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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
TUNE UP ASSESSMENT |
||||||||
| 2 | 1 |
Creating and Execution
|
Melody - Solfa syllables d r m
Melody - Identifying solfa syllables |
By the end of the
lesson, the learner
should be able to:
- Identify solfa syllables d, r, and m in a simple melody - Sing patterns using solfa syllables - Show interest in pitch discrimination |
- Sing familiar songs based on solfa syllables d r m
-Identify the solfa syllables in the songs -Recognize rising and falling of sounds in melodies -Practice singing patterns using d r m |
How can one create interesting melodies?
|
KLB Visionary Creative Arts, pg. 49 Tuned percussion instruments
KLB Visionary Creative Arts, pg. 49 Audio recordings of songs |
Observation Aural tests Practical assessment
|
|
| 2 | 2 |
Creating and Execution
|
Melody - Hand signs for solfa syllables
|
By the end of the
lesson, the learner
should be able to:
- Interpret hand signs for the solfa syllables d, r, m - Perform hand signs while singing - Appreciate the use of hand signs in music |
- Watch demonstrations of Kodaly hand signs for d r m
-Practice performing the hand signs for each solfa syllable -Sing simple melodies while using the correct hand signs -Play games using hand signs and singing |
How do hand signs help in learning music?
|
KLB Visionary Creative Arts, pg. 50 Charts showing hand signs
|
Observation Performance assessment Peer evaluation
|
|
| 2 | 3 |
Creating and Execution
|
Melody - Practicing hand signs
Melody - Writing solfa syllables |
By the end of the
lesson, the learner
should be able to:
- Execute hand signs for various combinations of d r m - Associate hand signs with correct pitches - Show coordination in movement and singing |
- Practice hand signs for individual syllables d, r, m
-Execute hand signs for combinations (d r, r m, m r d) -Sing while performing hand signs -Play follow-the-leader games with hand signs |
How can we improve our hand sign technique?
|
KLB Visionary Creative Arts, pg. 50 Charts showing hand signs
KLB Visionary Creative Arts Rulers, pencils, paper |
Observation Performance assessment Self-assessment
|
|
| 2 | 4 |
Creating and Execution
|
Melody - Stepwise motion
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of stepwise motion in melodies - Identify stepwise motion in familiar songs - Appreciate the importance of stepwise motion |
- Sing pairs of notes (r to m, m to r, d to r)
-Discuss how pitches move by steps -Identify stepwise motion in familiar songs -Compare melodies with and without stepwise motion |
Why is stepwise motion important in melodies?
|
KLB Visionary Creative Arts, pg. 51 Audio recordings of melodies
|
Observation Oral questions Practical assessment
|
|
| 2 | 5 |
Creating and Execution
|
Melody - Variation in melodies
Melody - Variation of sound duration |
By the end of the
lesson, the learner
should be able to:
- Explain how variation creates interest in melodies - Compare melodies with and without variation - Value variety in musical compositions |
- Sing melodies with and without variation of solfa syllables
-Discuss how variation creates interest -Identify variation in familiar songs -Create simple variations of given melodies |
How does variation make melodies more interesting?
|
KLB Visionary Creative Arts, pg. 52 Audio recordings of melodies
|
Observation Oral questions Creative assessment
|
|
| 2 | 6 |
Creating and Execution
|
Melody - Starting and ending on d
|
By the end of the
lesson, the learner
should be able to:
- Explain why melodies often start and end on d - Compare melodies that start/end on d with others - Show understanding of melodic structures |
- Sing melodies that start and end on d
-Compare with melodies that start/end on other notes -Discuss the sense of completion when ending on d -Create simple melodies that start and end on d |
Why do melodies often start and end on d?
|
KLB Visionary Creative Arts, pg. 53 Audio recordings of melodies
|
Observation Oral questions Creative assessment
|
|
| 3 | 1 |
Creating and Execution
|
Melody - Creating melodies
Melody - Collecting materials for modelling |
By the end of the
lesson, the learner
should be able to:
- Create short melodies using solfa syllables d, r and m - Apply the qualities of a good melody in composition - Show creativity in melody composition |
- Fill in spaces with solfa syllables to complete melodies
-Create original melodies using d r m -Apply good melodic qualities in composition -Share created melodies with peers |
How do we create interesting melodies?
