Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Introduction to Creative Arts and Sports

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

- Define Creative Arts and Sports
- Identify various forms of Creative Arts and Sports in society
- Show interest in learning about Creative Arts and Sports

- Discuss the meaning of Creative Arts and Sports
- Study pictures representing various Creative Arts and Sports activities
- Name different forms of Creative Arts and Sports
- Use digital devices to search for information on various forms of Creative Arts and Sports

What are Creative Arts and Sports?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 1
- Digital resources
- Pictures of Creative Arts and Sports activities

- Oral questions - Observation - Class discussion

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Social roles

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

- Describe the social roles of Creative Arts and Sports in society
- Classify functions of Creative Arts and Sports into social categories
- Appreciate the social importance of Creative Arts and Sports

- Research and brainstorm on social roles of Creative Arts and Sports
- Discuss cultural preservation and transmission through Creative Arts and Sports
- Discuss social integration, entertainment and peace building roles
- Make notes from discussions

How do Creative Arts and Sports promote social cohesion in society?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 2
- Digital resources
- Reference books

- Oral questions - Written assignments - Group presentations

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Economic roles

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

- Explain the economic roles of Creative Arts and Sports in society
- Identify careers associated with Creative Arts and Sports
- Value Creative Arts and Sports as sources of livelihood

- Research and brainstorm on economic roles of Creative Arts and Sports
- Discuss careers, tourism promotion and revenue generation
- Identify professionals in Creative Arts and Sports
- Present findings in class

How can Creative Arts and Sports contribute to economic development?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 3
- Digital resources
- Reference books

- Oral questions - Written assignments - Class presentations

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Creating a storyboard

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

- Define a storyboard
- Describe the components of a storyboard
- Show enthusiasm in creating storyboards

- Discuss the meaning of a storyboard
- Identify key components of a storyboard: frames, images, text descriptions
- Study sample storyboards
- Discuss areas where storyboards are used

What is a storyboard and why is it important?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 4
- Sample storyboards
- Digital resources

- Oral questions - Observation - Class discussion

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Collecting and cutting pictures

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

- Select appropriate pictures representing Creative Arts and Sports activities
- Cut out selected pictures creatively
- Demonstrate responsibility in handling materials

- Take a walk around the school to find pictures of Creative Arts and Sports
- Choose pictures that illustrate the roles discussed
- Carefully cut out selected pictures using scissors
- Sort pictures into social and economic role categories

How do you select appropriate pictures for a storyboard?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 5
- Scissors
- Magazines and newspapers
- Pictures of Creative Arts and Sports

- Observation - Practical assessment - Peer evaluation

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Painting background (splattering)

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

- Describe the splattering technique in painting
- Apply splattering technique to create a background surface
- Enjoy experimenting with painting techniques

- Prepare the mounting surface ensuring it is clean and dry
- Mix water-based paint with water to create diluted wash
- Dip toothbrush into paint and flick along surface to create splatters
- Vary pressure and direction for different effects

How is the splattering technique used to create interesting backgrounds?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 6
- Water-based paints
- Used toothbrush
- Mounting surface
- Palette

- Observation - Practical assessment - Peer evaluation

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Painting background (wash)

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

- Explain the wash technique in painting
- Apply wash technique to prepare a background surface
- Appreciate different painting techniques

- Mix light green water-based paint with water to create diluted wash
- Use large paintbrush to apply wash to entire surface evenly
- Experiment with different amounts of water for various shades
- Allow painting to dry completely

How does the wash technique differ from splattering?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 7
- Water-based paints
- Paintbrushes (various sizes)
- Water containers
- Mounting surface

- Observation - Practical assessment - Peer evaluation

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Assembling the storyboard

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

- Explain how to arrange pictures on a prepared surface
- Paste pictures appropriately on the mounting surface to create a storyboard
- Appreciate own and others' storyboards

- Experiment with different layouts on the painted background
- Arrange pictures considering sizes and shapes
- Carefully stick pictures to board using glue
- Display storyboard and give peer feedback
- Add title to make storyboard more impactful

How can a storyboard effectively communicate the roles of Creative Arts and Sports?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 10
- Prepared painted surface
- Cut pictures
- Glue
- Markers

- Observation - Peer assessment - Portfolio assessment

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Elements of a verse

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

- Define a verse
- Identify the essential elements of a verse
- Show interest in learning about verse

- Watch or listen to live or recorded verse performances
- Describe immediate reaction to the performance
- Discuss the message in the verse
- Read sample verses to identify elements

