communities
-Shade the percussion instruments using charcoal sticks
-Apply smudging technique using a piece of cloth
-Show work to parents/guardians for comments

What makes percussion instruments from different communities unique?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 16
-Pictures of percussion instruments
-Charcoal sticks
-Drawing paper

- Observation -Project work -Home assignment

Creating and Execution

Picture Making (Percussion Instruments) - Identifying percussion instruments by playing method
Picture Making (Percussion Instruments) - Making percussion instruments

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

- Identify instruments played by scraping
- Identify communities that play marimba
- Draw and name a percussion instrument

- Identify instruments played by scraping
-Discuss communities that play marimba
-Draw and name a percussion instrument from a Kenyan community
-Share drawings with classmates

How do different communities play their percussion instruments?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 16
-Pictures of percussion instruments
-Charcoal sticks
-Drawing paper
- Mentor Creative Arts Grade 4 Learner's Book, pg. 3-7
-Locally available materials for making percussion instruments

- Observation -Oral questions -Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Assembling percussion instruments
Netball - Introduction to Netball skills

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

- Make a percussion instrument using locally available materials
- Tune the percussion instrument appropriately
- Observe safety measures when making percussion instruments

- Identify the game of Netball
- State the number of players in a Netball team
- Develop interest in playing Netball

- Work in groups to make percussion instruments (rattles, shakers, drums, gourds or marimba)
-Assemble the parts correctly
-Tune the instruments appropriately
-Test the sound produced by the instruments
-Store the instruments safely
- Study a picture of learners playing Netball
-Identify the game being played
-Discuss the number of players in each team
-Share experiences of playing Netball

How can percussion instruments be assembled and tuned?
Why is Netball played as a team sport?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 3-7
-Materials for making percussion instruments
-Tools for assembling
- Mentor Creative Arts Grade 4 Learner's Book, pg. 17
-Pictures of Netball games
-Digital devices

- Observation -Project work -Peer assessment
- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Chest pass technique

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

- Explain how to perform chest pass in Netball
- Identify the stance, grip, release and follow through for chest pass
- Value the importance of proper technique in chest pass

- Study a picture of a learner performing chest pass
-Observe how the ball is held and where the eyes are focused
-Watch a video of chest pass in Netball
-Discuss the stance, grip, release and follow through for chest pass

How is chest pass performed in Netball?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 18
-Netball balls
-Digital devices

- Observation -Oral questions -Demonstration

Creating and Execution

Netball - Demonstrating chest pass
Netball - Practicing chest pass

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

- Demonstrate chest pass in Netball following proper technique
- Observe safety measures when performing chest pass
- Show interest in mastering chest pass technique

- Hold the ball at chest level using both hands
-Spread fingers around the ball
-Stand with feet shoulder-width apart facing partner
-Bend knees slightly
-Step in the direction of the pass
-Release the ball to partner's chest level
-Keep arms extended forward with palms facing outward

What is the correct progression when performing chest pass?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 19
-Netball balls
-Open space
- Mentor Creative Arts Grade 4 Learner's Book, pg. 20

- Observation -Demonstration -Peer assessment

Creating and Execution

Netball - Overhead pass technique

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

- Explain the overhead pass technique in Netball
- Identify the arm and leg position for overhead pass
- Appreciate the use of overhead pass in Netball

- Study a picture of a learner performing overhead pass
-Observe where the ball is held at the beginning
-Identify how the arms and legs are positioned
-Discuss the skill being performed

What makes overhead pass different from chest pass?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 20
-Netball balls
-Digital devices

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Demonstrating overhead pass

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

- Demonstrate overhead pass in Netball following proper technique
- Observe safety measures when performing overhead pass
- Show interest in mastering overhead pass technique

- Hold the ball firmly above head level using both hands
-Spread fingers well
-Stand with one foot slightly forward
-Bend knees slightly
-Release the ball forward using wrist and fingers
-Keep arms and fingers pointing in the direction of the pass