|
KLB Visionary Creative Arts, pg. 54 Manuscript paper
KLB Visionary Creative Arts, pg. 55 Clay, tools for preparation |
Observation Creative assessment Peer evaluation
|
|
| 3 | 2 |
Creating and Execution
|
Melody - Modelling clay slabs
|
By the end of the
lesson, the learner
should be able to:
- Roll clay into flat slabs - Cut rectangular pieces of three different sizes - Show precision in clay work |
- Demonstrate rolling clay into flat slabs
-Use a rolling pin or bottle to flatten clay -Cut rectangular pieces of three different sizes -Prepare slabs for attaching solfa models |
How are clay slabs prepared for modelling?
|
KLB Visionary Creative Arts, pg. 56 Clay, rolling pins, cutting tools
|
Observation Project work Practical assessment
|
|
| 3 | 3 |
Creating and Execution
|
Melody - Modelling solfa syllables
Melody - Attaching solfa models to slabs |
By the end of the
lesson, the learner
should be able to:
- Roll clay into coils for shaping - Form solfa syllables using coils - Show creativity in letter formation |
- Roll clay into coils of appropriate thickness
-Form the letters d, r, m using the coils -Ensure letters are well-formed and recognizable -Prepare for attaching to slabs |
How are clay coils used to form letters?
|
KLB Visionary Creative Arts, pg. 56 Clay, modelling tools
KLB Visionary Creative Arts, pg. 57 Clay, modelling tools, clay slip |
Observation Project work Practical assessment
|
|
| 3 | 4 |
Creating and Execution
|
Melody - Drying clay models
|
By the end of the
lesson, the learner
should be able to:
- Explain proper drying procedures for clay - Place models for even drying - Show patience in the drying process |
- Discuss proper drying procedures for clay
-Place models in appropriate locations for drying -Turn models periodically for even drying -Monitor models for cracking during drying |
Why is proper drying important for clay models?
|
KLB Visionary Creative Arts Clay models, drying racks
|
Observation Oral questions Practical assessment
|
|
| 3 | 5 |
Creating and Execution
|
Melody - Painting clay models
Melody - Performance preparation |
By the end of the
lesson, the learner
should be able to:
- Paint clay models using primary colours - Apply paint evenly and neatly - Show creativity in colour application |
- Select primary colours for painting
-Apply paint evenly to dried clay models -Use appropriate brush techniques -Clean brushes and work area after painting |
How can we enhance clay models through painting?
|
KLB Visionary Creative Arts Dried clay models, primary colour paints, brushes
KLB Visionary Creative Arts Created melodies |
Observation Project work Practical assessment
|
|
| 3 | 6 |
Creating and Execution
Performance and Display |
Melody - Assessment
Athletics - Sprint starts |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of melody composition - Show skills in clay modelling and painting - Value the learning journey in this substrand |
- Complete assessment activities on melody composition
-Demonstrate solfa syllable identification -Perform created melodies -Display completed clay models |
What have we learned about melody and modelling?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 63 Digital devices, open field |
Observation Written test Performance assessment
|
|
| 4 | 1 |
Performance and Display
|
Athletics - Medium sprint start
Athletics - Elongated sprint start Athletics - Sprinting technique |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the medium sprint start technique - Execute proper body alignment in "on your marks" position - Show discipline in following commands |
- Demonstrate the medium sprint start technique
-Practice placing feet and hands in correct position -Execute proper body alignment in starting position -Practice responding to start commands |
How is the medium sprint start executed?