What makes a verse different from other forms of writing?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 18
- Recorded verse performances
- Sample verse scripts
- Digital devices

- Oral questions - Observation - Class discussion

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Elements of a verse (character)

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

- Describe the element of character in a verse
- Identify characters and their traits in a verse
- Appreciate the role of characters in conveying messages

- Read the verse "Nightfall in Soweto"
- Discuss the main character in the verse
- Identify character traits using evidence from the verse
- Describe characters portrayed as murderous hand, marauding beast, rabid dog

How do characters help convey the message in a verse?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 19
- Verse script "Nightfall in Soweto"
- Reference books

- Oral questions - Written assignments - Group discussion

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Elements of a verse (theme)

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

- Explain the element of theme in a verse
- Identify themes in sample verses
- Value the messages communicated through verse

- Organise group discussions on themes in "Nightfall in Soweto"
- Discuss fear and helplessness, loss of humanity, violence and insecurity
- Identify characters that bring out each theme
- Present findings to peers
- Write essay describing themes

What themes are commonly explored in verses?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 20
- Verse scripts
- Reference books

- Oral questions - Written essays - Group presentations

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Elements of a verse (setting)

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

- Describe the element of setting in a verse
- Identify setting details in sample verses
- Appreciate how setting enhances verse meaning

- Read verses to identify where events occur
- Identify when events in the verse occur
- Point out details that help identify the setting
- Discuss how setting relates to themes
- Watch or read verses of choice to describe elements

How does setting contribute to the overall impact of a verse?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 21
- Verse scripts
- Digital resources
- Reference books

- Oral questions - Written assignments - Observation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Endurance

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

- Define endurance as a component of physical fitness
- Perform exercises that improve endurance
- Show willingness to participate in endurance activities

- Study pictures showing endurance activities
- Watch actual or virtual fitness sessions
- Discuss exercises that improve endurance: running, cycling, swimming, rowing
- Identify different running techniques: steady-state running, interval training

Why is endurance important in physical fitness?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 22
- Digital devices
- Pictures of fitness activities
- Open field

- Oral questions - Observation - Practical demonstration

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Agility

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

- Define agility as a component of physical fitness
- Perform activities that enhance agility
- Enjoy participating in agility exercises

- Discuss agility as the ability to change direction quickly
- Perform ladder workouts using agility ladder
- Perform cone workouts in various patterns: zigzag, T-workout, shuttle
- Perform box workouts around cones in specific patterns

How does agility benefit performance in sports?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 24
- Agility ladder
- Cones
- Open field

- Observation - Practical assessment - Peer evaluation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Agility

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

- Define agility as a component of physical fitness
- Perform activities that enhance agility
- Enjoy participating in agility exercises

- Discuss agility as the ability to change direction quickly
- Perform ladder workouts using agility ladder
- Perform cone workouts in various patterns: zigzag, T-workout, shuttle
- Perform box workouts around cones in specific patterns

How does agility benefit performance in sports?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 24
- Agility ladder
- Cones
- Open field

- Observation - Practical assessment - Peer evaluation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Endurance and agility with music

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

- Explain the role of music in enhancing fitness activities
- Perform endurance and agility activities using music
- Appreciate the role of music in enhancing fitness activities

- Discuss music genres appropriate for fitness activities
- Select appropriate music and create playlist
- Perform rope skipping exercises using music
- Perform cone workouts using music for rhythm
- Practice interval running with background music

How does music enhance physical fitness activities?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 26
- Digital devices with music
- Skipping ropes
- Cones
- Open field

- Observation - Practical assessment - Peer evaluation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Pitch (bass staff and ledger lines)

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

- Describe the bass staff and its components
- Draw the bass staff and name the lines and spaces including ledger lines
- Show interest in learning music notation

- Study the bass staff and bass clef
- Practise writing the bass clef in music books
- Draw the bass staff and name lines and spaces
- Create mnemonics for lines (Good Boys Deserve Favour Always) and spaces (All Cows Eat Grass)
- Study ledger lines on the bass staff

How are the lines and spaces on the bass staff named?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 31
- Music books
- Charts showing bass staff

- Oral questions - Written exercises - Observation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Dominance in a pictorial composition

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

- Define dominance as a principle of art
- Identify the dominant feature in a picture
- Show interest in learning about dominance in art

- Study samples of paintings to identify colours used
- Identify the most dominant feature in each painting
- Discuss how dominance is created in pictures
- Observe pictures to review shape and colour

