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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
REPORTING WEEK/REVISION |
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| 2 | 1 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Indigenous Kenyan percussion instruments
Picture Making (Percussion Instruments) - Classification of instruments |
By the end of the
lesson, the learner
should be able to:
- Identify indigenous Kenyan percussion instruments by name and community - Describe the methods of playing percussion instruments - Show interest in learning about indigenous percussion instruments |
- Watch virtual or actual samples of percussion instruments to identify name, community and method of playing
-Discuss the characteristics of different percussion instruments -Draw and label parts of a percussion instrument |
How is a percussion instrument made?
|
KLB Visionary Creative Arts, pg. 2 Digital devices with internet access
KLB Visionary Creative Arts, pg. 4 Realia: indigenous percussion instruments |
Observation Oral questions Written assignments
|
|
| 2 | 2 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Parts of percussion instruments
Picture Making (Percussion Instruments) - Rhythmic patterns Picture Making (Percussion Instruments) - Making charcoal sticks Picture Making (Percussion Instruments) - Drawing with charcoal sticks Picture Making (Percussion Instruments) - Tonal value in drawing |
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a percussion instrument - Explain the role of each part in sound production - Value the contribution of each part to the overall sound |
- Research and discuss the parts of a percussion instrument and their roles
-Examine actual percussion instruments identifying their parts -Discuss how each part contributes to sound production |
Why is it important to know about parts of an instrument?
|
KLB Visionary Creative Arts, pg. 5 Realia: percussion instruments
KLB Visionary Creative Arts, pg. 7 Indigenous percussion instruments KLB Visionary Creative Arts, pg. 9 Thin sticks, cutting tools, tin container, fire KLB Visionary Creative Arts, pg. 11 Charcoal sticks, drawing paper KLB Visionary Creative Arts, pg. 13 Charcoal sticks, drawing paper |
Observation Project work Written assignments
|
|
| 2 | 3 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Creating tone strips
Picture Making (Percussion Instruments) - Drawing a percussion instrument Picture Making (Percussion Instruments) - Adding details Picture Making (Percussion Instruments) - Making a percussion instrument |
By the end of the
lesson, the learner
should be able to:
- Create a continuous tonal strip from dark to light - Apply smudging technique to create smooth gradation - Show patience in creating gradual tonal changes |
- Draw rectangular strips on paper
-Apply charcoal heavily on one end of the strip -Create a gradual change from dark to light -Compare different tonal strips created |
What is the importance of tonal variation in drawing?
|
KLB Visionary Creative Arts, pg. 13 Charcoal sticks, drawing paper
KLB Visionary Creative Arts, pg. 14 Percussion instruments, charcoal sticks, drawing paper KLB Visionary Creative Arts, pg. 14 Charcoal sticks, drawing paper KLB Visionary Creative Arts Various materials for making instruments |
Observation Project work Portfolio
|
|
| 3 | 1 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Tuning a percussion instrument
Picture Making (Percussion Instruments) - Performing rhythms |
By the end of the
lesson, the learner
should be able to:
- Identify ways of tuning percussion instruments - Tune a percussion instrument for better sound quality - Value well-tuned instruments |
- Explore different methods of tuning percussion instruments
-Practice tuning techniques on made instruments -Test sound quality before and after tuning -Compare sound from different tuned instruments |
How can we improve the sound of a percussion instrument?
|
KLB Visionary Creative Arts Percussion instruments
KLB Visionary Creative Arts Made percussion instruments |
Observation Practical assessment Performance
|
|
| 3 | 2 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Environmental conservation
Picture Making (Percussion Instruments) - Creating a portfolio Picture Making (Percussion Instruments) - Display and critique |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of environmental conservation - Reuse materials in making percussion instruments - Value sustainable use of resources |
- Discuss environmental conservation in relation to making instruments
-Identify recyclable materials that can be used for instruments -Make instruments using recycled materials -Discuss sustainable resource use |
How can we conserve the environment when making instruments?
