Creating and Executing

Melody - Introduction to melody in music

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

- Understand what melody is
- Identify melodies in songs
- Show interest in melodic music

The learner is guided to:
- Listen to various songs and identify their melodies
- Discuss how melodies make songs memorable
- Learn that melodies can be varied to avoid boredom

1. What is melody in music? 2. How can melodies be made interesting?

- Mentor Creative Activities Grade 3 pg. 41
- Audio recordings
- Musical instruments
- Song charts

- Aural tests - Oral questions - Observation

Creating and Executing

Melody - Creating pitched percussion instruments

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

- Improvise pitched percussion instruments using bottles and water
- Identify different pitches produced
- Value creativity in instrument making

The learner is guided to:
- Find three glass bottles
- Fill bottles with water to different levels
- Hit water bottles with spoon and listen to pitches produced

How can we make musical instruments from everyday objects?

- Mentor Creative Activities Grade 3 pg. 41
- Glass bottles
- Water
- Spoons
- Safety equipment

- Practical tests - Observation - Aural tests

Creating and Executing

Melody - Creating desired pitches with water bottles

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

- Adjust water levels to achieve desired pitches
- Distinguish between high and low pitches
- Show precision in pitch adjustment

The learner is guided to:
- Experiment with different water levels in bottles
- Adjust water levels with teacher assistance until desired pitches achieved
- Test and compare pitches from different bottles

How does water level affect pitch?

- Mentor Creative Activities Grade 3 pg. 42
- Water bottles at different levels
- Spoons
- Funnels
- Measuring containers

- Practical tests - Aural tests - Observation

Creating and Executing

Melody - Using improvised instruments to create melodies

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

- Create melodic patterns using improvised percussion
- Hit bottles in sequence to make tunes
- Enjoy creating simple melodies

The learner is guided to:
- Use spoon to hit water bottles in different sequences
- Create variety of melodic patterns
- Experiment with different combinations of pitches

What patterns can we create with three different pitches?

- Mentor Creative Activities Grade 3 pg. 42
- Improvised water bottle instruments
- Spoons
- Recording devices

- Practical tests - Aural tests - Peer assessment

Creating and Executing

Melody - Learning melodies through singing

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

- Sing familiar song "Twinkle, twinkle, little star"
- Follow melody accurately
- Appreciate singing for melody learning

The learner is guided to:
- Sing song "Twinkle, twinkle, little star" in groups
- Focus on singing melody accurately
- Use digital device to record performance

How can we learn melodies better?

- Mentor Creative Activities Grade 3 pg. 42
- Song charts
- Digital recording devices
- Audio recordings

- Aural tests - Practical tests - Observation

Creating and Executing

Melody - Understanding ways to vary melodies

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

- Identify different ways of varying melodies
- Understand variation in rhythm, tempo, volume, pitch
- Value melodic creativity

The learner is guided to:
- Watch and listen to recorded performance of "Twinkle, twinkle, little star"
- Discuss different ways of varying melody
- Brainstorm variations with peers

How many ways can we change a melody?

- Mentor Creative Activities Grade 3 pg. 43
- Digital devices
- Audio recordings
- Variation examples

- Oral questions - Written assignments - Aural tests

Creating and Executing

Melody - Composing simple melodies

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

- Create own melodic patterns using water bottles
- Record created melodies
- Show creativity in melody composition

The learner is guided to:
- Use improvised pitched percussion to create melodic patterns individually
- Experiment with different note combinations
- Practice created melodies for performance

What makes a good melody?

- Mentor Creative Activities Grade 3 pg. 43
- Water bottle instruments
- Spoons
- Recording devices

- Practical tests - Aural tests - Peer assessment

Creating and Executing

Melody - Applying dynamics in performance

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

- Apply performance directions of loud (forte) and soft (piano)
- Vary volume in melodic performance
- Appreciate dynamics in music

The learner is guided to:
- Learn about loud (forte) and soft (piano) dynamics
- Perform created melodic patterns applying loud and soft directions
- Practice varying volume during performance

How do loud and soft sounds affect music?

- Mentor Creative Activities Grade 3 pg. 43
- Improvised instruments
- Dynamic symbols charts
- Recording devices

- Practical tests - Aural tests - Observation

Creating and Executing

Melody - Applying tempo in performance

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

- Apply performance directions of fast and slow
- Vary speed in melodic performance
- Value tempo variation in music

The learner is guided to:
- Learn about fast (allegro) and slow (adagio) tempos
- Perform created melodic patterns applying fast and slow directions
- Practice tempo changes in performance

How does speed change the feeling of music?

- Mentor Creative Activities Grade 3 pg. 43
- Improvised instruments
- Tempo charts
- Metronome or drum

- Practical tests - Aural tests - Observation

Creating and Executing

Melody - Presenting created melodies

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

- Present created melodic patterns to class
- Apply performance directions in group performance
- Show confidence in performance

The learner is guided to:
- Form groups and prepare created melodies for presentation
- Practice applying performance directions learned
- Present to class with appropriate dynamics and tempo

How can we perform our melodies effectively for an audience?

