Foundation of Creative Arts and sports

Careers in Creative Arts And Sports - Careers in Creative Arts

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

-Identify careers in creative arts and sports
-Describe the careers in creative arts and sport
-Research using digital devices to identify and discuss carriers in creative arts and sports
-Recognize the careers in creative arts and sports

In groups, learners are guided to:
-Research using digital devices or print material to identify careers in creative arts
-Discuss the careers in creative arts
-Prepare charts showing different careers in creative arts
-Watch clips on careers in creative arts and sports

What are the careers in creative arts and sports?

- MENTOR pg. 1
-Video clips
-Digital devices
-Internet
-Learners' textbook
-Teachers' notes
-Textbook

- Oral questions -Oral discussions -Written notes -Observation

Foundation of Creative Arts and sports

Careers in Creative Arts And Sports - Careers in Creative Arts
Components of Creative Arts and Sports - Elements of a Play

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

-Illustrate entrepreneurial opportunities in creative arts and sports
-Watch video recording entrepreneurial opportunities in creative arts and sports
-Discuss the entrepreneurial activities
-Acknowledge the entrepreneurial opportunities

In groups or pairs, learners are guided to:
-Watch videos or recordings of entrepreneurial opportunities in creative arts
-Discuss entrepreneurial opportunities in careers in creative arts
-Search for more information
-Write short notes on illustration
-Prepare a chart on illustration of entrepreneurial opportunities

What are your talents and areas of interest in creative arts and sports?

- MENTOR pg. 4
-Digital resources
-Notebooks
-Textbooks
-Journals
- MENTOR pg. 7
-Lesson notes

- Practical activity -Observation -Peer assessment -Portfolio

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Elements of a Play
Components of Creative Arts and Sports - Physical Fitness

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

-Perform or Role play to show elements of a play
-Express conflict and resolution
-Highlight characters
-Identify the language to use
-Enjoy performing a short play

In groups, learners should be guided to:
-Perform the play as they use digital devices to record
-Share responsibilities
-Decide and practice on language to use
-Examine the elements of a play from performance

How do you perform to show the basic elements of a play?

- MENTOR pg. 8
-Digital resources
-Costumes
-Open space or class
-Textbooks
-Teachers notes
-Video clips
- MENTOR pg. 10
-Digital devices

- Practical activity -Assessment rubrics -Observation -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Physical Fitness
Components of Creative Arts and Sports - Rhythm

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

-Perform activities demonstrating the components of fitness
-Observe actual or virtual activities on performance activities demonstrating fitness
-Enjoy performing the activities

In groups or pairs, learners are guided to:
-Demonstrate fitness exercise
-Practice activities that enhance power and reaction time

How do you perform activities demonstrating the components of fitness?

- MENTOR pg. 12
-Digital devices
-Lesson notes
- MENTOR pg. 42
-Digital resources
-Descant recorder
-Video clips

- Assessment rubrics -Checklist -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Note Extension
Components of Creative Arts and Sports - Grand Staff

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

-State or define note expression
-Discuss notes and ties as components of note extension
-Group music notes in 4/4 time including note extension
-Acknowledge the importance of dots and ties in music

In groups, learners are guided to:
-Use digital or print resources for search
-Explain dot and ties as components of note extension
-Write signs for tied notes
-Collaborate in music notes 4/4 time incorporating note extension

Why is note extension in music notation important?

- MENTOR pg. 44
-Lesson notes
-Charts
-Digital resources
-Piano
-Lesson notes
-Digital devices
-Textbooks
- MENTOR pg. 16
-Music instruments

- Assessment rubrics -Checklist -Written questionnaires -Oral questions

Foundation of Creative Arts and sports
Creating And Performing

Components of Creative Arts and Sports - Scale of F Major
Drawing and Painting - Texture, Colour, Unity and Harmony

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

-Construct the scale F major on a staff
-Play scales of F major ascending and descending and their tonic arpeggios
-Have fun playing scales F major ascending and descending

In groups or pairs or individually, learners are guided to:
-Construct a scale of F major on both treble and bass staff
-Play or sing scales F major ascending and descending with or without key signatures
-Sight read simple melodies in C, G, and F major for aural recognition

How can you construct the scale F major on both treble and bass staff?

- MENTOR pg. 23
-Music instruments
-Lesson notes
-Digital devices
- MENTOR pg. 30
-Sample drawings with textures
-Drawing materials
-Digital resources
-Textbooks

- Class project -Portfolio -Assessment rubric -Observation

Creating And Performing

Drawing and Painting - Texture, Colour, Unity and Harmony
Drawing and Painting - Analogous Colors

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

-Describe how color contributes to harmony
-Identify color moods in artworks
-Apply color principles in drawings
-Appreciate color as an element of art

In groups, learners are guided to:
-Study artworks to observe color usage
-Discuss how colors create moods (cool/warm)
-Apply color to enhance harmony in drawings
-Critique use of color in sample artworks

How does color affect the mood of an artwork?