|
KLB Visionary Creative Arts Recyclable materials
KLB Visionary Creative Arts Colored paper, fabric, glue KLB Visionary Creative Arts Display area, instruments, drawings |
Observation Oral questions Project work
|
|
| 3 | 3 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Percussion in cultural events
Picture Making (Percussion Instruments) - Community involvement |
By the end of the
lesson, the learner
should be able to:
- Explain the role of percussion in cultural events - Relate instruments to specific cultural ceremonies - Respect cultural diversity |
- Discuss the role of percussion instruments in cultural events
-Research specific cultural ceremonies where percussion is used -Present findings to the class -Appreciate cultural diversity |
Why are percussion instruments important in cultural ceremonies?
|
KLB Visionary Creative Arts Resource persons
KLB Visionary Creative Arts Poster materials |
Observation Oral presentation Written assignment
|
|
| 4 | 1 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Technology in music
Picture Making (Percussion Instruments) - Assessment Netball - Skills of passing in Netball |
By the end of the
lesson, the learner
should be able to:
- Use digital devices to record percussion performances - Edit and share recordings - Appreciate technology in music preservation |
- Use digital devices to record percussion performances
-Learn basic editing of audio recordings -Share recordings with peers -Discuss how technology helps preserve cultural music |
How can technology help preserve traditional music?
|
KLB Visionary Creative Arts Digital recording devices
KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 16 Netballs or improvised balls Open space |
Observation Project work Recording
|
|
| 4 | 2 |
Creating and Execution
|
Netball - Chest pass technique
Netball - Overhead pass Netball - Underarm pass |
By the end of the
lesson, the learner
should be able to:
- Demonstrate proper stance for chest pass - Execute chest pass with correct technique - Show responsibility in following instructions |
- Practice standing with feet shoulder width apart
-Hold the ball with thumbs behind and fingers spread -Step forward in the direction of the pass -Push and release the ball with proper follow-through |
What makes a good chest pass in Netball?
|
KLB Visionary Creative Arts, pg. 17 Netballs or improvised balls Open space
KLB Visionary Creative Arts, pg. 18 Netballs or improvised balls Open space KLB Visionary Creative Arts, pg. 19 Netballs or improvised balls Open space |
Observation Skills test Peer assessment
|
|
| 4 | 3 |
Creating and Execution
|
Netball - Double-handed catching
Netball - Standing shot |
By the end of the
lesson, the learner
should be able to:
- Describe the technique for double-handed catching - Demonstrate the double-handed catching technique - Show confidence when catching the ball |
- Observe demonstrations of double-handed catching
-Practice the hand position and body stance for catching -Work in pairs to practice catching passes -Combine passing and catching in sequence |
What makes a good catch in Netball?
|
KLB Visionary Creative Arts, pg. 20 Netballs or improvised balls Open space
KLB Visionary Creative Arts Netballs or improvised balls Goal posts |
Observation Skills test Self-assessment
|
|
| 5 | 1 |
Creating and Execution
|
Netball - Shooting practice
Netball - Combining skills Netball - Identifying materials for ball making |
By the end of the
lesson, the learner
should be able to:
- Apply proper technique in shooting practice - Improve shooting accuracy through practice - Show persistence in developing shooting skills |
- Review standing shot technique
-Practice shooting from different positions -Participate in shooting competitions -Track progress in shooting accuracy |
How can we improve our shooting accuracy?
|
KLB Visionary Creative Arts Netballs or improvised balls Goal posts
KLB Visionary Creative Arts Netballs or improvised balls Open space KLB Visionary Creative Arts, pg. 22 Old carrier bags, clothes, string |
Observation Skills test Self-assessment
|
|
| 5 | 2 |
Creating and Execution
|
Netball - Macramé technique
Netball - Making a ball Netball - Testing improvised balls |
By the end of the
lesson, the learner
should be able to:
- Explain the macramé technique - Demonstrate the overhand knot - Show interest in learning the technique |
- Demonstrate the overhand knot technique
-Practice tying overhand knots with string or rope -Create simple patterns using macramé -Discuss applications of macramé technique |
What is the macramé technique and how is it used?
|
KLB Visionary Creative Arts, pg. 22 String, rope, practice materials
KLB Visionary Creative Arts, pg. 23 Ball making materials KLB Visionary Creative Arts Improvised balls |
Observation Practical assessment Project work
|
|
| 5 | 3 |
Creating and Execution
|
Netball - Mini-game practice
Netball - Classification of colours |
By the end of the
lesson, the learner
should be able to:
- Apply the skills of passing and catching in a mini-game - Observe rules of fair play during the game - Demonstrate teamwork and cooperation |
- Review the skills of passing, catching and shooting
-Form teams for a mini Netball game -Practice applying the skills in game situations -Discuss strategies for effective play |
How do we apply the skills of passing, catching and shooting in a game?