- Mentor Creative Activities Grade 3 pg. 44
- Improvised instruments
- Performance space
- Recording devices

- Practical tests - Peer assessment - Observation

Creating and Executing

Melody - Documenting melodic creations

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

- Record performances using digital devices
- Review recorded performances
- Provide feedback on performances

The learner is guided to:
- Use phones or digital cameras to record each group's performance
- Watch and listen to recorded performances
- Comment about each group's performance constructively

Why is it useful to record our performances?

- Mentor Creative Activities Grade 3 pg. 44
- Digital recording devices
- Playback equipment
- Assessment forms

- Self-assessment - Peer assessment - Observation

Creating and Executing

Melody - Documenting melodic creations

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

- Record performances using digital devices
- Review recorded performances
- Provide feedback on performances

The learner is guided to:
- Use phones or digital cameras to record each group's performance
- Watch and listen to recorded performances
- Comment about each group's performance constructively

Why is it useful to record our performances?

- Mentor Creative Activities Grade 3 pg. 44
- Digital recording devices
- Playback equipment
- Assessment forms

- Self-assessment - Peer assessment - Observation

Creating and Executing

Melody - Exploring different melodic variations

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

- Find familiar tunes to vary
- Vary melodies in different ways
- Show creativity in melodic variation

The learner is guided to:
- Work in pairs to find familiar tune
- Sing the tune together
- Vary melody using appropriate performance directions

How can the same melody sound different?

- Mentor Creative Activities Grade 3 pg. 44
- Song books
- Improvised instruments
- Recording devices

- Practical tests - Peer assessment - Aural tests

Creating and Executing

Melody - Evaluating melodic competence

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

- Demonstrate mastery of melody concepts
- Create and perform melodies competently
- Show appreciation for melodic music

The learner is guided to:
- Complete practical assessment creating and performing melody
- Apply performance directions appropriately
- Complete self and peer assessment using rubrics

How well have I understood melody and variation?

- Mentor Creative Activities Grade 3 pg. 44
- Assessment rubrics
- All instruments
- Recording devices

- Practical tests - Self-assessment - Peer assessment

Creating and Executing

Melody - Reflecting on melody learning

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

- Reflect on melody skills learned
- Identify areas for improvement
- Value continuous learning in music

The learner is guided to:
- Discuss what they learned about melody
- Share favorite melodic activities
- Identify skills they want to improve

What was most interesting about learning melody?

- Mentor Creative Activities Grade 3 pg. 44
- Discussion guides
- Reflection forms
- Student portfolios

- Oral questions - Written reflections - Self-assessment

Creating and Executing

Weaving - Introduction to weaving technique

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

- Understand weaving as interlacing threads
- Identify woven items in environment
- Show interest in weaving

The learner is guided to:
- Learn that weaving involves passing one set of threads over and under another
- Look at pictures of woven items (clothes, baskets, mats)
- Discuss uses of woven items

1. What is weaving? 2. Which items around us are woven?

- Mentor Creative Activities Grade 3 pg. 43
- Pictures of woven items
- Sample woven materials
- Weaving charts

- Observation - Oral questions - Written assignments

Creating and Executing

Weaving - Recognizing materials and colors in weaving

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

- Identify materials used in weaving
- Recognize colors used in woven items
- Appreciate variety in woven products

The learner is guided to:
- Look at woven items and identify materials used
- Identify colors used in woven items
- Discuss how items are woven

Which materials can be used for weaving?

- Mentor Creative Activities Grade 3 pg. 43
- Various woven items
- Pictures
- Sample materials

- Observation - Oral questions - Written tests

Creating and Executing

Weaving - Learning weaving through observation

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

- Watch videos showing plain weave technique
- Understand the weaving process
- Show interest in learning weaving

The learner is guided to:
- Use digital devices to watch videos showing how to weave plain weave
- Observe interlacing technique demonstrated
- Discuss steps in plain weaving process

How is a plain weave made?

- Mentor Creative Activities Grade 3 pg. 44
- Digital devices
- Internet access
- Weaving demonstration videos

- Observation - Oral questions - Written assignments

Creating and Executing

Weaving - Learning warp and weft

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

- Identify warp and weft in weaving
- Understand interlacing process
- Value weaving terminology

The learner is guided to:
- Learn that two sets of threads are warp and weft
- Understand interlacing as passing threads over and under
- Observe picture showing plain weave structure

What is the difference between warp and weft?

- Mentor Creative Activities Grade 3 pg. 44
- Plain weave samples
- Weaving charts
- Thread samples

- Observation - Oral questions - Written tests

Creating and Executing

Weaving - Gathering weaving materials

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

- Collect papers of different colors
- Select appropriate papers for weaving
- Show responsibility in material collection

The learner is guided to:
- Collect different colored papers from environment
- Sort papers by color and quality
- Ensure papers are suitable for cutting and weaving

Where can we find suitable papers for weaving?