- MENTOR pg. 31
-Color samples
-Drawing materials
-Paintings
-Digital resources
- MENTOR pg. 33
-Digital devices
-Lesson notes
-Paint
-Textbook
-Manila papers
-Color wheel
-Analogous colors
-Charts/manillas

- Portfolio assessment -Observation -Peer critique

Creating And Performing

Drawing and Painting - Analogous Colors
Drawing and Painting - Analogous Colors and Color Harmony
Drawing and Painting - Color Harmony

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

-Identify analogous colors on a color wheel
-Explain the relationship between analogous colors
-Select appropriate analogous color schemes
-Value color harmony in painting

In groups, learners are guided to:
-Examine completed color wheels
-Identify and list sets of analogous colors
-Discuss what qualities make colors analogous
-Explore how artists use analogous colors

What qualities make colors analogous?

- MENTOR pg. 34
-Color wheels
-Sample artworks
-Digital resources
-Paintings
- MENTOR pg. 36
-Digital devices
-Lesson notes
-Paint
-Textbook
-Manila colors
- MENTOR pg. 37
-Paint supplies
-Color strips
-Brushes
-Water containers
-Sample gradations

- Oral questions -Written work -Observation -Class discussion

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Identify scenic points for composition
-Study landscape and seascape compositions
-Observe how artists use color and texture in scenery
-Appreciate environmental beauty

In groups, learners are guided to:
-Use digital devices to observe landscape/seascape pictures
-Analyze how color, harmony, mood and texture are used
-Take a field walk to identify scenic points
-Discuss potential compositions based on observations

What makes a compelling landscape or seascape composition?

- MENTOR pg. 38
-Sample landscape paintings
-Digital resources
-Field trip location
-Drawing materials
- MENTOR pg. 39
-Drawing books
-Pencils
-Rulers
-Sample sketches

- Oral discussions -Written notes -Observation -Field reports

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Apply wash technique for background
-Create backgrounds with appropriate colors
-Demonstrate proper brush control
-Value the role of background in composition

In groups, learners are guided to:
-Mix watercolors to a dilute state
-Apply wash technique for backgrounds
-Create appropriate atmospheric effects
-Share techniques for effective backgrounds

How does the background affect the overall composition?

- MENTOR pg. 40
-Watercolors
-Brushes
-Water containers
-Paper
-Digital resources
-Partially completed paintings
-Paint supplies
-Samples of textured paintings

- Practical activity -Observation -Portfolio assessment

Creating And Performing

Drawing and Painting - Scenery Composition
Rhythm - Effects of Note Extension

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

-Complete a scenery composition
-Paint a scenery composition to express texture, harmony and unity
-Display work for appreciation
-Value the creative process in painting

In groups, learners are guided to:
-Complete scenery compositions with final details
-Apply finishing touches to paintings
-Display completed works for peer feedback
-Discuss achievements and challenges in the process

How can you effectively express harmony and unity in a completed scenery composition?

- MENTOR pg. 41
-Nearly completed paintings
-Paint supplies
-Display area
-Digital resources
- MENTOR pg. 42
-Lesson notes
-Charts
-Piano

- Portfolio project -Exhibition -Peer assessment -Observation

Creating And Performing

Rhythm - Value Extension
Rhythm - Dictation

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

-Explain how dots extend note values
-Calculate the effect of dots on note values
-Demonstrate correct timing of dotted notes
-Value precision in rhythm

In groups, learners are guided to:
-Study how dots extend note values by half
-Calculate note values with dots (e.g., dotted minim = 3 crotchets)
-Clap patterns with dotted notes
-Compare dotted and undotted rhythms

How does a dot affect the value of a note?

- MENTOR pg. 43
-Charts showing note values
-Digital resources
-Music notation examples
-Percussion instruments
-Lesson notes
-Music instruments
-Video clips

- Written tests -Practical demonstrations -Observation -Oral questions

Creating And Performing

Rhythm - Time Signature
Rhythm - Compose Rhythmic Pattern

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

-Understand 4/4 time signature
-Identify strong and weak beats in 4/4 time
-Conduct in 4/4 time
-Value precise rhythm in music

In groups, learners are guided to:
-Beat time to familiar tunes in 4/4 time
-Identify strong and weak beats (SWMW pattern)
-Practice conducting patterns for 4/4 time
-Mark strong beats in written music

What is the pattern of strong and weak beats in 4/4 time?

- MENTOR pg. 44
-Charts showing beat patterns
-Music in 4/4 time
-Digital resources
-Percussion instruments
-Music instruments
-Video clips

- Practical demonstrations -Observation -Written work -Peer assessment

Creating And Performing

Rhythm - Group Activity
Rhythm - Beat Numbering

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

-Create rhythmic patterns using cards
-Arrange rhythmic elements into patterns
-Collaborate on rhythm creation
-Value teamwork in music

In groups, learners are guided to:
-Create cards with different note values
-Place cards in a bowl and pick them
-Arrange cards to form one-bar rhythmic patterns
-Perform the created rhythms

How can rhythm cards help in understanding rhythmic patterns?