|
KLB Visionary Creative Arts, pg. 24 Netballs or improvised balls Open space
KLB Visionary Creative Arts, pg. 27 Colour charts, paints, brushes, paper |
Observation Performance assessment Peer evaluation
|
|
| 6 | 1 |
Creating and Execution
|
Netball - Mixing primary colours
Netball - Creating light tones Netball - Creating dark tones |
By the end of the
lesson, the learner
should be able to:
- Mix primary colours to create secondary colours - Identify the primary colours that make each secondary colour - Show curiosity in colour mixing |
- Demonstrate mixing of primary colours to get secondary colours
-Practice mixing secondary colours in pairs -Create a chart showing colour combinations -Label primary and secondary colours |
How are secondary colours created from primary colours?
|
KLB Visionary Creative Arts, pg. 28 Primary colour paints, palettes, paper
KLB Visionary Creative Arts, pg. 28 Secondary colours, white paint, paper KLB Visionary Creative Arts, pg. 28 Secondary colours, black paint, paper |
Observation Project work Portfolio
|
|
| 6 |
MID TERM EXAMS |
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| 7 |
MID TERM BREAK |
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| 8 | 1 |
Creating and Execution
|
Netball - Painting a ball
Netball - Adding details to painting |
By the end of the
lesson, the learner
should be able to:
- Draw the outline of a ball - Paint using secondary colours with attention to colour value - Show creativity in applying colour |
- Draw the outline of a ball
-Mix secondary colours for painting -Apply light and dark tones to create dimension -Add details to enhance the painting |
How is colour value used to create form in painting?
|
KLB Visionary Creative Arts, pg. 29 Paint, brushes, paper, water containers
KLB Visionary Creative Arts, pg. 30 Paint, brushes, paper |
Observation Project work Display and critique
|
|
| 8 | 2 |
Creating and Execution
|
Netball - Creating a montage
Netball - Making a montage Netball - Display and appreciation |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of montage - Collect images related to Netball - Show creativity in composition |
- Observe samples of montage compositions
-Discuss how montage compositions are created -Collect images related to Netball -Plan a montage composition |
What is a montage and how is it created?
|
KLB Visionary Creative Arts, pg. 31 Old newspapers, magazines, calendars
KLB Visionary Creative Arts, pg. 32 Cut-out images, adhesive, stiff paper KLB Visionary Creative Arts, pg. 32 Display area |
Observation Oral questions Project work
|
|
| 8 | 3 |
Creating and Execution
|
Netball - Application in school
Netball - Community service Netball - Assessment |
By the end of the
lesson, the learner
should be able to:
- Identify ways to apply artistic skills in school - Create decorations for school spaces - Show willingness to contribute to school environment |
- Discuss ways to apply art skills in school
-Plan decorations for classroom or office -Create simple decorations using learned techniques -Display decorations in appropriate spaces |
How can we use our art skills to improve our school environment?
|
KLB Visionary Creative Arts Art materials
KLB Visionary Creative Arts Poster materials KLB Visionary Creative Arts Assessment tools |
Observation Project work Display
|
|
| 9 | 1 |
Creating and Execution
|
Rhythm and Pattern Making - French rhythm names
Rhythm and Pattern Making - Pulse and rhythm |
By the end of the
lesson, the learner
should be able to:
- Identify rhythmic patterns involving crotchet and quavers - Interpret rhythms using French rhythm names (taa, ta-te) - Show interest in learning rhythmic patterns |
- March to a steady beat saying "left, right, one, two"
-Clap/tap rhythms of words involving taa and ta-te -Associate pulse with the crotchet French rhythm name -Identify rhythms in familiar songs |
How can a rhythm be created?