- Mentor Creative Activities Grade 3 pg. 45
- Various colored papers
- Collection bags
- Storage containers

- Observation - Practical tests - Fieldwork reports

Creating and Executing

Weaving - Creating paper loom by cutting slits

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

- Draw margins and vertical lines on paper
- Cut slits to make weaving frame
- Value careful preparation in weaving

The learner is guided to:
- Draw margin at top and bottom of paper
- Draw vertical lines 2cm apart between margins
- Cut along vertical lines to create slits

How do we prepare a paper weaving frame?

- Mentor Creative Activities Grade 3 pg. 45
- Paper
- Rulers
- Pencils
- Scissors or blades

- Practical tests - Observation - Peer assessment

Creating and Executing

Weaving - Preparing strips for interlacing

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

- Draw lines 2cm apart on colored paper
- Cut paper strips neatly
- Show precision in cutting

The learner is guided to:
- Use different colored paper from weaving frame
- Draw lines 2cm apart on paper
- Cut along lines to create paper strips

Why should strips be the same width?

- Mentor Creative Activities Grade 3 pg. 46
- Colored papers
- Rulers
- Pencils
- Scissors

- Practical tests - Observation - Peer assessment

Creating and Executing

Weaving - Interlacing first strips

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

- Start interlacing paper strips through slits
- Follow over and under pattern
- Show patience in weaving process

The learner is guided to:
- Collect prepared weaving frame and strips
- Interlace first strip of paper over and under paper frame
- Ensure strip goes through all slits

How do we start weaving?

- Mentor Creative Activities Grade 3 pg. 46
- Prepared frames
- Paper strips
- Work tables

- Practical tests - Observation - Peer assessment

Creating and Executing

Weaving - Building up woven pattern

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

- Continue interlacing strips in alternating pattern
- Press strips close together
- Create tight weave

The learner is guided to:
- Interlace second strip alternating over/under from first strip
- Press strips close together after weaving each line to make firm
- Continue weaving toward end of frame

Why do we press strips close together?

- Mentor Creative Activities Grade 3 pg. 47
- Weaving in progress
- Paper strips
- Work tables

- Practical tests - Observation - Peer assessment

Creating and Executing

Weaving - Finishing plain paper weave

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

- Weave to end of frame
- Fold and glue loose strips
- Create complete plain weave

The learner is guided to:
- Continue weaving until all slits are filled
- Fold loose paper strips at edges
- Glue folded strips at back to secure

How do we finish a woven piece?

- Mentor Creative Activities Grade 3 pg. 47
- Nearly complete weaving
- Glue
- Cloth for wiping

- Practical tests - Showcase - Observation

Creating and Executing

Weaving - Making plain weave in two colors

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

- Create plain paper weave using two colors
- Alternate colors for visual effect
- Appreciate color combination in weaving

The learner is guided to:
- Select two contrasting colored papers
- Use one color for frame and another for strips
- Complete weaving following plain weave pattern

How do colors affect the appearance of weaving?

- Mentor Creative Activities Grade 3 pg. 48
- Two colored papers
- Weaving materials
- Glue

- Practical tests - Showcase - Peer assessment

Creating and Executing

Weaving - Creating weaves with different color combinations

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

- Experiment with different color combinations
- Create multiple color weaves
- Show creativity in color selection

The learner is guided to:
- Try making paper weaves with different color combinations
- Use strips of multiple colors in one weave
- Experiment with color patterns

What color combinations look best in weaving?

- Mentor Creative Activities Grade 3 pg. 48
- Papers of various colors
- Weaving materials
- Color charts

- Practical tests - Showcase - Peer assessment

Creating and Executing

Weaving - Presenting woven work

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

- Display completed plain weaves
- Discuss techniques and challenges
- Value peer feedback

The learner is guided to:
- Showcase plain weaves to peers
- Ask peers to comment on their work
- Discuss what they learned about weaving

How can we improve our weaving skills?

- Mentor Creative Activities Grade 3 pg. 48
- Completed weaves
- Display boards
- Pins or tape

- Showcase - Oral presentations - Peer assessment

Creating and Executing

Weaving - Using weaving in daily life

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

- Identify practical uses of weaving
- Show parents or guardians how to weave with paper
- Value weaving as useful skill

The learner is guided to:
- Discuss how weaving can be used (mats, decorations, baskets)
- Practice teaching weaving technique to family members
- Make decorations using paper weaving

Where can we use paper weaving at home?

- Mentor Creative Activities Grade 3 pg. 48
- Weaving samples
- Papers
- Take-home instructions

- Practical tests - Oral presentations - Parent feedback

Creating and Executing

Weaving - Evaluating weaving skills

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

- Demonstrate competence in plain paper weaving
- Create neat plain weave in two colors
- Show appreciation for weaving technique

The learner is guided to:
- Complete final weaving project for assessment
- Complete self and peer assessment using rubrics
- Reflect on weaving skills learned

How well have I mastered plain paper weaving?