- MENTOR pg. 45
-Cardboard
-Markers
-Scissors
-Bowl
-Digital resources
-Rhythmic pattern examples
-Music notation
-Charts

- Group activity assessment -Observation -Peer assessment -Practical demonstration

Creating And Performing

Rhythm - Composition
Rhythm - Group Performance
Rhythm - Notating Rhythmic Pattern

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

-Compose a four-bar rhythmic pattern individually
-Apply rules of rhythm writing
-Ensure correct number of beats per bar
-Share compositions with peers

In groups, learners are guided to:
-Compose individual four-bar rhythmic patterns
-Ensure each bar has four crotchet beats
-End with a double bar line
-Clap or tap the created rhythms

What considerations are important when composing rhythms?

- MENTOR pg. 46
-Staff paper
-Pencils
-Digital resources
-Percussion instruments
-Student compositions
-Performance space
-Music instruments
-Charts

- Portfolio assessment -Peer review -Practical demonstration -Observation

Creating And Performing

Rhythm - Rhythm Writing Rules
Rhythm - Body Percussion

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

-Apply rules for writing rhythm on staff
-Position notes correctly on monotone
-Follow stem direction rules
-Value proper notation

In groups, learners are guided to:
-Study rules for stem direction (up/down)
-Practice writing notes on monotone
-Follow proper staff notation conventions
-Apply stem rules to their compositions

Why are stem direction rules important in music notation?

- MENTOR pg. 47
-Staff paper
-Pencils
-Charts showing notation rules
-Digital resources
- MENTOR pg. 48
-Video examples of body percussion
-Digital recording devices
-Performance space
-Music with clear rhythms

- Written work -Observation -Assessment rubrics -Portfolio check

Creating And Performing

Athletics and Mosaic - Triple Jump
Athletics and Mosaic - Approach and Take-off

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

-Describe the phases in Triple jump
-Identify the facility for Triple jump
-Describe how Triple jump is similar to Long jump
-Appreciate Triple jump as a field event

In groups, learners are guided to:
-Observe a live or virtual performance of Triple jump to identify the phases
-Discuss the execution of the skills
-Analyze the photos of Triple jump facilities
-Compare Triple jump and Long jump facilities

What are the phases in Triple jump?

- MENTOR pg. 54
-Digital devices
-Video clips
-Open field
- MENTOR pg. 55
-Cones
-Markers
-Digital resources

- Oral questions -Written questions -Observation

Creating And Performing

Athletics and Mosaic - Hop and Step
Athletics and Mosaic - Jump and Landing

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

-Demonstrate the hop phase in Triple jump
-Execute proper step technique
-Maintain balance and momentum
-Value sequential execution of phases

In groups, learners are guided to:
-Practice hopping with one leg from take-off
-Execute cycling movement midair
-Land on the same foot used for take-off
-Practice stepping with power after hop

What techniques help maintain momentum through the hop and step phases?

- MENTOR pg. 56
-Open field
-Markers
-Digital resources
-Video clips
-Sand pit

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Complete Triple Jump
Athletics and Mosaic - Long Distance Running

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

-Perform Triple jump for skill acquisition
-Integrate all phases of Triple jump
-Execute with proper timing and coordination
-Acknowledge own and others' efforts in performing

In groups, learners are guided to:
-Mark a take-off line on the ground
-Line up and practice complete Triple jump sequence
-Take turns performing the full technique
-Provide constructive feedback to peers

How does proper sequencing of phases affect overall Triple jump performance?

- MENTOR pg. 57
-Open field
-Sand pit
-Markers
-Digital recording devices
- MENTOR pg. 58
-Digital resources
-Textbooks
-Pictures of famous runners
-Videos of races

- Complete performance assessment -Observation -Peer feedback -Video analysis

Creating And Performing

Athletics and Mosaic - Starting Technique
Athletics and Mosaic - Arm Action and Stride

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

-Demonstrate proper starting position
-Execute proper body positioning
-Apply correct foot placement
-Value good foundation for running

In groups, learners are guided to:
-Practice proper starting position
-Position feet correctly behind the starting line
-Bend knees slightly and lean forward
-Practice starting on command

How does proper starting technique affect long distance performance?

- MENTOR pg. 58
-Running track
-Markers
-Stopwatch
-Digital resources

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Pacing and Breathing
Athletics and Mosaic - Practice Run

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

-Maintain consistent pacing in running
-Apply proper breathing techniques
-Regulate energy expenditure
-Value energy conservation strategies

In groups, learners are guided to:
-Practice maintaining consistent pace
-Develop rhythmic breathing techniques
-Keep the body relaxed while running
-Discuss strategies for energy conservation

Why is proper pacing crucial in long distance running?

- MENTOR pg. 59
-Running track
-Stopwatch
-Digital resources
-Training plans
-Water
-First aid kit

- Practical activity -Assessment rubrics -Observation -Training log review

Creating And Performing

Athletics and Mosaic - Mosaic Characteristics
Athletics and Mosaic - Monomedia
Athletics and Mosaic - Materials Collection

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

-Explore characteristics of mosaic in sample pictures
-Define mosaic
-Identify characteristic of mosaic
-Appreciate mosaic as an art form

In groups, learners are guided to:
-Source for actual and virtual samples of mosaic work to analyze characteristics with focus on mono media and spacing of materials
-Discuss how the coil technique is used in mosaic
-Discuss why clay is a suitable material for mosaic

How can mosaic pictorial composition be used to improve the environment?

