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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 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 |
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 |
Observation Project work Written assignments
|
|
| 2 | 3 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Tonal value in drawing
Picture Making (Percussion Instruments) - Creating tone strips Picture Making (Percussion Instruments) - Drawing a percussion instrument |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of tone or value in drawing - Create different tones by varying pressure on charcoal - Appreciate the role of tone in creating form |
- Study samples showing tonal variations in drawings
-Discuss how light and dark areas create form -Create tonal strips showing gradation from dark to light -Practice creating tonal variation by smudging charcoal |
How are light and dark tones created in drawing?
|
KLB Visionary Creative Arts, pg. 13 Charcoal sticks, drawing paper
KLB Visionary Creative Arts, pg. 14 Percussion instruments, charcoal sticks, drawing paper |
Observation Project work Portfolio
|
|
| 2 | 4 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Adding details
Picture Making (Percussion Instruments) - Making a percussion instrument Picture Making (Percussion Instruments) - Tuning a percussion instrument |
By the end of the
lesson, the learner
should be able to:
- Add fine details to a percussion instrument drawing - Create surface textures using charcoal techniques - Show attention to detail in artwork |
- Study different surface textures on percussion instruments
-Practice drawing different textures using charcoal -Add detailed textures to percussion instrument drawings -Create shadows to ground the object |
How do details enhance a drawing?
|
KLB Visionary Creative Arts, pg. 14 Charcoal sticks, drawing paper
KLB Visionary Creative Arts Various materials for making instruments KLB Visionary Creative Arts Percussion instruments |
Observation Project work Display and critique
|
|
| 2 | 5 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Performing rhythms
Picture Making (Percussion Instruments) - Environmental conservation |
By the end of the
lesson, the learner
should be able to:
- Create rhythmic patterns on a percussion instrument - Perform created rhythms to accompany a song - Show confidence when performing |
- Create rhythmic patterns on made percussion instruments
-Practice performing rhythms individually and in groups -Accompany songs with percussion rhythms -Record performances for evaluation |
How do percussion instruments enhance musical performances?
|
KLB Visionary Creative Arts Made percussion instruments
KLB Visionary Creative Arts Recyclable materials |
Observation Performance assessment Recording
|
|
| 2 | 6 |
Creating and Execution
|
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:
- Select best artworks for a portfolio - Create a decorated portfolio folder - Show pride in presenting artwork |
- Select best drawings and photographs of instruments
-Create a decorated portfolio folder -Organize artworks in the portfolio -Present portfolios to the class |
Why is it important to keep a portfolio of artworks?
|
KLB Visionary Creative Arts Colored paper, fabric, glue
KLB Visionary Creative Arts Display area, instruments, drawings |
Observation Portfolio Display and critique
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Technology in music
Picture Making (Percussion Instruments) - Assessment |
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 |
Observation Project work Recording
|
|
| 3 | 3 |
Creating and Execution
|
Netball - Skills of passing in Netball
Netball - Chest pass technique |
By the end of the
lesson, the learner
should be able to:
- Describe the skills of passing in Netball - Demonstrate the chest pass technique - Value teamwork when practising passing skills |
- Observe demonstrations of chest pass technique
-Practice the stance, grip, release and follow through -Work in groups to practice passing skills -Discuss the importance of proper technique |
Why are the skills of passing important in the game of Netball?
|
KLB Visionary Creative Arts, pg. 16 Netballs or improvised balls Open space
KLB Visionary Creative Arts, pg. 17 Netballs or improvised balls Open space |
Observation Skills test Oral questions
|
|
| 3 | 4 |
Creating and Execution
|
Netball - Overhead pass
Netball - Underarm pass |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the overhead pass technique - Execute proper finger position and arm movement - Show confidence in performing the skill |
- Observe demonstrations of overhead pass technique
-Practice holding the ball above the head with proper grip -Step forward while executing the pass -Follow through with hands pointing at target |
How is the overhead pass useful in Netball?
|
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 Practical assessment
|
|
| 3 | 5 |
Creating and Execution
|
Netball - Double-handed catching
Netball - Standing shot Netball - Shooting practice |
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
|
|
| 3 | 6 |
Creating and Execution
|
Netball - Combining skills
Netball - Identifying materials for ball making |
By the end of the
lesson, the learner
should be able to:
- Combine passing, catching and shooting skills - Execute skills in sequence - Show teamwork in skill practice |
- Practice passing, catching and shooting in sequence
-Work in small groups to create skill drills -Execute skill combinations at varying speeds -Give feedback to peers on skill execution |
How do we combine different skills in Netball?