- Mentor Creative Activities Grade 3 pg. 48
- Assessment rubrics
- All weaving materials
- Display area

- Practical tests - Self-assessment - Peer assessment

Performing and Displaying

Rounds - Aurally identify a round performance
Rounds - Performance techniques

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

- Define what a round is
- Identify a round performance from recorded clips
- Appreciate rounds as a form of musical expression

- Use a digital device to watch video performances of rounds
- Listen to and discuss the structure of rounds
- Identify how groups enter at different times in a round

1. What is a round song? 2. How is a round different from other songs?

- KLB Creative Activities Grade 3 pg. 62
- Digital devices
- Internet access
- Video clips of round performances
- Charts showing performance techniques
- Audio recordings

- Observation - Oral questions - Group discussion

Performing and Displaying

Rounds - Clarity of words
Rounds - Entries and keeping to own part

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

- Articulate words clearly when singing rounds
- Explain why word clarity is important in conveying messages
- Value clear pronunciation in performance

- Practice pronouncing words of round songs clearly
- Discuss messages in different rounds
- Record performances to review word clarity

1. Why must words be clear in a round? 2. How does clarity help convey messages?

- KLB Creative Activities Grade 3 pg. 63
- Flashcards with round lyrics
- Digital recording devices
- Mirrors for articulation practice
- Visual entry cue cards
- Digital metronome or timing device
- Round song sheets

- Performance assessment - Self-assessment - Recorded playback review

Performing and Displaying

Rounds - Singing "Row, row, row your boat"

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

- Sing "Row, row, row your boat" in groups
- Maintain own part while others sing different parts
- Enjoy performing rounds cooperatively

- Learn the words of "Row, row, row your boat"
- Practice the melody before dividing into groups
- Perform in groups maintaining individual parts

1. What is the message in this round? 2. How do we stay together while singing different parts?

- KLB Creative Activities Grade 3 pg. 64
- Song lyrics charts
- Digital audio of the round
- Visual aids showing group entries

- Performance assessment - Group observation - Self-assessment

Performing and Displaying

Rounds - Describing messages in rounds
Rounds - Learning new rounds

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

- Identify messages conveyed through rounds
- Describe the meaning of different rounds
- Appreciate the use of rounds to pass messages

- Listen to various rounds and discuss their messages
- Identify themes in different rounds
- Share interpretations of round messages with peers

1. What messages can rounds convey? 2. How do words help us understand a round's message?

- KLB Creative Activities Grade 3 pg. 64
- Collection of round recordings
- Chart paper for message mapping
- Digital devices for research
- Internet access
- Music books with rounds
- Digital devices
- Cultural music resources

- Oral presentations - Written descriptions - Group discussions

Performing and Displaying

Rounds - Recording round performances
Rounds - Performance techniques accuracy

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

- Record round performances using digital devices
- Review recorded performances for improvement
- Appreciate technology in learning music

- Use digital devices to record group performances
- Watch and critique recorded performances
- Identify areas for improvement from recordings

1. How does recording help us improve? 2. What should we listen for when reviewing recordings?

- KLB Creative Activities Grade 3 pg. 64
- Digital cameras or phones
- Playback devices
- Evaluation checklists
- KLB Creative Activities Grade 3 pg. 62
- Pitched instruments
- Tuning apps or devices
- Metronome

- Performance review - Self-assessment - Peer critique

Performing and Displaying

Rounds - Performance techniques gestures and expressions

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

- Use appropriate gestures while performing rounds
- Apply facial expressions to convey messages
- Appreciate non-verbal communication in music

- Practice using gestures that match round lyrics
- Demonstrate facial expressions that enhance performance
- Perform rounds incorporating gestures and expressions

1. How do gestures enhance a round performance? 2. What facial expressions suit different rounds?

- KLB Creative Activities Grade 3 pg. 62
- Mirrors for practice
- Video examples of expressive performances
- Digital recording devices

- Performance observation - Video analysis - Peer feedback

Performing and Displaying

Rounds - Group performance practice

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

- Work collaboratively in groups to perform rounds
- Coordinate entries and exits with group members
- Enjoy cooperative musical performance

- Form performance groups of equal size
- Practice entering at designated points
- Rehearse maintaining parts while groups overlap

1. How do we coordinate with our group? 2. What makes a group performance successful?

- KLB Creative Activities Grade 3 pg. 63
- Open performance space
- Entry cue cards
- Digital timer or metronome

- Group performance - Observation - Peer assessment

Performing and Displaying

Rounds - Message interpretation

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

- Interpret messages from various rounds
- Explain how music enhances the message
- Appreciate the meaning conveyed through rounds

- Analyze lyrics of different rounds
- Discuss how melody supports the message
- Share personal interpretations with peers

1. How does the melody affect the message? 2. What different meanings can rounds have?

- KLB Creative Activities Grade 3 pg. 64
- Round lyrics sheets
- Chart paper for analysis
- Cultural context resources

- Oral presentations - Written analysis - Group discussions

Performing and Displaying

Rounds - Creating round collections

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

- Collect rounds from different sources
- Organize rounds into a portfolio
- Value preserving musical heritage

- Research rounds from various communities
- Document rounds in written or recorded form
- Create a class collection of rounds

1. Why should we collect and preserve rounds? 2. How can we organize our round collection?

- KLB Creative Activities Grade 3 pg. 64
- Research materials
- Portfolio folders
- Digital storage devices
- Recording equipment