|
KLB Visionary Creative Arts, pg. 64 Open field, starting line markers
KLB Visionary Creative Arts, pg. 65 Open field, starting line markers KLB Visionary Creative Arts, pg. 66 Open field, markers |
Observation Skills test Peer assessment
|
|
| 4 | 2 |
Performance and Display
|
Athletics - Sprint practice
Athletics - Kenya National Anthem Athletics - Singing the National Anthem |
By the end of the
lesson, the learner
should be able to:
- Apply sprint start and sprinting techniques in practice - Maintain proper technique throughout the sprint - Show determination in improving performance |
- Mark starting and finishing points on a field
-Practice medium and elongated sprint starts -Focus on maintaining proper technique while sprinting -Give feedback to peers on technique |
How can we improve our sprinting technique through practice?
|
KLB Visionary Creative Arts, pg. 67 Open field, markers, whistle
KLB Visionary Creative Arts Printed lyrics of the National Anthem KLB Visionary Creative Arts Audio recording of the National Anthem |
Observation Skills test Peer assessment
|
|
| 4 | 3 |
Performance and Display
|
Athletics - Kenyan flag
Athletics - Sketching the flag |
By the end of the
lesson, the learner
should be able to:
- Identify the colours of the Kenyan flag - Explain the arrangement and meaning of the colours - Show respect for national symbols |
- Search for images of the Kenyan flag
-Study the colours and their arrangement -Discuss the meaning of each colour -Identify proper display of the flag |
What is the significance of the Kenyan flag?
|
KLB Visionary Creative Arts, pg. 68 Digital devices, images of the Kenyan flag
KLB Visionary Creative Arts, pg. 69 Drawing paper, pencils, rulers |
Observation Oral questions Written assignment
|
|
| 4 | 4 |
Performance and Display
|
Athletics - Painting the flag
|
By the end of the
lesson, the learner
should be able to:
- Paint the Kenyan flag using correct colours - Apply paint neatly within outlined areas - Show pride in creating national symbols |
- Paint the white stripes and white sections first
-Apply red, green, and black colours in correct areas -Ensure neat application within outlined areas -Allow paint to dry between colours |
How can we accurately paint the Kenyan flag?
|
KLB Visionary Creative Arts, pg. 70 Paint, brushes, painted sketch of flag
|
Observation Project work Peer assessment
|
|
| 4 | 5 |
Performance and Display
|
Athletics - Making a flag handle
Athletics - Sprint competition |
By the end of the
lesson, the learner
should be able to:
- Identify suitable materials for a flag handle - Attach the flag to a handle securely - Show craftsmanship in construction |
- Select suitable materials for a flag handle
-Prepare the handle for attaching the flag -Attach the flag securely to the handle -Test the durability of the attachment |
How can we attach a flag to a handle securely?
|
KLB Visionary Creative Arts, pg. 71 Materials for handle, painted flag
KLB Visionary Creative Arts, pg. 71 Open field, markers, flags |
Observation Project work Practical assessment
|
|
| 4 | 6 |
Performance and Display
|
Athletics - Sprint relay
|
By the end of the
lesson, the learner
should be able to:
- Explain the technique for baton exchange - Demonstrate proper baton exchange - Show teamwork during relay practice |
- Demonstrate proper baton exchange technique
-Practice baton exchange in pairs -Form relay teams for practice -Discuss the importance of teamwork in relays |
How does teamwork affect relay performance?
|
KLB Visionary Creative Arts Open field, batons or substitute items
|
Observation Skills test Group assessment
|
|
| 5 | 1 |
Performance and Display
|
Athletics - Standing long jump
Athletics - Running long jump |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the standing long jump technique - Execute proper takeoff and landing - Show courage in attempting the skill |
- Demonstrate the standing long jump technique
-Practice proper takeoff with arm swing -Focus on balanced landing with bent knees -Measure and record jump distances |
What techniques help improve jump distance?
|
KLB Visionary Creative Arts Open field, measuring tape, markers
|
Observation Skills test Performance assessment
|
|
| 5 | 2 |
Performance and Display
|
Athletics - Ball throw
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate proper ball throw technique - Execute proper body position and arm action - Show determination in improving distance |
- Demonstrate proper ball throw technique
-Practice grip and arm position -Focus on body rotation and follow-through -Measure and record throw distances |
What techniques help improve throwing distance?