How is dominance created in a picture?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 44
- Sample paintings
- Digital resources

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Complementary colours

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

- Explain complementary colours
- Identify pairs of complementary colours on a colour wheel
- Appreciate the use of complementary colours in art

- Draw a circle on paper and divide it into twelve equal sections
- Make an outline of the colour wheel and mark relevant colours
- Mix and apply primary and secondary colours in respective sectors
- Identify pairs of complementary colours from the colour wheel

What are complementary colours?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 46
- Paper
- Paints
- Paintbrushes
- Palette

- Oral questions - Practical assessment - Observation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Painting a colour wheel

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

- Describe the process of creating a colour wheel
- Paint a colour wheel to represent complementary colours
- Enjoy creating colour wheels

- Paint pairs of complementary colours on the colour wheel
- Display and talk about each other's work
- Identify red opposite green and yellow opposite purple
- Paint each pair on the colour wheel

How do you represent complementary colours on a colour wheel?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 47
- Paper
- Paints
- Paintbrushes
- Water containers

- Practical assessment - Peer evaluation - Observation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Colour gradation strip

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

- Explain colour gradation
- Illustrate a colour gradation strip using complementary colours
- Value the use of colour contrast in art

- Decide on the pair of complementary colours to use
- Draw two line strips on paper measuring 8 cm by 2 cm
- Paint the first square with pure green and adjacent strip with pure red
- Add white progressively to create tints

How is colour contrast achieved using a gradation strip?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 49
- Paper
- Paints
- Paintbrushes
- Palette

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Drawing a still life composition

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

- Define a still life composition
- Draw a setup of forms/shapes to create dominance
- Show enthusiasm in drawing still life arrangements

- Identify a still life arrangement to draw
- Begin with light pencil sketch on watercolour paper
- Focus on general shapes and relative sizes of objects
- Pay attention to verticality and proportion of dominant element

What is a still life composition?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 51
- Watercolour paper
- Pencil
- Eraser
- Still life objects

- Observation - Practical assessment - Peer evaluation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Painting background (wash technique)

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

- Describe the wash technique in painting
- Apply wash technique to paint background of still life composition
- Appreciate the effect of wash technique in painting

- Start by painting background behind objects with green wash
- Apply yellow colour behind the dominant object
- Create gradation in background by adding darker areas
- Paint remaining area with continuation of complementary colour

How does the wash technique enhance a still life composition?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 52
- Watercolour paints
- Paintbrushes
- Water containers
- Drawn still life composition

- Observation - Practical assessment - Peer evaluation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Painting objects with complementary colours

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

- Explain how complementary colours create contrast
- Paint objects using complementary colours to enhance dominance
- Enjoy experimenting with colour contrast

- Paint dominant object with deep blue against yellow background
- Apply washes of blue building up colour intensity gradually
- Add darker shades for shadows and lighter shades for highlights
- Paint secondary objects with colours that create visual connection

How do complementary colours enhance dominance in a composition?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 53
- Watercolour paints
- Paintbrushes
- Palette
- Partially painted composition

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Completing still life painting

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

- Describe how to complete a still life painting
- Complete painting by adding final details and contrast
- Value own and others' artwork

- Paint remaining objects with appropriate colours
- Apply lighter and darker shades to emphasise shapes
- Add highlights where light hits objects
- Add deeper colours to shadow areas for dimension

How do you add final details to complete a still life painting?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 54
- Watercolour paints
- Paintbrushes
- Partially completed painting

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Displaying and critiquing paintings

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

- Explain criteria for evaluating paintings
- Display and critique own and others' paintings
- Appreciate own and others' artwork

- Display paintings on a display wall
- Organise a gallery walk to view paintings
- Identify elements used in the paintings
- Explain how dominance has been achieved in each painting
- Discuss colours used in each painting

How do you evaluate a still life painting?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 55
- Completed paintings
- Display boards

- Peer assessment - Oral questions - Portfolio assessment

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Creating original composition

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

- Describe factors that create dominance in painting
- Paint an original composition showing dominance and contrast
- Show creativity in painting compositions

- Paint a composition of choice using wash technique while creating dominance
- Use complementary colours to show colour contrast
- Use bright coloured background
- Display work for feedback

How can you create an original painting showing dominance?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 56
- Watercolour paints
- Paintbrushes
- Watercolour paper

- Practical assessment - Portfolio assessment - Peer evaluation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Creating original composition

