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

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

- Practical tests - Aural tests - Observation

Creating and Executing

Melody - Presenting created melodies
Melody - Documenting melodic creations

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
- Digital recording devices
- Playback equipment
- Assessment forms

- Practical tests - Peer assessment - Observation

Creating and Executing

Melody - Exploring different melodic variations
Melody - Evaluating melodic competence

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
- Assessment rubrics
- All instruments

- Practical tests - Peer assessment - Aural tests

Creating and Executing

Melody - Reflecting on melody learning
Weaving - Introduction to weaving technique

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

- Oral questions - Written reflections - Self-assessment

Creating and Executing

Weaving - Recognizing materials and colors in weaving
Weaving - Learning weaving through observation

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

- Observation - Oral questions - Written tests

Creating and Executing

Weaving - Learning warp and weft
Weaving - Gathering weaving materials

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

- Observation - Oral questions - Written tests

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

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

- Practical tests - Showcase - Peer assessment

Creating and Executing
Performing and Displaying

Weaving - Using weaving in daily life
Weaving - Evaluating weaving skills
Rounds - Aurally identify a round performance

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
- Assessment rubrics
- All weaving materials
- Display area
- KLB Creative Activities Grade 3 pg. 62
- Digital devices
- Internet access
- Video clips of round performances

- Practical tests - Oral presentations - Parent feedback

Performing and Displaying

Rounds - Performance techniques
Rounds - Clarity of words
Rounds - Entries and keeping to own part
Rounds - Singing "Row, row, row your boat"

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

- Identify performance techniques for rounds
- Explain accuracy of tune and rhythm in rounds
- Show interest in learning correct performance techniques

- Discuss the importance of pitch accuracy in rounds
- Practice maintaining correct rhythm while singing
- Work in groups to identify performance techniques from video clips

1. Why is pitch accuracy important in rounds? 2. How do we maintain our part in a round?

- KLB Creative Activities Grade 3 pg. 62
- Charts showing performance techniques
- Digital devices
- Audio recordings
- 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

- Practical demonstration - Peer assessment - Oral questions

Performing and Displaying

Rounds - Describing messages in rounds
Rounds - Learning new rounds
Rounds - Recording round performances
Rounds - Performance techniques accuracy

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

- Oral presentations - Written descriptions - Group discussions

Performing and Displaying

Rounds - Performance techniques gestures and expressions
Rounds - Group performance practice

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

- Performance observation - Video analysis - Peer feedback

Performing and Displaying

Rounds - Message interpretation
Rounds - Creating round collections

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
- Research materials
- Portfolio folders
- Digital storage devices
- Recording equipment

- Oral presentations - Written analysis - Group discussions

Performing and Displaying

Rounds - Round performance for events
Rounds - Peer teaching of rounds

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
- Teaching aids
- Song sheets
- Digital devices for demonstration

- Performance assessment - Audience feedback - Self-reflection

Performing and Displaying

Rounds - Rounds from different cultures
Rounds - Rounds performance assessment

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

- Practical performance - Cultural analysis presentation - Written comparisons

Performing and Displaying

Rounds - Round performance celebration
Galloping - Identifying galloping movement

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
- KLB Creative Activities Grade 3 pg. 65
- Pictures showing galloping
- Open safe space
- Visual aids

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

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

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

- Practical performance - Pattern recognition assessment - Creativity evaluation

Performing and Displaying

Galloping - Galloping race game
Galloping - Providing peer feedback

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

- Participate in galloping race games
- Follow game rules and take turns
- Appreciate teamwork in games

- Form two teams of equal learners
- Place hula hoops at opposite ends of field
- Gallop in relay to reach team's hula hoop

1. How do we work as a team in galloping games? 2. What rules help make the game fair?

- KLB Creative Activities Grade 3 pg. 67
- Hula hoops
- Field markers
- Flat open field
- Starting line markers
- KLB Creative Activities Grade 3 pg. 68
- Peer assessment forms
- Observation checklists
- Open performance area

- Game participation - Team observation - Rule following assessment

Performing and Displaying

Galloping - Singing while galloping
Galloping - Galloping assessment

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

- Gallop while singing action songs
- Coordinate movement with music
- Enjoy combining music and movement

- Learn action songs suitable for galloping
- Practice galloping to the rhythm of songs
- Perform galloping with singing in groups

1. How does music help our galloping? 2. What songs work well with galloping?

- KLB Creative Activities Grade 3 pg. 66
- Song lyrics
- Digital music player
- Open safe space
- KLB Creative Activities Grade 3 pg. 68
- Assessment rubrics
- Open safe area
- Peer evaluation forms

- Performance assessment - Coordination observation - Musical integration

Performing and Displaying

Galloping - Galloping performance celebration
Sculpture - Identifying toys made by assemblage

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

- Showcase galloping skills learned
- Participate confidently in group performances
- Celebrate achievements in galloping

- Organize a galloping skills showcase
- Perform galloping sequences for peers
- Reflect on learning journey and progress

1. What galloping skills are you most proud of? 2. How will you continue practicing?

- KLB Creative Activities Grade 3 pg. 68
- Performance space
- Reflection journals
- Achievement certificates
- KLB Creative Activities Grade 3 pg. 69
- Pictures of assembled toys
- Digital devices
- Video links on assemblage

- Performance demonstration - Self-reflection - Celebration participation

Performing and Displaying

Sculpture - Materials for assemblage
Sculpture - Collecting 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
- Collection bags
- Sorting containers
- Storage boxes
- Safety gloves

- Material identification - Oral discussion - Collection assessment

Performing and Displaying

Sculpture - Making a toy car
Sculpture - Completing 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
- Assembled car bodies
- Wire for axles
- Strings
- Testing surface

- Practical demonstration - Assembly skill assessment - Product evaluation

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