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
Melody - Creating desired pitches with water bottles

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

- Practical tests - Observation - Aural tests

Creating and Executing

Melody - Using improvised instruments to create melodies
Melody - Learning melodies through singing

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
- Song charts
- Digital recording devices
- Audio recordings

- Practical tests - Aural tests - Peer assessment

Creating and Executing

Melody - Understanding ways to vary melodies
Melody - Composing simple 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
- Water bottle instruments
- Spoons
- Recording devices

- Oral questions - Written assignments - Aural tests

Creating and Executing

Melody - Applying dynamics in performance
Melody - Applying tempo in performance
Melody - Presenting created melodies

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
- Tempo charts
- Metronome or drum
- Mentor Creative Activities Grade 3 pg. 44
- Performance space

- Practical tests - Aural tests - Observation

Creating and Executing

Melody - Documenting melodic creations
Melody - Exploring different melodic variations

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
- Song books
- Improvised instruments
- Recording devices

- Self-assessment - Peer assessment - Observation

Creating and Executing

Melody - Evaluating melodic competence
Melody - Reflecting on melody learning

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
- Discussion guides
- Reflection forms
- Student portfolios

- Practical tests - Self-assessment - Peer assessment

Creating and Executing

Weaving - Introduction to weaving technique
Weaving - Recognizing materials and colors in weaving

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
- Various woven items
- Pictures
- Sample materials

- Observation - Oral questions - Written assignments

Creating and Executing

Weaving - Learning weaving through observation
Weaving - Learning warp and weft
Weaving - Gathering weaving materials

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
- Plain weave samples
- Weaving charts
- Thread samples
- Mentor Creative Activities Grade 3 pg. 45
- Various colored papers
- Collection bags
- Storage containers

- Observation - Oral questions - Written assignments

Creating and Executing

Weaving - Creating paper loom by cutting slits
Weaving - Preparing strips for interlacing

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

- Practical tests - Observation - Peer assessment

Creating and Executing

Weaving - Interlacing first strips
Weaving - Building up woven pattern

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
- Mentor Creative Activities Grade 3 pg. 47
- Weaving in progress

- Practical tests - Observation - Peer assessment

Creating and Executing

Weaving - Finishing plain paper weave
Weaving - Making plain weave in two colors

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

- Practical tests - Showcase - Observation

Creating and Executing

Weaving - Creating weaves with different color combinations
Weaving - Presenting woven work
Weaving - Using weaving in daily life

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
- Completed weaves
- Display boards
- Pins or tape
- Weaving samples
- Papers
- Take-home instructions

- Practical tests - Showcase - Peer assessment

Creating and Executing
Performing and Displaying
Performing and Displaying

Weaving - Evaluating weaving skills
Rounds - Aurally identify a round performance
Rounds - Performance techniques

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

- Practical tests - Self-assessment - Peer assessment

Performing and Displaying

Rounds - Clarity of words
Rounds - Entries and keeping to own part
Rounds - Singing "Row, row, row your boat"
Rounds - Describing messages in rounds
Rounds - Learning new rounds

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
- KLB Creative Activities Grade 3 pg. 64
- Song lyrics charts
- Digital audio of the round
- Visual aids showing group entries
- Collection of round recordings
- Chart paper for message mapping
- Digital devices for research
- Internet access
- Music books with rounds
- Digital devices
- Cultural music resources

- Performance assessment - Self-assessment - Recorded playback review

Performing and Displaying

Rounds - Recording round performances
Rounds - Performance techniques accuracy
Rounds - Performance techniques gestures and expressions

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
- Mirrors for practice
- Video examples of expressive performances
- Digital recording devices

- Performance review - Self-assessment - Peer critique

Performing and Displaying

Rounds - Group performance practice
Rounds - Message interpretation

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

- Group performance - Observation - Peer assessment

Performing and Displaying

Rounds - Creating round collections
Rounds - Round performance for events

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
- Performance space
- Sound amplification if available
- Program materials
- Evaluation forms

- Portfolio assessment - Documentation review - Practical demonstration

Performing and Displaying

Rounds - Peer teaching of rounds
Rounds - Rounds from different cultures

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
- Internet resources
- Cultural music collections
- World music recordings
- Reference books

- Teaching observation - Peer evaluation - Learning outcomes assessment

Performing and Displaying

Rounds - Rounds performance assessment
Rounds - Round performance celebration
Galloping - Identifying galloping movement

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
- KLB Creative Activities Grade 3 pg. 64
- Performance venue
- Digital recording equipment
- Reflection journals
- Certificates of participation
- KLB Creative Activities Grade 3 pg. 65
- Pictures showing galloping
- Open safe space
- Visual aids

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

Performing and Displaying

Galloping - Galloping in different directions
Galloping - Performing galloping forward

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

- Identify directions for galloping (forward, backward, left, right)
- Discuss movement of arms during galloping
- Appreciate galloping for coordination

- Observe demonstrations of galloping in different directions
- Discuss arm and foot movements
- Identify directional movement patterns