- MENTOR pg. 59
-Digital resources
-Sample pictures
-Textbooks
- MENTOR pg. 60
-Sample mosaics
-Collection of materials
-Collected materials
-Storage containers

- Portfolio -Observation -Oral questions

Creating And Performing

Athletics and Mosaic - Planning and Sketching
Athletics and Mosaic - Creating Mosaic

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

-Plan a mosaic composition
-Sketch a design based on athletics
-Consider color scheme for mosaic
-Value planning in art creation

In groups, learners are guided to:
-Sketch compositions of Kenyan athletes
-Plan color schemes for mosaics
-Transfer sketches to support surfaces
-Discuss how the composition represents athletics

How does planning enhance the final mosaic product?

- MENTOR pg. 60
-Drawing materials
-Support surfaces
-Color samples
-Digital resources
- MENTOR pg. 61
-Prepared materials
-Adhesive
-Work surfaces

- Sketch assessment -Planning document review -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Completing Mosaic
Melody - Variation Techniques

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

-Complete the mosaic pictorial composition
-Apply finishing techniques
-Display the completed mosaic
-Acknowledge own and others' efforts in creating mosaic pictorial composition

In groups, learners are guided to:
-Complete their mosaic compositions
-Apply finishing touches (trimming, mounting)
-Allow work to dry completely
-Display and talk about own and others' mosaic composition

What techniques can be used to create texture in mosaic?

- MENTOR pg. 61
-Completed mosaic materials
-Display area
-Digital camera for documentation
- MENTOR pg. 68
-Digital resources
-Music recordings
-Musical instruments

- Portfolio -Project assessment -Peer assessment -Observation

Creating And Performing

Melody - Analyzing Phrases
Melody - Rhythm Variation

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

-Identify phrases in melodies
-Analyze question and answer phrases
-Recognize melodic shapes
-Value structure in music

In groups, learners are guided to:
-Listen to a melody and identify phrases
-Discuss which phrases have the same melody, words and rhythm
-Add dynamic variations to phrases
-Sing songs with attention to phrasing

What makes phrases work together in a melody?

- MENTOR pg. 69
-Music scores
-Audio recordings
-Digital resources
-Musical instruments
- MENTOR pg. 70
-Staff paper
-Percussion instruments

- Oral questions -Written analysis -Listening assessment -Observation

Creating And Performing

Melody - Scale of F Major
Melody - Scale Practice

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

-Perform the scale of F major and its tonic arpeggio
-Sing the scale with sol-fa hand signs
-Write the scale of F major
-Appreciate the characteristic sound of F major

In groups, learners are guided to:
-Perform the scale of F major and its tonic arpeggio
-Sing the scale of F major both ascending and descending using sol-fa syllables
-Study the music phrases and compare
-Discuss the pitches and the rhythm

What are the characteristics of the F Major scale?

- MENTOR pg. 71
-Digital resources
-Musical instruments
-Staff paper
-Music notation software
- MENTOR pg. 72
-Scale notation
-Keyboard or piano

- Practical activity -Assessment rubrics -Observation

Creating And Performing

Melody - Answering Phrases
Melody - Opening Phrases

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

-Write a 2-bar answering phrase
-Apply variation techniques to answering phrases
-Create balanced musical sentences
-Value the question-answer structure

In groups, learners are guided to:
-Study given opening phrases
-Create rhythmic patterns for answering phrases
-Apply both rhythmic and melodic variations
-Create melodies for answering phrases ending on 'do'

How should an answering phrase relate to the opening phrase?

- MENTOR pg. 73
-Staff paper
-Musical instruments
-Digital resources
-Example phrases
- MENTOR pg. 74
-Example answer phrases

- Composition assessment -Portfolio review -Peer critique -Performance of compositions

Creating And Performing

Melody - Composing Melodies
Melody - Notating Melodies

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

-Compose a four-bar melody in F Major and 4/4 time
-Write a 2-bar answering phrase in F major
-Use melodic and rhythmic variations
-Value the process of melody composition

In groups, learners are guided to:
-Compose a four-bar melody in F Major in 4/4 time
-Ensure bars 1-2 are question phrases with feeling of incompleteness
-Make bars 3-4 answer phrases with feeling of completeness
-Use melodic, rhythmic or dynamic variations

How can phrases be constructed to create a complete melody?

- MENTOR pg. 76
-Digital resources
-Musical instruments
-Staff paper
-Music notation software
- MENTOR pg. 78

- Project -Portfolio -Assessment rubrics -Observation

Creating And Performing

Melody - Performing Melodies
Rugby - Different Passes
Rugby - Basic Pass

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

-Perform melodies in F major and 4/4 time
-Demonstrate proper technique in performing
-Follow performance directions
-Value the use of melody in Creative Arts and Sports

In groups, learners are guided to:
-Study melodies in F major
-Identify the letter names of the notes
-Practice sight singing using sol-fa syllables
-Perform the melodies with proper interpretation

How can melodies be performed with accurate expression?