|
KLB Visionary Creative Arts Netballs or improvised balls Open space
KLB Visionary Creative Arts, pg. 22 Old carrier bags, clothes, string |
Observation Skills test Peer assessment
|
|
| 4 | 1 |
Creating and Execution
|
Netball - Macramé technique
Netball - Making a ball |
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 |
Observation Practical assessment Project work
|
|
| 4 | 2 |
Creating and Execution
|
Netball - Testing improvised balls
Netball - Mini-game practice |
By the end of the
lesson, the learner
should be able to:
- Test improvised balls for functionality - Make adjustments to improve ball performance - Show persistence in creating functional balls |
- Test improvised balls for bouncing and handling
-Make adjustments to improve shape and firmness -Compare different improvised balls -Select best balls for use in practice |
How can we test and improve our improvised balls?
|
KLB Visionary Creative Arts Improvised balls
KLB Visionary Creative Arts, pg. 24 Netballs or improvised balls Open space |
Observation Practical assessment Peer evaluation
|
|
| 4 | 3 |
Creating and Execution
|
Netball - Classification of colours
Netball - Mixing primary colours |
By the end of the
lesson, the learner
should be able to:
- Identify primary and secondary colours - Classify colours as primary or secondary - Appreciate the role of colour in artwork |
- Identify colours in the surrounding environment
-Discuss the difference between primary and secondary colours -Classify various colours as primary or secondary -Create a colour wheel showing primary and secondary colours |
Why is colour classification important in painting?
|
KLB Visionary Creative Arts, pg. 27 Colour charts, paints, brushes, paper
KLB Visionary Creative Arts, pg. 28 Primary colour paints, palettes, paper |
Observation Written test Portfolio
|
|
| 4 | 4 |
Creating and Execution
|
Netball - Creating light tones
Netball - Creating dark tones |
By the end of the
lesson, the learner
should be able to:
- Create light tones by adding white to secondary colours - Create tonal strips showing gradation - Show patience in creating gradual tonal changes |
- Draw rectangular strips on paper
-Mix secondary colours with varying amounts of white -Create gradual tonal strips from original to lightest shade -Compare tonal strips created |
How do we create lighter shades of colours?
|
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
|
|
| 4 | 5 |
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
|
|
| 4 | 6 |
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
|
|
| 5 | 1 |
Creating and Execution
|
Netball - Application in school
Netball - Community service |
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 |
Observation Project work Display
|
|
| 5 | 2 |
Creating and Execution
|
Netball - Assessment
Rhythm and Pattern Making - French rhythm names |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of Netball skills - Show skills in colour mixing and painting - Value the learning journey in this substrand |
- Complete assessment activities on Netball skills
-Demonstrate colour mixing and painting skills -Perform Netball skills for assessment -Reflect on learning journey |
What have we learned about Netball, colour and painting?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 36 Audio recordings of rhythmic patterns |
Observation Written test Performance test
|
|
| 5 | 3 |
Creating and Execution
|
Rhythm and Pattern Making - Pulse and rhythm
Rhythm and Pattern Making - Identifying notes in songs |
By the end of the
lesson, the learner
should be able to:
- Distinguish between pulse and rhythm - Maintain a steady pulse while clapping rhythms - Show consistency in maintaining pulse |
- Clap/tap the pulse of the clock and heartbeat
-Associate pulse with the crotchet (taa) -Maintain a steady pulse while clapping different rhythms -Practice tapping pulse with foot while clapping rhythms |
How are rhythms applied in daily life?
|
KLB Visionary Creative Arts, pg. 36 Audio recordings with clear rhythms
KLB Visionary Creative Arts, pg. 36 Audio recordings of familiar songs |
Observation Practical assessment Peer evaluation
|
|
| 5 | 4 |
Creating and Execution
|
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:
- Relate French rhythm names to music note symbols - Identify rests in rhythmic patterns - Appreciate silence as part of rhythm |
- Discuss how music is made up of sounds and silences
-Relate French rhythm names to music note symbols -Identify rests in rhythmic patterns -Write rhythms using music symbols |
What is the role of silence in music?