What is the correct progression when performing overhead pass?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 21
-Netball balls
-Open space

- Observation -Demonstration -Peer assessment

Creating and Execution

Netball - Practicing overhead pass
Netball - Double-handed catching
Netball - Demonstrating double-handed catching

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

- Practice overhead pass in a circle formation
- Pass the ball accurately using overhead pass
- Observe teamwork when practicing overhead pass

- Explain how to perform double-handed catching
- Identify games that involve catching skills
- Show interest in learning double-handed catching

- Form a circle of 6 learners
-Choose one learner to be a ball feeder
-Ball feeder stands in the circle while receiver stands outside
-Ball feeder passes to receiver using overhead pass
-Receiver runs around the circle while continuing to catch and return the ball
-Take turns to change roles
- Study a picture of a person catching a ball
-Discuss how the ball is caught
-Identify games that involve the catching skill
-Discuss the importance of double-handed catching in ball games

How does practicing in a circle formation improve overhead pass skills?
Why is correct hand positioning important in catching?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 22
-Netball balls
-Open space
- Mentor Creative Arts Grade 4 Learner's Book, pg. 23
-Netball balls
-Digital devices
-Open space

- Observation -Performance assessment -Peer assessment
- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Practicing double-handed catching

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

- Practice double-handed catching with a partner
- Catch the ball accurately using double-handed technique
- Observe safety measures when practicing catching

- Mark two circles on the ground 2 meters apart
-Stand in each circle as shown
-Throw and catch the ball using double-handed catching
-Repeat the activity several times
-Observe safety measures

How can double-handed catching be practiced effectively?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 24
-Netball balls
-Open space
-Markers

- Observation -Performance assessment -Peer assessment

Creating and Execution

Netball - Introduction to macramé technique

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

- Explain what macramé technique is
- Identify materials used in macramé technique
- Observe safety measures when collecting materials

- Learn that macramé is a type of art involving knotting techniques
-Identify decorative patterns and items made using macramé
-Observe safety measures when using macramé materials
-Collect clean materials for making a ball

What is macramé technique and how is it used?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 25
-Macramé materials (yarns, strings, fabrics)
-Scissors

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Making a ball using macramé technique (1)

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

- Collect materials for making a ball using macramé
- Begin the ball-making process using knotting techniques
- Show interest in creating using macramé

- Collect strings or yarn for making a ball
-Begin by making a loop with the string
-Tie the ends in overhand knots to secure the loop
-Begin creating vertical strings around the ball
-Follow safety measures when handling materials

How can macramé technique be used to make a ball?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 26
-Macramé materials (yarns, strings, fabrics)
-Scissors

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Making a ball using macramé technique (2)
Netball - Completing a ball using macramé

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

- Continue the ball-making process using macramé
- Tie horizontal knots across vertical strings
- Observe safety when using scissors

- Continue tying knots vertically around the ball
-Overlap the strings as shown
-Begin to tie horizontal strings
-Tie horizontal strings across vertical strings
-Ensure horizontal strings are firmly secured

How are vertical and horizontal strings combined in macramé?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 26
-Macramé materials (yarns, strings, fabrics)
-Scissors

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Practicing Netball skills
Netball - Drawing playing Netball

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

- Apply passing, catching and shooting skills in a mini-game
- Play a mini-game of Netball following the rules
- Show teamwork during the game

- Draw a picture of family members playing Netball
- Paint the picture using secondary colors
- Value family recreational activities

- Form two groups with equal number of players
-Play a mini-game of Netball
-Apply the skills of passing and catching
-Start the game at the center
-Attempt to score into opponent's side
-Restart game from center after each score
- Draw a picture of siblings and self playing Netball
-Paint the picture using secondary colors
-Present the drawing to classmates
-Discuss the importance of family recreational activities

How are Netball skills applied in a game situation?
How can secondary colors be used effectively in painting?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 27
-Netball balls
-Open space
-Markers
- Mentor Creative Arts Grade 4 Learner's Book, pg. 28
-Drawing paper
-Paint
-Brushes