- MENTOR pg. 80
-Digital resources
-Musical instruments
-Melody recordings
-Performance space
- MENTOR pg. 84
-Rugby balls
-Playing field
-Video clips
- MENTOR pg. 85

- Practical performance -Assessment rubrics -Observation -Peer assessment

Creating And Performing

Rugby - Spin Pass
Rugby - Pop Pass

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

-Describe the spin pass in Rugby
-Demonstrate proper technique for spin pass
-Execute passes with proper spin
-Value specialized skills in sports

In groups, learners are guided to:
-Study the technique for spin pass
-Practice holding the ball with thumb on one side, fingers on other
-Execute the flicking motion for proper spin
-Practice the spin pass with partners

How does the spin action improve pass effectiveness in Rugby?

- MENTOR pg. 86
-Rugby balls
-Playing field
-Digital resources
-Video demonstrations
- MENTOR pg. 87

- Practical activity -Technical assessment -Peer evaluation -Observation

Creating And Performing

Rugby - Pass Demonstrations
Rugby - Group Practice

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

-Perform passing skills in Rugby
-Demonstrate all three pass types
-Execute passes with proper technique
-Value versatility in sports skills

In groups, learners are guided to:
-Stand in pairs facing each other
-Practice all three passes on command
-Focus on proper technique for each pass
-Take turns demonstrating each pass type

How can you distinguish when to use each type of pass?

- MENTOR pg. 87
-Rugby balls
-Playing field
-Digital resources
-Visual cue cards
- MENTOR pg. 88
-Markers for positions

- Practical demonstration -Technical assessment -Response time assessment -Observation

Creating And Performing

Rugby - Kicking Techniques
Rugby - Performing Kicks

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

-Identify different kicks in Rugby
-Describe the drop and place kick
-Understand kick applications
-Value diverse skills in sports

In groups, learners are guided to:
-Watch demonstrations of different kicks
-Discuss the technique for drop and place kicks
-Identify game situations for each kick type
-Research Rugby kicking strategies

What factors determine kick selection in Rugby?

- MENTOR pg. 89
-Rugby balls
-Kicking tees
-Digital resources
-Video demonstrations
- MENTOR pg. 90
-Playing field

- Oral questions -Written assessment -Research presentation -Class discussion

Creating And Performing

Rugby - Modified Game
Rugby - Skill Review

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

-Apply passing and kicking in gameplay
-Make appropriate skill selections
-Demonstrate teamwork and strategy
-Value application of skills in competition

In groups, learners are guided to:
-Participate in modified Rugby games
-Apply the skills of passing and kicking
-Make strategic decisions during gameplay
-Observe the rules of the game and safety

How do skills practice translate to effective gameplay?

- MENTOR pg. 91
-Rugby balls
-Playing field
-Markers/cones
-Safety equipment
- MENTOR pg. 92
-Assessment checklists
-Digital recording devices

- Game performance assessment -Strategic decision evaluation -Teamwork assessment -Observation

Creating And Performing

Photography - Different Viewpoints
Photography - Normal Viewpoint

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

-Identify different viewpoints in photography
-Describe normal, bird's eye and worm's eye viewpoints
-Analyze photographs from different viewpoints
-Appreciate the effect of viewpoint on composition

In groups, learners are guided to:
-Observe virtual and/or actual samples of photographs to analyze viewpoints
-Discuss the forms captured in photographs
-Analyze how viewpoint affects the details visible in photographs

Which are the ethical issues to consider in photography?

- MENTOR pg. 95
-Digital cameras/smartphones
-Sample photographs
-Digital resources
-Textbooks
- MENTOR pg. 96
-Display equipment

- Observation -Oral discussions -Written work

Creating And Performing

Photography - Bird's Eye Viewpoint
Photography - Worm's Eye Viewpoint
Photography - Taking Photographs

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

-Describe bird's eye viewpoint
-Identify characteristics of high-angle photos
-Analyze sample photographs
-Value varied perspectives in art

In groups, learners are guided to:
-Study photographs taken from elevated positions
-Discuss how bird's eye view creates linear perspective
-Identify subjects best photographed from above
-Analyze composition elements in high-angle shots

How does bird's eye viewpoint change the narrative of an image?

- MENTOR pg. 97
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment
- MENTOR pg. 98
-Photography locations
-Digital storage

- Photo analysis -Written work -Oral discussions -Visual literacy assessment

Creating And Performing

Photography - Ethics
Photography - Presenting Photographs

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

-Identify ethical issues in photography
-Apply ethical principles when taking photos
-Respect subjects' rights and dignity
-Value responsible photography

In groups, learners are guided to:
-Brainstorm ethical issues in photography
-Discuss consequences of unethical photography
-Research photography ethics guidelines
-Role-play ethical decision-making scenarios

What responsibilities do photographers have to their subjects?