|
KLB Visionary Creative Arts, pg. 37 Charts with note values and rests
KLB Visionary Creative Arts, pg. 38 Rulers, pencils, paper |
Observation Written test Oral questions
|
|
| 5 | 5 |
Creating and Execution
|
Rhythm and Pattern Making - Free hand lettering
Rhythm and Pattern Making - Writing French rhythm names |
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 |
Observation Written work Portfolio
|
|
| 5 | 6 |
Creating and Execution
|
Rhythm and Pattern Making - Rhythmic composition techniques
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:
- Identify techniques used in rhythmic compositions - Analyze rhythmic patterns in familiar tunes - Show interest in analyzing music |
- Listen to rhythmic patterns in familiar tunes
-Discuss techniques used in composing rhythmic patterns -Identify variation of note values, repetition of patterns, and strong endings -Analyze rhythmic patterns in different songs |
What techniques are used to create interesting rhythms?
|
KLB Visionary Creative Arts, pg. 39 Audio recordings of songs
KLB Visionary Creative Arts, pg. 40 Percussion instruments KLB Visionary Creative Arts, pg. 41 Percussion instruments |
Observation Oral assessment Written analysis
|
|
| 6 | 1 |
Creating and Execution
|
Rhythm and Pattern Making - Block making
Rhythm and Pattern Making - Creating repeat patterns |
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 |
Observation Project work Practical assessment
|
|
| 6 | 2 |
Creating and Execution
|
Rhythm and Pattern Making - Hands and feet game
Rhythm and Pattern Making - Writing rhythmic patterns |
By the end of the
lesson, the learner
should be able to:
- Create a hands and feet hopscotch game - Associate movements with rhythm names - Show enjoyment in rhythm games |
- Make a playboard with hand and foot patterns
-Match hands and feet to the pictures on the ground -Associate foot steps with 'taa' and hand placements with 'ta-te' -Take turns playing the game |
How can games help us learn about rhythm?
|
KLB Visionary Creative Arts, pg. 43 Paper, materials for game board
KLB Visionary Creative Arts Paper, pencils |
Observation Practical assessment Peer evaluation
|
|
| 6 | 3 |
Creating and Execution
|
Rhythm and Pattern Making - Assessment
Melody - Solfa syllables d r m |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of rhythmic patterns - Show skills in free hand lettering - Value the learning journey in this substrand |
- Complete assessment activities on rhythmic patterns
-Demonstrate free hand lettering skills -Perform created rhythmic patterns -Reflect on learning journey |
What have we learned about rhythmic patterns and their notation?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 49 Tuned percussion instruments |
Observation Written test Performance test
|
|
| 6 | 4 |
Creating and Execution
|
Melody - Identifying solfa syllables
Melody - Hand signs for solfa syllables |
By the end of the
lesson, the learner
should be able to:
- Recognize solfa syllables (d r m) in familiar songs by ear - Sing solfa syllables with correct pitch - Show confidence in singing |
- Listen to songs containing solfa syllables d r m
-Identify d r m in the songs by ear -Sing simple patterns using d r m -Create simple patterns using the syllables |
How do we identify different pitches in a melody?
|
KLB Visionary Creative Arts, pg. 49 Audio recordings of songs
KLB Visionary Creative Arts, pg. 50 Charts showing hand signs |
Observation Aural tests Singing assessment
|
|
| 6 | 5 |
Creating and Execution
|
Melody - Practicing hand signs
Melody - Writing solfa syllables |
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 |
Observation Performance assessment Self-assessment
|
|
| 6 | 6 |
Creating and Execution
|
Melody - Stepwise motion
Melody - Variation in melodies |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of stepwise motion in melodies - Identify stepwise motion in familiar songs - Appreciate the importance of stepwise motion |
- Sing pairs of notes (r to m, m to r, d to r)
-Discuss how pitches move by steps -Identify stepwise motion in familiar songs -Compare melodies with and without stepwise motion |
Why is stepwise motion important in melodies?