- Observation -Performance assessment -Peer assessment
- Observation -Project work -Portfolio assessment

Creating and Execution

Netball - Color classification

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

- Classify colors into primary and secondary
- Identify primary and secondary colors
- Appreciate colors in the environment

- Study primary colors (yellow, red, blue)
-Study secondary colors (green, orange, purple)
-Observe pictures showing primary and secondary colors
-Identify materials used in making secondary colors

Why is color classification important?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 30
-Primary and secondary color charts
-Paint
-Brushes

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Preparing materials for mixing colors
Netball - Mixing primary colors (yellow and blue)

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

- Identify materials needed for mixing colors
- Collect materials for color mixing
- Show interest in color mixing activities

- Study pictures of materials used for mixing colors
-Identify the materials (palette, paintbrushes, water containers)
-Collect materials needed for mixing colors
-Store materials in the Creative Arts corner
-Discuss painting tips

What materials are necessary for effective color mixing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Paint
-Brushes
-Palettes
-Water containers
-Paint (yellow and blue)

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Mixing primary colors (red and yellow)

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

- Mix red and yellow to create a secondary color
- Identify the secondary color created
- Clean working area after mixing colors

- Pour a small amount of red paint on a palette
-Add an equal amount of yellow paint
-Mix the two colors using a paintbrush
-Identify the secondary color created (orange)
-Clean brushes after mixing

What secondary color is created by mixing red and yellow?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and yellow)
-Brushes
-Palettes
-Water containers

- Observation -Project work -Oral questions

Creating and Execution

Netball - Mixing primary colors (red and blue)

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

- Mix red and blue to create a secondary color
- Identify the secondary color created
- Show creativity in color mixing

- Pour a small amount of red paint on a palette
-Add an equal amount of blue paint
-Mix the two colors using a paintbrush
-Identify the secondary color created (purple)
-Clean brushes after mixing

What secondary color is created by mixing red and blue?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and blue)
-Brushes
-Palettes
-Water containers

- Observation -Project work -Oral questions

Creating and Execution

Netball - Creating a color wheel
Netball - Color tones (light tones)
Netball - Mixing orange with white

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

- Draw a color wheel
- Color a color wheel using primary and secondary colors
- Appreciate the relationship between colors

- Mix orange with increasing amounts of white
- Create a tonal strip showing gradation from orange to light orange
- Clean working area after painting

- Draw a color wheel as shown
-Understand the key for the color wheel
-Color the wheel using primary and secondary colors
-Discuss the relationship between primary and secondary colors
- Place equal amounts of orange paint in 5 different sections
-Add increasing amounts of white paint to each section
-Mix the colors using a brush
-Paint the color strip starting with orange and ending with very light orange
-Clean brushes and working area

How does a color wheel show the relationship between colors?
How can tonal gradation be created with orange and white?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Drawing paper
-Paint
-Brushes
- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (secondary colors and white)
-Palettes
- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (orange and white)
-Brushes
-Palettes
-Drawing paper

- Observation -Project work -Portfolio assessment

Creating and Execution

Rhythm and Pattern Making - Introduction to rhythmic patterns

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

- Identify rhythmic activities
- Clap or tap while counting
- Show interest in rhythmic activities

- Look at pictures of children doing rhythmic activities
-Clap hands or tap the table while counting 1, 2, 3, and 4
-Discuss different rhythmic activities
-Share experiences of rhythmic activities

How are rhythmic patterns created through clapping and tapping?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 42
-Digital devices

- Observation -Oral questions -Demonstration

Creating and Execution

Rhythm and Pattern Making - Rhythm in songs

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

- Identify rhythm in a song
- Clap the rhythm of words in a song
- Appreciate rhythm in songs

- Sing the song "Mary had a little lamb"
-Read the first line of the song
-Read and clap the rhythm of the words
-Sing while clapping the rhythm of the song
-Discuss the importance of rhythm in songs