|
KLB Visionary Creative Arts, pg. 36 Audio recordings of rhythmic patterns
KLB Visionary Creative Arts, pg. 36 Audio recordings with clear rhythms |
Observation Oral assessment Practical test
|
|
| 9 | 2 |
Creating and Execution
|
Rhythm and Pattern Making - Identifying notes in songs
Rhythm and Pattern Making - Note values and rests Rhythm and Pattern Making - Letter formation |
By the end of the
lesson, the learner
should be able to:
- Identify crotchets and quavers in familiar songs - Clap the rhythm while reciting French rhythm names - Show accuracy in rhythm identification |
- Listen to familiar topical songs
-Identify crotchets and quavers in the songs -Clap the rhythm while reciting French rhythm names -Create visual representations of song rhythms |
How can we identify different note values in songs?
|
KLB Visionary Creative Arts, pg. 36 Audio recordings of familiar songs
KLB Visionary Creative Arts, pg. 37 Charts with note values and rests KLB Visionary Creative Arts, pg. 38 Rulers, pencils, paper |
Observation Aural tests Practical assessment
|
|
| 9 | 3 |
Creating and Execution
|
Rhythm and Pattern Making - Free hand lettering
Rhythm and Pattern Making - Writing French rhythm names Rhythm and Pattern Making - Rhythmic composition techniques |
By the end of the
lesson, the learner
should be able to:
- Write letters with consistent size and shape - Maintain proper spacing between letters - Show patience in developing writing skills |
- Practice free hand lettering of lowercase letters
-Focus on consistent letter size and shape -Maintain proper spacing between letters -Create simple words using free hand lettering |
How can we improve our free hand lettering?
|
KLB Visionary Creative Arts, pg. 38 Lined paper, pencils
KLB Visionary Creative Arts, pg. 39 Rulers, pencils, paper KLB Visionary Creative Arts, pg. 39 Audio recordings of songs |
Observation Written work Portfolio
|
|
| 10 | 1 |
Creating and Execution
|
Rhythm and Pattern Making - Creating rhythmic patterns
Rhythm and Pattern Making - Dictation of rhythms |
By the end of the
lesson, the learner
should be able to:
- Create original rhythmic patterns - Apply compositional techniques in creating rhythms - Show integrity in creating original work |
- Apply composition techniques to create rhythmic patterns
-Use French rhythm names taa and ta-te -Share created rhythms with peers -Give constructive feedback on rhythms |
How do we create original rhythmic patterns?
|
KLB Visionary Creative Arts, pg. 40 Percussion instruments
KLB Visionary Creative Arts, pg. 41 Percussion instruments |
Observation Creative assessment Peer evaluation
|
|
| 10 | 2 |
Creating and Execution
|
Rhythm and Pattern Making - Block making
Rhythm and Pattern Making - Creating repeat patterns Rhythm and Pattern Making - Hands and feet game |
By the end of the
lesson, the learner
should be able to:
- Collect materials for making a printing block - Create a block from textured materials - Show creativity in block design |
- Collect materials with varied textures
-Create a block from banana stalk, wood or rubber -Prepare the block for printing -Test the block with a single print |
What materials can be used to make printing blocks?
|
KLB Visionary Creative Arts Textured materials (banana stalk, wood, rubber)
KLB Visionary Creative Arts Printing blocks, water colours, paper KLB Visionary Creative Arts, pg. 43 Paper, materials for game board |
Observation Project work Practical assessment
|
|
| 10 | 3 |
Creating and Execution
|
Rhythm and Pattern Making - Writing rhythmic patterns
Rhythm and Pattern Making - Assessment |
By the end of the
lesson, the learner
should be able to:
- Write rhythmic patterns using free hand lettering - Apply proper spacing and letter formation - Show pride in written work |
- Write rhythmic patterns from games using free hand lettering
-Apply proper spacing and letter formation -Create a collection of written patterns -Share patterns with peers |
How can we document rhythmic patterns through writing?
|
KLB Visionary Creative Arts Paper, pencils
KLB Visionary Creative Arts Assessment tools |
Observation Written work Portfolio
|
|
| 11 | 1 |
Creating and Execution
|
Melody - Solfa syllables d r m
Melody - Identifying solfa syllables Melody - Hand signs for solfa syllables |
By the end of the
lesson, the learner
should be able to:
- Identify solfa syllables d, r, and m in a simple melody - Sing patterns using solfa syllables - Show interest in pitch discrimination |
- Sing familiar songs based on solfa syllables d r m
-Identify the solfa syllables in the songs -Recognize rising and falling of sounds in melodies -Practice singing patterns using d r m |
How can one create interesting melodies?