- Portfolio assessment - Documentation review - Practical demonstration

Performing and Displaying

Rounds - Round performance for events

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

- Prepare rounds for performance at school events
- Perform rounds confidently before an audience
- Appreciate performing for others

- Select appropriate rounds for school events
- Rehearse performance with attention to all techniques
- Present rounds during school assemblies or festivals

1. How do we prepare for a public performance? 2. What makes a round performance memorable?

- KLB Creative Activities Grade 3 pg. 64
- Performance space
- Sound amplification if available
- Program materials
- Evaluation forms

- Performance assessment - Audience feedback - Self-reflection

Performing and Displaying

Rounds - Peer teaching of rounds

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

- Teach a round to peers
- Give clear instructions for learning rounds
- Value sharing musical knowledge

- Prepare to teach a simple round to classmates
- Demonstrate effective teaching methods
- Guide peers through learning a new round

1. How can we teach rounds effectively? 2. What should we explain to help others learn?

- KLB Creative Activities Grade 3 pg. 64
- Teaching aids
- Song sheets
- Digital devices for demonstration

- Teaching observation - Peer evaluation - Learning outcomes assessment

Performing and Displaying

Rounds - Rounds from different cultures

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

- Identify rounds from various cultures
- Perform rounds from different cultural backgrounds
- Appreciate cultural diversity in music

- Research rounds from different countries and communities
- Learn rounds from diverse cultural traditions
- Discuss cultural significance of various rounds

1. What rounds exist in different cultures? 2. How do cultural rounds differ?

- KLB Creative Activities Grade 3 pg. 64
- Internet resources
- Cultural music collections
- World music recordings
- Reference books

- Practical performance - Cultural analysis presentation - Written comparisons

Performing and Displaying

Rounds - Rounds performance assessment

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

- Demonstrate all learned performance techniques
- Perform rounds accurately and expressively
- Reflect on personal progress in round singing

- Perform selected rounds for assessment
- Apply all performance techniques learned
- Self-assess and receive peer feedback

1. What have we learned about performing rounds? 2. How have we improved in our performances?

- KLB Creative Activities Grade 3 pg. 62-64
- Assessment rubrics
- Recording devices
- Peer evaluation forms

- Performance assessment - Self-assessment - Peer assessment - Teacher observation

Performing and Displaying

Rounds - Round performance celebration

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

- Showcase learned rounds in a class performance
- Perform confidently applying all techniques
- Celebrate achievement in learning rounds

- Organize a class round performance event
- Perform multiple rounds for classmates and guests
- Reflect on learning experiences and achievements

1. What rounds did we enjoy most? 2. How can we continue practicing rounds?

- KLB Creative Activities Grade 3 pg. 64
- Performance venue
- Digital recording equipment
- Reflection journals
- Certificates of participation

- Final performance - Self-reflection - Portfolio review - Celebration feedback

Performing and Displaying

Rounds - Round performance celebration

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

- Showcase learned rounds in a class performance
- Perform confidently applying all techniques
- Celebrate achievement in learning rounds

- Organize a class round performance event
- Perform multiple rounds for classmates and guests
- Reflect on learning experiences and achievements

1. What rounds did we enjoy most? 2. How can we continue practicing rounds?

- KLB Creative Activities Grade 3 pg. 64
- Performance venue
- Digital recording equipment
- Reflection journals
- Certificates of participation

- Final performance - Self-reflection - Portfolio review - Celebration feedback

Performing and Displaying

Sculpture - Identifying toys made by assemblage

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

- Define assemblage as a sculpture technique
- Identify toys and dolls made by assemblage
- Appreciate assemblage as an art form

- Observe pictures of toys and dolls made by assemblage
- Watch videos showing assemblage techniques
- Discuss materials used in assemblage

1. What is assemblage? 2. What toys can be made using assemblage?

- KLB Creative Activities Grade 3 pg. 69
- Pictures of assembled toys
- Digital devices
- Video links on assemblage

- Observation - Oral questions - Video analysis

Performing and Displaying

Sculpture - Materials for assemblage

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

- Identify materials used for assemblage
- Explain how materials can be joined
- Value reusing materials creatively

- Identify joining materials (strings, ropes, wires, banana fibers)
- Discuss properties of different materials
- Explore locally available assemblage materials

1. Which materials can join parts together? 2. How can we reuse materials for assemblage?

- KLB Creative Activities Grade 3 pg. 69
- Sample joining materials
- Collected recyclable materials
- Material sorting containers

- Material identification - Oral discussion - Collection assessment

Performing and Displaying

Sculpture - Collecting materials for assemblage

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

- Collect appropriate materials for toy making
- Sort materials according to use
- Show responsibility in material collection

- Collect recyclable materials from the environment
- Sort materials for different toy parts
- Organize materials for safe storage

1. Where can we find materials for toy making? 2. How should we sort our materials?

- KLB Creative Activities Grade 3 pg. 69
- Collection bags
- Sorting containers
- Storage boxes
- Safety gloves