How is rhythm identified in songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 42
-Song charts

- Observation -Performance assessment -Oral questions

Creating and Execution

Rhythm and Pattern Making - Rhythm in words
Rhythm and Pattern Making - French rhythm names

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

- Clap the rhythm sounds of words
- Identify short and long sounds in words
- Show interest in rhythms of different words

- Clap the rhythm sound of given words (plum, grape, mango, baba)
-Identify words that sound short when read
-Identify words that sound long when read
-Learn about syllables in words

How do syllables affect the rhythm of words?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 43
-Word cards
- Mentor Creative Arts Grade 4 Learner's Book, pg. 44
-Charts showing French rhythm names

- Observation -Oral questions -Demonstration

Creating and Execution

Rhythm and Pattern Making - Practicing French rhythm names

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

- Recite French rhythm names
- Clap rhythms while reciting French rhythm names
- Show interest in rhythmic patterns

- Recite French rhythm names
-Practice clapping rhythms while reciting
-Sound the beat while clapping
-Perform rhythmic patterns in groups

How can French rhythm names be practiced through clapping?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 44
-Charts showing rhythmic patterns

- Observation -Performance assessment -Peer assessment

Creating and Execution

Rhythm and Pattern Making - Identifying rhythm in words
Rhythm and Pattern Making - Clapping syllables of words

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

- Read words aloud
- Clap the rhythm of words
- Count the number of claps for each word

- Clap as they recite words
- Identify words with long sounds
- Identify words with short sounds

- Read words aloud (avocado, crocodile, watermelon)
-Clap the rhythm of the words
-Discuss how many times each word is clapped
-Fill in a table with words and their French rhythm names
- Clap as they recite words (lion, sugarcane, pesa, ice)
-Identify words with long sounds
-Identify words with short sounds
-Fill in a table with words, syllables, and French rhythm names

How is the rhythm of multi-syllable words identified?
How are long and short sounds identified in words?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 45
-Word cards

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Note values and their French names
Rhythm and Pattern Making - Steady beat (clock)

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

- Identify note values (crotchet and quavers)
- Match note values with their French rhythm names
- Value the importance of note values in music

- Learn that long sounds and short sounds can be given French names
-Learn that the French rhythm name for a crotchet is 'taa'
-Learn that a quaver has half a beat
-Learn that the French rhythm name for a pair of quavers is 'ta-te'

How are note values represented by French rhythm names?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 46
-Charts showing note values and French rhythm names
- Mentor Creative Arts Grade 4 Learner's Book, pg. 47
-Clock

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Heartbeat rhythm

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

- Feel heartbeat
- Imitate the sound of heartbeat
- Compare heartbeat before and after running

- Place hands on the left side of the chest
-Imitate the sound of the heartbeat
-Clap the sound while reciting the crotchet French rhythm name
-Feel heartbeat before and after running
-Compare the difference in heartbeat

How does the heartbeat relate to rhythm?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 47
-Open space for running

- Observation -Demonstration -Oral questions

Creating and Execution

Rhythm and Pattern Making - Rhythm in children's song

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

- Sing a children's song
- Fill in a table with correct French rhythm names
- Clap rhythm while saying French rhythm names

- Sing the song "Rain Rain Go Away"
-Fill in a table with correct French rhythm names
-Identify words with long sounds
-Identify words with short sounds
-Clap the rhythm while saying French rhythm names

How can French rhythm names be applied to children's songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 48
-Song charts

- Observation -Performance assessment -Written assignments

Creating and Execution

Rhythm and Pattern Making - Note symbols and rests

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

- Match note symbols with their rests
- Identify rests for different note values
- Value the importance of rests in music

- Match note symbols with their rests
-Identify rest representing quaver beat
-Identify rest representing crotchet beat
-Write rest for a pair of quavers
-Learn that a rest in music means silence

How are rests used in rhythmic patterns?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 49
-Charts showing note symbols and rests