- MENTOR pg. 99
-Digital resources
-Ethics guidelines
-Case studies
-Role-play scenarios
- MENTOR pg. 100
-Digital devices
-Presentation software
-Display equipment
-Digital photographs

- Written work -Role-play evaluation -Class discussion -Ethical scenario resolution

Creating And Performing

Descant Recorder - Fingering of Notes
Descant Recorder - Playing Techniques

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

-Identify the fingering of notes in the scale of F major
-Use correct finger positions
-Produce clear sounds
-Appreciate the importance of proper technique

In groups, learners are guided to:
-Read and interpret fingering charts to play the notes of F major scale
-Practice finger positions for each note
-Observe proper recorder techniques while playing
-Give feedback to peers

What are the correct fingerings for notes in F major on the descant recorder?

- MENTOR pg. 102
-Descant recorders
-Fingering charts
-Digital resources
-Music scores
- MENTOR pg. 104
-Tutorial videos

- Practical activity -Assessment rubrics -Observation

Creating And Performing

Descant Recorder - Scale of F Major
Descant Recorder - Simple Melodies

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

-Play the scale of F major from staff notation on a descant recorder
-Perform ascending and descending scale
-Apply correct fingering and techniques
-Appreciate the sound of F major scale

In groups, learners are guided to:
-Play the scale of F Major ascending and descending on staff notation
-Practice long tones to improve breath control and tone quality
-Apply crescendo and diminuendo while playing scales
-Give feedback to peers

How can you develop good tone quality when playing the descant recorder?

- MENTOR pg. 106
-Descant recorders
-Music scores
-Digital resources
-Staff paper
- MENTOR pg. 107
-Simple melody scores
-Metronome

- Practical activity -Assessment rubrics -Observation -Peer assessment

Creating And Performing

Descant Recorder - Performance Directions
Descant Recorder - Solo Pieces

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

-Apply performance directions in playing
-Demonstrate dynamics (crescendo/diminuendo)
-Follow articulation markings
-Value expressiveness in music

In groups, learners are guided to:
-Explore actual or virtual demonstrations of performance directions
-Practice applying dynamics in scale playing
-Observe articulation markings in melodies
-Create expressive interpretations

How do performance directions enhance musical expression?

- MENTOR pg. 108
-Descant recorders
-Music scores with directions
-Digital resources
-Demonstration recordings
- MENTOR pg. 109
-Music scores
-Digital recording devices
-Performance space

- Expression assessment -Technical application -Observation -Self-evaluation

Creating And Performing

Play - Format of a Script
Play - Script Reading

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

-Describe the format of a play script
-Identify title, playwright, characters, acts, scenes, setting, stage directions and dialogue
-Read a play using the correct format
-Recognize the importance of proper formatting

In groups, learners are guided to:
-Read a sample play to identify the format of a script
-Discuss what makes a play different from other literary works
-Identify elements in the script format
-Practice reading the play aloud

What is a play? How is a play script formatted?

- MENTOR pg. 112
-Play scripts
-Digital resources
-Textbooks
-Video recordings of plays
- MENTOR pg. 113
-Chairs arranged in circle
-Reading guides

- Oral questions -Written work -Observation

Creating And Performing

Play - Elements of a Play
Play - Societal Issues

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

-Identify the elements of a play
-Describe theme, characters, plot, setting, conflict and language
-Analyze how elements work together
-Appreciate how elements contribute to the play

In groups, learners are guided to:
-Read or watch a play and identify the elements
-Discuss how elements contribute to the overall impact
-Analyze the effectiveness of the elements
-Share findings with the class

How can the elements of a play be made believable to an audience?

- MENTOR pg. 115
-Play scripts
-Digital resources
-Video recordings of plays
-Textbooks
- MENTOR pg. 116
-Example plays with social themes
-News articles
-Community resources

- Oral discussions -Written work -Assessment rubrics

Creating And Performing

Play - Creating a Play
Play - Warm-up Activities
Play - Rehearsing

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

-Create a one act play addressing a societal issue
-Brainstorm ideas for a play
-Develop a script with proper formatting
-Value play creation as a means of addressing issues

In groups, learners are guided to:
-Brainstorm, in groups, an idea for a short play
-Create a short play script using the play elements
-Select relevant prop(s), costumes and music for the play performance
-Share and revise their scripts

Why is it important to decorate props to be used for performance?

- MENTOR pg. 116
-Writing materials
-Digital resources
-Sample play scripts
-Societal issues resources
- MENTOR pg. 117
-Open space
-Warm-up instruction cards
-Audio for breathing exercises
- MENTOR pg. 118
-Play scripts
-Props
-Costumes
-Music
-Rehearsal space

- Project assessment -Portfolio -Assessment rubrics -Peer review

Creating And Performing

Play - Blocking
Play - Dress Rehearsal

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

-Understand stage areas and positions
-Create effective blocking for scenes
-Position actors for visibility and impact
-Value spatial awareness in drama

In groups, learners are guided to:
-Learn stage area terminology
-Practice positioning actors on stage
-Create blocking that ensures visibility
-Position props in relation to actors

How does effective blocking enhance storytelling in drama?