|
KLB Visionary Creative Arts, pg. 51 Audio recordings of melodies
KLB Visionary Creative Arts, pg. 52 Audio recordings of melodies |
Observation Oral questions Practical assessment
|
|
| 7 | 1 |
Creating and Execution
|
Melody - Variation of sound duration
Melody - Starting and ending on d Melody - Creating melodies |
By the end of the
lesson, the learner
should be able to:
- Explain how varying sound duration creates interest - Identify different note values in melodies - Show creative use of sound duration |
- Sing melodies with same and varied note values
-Discuss how variation in note values creates interest -Identify different note values in familiar songs -Create simple melodies with varied note values |
How does varying note duration enhance melodies?
|
KLB Visionary Creative Arts, pg. 52 Audio recordings of melodies
KLB Visionary Creative Arts, pg. 53 Audio recordings of melodies KLB Visionary Creative Arts, pg. 54 Manuscript paper |
Observation Oral questions Creative assessment
|
|
| 7 | 2 |
Creating and Execution
|
Melody - Collecting materials for modelling
Melody - Modelling clay slabs |
By the end of the
lesson, the learner
should be able to:
- Identify suitable clay for modelling - Prepare clay by removing impurities - Show care in material preparation |
- Collect clay from the local environment
-Remove impurities such as sticks, leaves, and stones -Prepare clay by kneading and removing air bubbles -Discuss the importance of proper preparation |
What materials are needed for clay modelling?
|
KLB Visionary Creative Arts, pg. 55 Clay, tools for preparation
KLB Visionary Creative Arts, pg. 56 Clay, rolling pins, cutting tools |
Observation Practical assessment Peer evaluation
|
|
| 7 | 3 |
Creating and Execution
|
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 coils for shaping - Form solfa syllables using coils - Show creativity in letter formation |
- Roll clay into coils of appropriate thickness
-Form the letters d, r, m using the coils -Ensure letters are well-formed and recognizable -Prepare for attaching to slabs |
How are clay coils used to form letters?
|
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
|
|
| 7 | 4 |
Creating and Execution
|
Melody - Drying clay models
Melody - Painting clay models |
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 |
Observation Oral questions Practical assessment
|
|
| 7 | 5 |
Creating and Execution
Performance and Display |
Melody - Performance preparation
Melody - Assessment Athletics - Sprint starts |
By the end of the
lesson, the learner
should be able to:
- Perform vocal warm ups - Prepare melodies for performance - Show confidence in singing |
- Perform vocal warm up exercises
-Practice melodies created using d r m -Prepare for group and individual performances -Discuss performance techniques |
Why are warm-ups important before singing?
|
KLB Visionary Creative Arts Created melodies
KLB Visionary Creative Arts Assessment tools KLB Visionary Creative Arts, pg. 63 Digital devices, open field |
Observation Performance assessment Self-assessment
|
|
| 7 | 6 |
Performance and Display
|
Athletics - Medium sprint start
Athletics - Elongated sprint start Athletics - Sprinting technique Athletics - Sprint practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the medium sprint start technique - Execute proper body alignment in "on your marks" position - Show discipline in following commands |
- Demonstrate the medium sprint start technique
-Practice placing feet and hands in correct position -Execute proper body alignment in starting position -Practice responding to start commands |
How is the medium sprint start executed?
|
KLB Visionary Creative Arts, pg. 64 Open field, starting line markers
KLB Visionary Creative Arts, pg. 65 Open field, starting line markers KLB Visionary Creative Arts, pg. 66 Open field, markers KLB Visionary Creative Arts, pg. 67 Open field, markers, whistle |
Observation Skills test Peer assessment
|
|
| 8 |
Midterm break and exams |
||||||||
| 9 | 1 |
Performance and Display
|
Athletics - Kenya National Anthem
Athletics - Singing the National Anthem Athletics - Kenyan flag Athletics - Sketching the flag |
By the end of the
lesson, the learner
should be able to:
- Read through the words of the Kenya National Anthem - Explain the meaning and message of the Anthem - Show respect when singing the National Anthem |
- Read through the words of the Kenya National Anthem
-Discuss the meaning and message of the Anthem -Learn proper etiquette when singing the Anthem -Relate the Anthem to national unity and patriotism |
Why is the Kenya National Anthem performed during an athletic event?