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Singing rhythm in songs
Rhythm and Pattern Making - Clapping rhythm of songs
Rhythm and Pattern Making - Free hand lettering (1)

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

- Sing a song following rhythm
- Recite French rhythm names of a song
- Clap rhythm of a song

- Identify letters of the alphabet with different heights
- Identify ascenders and descenders in letters
- Show interest in free hand lettering

- Sing the song "Peas Porridge Hot"
-Talk about the song's message
-Recite the French rhythm names of the song
-Sing while clapping the rhythm of the song
-Perform the song in groups
- Look at letters of the alphabet
-Discuss differences in letter shapes
-Identify letters with parts that go up (ascenders)
-Identify letters with parts that go down (descenders)
-Identify letters that fit in the middle

How can rhythm enhance the performance of songs?
What are ascenders and descenders in letter writing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 50
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 51
- Mentor Creative Arts Grade 4 Learner's Book, pg. 52
-Charts showing letters of the alphabet
-Writing materials

- Observation -Performance assessment -Peer assessment
- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Free hand lettering (2)

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

- Understand what free hand lettering is
- Identify ascending and descending letters
- Value proper letter formation

- Learn that free hand lettering refers to writing letters without using tools
-Learn about proper letter position
-Understand that ascenders include d, f, h, k, l, t
-Understand that descenders include g, j, p, q, y
-Identify letters without ascenders or descenders

Why is proper letter formation important in free hand lettering?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 53
-Charts showing letters with ascenders and descenders
-Writing materials

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Writing French rhythm names

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

- Observe examples of written French rhythm names
- Write French rhythm names using free hand lettering
- Value neat presentation of written work

- Observe examples of written French rhythm names
-Practice writing French rhythm names using free hand lettering
-Write various rhythm patterns using French rhythm names
-Share work with friends and give feedback

How are French rhythm names written correctly using free hand lettering?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 54
-Writing materials
-Charts showing French rhythm names

- Observation -Written work -Peer assessment

Creating and Execution

Composing Melody - Introduction to melody
Composing Melody - Sol-fa syllables and ladder

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

- Sing a lullaby
- Hum the melody of a song
- Identify high and low sounds in a song

- Sing the song "Go to sleep"
-Hum the song
-Compare singing and humming the song
-Identify parts of the song that sound high
-Identify parts of the song that sound low
-Learn about pitch in music

How are high and low sounds identified in a melody?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 65
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 66
-Sol-fa ladder chart

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Performing melodies

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

- Perform simple melodies using sol-fa syllables
- Work together in group performances
- Give constructive feedback on performances

- Perform three given melodies
-Sing in groups
-Comment on each group's performance
-Discuss challenges faced during performance
-Suggest ways to improve

How can melodies be performed effectively?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 66
-Charts showing melodies

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Sol-fa in "Go to sleep"
Composing Melody - Sol-fa in "Hot cross bun"
Composing Melody - Hand signs for sol-fa syllables

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

- Identify sol-fa syllables in "Go to sleep"
- Sing the song using sol-fa syllables
- Hum the melody of the song

- Search for the melody of "Hot cross bun"
- Fill in correct sol-fa syllables
- Sing with correct pitching

- Study the sol-fa syllables for "Go to sleep"
-Sing the song
-Sing the sol-fa syllables for the song
-Hum the song
-Discuss patterns in the sol-fa syllables
- Search for the melody of "Hot cross bun" using digital devices
-Sing the song
-Fill in the correct sol-fa syllables
-Note that the melody begins on 'm'
-Sing the sol-fa syllables correctly

How are sol-fa syllables used in lullabies?
How can digital devices help in learning melodies?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 67
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 68
-Digital devices
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 69
-Charts showing hand signs

- Observation -Performance assessment -Oral questions
- Observation -Performance assessment -Written assignments

Creating and Execution

Composing Melody - Practicing sol-fa with hand signs

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

- Practice singing sol-fa syllables with hand signs
- Perform hand signs for given sol-fa patterns
- Work with others in musical activities