- Collection effort - Sorting accuracy - Material organization

Performing and Displaying

Sculpture - Making a toy car

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

- Assemble materials to create a toy car
- Join parts using appropriate techniques
- Appreciate creating toys through assemblage

- Cut and fold carton boxes into car shapes
- Join materials to get general car shape
- Make holes for fixing tyres

1. How do we join different parts to make a toy? 2. What makes a good toy car?

- KLB Creative Activities Grade 3 pg. 70
- Carton boxes
- Wires and strings
- Bottle caps for tyres
- Scissors and cutting tools

- Practical demonstration - Assembly skill assessment - Product evaluation

Performing and Displaying

Sculpture - Completing a toy car

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

- Fix tyres on the toy car
- Attach pulling mechanisms
- Value completing creative projects

- Fix tyres using wire through holes
- Attach string for pulling the car
- Test the toy car functionality

1. How do we make the car move? 2. What makes a toy functional?

- KLB Creative Activities Grade 3 pg. 70
- Assembled car bodies
- Wire for axles
- Strings
- Testing surface

- Functionality testing - Assembly completion - Problem-solving observation

Performing and Displaying

Sculpture - Making a doll

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

- Assemble materials to create a doll shape
- Join parts to form a doll body
- Show creativity in doll making

- Arrange materials to form general doll shape
- Join parts together using wires and thread
- Create basic doll structure

1. What materials make a good doll? 2. How do we create a human-like shape?

- KLB Creative Activities Grade 3 pg. 70
- Maize cobs or sticks
- Cloth pieces
- Wires and threads
- Joining materials

- Creativity assessment - Assembly skills - Shape formation

Performing and Displaying

Sculpture - Adding doll features

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

- Wrap doll shapes with appropriate materials
- Add decorative elements to dolls
- Appreciate attention to detail

- Wrap the doll shape using clothes or banana fibers
- Add features like eyes, nose, and mouth
- Create hair using appropriate materials

1. How do features make the doll look realistic? 2. What materials work best for different features?

- KLB Creative Activities Grade 3 pg. 70
- Wrapping materials
- Decorative items
- Paints or markers
- Stitching materials

- Detail assessment - Creativity evaluation - Completion observation

Performing and Displaying

Sculpture - Improving toys with decorations

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

- Add decorative parts to toys
- Paint toys attractively
- Value aesthetic improvement

- Add headlights, windows, doors to toy cars
- Paint toys using bright colors
- Add finishing touches to dolls

1. How do decorations improve our toys? 2. What colors make toys attractive?

- KLB Creative Activities Grade 3 pg. 71
- Paint and brushes
- Decorative materials
- Small item attachments
- Adhesives

- Aesthetic assessment - Painting skills - Decoration creativity

Performing and Displaying

Sculpture - Playing with assembled toys

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

- Use assembled toys for play
- Sing songs while playing with toys
- Enjoy toys created through assemblage

- Play with completed toys and dolls
- Sing songs related to play activities
- Share toys with peers for enjoyment

1. How can we use our toys for play? 2. What songs suit our toy play?

- KLB Creative Activities Grade 3 pg. 71
- Completed toys and dolls
- Play space
- Song lyrics
- Safe play area

- Play observation - Social interaction - Enjoyment assessment

Performing and Displaying

Sculpture - Making toys at home

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

- Identify materials at home for toy making
- Make toys with siblings or friends
- Value sharing skills learned

- Look for materials at home
- Make toys with help from siblings or friends
- Play with home-made toys

1. What materials at home can we use? 2. How can we teach others to make toys?

- KLB Creative Activities Grade 3 pg. 71
- Home project guidelines
- Material collection list
- Safety reminders

- Home project completion - Creativity in home toys - Sharing and teaching

Performing and Displaying

Sculpture - Displaying assembled toys

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

- Prepare toys for display
- Present toys to peers
- Appreciate own and others' creations

- Organize toys for class display
- Present toys explaining making process
- View and appreciate peers' toys

1. How should we present our toys? 2. What makes a good toy presentation?

- KLB Creative Activities Grade 3 pg. 72
- Display tables
- Presentation cards
- Gallery space
- Evaluation forms

- Presentation skills - Display organization - Peer appreciation

Performing and Displaying

Sculpture - Evaluating toy assemblage

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

- Assess quality of assembled toys
- Identify strengths and areas for improvement
- Value self and peer assessment

- Use assessment rubrics to evaluate toys
- Complete self and peer assessment forms
- Reflect on learning process

1. What makes a well-assembled toy? 2. How can we improve our assemblage skills?

- KLB Creative Activities Grade 3 pg. 72
- Assessment rubrics
- Self-evaluation forms
- Peer feedback forms
- Reflection journals

- Self-assessment - Peer assessment - Reflection quality

Performing and Displaying

Sculpture - Toy assemblage celebration

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

- Showcase completed assemblage projects
- Share assemblage experiences
- Celebrate creative achievements

- Organize a toy exhibition
- Share making stories with visitors
- Celebrate assemblage skills learned

1. What did we learn from making toys? 2. What project are you most proud of?

- KLB Creative Activities Grade 3 pg. 72
- Exhibition space
- Completed toys
- Visitor feedback forms
- Achievement certificates