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

- Describe factors that create dominance in painting
- Paint an original composition showing dominance and contrast
- Show creativity in painting compositions

- Paint a composition of choice using wash technique while creating dominance
- Use complementary colours to show colour contrast
- Use bright coloured background
- Display work for feedback

How can you create an original painting showing dominance?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 56
- Watercolour paints
- Paintbrushes
- Watercolour paper

- Practical assessment - Portfolio assessment - Peer evaluation

Creating and Performing in Creative Arts and Sports

Rhythm - 3/4 time in music

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

- Define 3/4 time in music
- Identify the beat pattern in 3/4 time
- Show interest in learning about 3/4 time

- Listen to rhythmic patterns played by teacher
- Clap the rhythm while chanting French rhythm names
- Organise into groups to clap rhythm, tap main beat and express beat pattern SWW
- Identify number of SWW beat patterns in the rhythm

What is 3/4 time in music?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 58
- Percussion instruments
- Digital devices

- Oral questions - Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Rhythm - Rhythmic patterns in 3/4 time

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

- Describe rhythmic patterns in 3/4 time
- Perform rhythmic patterns in 3/4 time
- Enjoy performing rhythms in 3/4 time

- Listen to and sing song "Lavender's Blue"
- Clap the rhythm of the song
- Clap steady beat while singing the song
- Write rhythm of song using note symbols
- Insert time signature and bar lines

How do you perform rhythmic patterns in 3/4 time?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 59
- Song "Lavender's Blue"
- Music books

- Practical assessment - Observation - Written exercises

Creating and Performing in Creative Arts and Sports

Rhythm - Note values and rests

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

- Identify note values and their corresponding rests
- Group notes in 3/4 time
- Appreciate the role of rests in rhythm

- Study rhythmic patterns with different note values
- Clap rhythms while saying 'rest' where rests appear
- Let one person clap rhythm while other taps main beat
- Express beat pattern SWW using full and half claps

What is the importance of rests in rhythmic patterns?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 60
- Music books
- Flashcards with note values

- Practical assessment - Written exercises - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Grouping notes in 3/4 time

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

- Explain how to group notes in 3/4 time
- Group notes and add bar lines in 3/4 time
- Value accurate note grouping in music

- Study rhythms and identify note patterns
- Group notes in 3/4 time and add bar lines and time signature
- Clap rhythms while saying French rhythm names
- Describe qualities of a good 3/4 rhythm

How do you group notes in 3/4 time?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 61
- Music books
- Percussion instruments

- Written exercises - Practical assessment - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Rhythm dictation

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

- Describe the process of rhythm dictation
- Write rhythms from dictation
- Show interest in rhythm dictation activities

- Listen to drum rhythms played by teacher
- Write each rhythm using French rhythm names
- Rewrite rhythms using note symbols and add bar lines
- Identify note patterns used in rhythms
- Compare work with classmates

How do you write rhythms from dictation?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 62
- Drums
- Percussion instruments
- Music books

- Written exercises - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Rhythm - Composing four-bar rhythmic patterns

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

- Explain factors to consider when composing rhythms
- Compose four-bar rhythmic patterns in 3/4 time
- Enjoy creating rhythmic patterns

- Prepare flashcards with note values
- Pick flashcards randomly and create rhythm in 3/4 time
- Compose rhythms including crotchet, quaver and minim beats
- Group notes and add bar lines and time signature

How does one acquire the skill of composing rhythm in music?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 63
- Flashcards
- Manila paper
- Music books

- Written exercises - Practical assessment - Peer evaluation

Creating and Performing in Creative Arts and Sports

Rhythm - Composing rhythms with rests

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

- Describe the use of rests in rhythm composition
- Compose rhythms including various types of rests
- Appreciate variety created by rests in rhythms

- Compose rhythms including crotchet rest
- Compose rhythms including minim rest
- Compose rhythms including quaver rest
- Write most used note pattern in each rhythm

How do rests create variety in rhythmic patterns?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 64
- Music books
- Flashcards

- Written exercises - Practical assessment - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Performing rhythmic patterns

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

- Explain techniques for performing rhythms
- Perform four-bar rhythmic patterns in 3/4 time
- Value rhythmic performance

- Assemble rhythms created in earlier activities
- Clap rhythms while chanting French rhythm names
- Let one person clap rhythm while other stamps the beat
- Present in class and record performance

How do you perform four-bar rhythmic patterns?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 65
- Percussion instruments
- Digital devices for recording

- Practical assessment - Peer evaluation - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Improvising rhythmic accompaniment