- MENTOR pg. 119
-Stage area diagrams
-Open performance space
-Props
-Play scripts
- MENTOR pg. 120
-Costumes
-Performance space
-Audience feedback forms

- Blocking design assessment -Spatial awareness evaluation -Observation -Practical application

Creating And Performing

Play - Performance
Play - Reflection

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

-Act a role in a play performance
-Demonstrate use of voice, body and space
-Use props, music and costumes effectively
-Recognize play performance as a channel of addressing societal issues

In groups, learners are guided to:
-Perform a role in a play performance before an audience
-Use props, music and costumes appropriately
-Record experiences in a journal
-Reflect on the effectiveness of the performance

How can a play address societal issues effectively?

- MENTOR pg. 121
-Play scripts
-Props
-Costumes
-Music
-Performance space
-Audience
- MENTOR pg. 122
-Performance recordings
-Audience feedback
-Reflection journals
-Discussion space

- Performance assessment -Observation -Audience feedback -Self-reflection

Creating And Performing
Appreciation in Creative Arts and Sports

Basketball and Logo Design - Passing Skills
Analysis of Creative Arts and Sports - Analysing a Play Performance

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

-Identify different passes in Basketball
-Describe the overhead, bounce and chest passes
-Observe proper technique in passing
-Value proper passing technique in Basketball

In groups, learners are guided to:
-Watch a live or virtual Basketball game and identify the passing skills in Basketball
-Discuss the execution of the skills
-Identify the overhead, bounce and chest passes
-Analyze the importance of passing in Basketball

Why is it important to combine passing and dribbling in Basketball?

- MENTOR pg. 123
-Digital resources
-Basketball court
-Basketballs
-Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 180
- Digital resources
- Sample plays
- Video clips

- Observation -Oral questions -Practical activity

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Evaluating Play Elements
Analysis of Creative Arts and Sports - Evaluating Performance Elements

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

- Analyze theme and setting in a play performance.
- Evaluate conflict and resolution in a play.
- Show objectivity in analyzing performances.

The learner is guided to:
- Watch a play using digital devices or performed by the school Drama Club.
- Analyze the play using created criteria.
- Evaluate the theme, setting, conflict, and resolution elements.
- Discuss their analysis with classmates.

How can analysis of creative arts and sports enhance creativity?

- Mentor Creative Arts and Sports Learner's Book pg. 181
- Digital devices
- Sample plays
- Evaluation criteria
- Mentor Creative Arts and Sports Learner's Book pg. 182

- Analytical writing - Oral presentations - Group discussions - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analyzing Technical Elements
Analysis of Creative Arts and Sports - Analyzing Production Elements

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

- Evaluate character internalization in a play.
- Analyze audience involvement in a performance.
- Demonstrate fairness in evaluation.

The learner is guided to:
- Continue analyzing the play focusing on character internalization.
- Evaluate how actors connected with their characters.
- Analyze how the performance involved the audience.
- Discuss if character portrayal was believable.

How can analysis of creative arts and sports enhance creativity?

- Mentor Creative Arts and Sports Learner's Book pg. 183
- Digital devices
- Sample plays
- Evaluation criteria
- Mentor Creative Arts and Sports Learner's Book pg. 184

- Analytical writing - Group discussions - Oral presentations - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Creating a Scoring Guide
Analysis of Creative Arts and Sports - Examining Ethical Practices in Sports

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

- Create a scoring guide for play evaluation.
- Allocate points for different elements of a play.
- Appreciate systematic approaches to evaluation.

The learner is guided to:
- Turn the evaluation criteria into a scoring guide.
- Allocate points for each element based on importance.
- Decide which elements deserve more points.
- Create a comprehensive score card.
- Include description, achievement, and improvement columns.

How can analysis of creative arts and sports enhance creativity?

- Mentor Creative Arts and Sports Learner's Book pg. 185
- Digital devices
- Sample scoring guides
- Stationery
- Digital resources
- Reference materials
- Video clips

- Project assessment - Group work - Peer review - Quality of scoring tool

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Anti-doping Measures
Analysis of Creative Arts and Sports - Analyzing Solo Vocal Music
Analysis of Creative Arts and Sports - Creating Music Analysis Tools

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

- Describe anti-doping measures in sports.
- Identify organizations involved in anti-doping.
- Show commitment to clean sports.

The learner is guided to:
- Research anti-doping measures implemented in sports.
- Identify the Anti-doping Agency of Kenya and its role.
- Discuss the World Anti-doping Agency's responsibilities.
- Explore consequences of doping for athletes.

How can analysis of creative arts and sports enhance creativity?

- Mentor Creative Arts and Sports Learner's Book pg. 186
- Digital resources
- Reference materials
- Case studies
- Audio/video recordings
- Music scores
- Digital devices
- Mentor Creative Arts and Sports Learner's Book pg. 187
- Sample analysis tools

- Research reports - Group discussions - Presentations - Role play

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Performing and Analyzing Music
Analysis of Creative Arts and Sports - Analyzing "Zum Zum Zum"

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

- Analyze solo vocal performances using created tools.
- Identify musical elements in performances.
- Show objectivity in music analysis.