- Exhibition participation - Presentation skills - Reflection and celebration

Performing and Displaying

String Musical Instruments - Identifying string instruments

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

- Identify string musical instruments from Kenyan communities
- Describe common features of string instruments
- Appreciate diverse Kenyan musical heritage

- Look at pictures of various string instruments
- Discuss common features (strings, body, playing method)
- Identify materials used to make string instruments

1. What are string instruments? 2. Which communities use string instruments?

- KLB Creative Activities Grade 3 pg. 80
- Pictures of string instruments
- Digital devices
- Cultural music resources
- Reference materials

- Instrument identification - Oral discussion - Cultural awareness

Performing and Displaying

String Musical Instruments - Fiddles

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

- Identify fiddles from Kenyan communities
- Describe how fiddles are played
- Appreciate fiddles as cultural instruments

- Study pictures of one and two-stringed fiddles
- Learn about Orutu, Mbeve, Isiriri, Wandindi
- Discuss the bowing playing method

1. What is a fiddle? 2. How are fiddles played?

- KLB Creative Activities Grade 3 pg. 80
- Pictures of fiddles
- Video demonstrations
- Cultural references
- Community examples

- Instrument recognition - Playing method understanding - Cultural appreciation

Performing and Displaying

String Musical Instruments - Playing a fiddle

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

- Demonstrate bowing technique
- Hold a fiddle correctly
- Show interest in playing fiddles

- Watch video on playing fiddles
- Practice bowing movements
- Imitate proper holding positions

1. How do we bow a fiddle? 2. How do we hold a fiddle properly?

- KLB Creative Activities Grade 3 pg. 81
- Digital devices
- Video links
- Practice fiddles
- Bowing demonstration aids

- Technique demonstration - Holding assessment - Practice observation

Performing and Displaying

String Musical Instruments - Ground bows

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

- Identify ground bows from Kenyan communities
- Explain how ground bows use ground for sound
- Appreciate ground bows as unique instruments

- Study pictures of ground bows
- Learn about Nderemo
- Discuss how ground hole increases sound

1. What makes ground bows special? 2. How does the ground help create sound?

- KLB Creative Activities Grade 3 pg. 81
- Pictures of ground bows
- Cultural references
- Sound amplification demonstrations
- Video resources

- Instrument identification - Sound principle understanding - Cultural knowledge

Performing and Displaying

String Musical Instruments - Playing ground bows

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

- Demonstrate striking technique for ground bows
- Explain the role of the ground hole
- Value traditional playing methods

- Watch video on playing ground bows
- Practice striking movements
- Understand ground hole function

1. How do we strike a ground bow? 2. Why dig a hole in the ground?

- KLB Creative Activities Grade 3 pg. 81
- Digital devices
- Video links
- Demonstration materials
- Practice instruments

- Technique practice - Understanding assessment - Practical demonstration

Performing and Displaying

String Musical Instruments - Mouth bows

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

- Identify mouth bows from Kenyan communities
- Describe how mouth increases sound
- Appreciate mouth bows as instruments

- Study pictures of mouth bows
- Learn about Obokano
- Discuss striking and plucking techniques

1. What is a mouth bow? 2. How does the mouth amplify sound?

- KLB Creative Activities Grade 3 pg. 82
- Pictures of mouth bows
- Cultural resources
- Video demonstrations
- Reference materials

- Instrument recognition - Amplification understanding - Cultural awareness

Performing and Displaying

String Musical Instruments - Playing mouth bows

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

- Demonstrate playing techniques for mouth bows
- Practice striking and plucking
- Show interest in traditional instruments

- Watch video on playing mouth bows
- Practice striking and plucking
- Understand mouth positioning

1. How do we play a mouth bow? 2. What's the difference between striking and plucking?

- KLB Creative Activities Grade 3 pg. 82
- Digital devices
- Video links
- Practice mouth bows
- Playing guides

- Technique demonstration - Practice assessment - Method differentiation

Performing and Displaying

String Musical Instruments - Drawing string instruments

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

- Draw a fiddle accurately
- Draw a ground bow accurately
- Draw a mouth bow accurately

- Learn to draw each type of string instrument
- Practice drawing instrument parts
- Create detailed instrument drawings

1. How do we draw string instruments? 2. What details should we include?

- KLB Creative Activities Grade 3 pg. 82
- Drawing materials
- Instrument pictures
- Step-by-step guides
- Examples

- Drawing accuracy - Detail inclusion - Artistic skill

Performing and Displaying

String Musical Instruments - Drawing string instruments

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

- Draw a fiddle accurately
- Draw a ground bow accurately
- Draw a mouth bow accurately

- Learn to draw each type of string instrument
- Practice drawing instrument parts
- Create detailed instrument drawings

1. How do we draw string instruments? 2. What details should we include?

- KLB Creative Activities Grade 3 pg. 82
- Drawing materials
- Instrument pictures
- Step-by-step guides
- Examples