|
KLB Visionary Creative Arts Printed lyrics of the National Anthem
KLB Visionary Creative Arts Audio recording of the National Anthem KLB Visionary Creative Arts, pg. 68 Digital devices, images of the Kenyan flag KLB Visionary Creative Arts, pg. 69 Drawing paper, pencils, rulers |
Observation Oral questions Written assignment
|
|
| 9 | 2 |
Performance and Display
|
Athletics - Painting the flag
Athletics - Making a flag handle |
By the end of the
lesson, the learner
should be able to:
- Paint the Kenyan flag using correct colours - Apply paint neatly within outlined areas - Show pride in creating national symbols |
- Paint the white stripes and white sections first
-Apply red, green, and black colours in correct areas -Ensure neat application within outlined areas -Allow paint to dry between colours |
How can we accurately paint the Kenyan flag?
|
KLB Visionary Creative Arts, pg. 70 Paint, brushes, painted sketch of flag
KLB Visionary Creative Arts, pg. 71 Materials for handle, painted flag |
Observation Project work Peer assessment
|
|
| 9 | 3 |
Performance and Display
|
Athletics - Sprint competition
Athletics - Sprint relay |
By the end of the
lesson, the learner
should be able to:
- Participate in a sprint competition - Apply proper technique in competition - Show sportsmanship during competition |
- Mark lanes for a sprint competition
-Form teams for the competition -Apply sprint start and running techniques -Observe safety and fair play during competition |
How do we apply sprint techniques in competition?
|
KLB Visionary Creative Arts, pg. 71 Open field, markers, flags
KLB Visionary Creative Arts Open field, batons or substitute items |
Observation Performance assessment Peer evaluation
|
|
| 9 | 4 |
Performance and Display
|
Athletics - Standing long jump
Athletics - Running long jump |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the standing long jump technique - Execute proper takeoff and landing - Show courage in attempting the skill |
- Demonstrate the standing long jump technique
-Practice proper takeoff with arm swing -Focus on balanced landing with bent knees -Measure and record jump distances |
What techniques help improve jump distance?
|
KLB Visionary Creative Arts Open field, measuring tape, markers
|
Observation Skills test Performance assessment
|
|
| 9 | 5 |
Performance and Display
|
Athletics - Ball throw
Athletics - Athletics games Athletics - Analysis of performance |
By the end of the
lesson, the learner
should be able to:
- Demonstrate proper ball throw technique - Execute proper body position and arm action - Show determination in improving distance |
- Demonstrate proper ball throw technique
-Practice grip and arm position -Focus on body rotation and follow-through -Measure and record throw distances |
What techniques help improve throwing distance?
|
KLB Visionary Creative Arts Open field, small balls, measuring tape
KLB Visionary Creative Arts Open field, various equipment KLB Visionary Creative Arts Digital recording devices |
Observation Skills test Performance assessment
|
|
| 9 | 6 |
Performance and Display
|
Athletics - History of Kenyan athletics
Athletics - Athletics event planning |
By the end of the
lesson, the learner
should be able to:
- Identify famous Kenyan athletes - Describe Kenya's achievements in athletics - Show pride in Kenya's athletic heritage |
- Research famous Kenyan athletes
-Discuss Kenya's achievements in athletics -Create profiles of notable athletes -Relate athletics to national pride |
Why is Kenya known for its athletes?
|
KLB Visionary Creative Arts Resource materials, digital devices
KLB Visionary Creative Arts Planning materials |
Observation Oral presentation Written assignment
|
|
| 10 | 1 |
Performance and Display
|
Athletics - Cultural significance
Athletics - Assessment |
By the end of the
lesson, the learner
should be able to:
- Explain the cultural significance of athletics - Relate athletics to traditional activities - Value cultural heritage |
- Discuss the cultural significance of athletics
-Relate athletics to traditional activities -Research athletics in different cultures -Create presentations on findings |
How is athletics connected to culture?
|
KLB Visionary Creative Arts Resource materials, digital devices
KLB Visionary Creative Arts Assessment tools |
Observation Oral presentation Written assignment
|
|
| 10 | 2 |
Performance and Display
|
Gymnastics - Introduction
Gymnastics - Warm-up activities |
By the end of the
lesson, the learner
should be able to:
- Explain what gymnastics is - Identify different gymnastics activities - Show interest in gymnastics |
- Watch videos or demonstrations of gymnastics activities
-Discuss what gymnastics involves -Identify different types of gymnastics activities -Discuss the importance of safety in gymnastics |
How does performance of rolls and balances enhance gymnastics?