|
KLB Visionary Creative Arts, pg. 49 Tuned percussion instruments
KLB Visionary Creative Arts, pg. 49 Audio recordings of songs KLB Visionary Creative Arts, pg. 50 Charts showing hand signs |
Observation Aural tests Practical assessment
|
|
| 11 | 2 |
Creating and Execution
|
Melody - Practicing hand signs
Melody - Writing solfa syllables Melody - Stepwise motion |
By the end of the
lesson, the learner
should be able to:
- Execute hand signs for various combinations of d r m - Associate hand signs with correct pitches - Show coordination in movement and singing |
- Practice hand signs for individual syllables d, r, m
-Execute hand signs for combinations (d r, r m, m r d) -Sing while performing hand signs -Play follow-the-leader games with hand signs |
How can we improve our hand sign technique?
|
KLB Visionary Creative Arts, pg. 50 Charts showing hand signs
KLB Visionary Creative Arts Rulers, pencils, paper KLB Visionary Creative Arts, pg. 51 Audio recordings of melodies |
Observation Performance assessment Self-assessment
|
|
| 11 | 3 |
Creating and Execution
|
Melody - Variation in melodies
Melody - Variation of sound duration |
By the end of the
lesson, the learner
should be able to:
- Explain how variation creates interest in melodies - Compare melodies with and without variation - Value variety in musical compositions |
- Sing melodies with and without variation of solfa syllables
-Discuss how variation creates interest -Identify variation in familiar songs -Create simple variations of given melodies |
How does variation make melodies more interesting?
|
KLB Visionary Creative Arts, pg. 52 Audio recordings of melodies
|
Observation Oral questions Creative assessment
|
|
| 12 | 1 |
Creating and Execution
|
Melody - Starting and ending on d
Melody - Creating melodies Melody - Collecting materials for modelling |
By the end of the
lesson, the learner
should be able to:
- Explain why melodies often start and end on d - Compare melodies that start/end on d with others - Show understanding of melodic structures |
- Sing melodies that start and end on d
-Compare with melodies that start/end on other notes -Discuss the sense of completion when ending on d -Create simple melodies that start and end on d |
Why do melodies often start and end on d?
|
KLB Visionary Creative Arts, pg. 53 Audio recordings of melodies
KLB Visionary Creative Arts, pg. 54 Manuscript paper KLB Visionary Creative Arts, pg. 55 Clay, tools for preparation |
Observation Oral questions Creative assessment
|
|
| 12 | 2 |
Creating and Execution
|
Melody - Modelling clay slabs
Melody - Modelling solfa syllables Melody - Attaching solfa models to slabs |
By the end of the
lesson, the learner
should be able to:
- Roll clay into flat slabs - Cut rectangular pieces of three different sizes - Show precision in clay work |
- Demonstrate rolling clay into flat slabs
-Use a rolling pin or bottle to flatten clay -Cut rectangular pieces of three different sizes -Prepare slabs for attaching solfa models |
How are clay slabs prepared for modelling?
|
KLB Visionary Creative Arts, pg. 56 Clay, rolling pins, cutting tools
KLB Visionary Creative Arts, pg. 56 Clay, modelling tools KLB Visionary Creative Arts, pg. 57 Clay, modelling tools, clay slip |
Observation Project work Practical assessment
|
|
| 12 | 3 |
Creating and Execution
|
Melody - Drying clay models
Melody - Painting clay models Melody - Performance preparation Melody - Assessment |
By the end of the
lesson, the learner
should be able to:
- Explain proper drying procedures for clay - Place models for even drying - Show patience in the drying process |
- Discuss proper drying procedures for clay
-Place models in appropriate locations for drying -Turn models periodically for even drying -Monitor models for cracking during drying |
Why is proper drying important for clay models?
|
KLB Visionary Creative Arts Clay models, drying racks
KLB Visionary Creative Arts Dried clay models, primary colour paints, brushes KLB Visionary Creative Arts Created melodies KLB Visionary Creative Arts Assessment tools |
Observation Oral questions Practical assessment
|
|
| 13 |
ENDTERM EXAMS/MARKING/CLOSING |
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