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

- Describe rhythmic accompaniment
- Improvise rhythmic patterns to accompany body movements
- Enjoy creating rhythmic accompaniments

- Clap rhythm while other group claps accompanying pattern
- Use percussion instrument to play accompanying rhythm
- Make different body movements while playing rhythm
- Improvise rhythmic accompaniment for created rhythms

What is the role of rhythm in day-to-day life?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 65
- Percussion instruments
- Open space for movement

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Rhythm - Creating rhythms for enjoyment

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

- Explain factors for creating interesting rhythms
- Create and perform rhythms for enjoyment
- Appreciate rhythm creation as a means of expression

- Compose four-bar rhythmic patterns in 3/4 time
- Improvise accompanying rhythm for created rhythms
- Present rhythms in class in pairs or groups
- Use digital device to record performance and save in portfolio

How can rhythm be used for enjoyment?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 66
- Percussion instruments
- Digital devices for recording

- Practical assessment - Portfolio assessment - Peer evaluation

Creating and Performing in Creative Arts and Sports

Rhythm - Creating rhythms for enjoyment

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

- Explain factors for creating interesting rhythms
- Create and perform rhythms for enjoyment
- Appreciate rhythm creation as a means of expression

- Compose four-bar rhythmic patterns in 3/4 time
- Improvise accompanying rhythm for created rhythms
- Present rhythms in class in pairs or groups
- Use digital device to record performance and save in portfolio

How can rhythm be used for enjoyment?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 66
- Percussion instruments
- Digital devices for recording

- Practical assessment - Portfolio assessment - Peer evaluation

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - Introduction to middle distance races

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

- Define middle distance races in athletics
- Identify types of middle distance races
- Show interest in learning about middle distance races

- Study pictures of middle distance races
- Watch real or recorded video of middle distance races
- Observe starting points and techniques used
- Use textbooks or digital devices to search for information
- Describe middle distance races in athletics

What are middle distance races in athletics?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 68
- Digital devices
- Pictures of athletics

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - 800 metres starting skills

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

- Describe the starting technique for 800 metres race
- Demonstrate starting skills for 800 metres race
- Appreciate proper starting technique in races

- Observe teacher demonstrate 800 metres starting skills
- Stand behind starting line with body low and leaning forward
- Drive arms and legs powerfully at start
- Build speed quickly in first 50-100 metres

How does proper starting technique affect performance in 800 metres race?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 70
- Running track
- Sports kit
- Whistle

- Observation - Practical assessment - Peer evaluation

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - 800 metres starting skills

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

- Describe the starting technique for 800 metres race
- Demonstrate starting skills for 800 metres race
- Appreciate proper starting technique in races

- Observe teacher demonstrate 800 metres starting skills
- Stand behind starting line with body low and leaning forward
- Drive arms and legs powerfully at start
- Build speed quickly in first 50-100 metres

How does proper starting technique affect performance in 800 metres race?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 70
- Running track
- Sports kit
- Whistle

- Observation - Practical assessment - Peer evaluation

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - 800 metres running skills

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

- Explain running techniques for 800 metres race
- Perform running skills for 800 metres race
- Value proper pacing in middle distance races

- Run first lap at pace slightly faster than average race pace
- Maintain speed in second lap and prepare for strong finish
- Establish rhythmic breathing pattern
- Take quick steps with appropriate step length
- Gradually increase speed in last 200 metres

What running techniques are used in 800 metres race?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 71
- Running track
- Sports kit
- Stopwatch

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - 1500 metres starting skills

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

- Describe starting technique for 1500 metres race
- Demonstrate starting skills for 1500 metres race
- Show enthusiasm in practising starting skills

- Observe teacher demonstrate 1500 metres starting skills
- Position with one foot slightly ahead behind starting line
- Lean slightly forward to anticipate start signal
- Accelerate quickly but in controlled smooth manner in first 100 metres

How does the 1500 metres start differ from 800 metres start?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 72
- Running track
- Sports kit
- Whistle

- Observation - Practical assessment - Peer evaluation

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - 1500 metres running skills

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

- Explain pacing strategy for 1500 metres race
- Perform running skills for 1500 metres race
- Appreciate strategic positioning in races

- Settle into comfortable but competitive speed in first lap
- Maintain consistent speed in middle laps
- Monitor position relative to other runners
- Prepare for strong finish in last lap
- Establish consistent breathing pattern