|
KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics
KLB Visionary Creative Arts Open space, mats |
Observation Oral questions Written assignments
|
|
| 10 | 3 |
Performance and Display
|
Gymnastics - Patriotic songs for warm-up
Gymnastics - Crab balance |
By the end of the
lesson, the learner
should be able to:
- Learn patriotic songs for warm-up - Sing with proper diction - Show patriotism in performance |
- Learn relevant patriotic songs for warm-up
-Practice singing with proper diction -Perform songs while warming up -Discuss the meaning of the songs |
How does music support the performance of gymnastics?
|
KLB Visionary Creative Arts Audio recordings of patriotic songs
KLB Visionary Creative Arts, pg. 74 Mats, open space |
Observation Performance assessment Oral questions
|
|
| 10 | 4 |
Performance and Display
|
Gymnastics - Crab balance technique
Gymnastics - Crab balance practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the crab balance technique - Execute the progression steps correctly - Show body control during the balance |
- Demonstrate the starting position for crab balance
-Practice lifting hips while supporting on hands and feet -Focus on distributing weight evenly -Practice maintaining the balance position |
What are the key points for a successful crab balance?
|
KLB Visionary Creative Arts, pg. 75 Mats, open space
KLB Visionary Creative Arts, pg. 76 Mats, open space |
Observation Skills test Peer assessment
|
|
| 10 | 5 |
Performance and Display
|
Gymnastics - Head balance
Gymnastics - Head balance technique |
By the end of the
lesson, the learner
should be able to:
- Explain the head balance technique - Identify body parts used in the head balance - Show interest in learning the skill |
- Observe demonstrations of the head balance
-Identify body parts used in the head balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a head balance?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Oral questions Written assignments
|
|
| 10 | 6 |
Performance and Display
|
Gymnastics - Side roll
Gymnastics - Side roll technique Gymnastics - Side roll practice |
By the end of the
lesson, the learner
should be able to:
- Explain the side roll technique - Identify body parts used in the side roll - Show interest in learning the skill |
- Observe demonstrations of the side roll
-Identify body parts used in the side roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
KLB Visionary Creative Arts, pg. 78 Mats, open space |
Observation Oral questions Written assignments
|
|
| 11 | 1 |
Performance and Display
|
Gymnastics - Backward roll
Gymnastics - Backward roll technique |
By the end of the
lesson, the learner
should be able to:
- Explain the backward roll technique - Identify body parts used in the backward roll - Show interest in learning the skill |
- Observe demonstrations of the backward roll
-Identify body parts used in the backward roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a backward roll?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Oral questions Written assignments
|
|
| 11 | 2 |
Performance and Display
|
Gymnastics - Combining skills
Gymnastics - Percussion accompaniment |
By the end of the
lesson, the learner
should be able to:
- Combine two or more gymnastics skills - Transition smoothly between skills - Show creativity in skill combinations |
- Demonstrate combinations of learned skills
-Practice transitioning between skills -Create short sequences of 2-3 skills -Present sequences to peers |
How can we create smooth transitions between gymnastics skills?
|
KLB Visionary Creative Arts Mats, open space
KLB Visionary Creative Arts Percussion instruments, mats |
Observation Performance assessment Peer evaluation
|
|
| 11 | 3 |
Performance and Display
|
Gymnastics - Rhythmic patterns
Gymnastics - Photography |
By the end of the
lesson, the learner
should be able to:
- Perform the side roll to a rhythmic pattern - Recite French rhythm names during performance - Show coordination in movement and speech |
- Create rhythmic patterns for gymnastics movements
-Practice reciting French rhythm names during performance -Coordinate movement with rhythm -Perform side roll to rhythmic patterns |
How can rhythm enhance gymnastics movements?
|
KLB Visionary Creative Arts Mats, percussion instruments
KLB Visionary Creative Arts Digital devices, mats |
Observation Performance assessment Coordination assessment
|
|
| 11 | 4 |
Performance and Display
|
Gymnastics - Photo portfolio
Gymnastics - Gymnastic games |
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for a portfolio - Organize photographs in a logical sequence - Show pride in portfolio presentation |
- Review photographs of gymnastics performances
-Select best photographs for portfolio -Organize photographs in a logical sequence -Create captions for photographs |
How can we effectively document gymnastics through photography?