1. In which directions can we gallop? 2. How do arms move during galloping?

- KLB Creative Activities Grade 3 pg. 65
- Directional markers
- Open play area
- Demonstration videos
- KLB Creative Activities Grade 3 pg. 66
- Flat open ground
- Field markers
- Safe play area

- Practical demonstration - Observation - Peer discussion

Performing and Displaying

Galloping - Galloping to the right and left
Galloping - Demonstrating galloping

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

- Perform galloping to the right side
- Perform galloping to the left side
- Appreciate lateral galloping movements

- Spread an improvised rope straight on the ground
- Practice galloping to the right of the rope
- Practice galloping to the left of the rope

1. How is galloping sideways different from forward? 2. Why practice galloping in different directions?

- KLB Creative Activities Grade 3 pg. 66
- Improvised ropes
- Flat ground
- Directional markers
- Field markers
- Open safe area
- Peer evaluation forms

- Practical demonstration - Peer observation - Skill assessment

Performing and Displaying

Galloping - Practising galloping with cones
Galloping - Galloping along marked lines

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

- Gallop forward between cones
- Maintain proper galloping form
- Enjoy practicing galloping in groups

- Mark playing area using field markers
- Place cones 6 metres apart
- Take turns galloping between cones

1. How do cones help us practice? 2. How can we maintain good form while galloping?

- KLB Creative Activities Grade 3 pg. 66
- Cones or markers
- Open play area
- Measuring tape
- Chalk or rope for lines
- Flat open ground
- Field markers

- Practical performance - Group observation - Skill mastery assessment

Performing and Displaying

Galloping - Galloping in patterns
Galloping - Curved and circular galloping
Galloping - Galloping race game

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

- Gallop following straight pathways
- Gallop following zigzag pathways
- Show creativity in pattern galloping

- Practice galloping in straight pathways
- Practice galloping in zigzag pathways
- Create different pathway patterns

1. What patterns can we make while galloping? 2. Which pathway is most challenging?

- KLB Creative Activities Grade 3 pg. 67
- Pattern markers
- Open play area
- Visual pathway guides
- Curved pathway markers
- Flat safe ground
- Pattern diagrams
- Hula hoops
- Field markers
- Flat open field
- Starting line markers

- Practical performance - Pattern recognition assessment - Creativity evaluation

Performing and Displaying

Galloping - Providing peer feedback
Galloping - Singing while galloping

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

- Observe peer galloping performances
- Provide constructive feedback
- Value peer assessment in learning

- Watch peers perform galloping activities
- Use observation checklist to assess performance
- Give helpful feedback for improvement

1. What should we look for when observing galloping? 2. How can we give helpful feedback?

- KLB Creative Activities Grade 3 pg. 68
- Peer assessment forms
- Observation checklists
- Open performance area
- KLB Creative Activities Grade 3 pg. 66
- Song lyrics
- Digital music player
- Open safe space

- Peer assessment - Feedback quality review - Observation skills

Performing and Displaying

Galloping - Galloping assessment
Galloping - Galloping performance celebration

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

- Demonstrate galloping in all directions
- Show proper galloping technique
- Reflect on galloping skill development

- Perform galloping in forward, backward, left and right directions
- Demonstrate galloping in different patterns
- Complete self and peer assessment

1. What have we learned about galloping? 2. Which direction do you gallop best?

- KLB Creative Activities Grade 3 pg. 68
- Assessment rubrics
- Open safe area
- Peer evaluation forms
- Performance space
- Reflection journals
- Achievement certificates

- Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

Sculpture - Identifying toys made by assemblage
Sculpture - Materials for 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
- Sample joining materials
- Collected recyclable materials
- Material sorting containers

- Observation - Oral questions - Video analysis

Performing and Displaying

Sculpture - Collecting materials for assemblage
Sculpture - Making a toy car
Sculpture - Completing a toy car

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
- KLB Creative Activities Grade 3 pg. 70
- Carton boxes
- Wires and strings
- Bottle caps for tyres
- Scissors and cutting tools
- Assembled car bodies
- Wire for axles
- Strings
- Testing surface

- Collection effort - Sorting accuracy - Material organization

Performing and Displaying

Sculpture - Making a doll
Sculpture - Adding doll features

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
- Wrapping materials
- Decorative items
- Paints or markers
- Stitching materials

- Creativity assessment - Assembly skills - Shape formation

Performing and Displaying

Sculpture - Improving toys with decorations
Sculpture - Playing with assembled toys

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
- Completed toys and dolls
- Play space
- Song lyrics
- Safe play area

- Aesthetic assessment - Painting skills - Decoration creativity

Performing and Displaying

Sculpture - Making toys at home
Sculpture - Displaying assembled toys

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

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

Performing and Displaying

Sculpture - Evaluating toy assemblage
Sculpture - Toy assemblage celebration

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
- Exhibition space
- Completed toys
- Visitor feedback forms
- Achievement certificates

- Self-assessment - Peer assessment - Reflection quality