- Practice singing d, r, m with hand signs
-Sing up and down the sol-fa ladder with hand signs
-Perform hand signs for given sol-fa patterns
-Write sol-fa syllables for given hand signs
-Work in pairs to practice

How can hand signs enhance learning of sol-fa syllables?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 69
-Charts showing hand signs

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Hand signs in "Mary had a little lamb"

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

- Sing "Mary had a little lamb" with hand signs
- Follow sol-fa syllables in the song
- Appreciate hand signs as learning tools

- Sing "Mary had a little lamb" while performing hand signs
-Follow the sol-fa syllables provided for the song
-Perform the song in groups
-Give feedback on each other's performance

How can hand signs be applied to familiar songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 70
-Song charts with sol-fa syllables

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Free hand lettering of sol-fa

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

- Study artwork showing lettering
- Write letters neatly in exercise book
- Value neatness in written work

- Study artwork showing lettering
-Identify what is shown in the pictures
-Write letters neatly in exercise book
-Practice writing sol-fa syllables using free hand lettering

How can free hand lettering be applied to sol-fa syllables?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Writing materials

- Observation -Written work -Peer assessment

Creating and Execution

Composing Melody - Identifying sol-fa in songs
Composing Melody - Steps to identify sol-fa

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

- Sing a simple song to classmates
- Identify sol-fa syllables in the song
- Record self using digital device

- Sing a simple song to classmates
-Let friends identify the sol-fa syllables
-Sing the sol-fa pitches using hand signs
-Record self using a digital device
-Share recording with teacher

How can sol-fa syllables be identified in songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song recordings

- Observation -Performance assessment -Project work

Creating and Execution

Composing Melody - Stepwise motion
Composing Melody - Sound duration in melody

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

- Sing a song with stepwise motion
- Identify how sol-fa syllables are connected
- Identify repeated sol-fa syllables

- Identify short and long sounds in a song
- Clap the rhythm of a song
- Understand sound duration in melody

- Sing the song "All through the night"
-Identify how sol-fa syllables are connected
-Identify which sol-fa syllables are repeated
-Show sol-fa syllables following each other using hand signs
-Learn about stepwise motion in melody
- Study the words of "Pease porridge hot"
-Sing the first line of the song
-Clap the rhythm of the song while reading the words
-Identify short and long sounds in the song
-Learn about sound duration in melody

What is stepwise motion in a melody?
How does sound duration affect melody?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 73
-Song charts

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Starting and ending melodies

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

- Sing "Go to sleep" with sol-fa syllables
- Identify starting and ending sol-fa syllables
- Value proper melody construction

- Sing "Go to sleep" with sol-fa syllables
-Identify which syllable the song starts on
-Identify which syllable the song ends on
-Discuss how the song sounds when ending
-Learn about starting and ending on 'd'

Why is starting and ending on 'd' important in melodies?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 74
-Song charts with sol-fa syllables

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Creating short melodies
Composing Melody - Creating melodies with rhythm

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

- Follow guidelines for creating melodies
- Complete given melody patterns
- Create original melodies using d, r, m

- Learn guidelines for creating melodies using d, r, m
-Complete given melody patterns
-Compose original melodies using d, r, m
-Ensure melodies start and end on 'd'
-Share melodies with classmates

How can short melodies be created using d, r, m?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials

- Observation -Project work -Peer assessment

Creating and Execution

Composing Melody - Making clay slabs (1)
Composing Melody - Making clay slabs (2)

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

- Identify techniques for making sol-fa syllables with clay
- Prepare clay for making slabs
- Show interest in clay work

- Learn about two techniques for making sol-fa syllables
-Prepare clay by kneading to make it smooth
-Cut a lump of clay and place on polythene paper
-Discuss clay preparation techniques

What techniques are used for making sol-fa syllables with clay?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Polythene paper
-Ruler
-Rolling pin
-Cutting tools

- Observation -Project work -Oral questions