The learner is guided to:
- Present solo vocal pieces in groups.
- Listen and analyze performances using created tools.
- Identify elements and features from established criteria.
- Discuss identified elements and how they were performed.

Why is analysis an important skill in Creative Arts and Sports?

- Mentor Creative Arts and Sports Learner's Book pg. 188
- Analysis tools
- Music scores
- Digital devices
- Musical instruments
- Mentor Creative Arts and Sports Learner's Book pg. 189
- "Zum Zum Zum" recording
- Music score
- Analysis templates

- Performance assessment - Analytical writing - Oral presentations - Peer assessment

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Critiquing Exhibited Artworks
Analysis of Creative Arts and Sports - Art Exhibition Elements

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

- Identify elements for analyzing visual artworks.
- Study gallery exhibitions critically.
- Appreciate visual arts analysis.

The learner is guided to:
- Study pictures of exhibited artworks.
- Identify the type of artwork displayed.
- Suggest themes of art galleries.
- Discuss the purpose of art exhibitions.
- Identify mediums used in exhibited artworks.

Why is analysis an important skill in Creative Arts and Sports?

- Mentor Creative Arts and Sports Learner's Book pg. 190
- Images of art exhibitions
- Digital resources
- Sample artworks
- Mentor Creative Arts and Sports Learner's Book pg. 191
- Art criticism texts

- Oral discussions - Written analysis - Observation - Question and answer

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Visiting Art Exhibitions
Analysis of Creative Arts and Sports - Creating Exhibition Analysis Tools

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

- Observe actual or virtual art exhibitions.
- Apply analysis criteria to real exhibitions.
- Show appreciation for artistic expression.

The learner is guided to:
- Use digital devices to observe artwork in exhibitions.
- Alternatively, visit community art exhibitions.
- Discuss the subject matter of observed exhibitions.
- Record observations in a structured format.

Why is analysis an important skill in Creative Arts and Sports?

- Mentor Creative Arts and Sports Learner's Book pg. 192
- Digital devices
- Art exhibitions
- Analysis templates
- Mentor Creative Arts and Sports Learner's Book pg. 193
- Analysis templates
- Digital resources
- Exhibition images

- Field reports - Observation notes - Analytical writing - Group discussions

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Role of Analysis in Creative Arts and Sports
Analysis of Creative Arts and Sports - Benefits of Analysis

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

- Explain how analysis improves performances.
- Identify benefits of analyzing creative works.
- Value analytical approaches to creativity.

The learner is guided to:
- Brainstorm on the role of analysis in improving performances.
- Use analyzed examples to discuss possible improvements.
- Reflect on how analysis has helped them as learners.
- Discuss how analysis helps develop individual talent.

Why is analysis an important skill in Creative Arts and Sports?

- Mentor Creative Arts and Sports Learner's Book pg. 194
- Previously analyzed works
- Digital resources
- Reference materials
- Mentor Creative Arts and Sports Learner's Book pg. 195
- Case studies

- Oral discussions - Written reflections - Group presentations - Individual contributions

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Critical Thinking Development
Analysis of Creative Arts and Sports - Learning from Professionals

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

- Explain how analysis develops critical thinking.
- Describe how detailed understanding enhances art appreciation.
- Value respectful critique of creative works.

The learner is guided to:
- Discuss how analysis helps develop critical thinking.
- Explain how analysis helps understand details of creative works.
- Emphasize the importance of respectful acceptance of criticism.
- Practice giving constructive feedback.

Why is analysis an important skill in Creative Arts and Sports?

- Mentor Creative Arts and Sports Learner's Book pg. 196
- Digital resources
- Sample critiques
- Reference materials
- Mentor Creative Arts and Sports Learner's Book pg. 197
- Resource persons
- Interview guidelines
- Recording devices

- Oral discussions - Written reflections - Role play - Peer assessment

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Personal Analysis Application
Analysis of Creative Arts and Sports - Analysis in the Creative Process
Analysis of Creative Arts and Sports - Culminating Project
Analysis of Creative Arts and Sports - Culminating Project

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

- Apply analysis skills to their own creative projects.
- Use self-reflection to improve performance.
- Value continuous improvement through analysis.

The learner is guided to:
- Select own creative works for self-analysis.
- Apply learned analysis techniques to self-evaluate.
- Identify strengths and areas for improvement.
- Create personal improvement plans based on analysis.

Why is analysis an important skill in Creative Arts and Sports?

- Mentor Creative Arts and Sports Learner's Book pg. 197
- Student portfolios
- Analysis tools
- Self-reflection guides
- Digital resources
- Case studies
- Planning templates
- Mentor Creative Arts and Sports Learner's Book pg. 180-197
- Student projects
- Presentation materials
- Digital resources

- Self-assessment - Portfolio review - Personal reflections - Improvement plans