|
KLB Visionary Creative Arts Digital devices, photograph printouts
KLB Visionary Creative Arts Mats, various equipment |
Observation Portfolio Peer evaluation
|
|
| 11 | 5 |
Performance and Display
|
Gymnastics - Assessment
Descant Recorder - Introduction |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of gymnastics techniques - Show skills in balances and rolls - Value the learning journey in this substrand |
- Complete assessment activities on gymnastics techniques
-Demonstrate gymnastics skills for assessment -Present photography portfolios -Reflect on learning journey |
What have we learned about gymnastics, music accompaniment, and photography?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings |
Observation Skills test Portfolio assessment
|
|
| 11 | 6 |
Performance and Display
|
Descant Recorder - Parts
Descant Recorder - Assembly Descant Recorder - Care and maintenance |
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a descant recorder - Explain the function of each part - Show care in handling the instrument |
- Examine the descant recorder
-Identify the head joint, middle joint, and foot joint -Discuss the function of each part -Practice handling the recorder correctly |
What are the different parts of a descant recorder?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams
KLB Visionary Creative Arts, pg. 97 Descant recorders KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials |
Observation Oral questions Labeling exercise
|
|
| 12 | 1 |
Performance and Display
|
Descant Recorder - Holding position
Descant Recorder - Blowing technique |
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct holding position - Maintain proper posture while holding - Show discipline in following instructions |
- Demonstrate correct holding position
-Practice proper hand placement -Maintain correct posture -Check holding positions in pairs |
What is the correct way to hold a descant recorder?
|
KLB Visionary Creative Arts, pg. 99 Descant recorders
KLB Visionary Creative Arts, pg. 100 Descant recorders |
Observation Practical assessment Peer evaluation
|
|
| 12 | 2 |
Performance and Display
|
Descant Recorder - Note B
Descant Recorder - Note A |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note B - Produce a clear B note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note B
-Practice covering the correct holes -Produce a clear B note -Play repeated B notes to develop consistency |
What is the correct fingering for note B?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
|
Observation Practical assessment Performance
|
|
| 12 | 3 |
Performance and Display
|
Descant Recorder - Note G
Descant Recorder - Combining notes B-A |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note G - Produce a clear G note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note G
-Practice covering the correct holes -Produce a clear G note -Play repeated G notes to develop consistency |
What is the correct fingering for note G?
|
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts
KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music |
Observation Practical assessment Performance
|
|
| 12 | 4 |
Performance and Display
|
Descant Recorder - Combining notes B-A-G
Descant Recorder - Simple melodies |
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B, A, and G - Transition smoothly between notes - Show perseverance in practice |
- Review fingerings for B, A, and G
-Practice transitioning between the notes -Play simple patterns using B, A, and G -Focus on smooth finger movements |
How can we play a sequence of notes smoothly?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
|
Observation Practical assessment Performance
|
|
| 12 | 5 |
Performance and Display
|
Descant Recorder - Materials for case
Descant Recorder - Making a case |
By the end of the
lesson, the learner
should be able to:
- Identify materials for making a recorder case - Collect suitable materials from the environment - Show creativity in material selection |
- Discuss materials suitable for recorder cases
-Collect materials such as fabric, leather, yarn -Prepare materials for case construction -Design a case appropriate for the recorder |
What materials can be used to make a recorder case?
|
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread
KLB Visionary Creative Arts, pg. 105 Case-making materials, tools |
Observation Oral questions Project planning
|
|
| 12 | 6 |
Performance and Display
|
Descant Recorder - Decorating the case
Descant Recorder - Group practice Descant Recorder - Performance preparation Descant Recorder - Assessment |
By the end of the
lesson, the learner
should be able to:
- Embellish the recorder case with decorations - Apply appropriate decorative techniques - Show creativity in decoration |
- Collect items for case decoration
-Embellish the case with found objects -Apply decorative stitching or other techniques -Ensure decorations are securely attached |
How can we enhance our recorder cases through decoration?
|
KLB Visionary Creative Arts, pg. 105 Decorative materials, adhesives
KLB Visionary Creative Arts Descant recorders, simple music KLB Visionary Creative Arts Descant recorders, performance music KLB Visionary Creative Arts Assessment tools |
Observation Project work Peer evaluation
|
|
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