What pacing strategy is used in 1500 metres race?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 73
- Running track
- Sports kit
- Stopwatch

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - Finishing techniques

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

- Describe finishing techniques for middle distance races
- Perform finishing techniques and training exercises
- Value strong finishing in races

- Gradually increase speed in last 300 metres
- Focus on strong finish in last 200 metres
- Use powerful arm drive and increased leg turnover in final 100 metres
- Perform training exercises: run 4 laps of 400 metres at race speed

How do you finish strongly in middle distance races?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 74
- Running track
- Sports kit
- Stopwatch

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - Mini games

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

- Explain rules for middle distance relay races
- Participate in middle distance relay race mini games
- Acknowledge own and others' efforts in races

- Mark out running track using locally available resources
- Participate in middle distance relay race in pairs
- Each team member runs specified distance in 800m or 1500m race
- Observe classmates perform and give feedback

How can middle distance races be played as mini games?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 76
- Running track
- Sports kit
- Relay batons

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - Characteristics of montage

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

- Define a montage composition
- Identify characteristics of a montage composition
- Show interest in learning about montage

- Study montage compositions
- Talk about arrangement of pictures in montage
- Discuss effect of overlapping pictures
- Identify common theme or message conveyed
- Use digital devices to find more information on montages

What are the characteristics of a montage composition?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 77
- Sample montages
- Digital devices

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - Collecting pictures for montage

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

- Explain how to select appropriate pictures for montage
- Collect and cut out pictures of athletes running
- Appreciate the importance of image selection in montage

- Collect photographs of athletes running from various sources
- Focus on different subjects, postures and angles
- Choose images that represent dynamic movement and energy
- Carefully cut out selected images neatly

How do you select appropriate pictures for a montage of athletes?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 79
- Newspapers
- Magazines
- Scissors
- Printouts of athletes

- Observation - Practical assessment - Peer evaluation

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - Creating montage composition

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

- Describe the process of creating a montage
- Create a montage composition inspired by athletes running
- Enjoy creating montage compositions

- Lay out images on surface to plan composition
- Focus on subject, posture and centre of interest
- Experiment with overlapping and layering images
- Glue images onto surface with main subjects prominently featured

How do you create a montage inspired by athletes running?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 80
- Cut images of runners
- Large sheet of paper
- Glue
- Scissors

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - Finishing and displaying montage

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

- Explain factors to consider when completing a montage
- Complete and display montage composition
- Value own and others' montage compositions

- Add additional decorative items to montage
- Ensure centre of interest is clear
- Display finished montage in class
- Give feedback on each other's work

What factors should be considered when completing a montage?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 81
- Partially completed montages
- Decorative items
- Display boards

- Practical assessment - Peer evaluation - Portfolio assessment

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - Finishing and displaying montage

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

- Explain factors to consider when completing a montage
- Complete and display montage composition
- Value own and others' montage compositions

- Add additional decorative items to montage
- Ensure centre of interest is clear
- Display finished montage in class
- Give feedback on each other's work

What factors should be considered when completing a montage?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 81
- Partially completed montages
- Decorative items
- Display boards

- Practical assessment - Peer evaluation - Portfolio assessment

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - Finishing and displaying montage

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

- Explain factors to consider when completing a montage
- Complete and display montage composition
- Value own and others' montage compositions

- Add additional decorative items to montage
- Ensure centre of interest is clear
- Display finished montage in class
- Give feedback on each other's work

What factors should be considered when completing a montage?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 81
- Partially completed montages
- Decorative items
- Display boards

- Practical assessment - Peer evaluation - Portfolio assessment

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - Digital montage

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

- Describe digital montage creation
- Create a digital version of montage using graphic design software
- Appreciate digital skills in montage creation

- Use graphic design software to create digital montage
- Apply overlapping and layering techniques digitally
- Save digital montage in portfolio
- Share and critique digital montages

How can technology be used to create montages?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 81
- Computers
- Graphic design software
- Digital images

- Practical assessment - Portfolio assessment - Peer evaluation

Creating and Performing in Creative Arts and Sports

Middle Distance Races and Montage - Digital montage

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

- Describe digital montage creation
- Create a digital version of montage using graphic design software
- Appreciate digital skills in montage creation

- Use graphic design software to create digital montage
- Apply overlapping and layering techniques digitally
- Save digital montage in portfolio
- Share and critique digital montages

How can technology be used to create montages?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 81
- Computers
- Graphic design software
- Digital images

- Practical assessment - Portfolio assessment - Peer evaluation