- Drawing accuracy - Detail inclusion - Artistic skill

Performing and Displaying

String Musical Instruments - Local string instruments

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

- Identify string instruments from local communities
- Discuss local string instrument traditions
- Appreciate local musical heritage

- Discuss Kenyan string instruments from local communities
- Share knowledge of local instruments
- Research community instruments

1. Which string instruments are in our community? 2. How are they used in our culture?

- KLB Creative Activities Grade 3 pg. 83
- Community resources
- Cultural references
- Guest speakers if available
- Research materials

- Discussion participation - Community knowledge - Cultural appreciation

Performing and Displaying

String Musical Instruments - Collecting improvisation materials

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

- Identify materials for improvising string instruments
- Collect appropriate materials safely
- Show responsibility in material collection

- Identify needed materials (bendable stick, sisal/wire, straight sticks)
- Collect materials from environment
- Organize materials for instrument making

1. What materials do we need? 2. Where can we find these materials safely?

- KLB Creative Activities Grade 3 pg. 83
- Collection guidelines
- Safety equipment
- Storage containers
- Material lists

- Material selection - Safe collection - Organization skills

Performing and Displaying

String Musical Instruments - Improvising bending the bow

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

- Select appropriate stick for bending
- Bend stick into bow shape
- Appreciate improvisation skills

- Choose stick that bends without breaking
- Carefully bend stick into bow shape
- Ensure bow maintains curve

1. How do we bend the stick without breaking? 2. What makes a good bow shape?

- KLB Creative Activities Grade 3 pg. 84
- Bendable sticks
- Bending demonstrations
- Safety guidelines
- Examples of bows

- Stick selection - Bending technique - Shape formation

Performing and Displaying

String Musical Instruments - Improvising attaching strings

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

- Tie thread or wire to bow ends
- Create appropriate string tension
- Value completing instrument construction

- Tie thread or wire securely on each bow end
- Ensure string has proper tension
- Test string attachment strength

1. How do we tie strings securely? 2. What tension works best?

- KLB Creative Activities Grade 3 pg. 84
- Sisal or nylon thread
- Thin wire
- Tying demonstrations
- Completed bows

- Tying skill - Tension assessment - Security testing

Performing and Displaying

String Musical Instruments - Testing improvised instruments

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

- Strike strings to produce sound
- Assess sound quality
- Make adjustments for better sound

- Use straight stick to strike the string
- Test sound produced
- Make necessary adjustments

1. How do we test our instrument? 2. What makes a good sound?

- KLB Creative Activities Grade 3 pg. 84
- Completed improvised instruments
- Striking sticks
- Sound testing area
- Adjustment materials

- Sound production - Quality assessment - Adjustment skills

Performing and Displaying

String Musical Instruments - Practicing playing

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

- Play improvised string instrument
- Produce varied sounds
- Enjoy playing own instrument

- Practice striking the string at different points
- Explore different striking techniques
- Create simple melodies

1. How can we create different sounds? 2. What techniques produce best results?

- KLB Creative Activities Grade 3 pg. 85
- Improvised instruments
- Practice space
- Playing guides
- Striking implements

- Playing technique - Sound variation - Musical exploration

Performing and Displaying

String Musical Instruments - Recording performances

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

- Record playing performances using digital devices
- Review recorded performances
- Appreciate documentation of learning

- Use digital devices to record playing
- Watch and listen to recordings
- Discuss performances with peers

1. How does recording help our learning? 2. What can we improve in our playing?

- KLB Creative Activities Grade 3 pg. 85
- Digital recording devices
- Playback equipment
- Evaluation forms
- Performance space

- Recording quality - Self-review - Performance analysis

Performing and Displaying

String Musical Instruments - Group improvisation project

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

- Work in groups to improvise instruments
- Share improvisation skills
- Value collaborative work

- Form groups for instrument making
- Share materials and skills
- Help each other complete instruments

1. How can we help each other succeed? 2. What can we learn from group work?

- KLB Creative Activities Grade 3 pg. 85
- Improvisation materials
- Group work space
- Sharing guidelines
- Collaboration aids

- Teamwork assessment - Skill sharing - Group product quality

Performing and Displaying

String Musical Instruments - Musical instrument decoration

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

- Decorate improvised instruments
- Use decorations to enhance appearance
- Appreciate aesthetic value

- Add decorative elements to instruments
- Paint or add designs
- Personalize instruments creatively

1. How can we make instruments attractive? 2. What decorations represent our culture?

- KLB Creative Activities Grade 3 pg. 83
- Decorating materials
- Paints and brushes
- Design ideas
- Cultural patterns

- Decoration creativity - Aesthetic appeal - Cultural representation

Performing and Displaying

String Musical Instruments - String instruments exhibition

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

- Display improvised string instruments
- Explain instrument making process
- Celebrate creative achievements

- Organize string instruments exhibition
- Present instruments to class and visitors
- Demonstrate playing techniques

1. How should we display our instruments? 2. What will we explain to visitors?

- KLB Creative Activities Grade 3 pg. 87
- Exhibition space
- Display materials
- Presentation cards
- Achievement recognition

- Display organization - Presentation skills - Demonstration ability