|
KLB Visionary Creative Arts Open field, small balls, measuring tape
|
Observation Skills test Performance assessment
|
|
| 5 | 3 |
Performance and Display
|
Athletics - Athletics games
Athletics - Analysis of performance |
By the end of the
lesson, the learner
should be able to:
- Participate in various athletics games - Apply learned techniques in games - Show enjoyment in athletic activities |
- Organize simple athletics games
-Apply learned techniques in game situations -Rotate through different activities -Emphasize fun and participation |
How can athletics be made enjoyable?
|
KLB Visionary Creative Arts Open field, various equipment
KLB Visionary Creative Arts Digital recording devices |
Observation Performance assessment Self-assessment
|
|
| 5 | 4 |
Performance and Display
|
Athletics - History of Kenyan athletics
|
By the end of the
lesson, the learner
should be able to:
- Identify famous Kenyan athletes - Describe Kenya's achievements in athletics - Show pride in Kenya's athletic heritage |
- Research famous Kenyan athletes
-Discuss Kenya's achievements in athletics -Create profiles of notable athletes -Relate athletics to national pride |
Why is Kenya known for its athletes?
|
KLB Visionary Creative Arts Resource materials, digital devices
|
Observation Oral presentation Written assignment
|
|
| 5 | 5 |
Performance and Display
|
Athletics - Athletics event planning
Athletics - Cultural significance |
By the end of the
lesson, the learner
should be able to:
- Plan a class athletics event - Assign roles and responsibilities - Show leadership in event organization |
- Discuss elements of an athletics event
-Plan a class athletics event -Assign roles and responsibilities -Create a schedule for the event |
How is an athletics event organized?
|
KLB Visionary Creative Arts Planning materials
KLB Visionary Creative Arts Resource materials, digital devices |
Observation Group work Oral presentation
|
|
| 5 | 6 |
Performance and Display
|
Athletics - Assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of athletic techniques - Show skills in sprint starts and running - Value the learning journey in this substrand |
- Complete assessment activities on athletics techniques
-Demonstrate athletic skills for assessment -Perform the National Anthem and display the flag -Reflect on learning journey |
What have we learned about athletics, the National Anthem, and the Kenyan flag?
|
KLB Visionary Creative Arts Assessment tools
|
Observation Written test Performance assessment
|
|
| 6 | 1 |
Performance and Display
|
Gymnastics - Introduction
Gymnastics - Warm-up activities |
By the end of the
lesson, the learner
should be able to:
- Explain what gymnastics is - Identify different gymnastics activities - Show interest in gymnastics |
- Watch videos or demonstrations of gymnastics activities
-Discuss what gymnastics involves -Identify different types of gymnastics activities -Discuss the importance of safety in gymnastics |
How does performance of rolls and balances enhance gymnastics?
|
KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics
KLB Visionary Creative Arts Open space, mats |
Observation Oral questions Written assignments
|
|
| 6 | 2 |
Performance and Display
|
Gymnastics - Patriotic songs for warm-up
|
By the end of the
lesson, the learner
should be able to:
- Learn patriotic songs for warm-up - Sing with proper diction - Show patriotism in performance |
- Learn relevant patriotic songs for warm-up
-Practice singing with proper diction -Perform songs while warming up -Discuss the meaning of the songs |
How does music support the performance of gymnastics?
|
KLB Visionary Creative Arts Audio recordings of patriotic songs
|
Observation Performance assessment Oral questions
|
|
| 6 | 3 |
Performance and Display
|
Gymnastics - Crab balance
Gymnastics - Crab balance technique |
By the end of the
lesson, the learner
should be able to:
- Explain the crab balance technique - Identify body parts used in the crab balance - Show interest in learning the skill |
- Observe demonstrations of the crab balance
-Identify body parts used in the crab balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a crab balance?
|
KLB Visionary Creative Arts, pg. 74 Mats, open space
KLB Visionary Creative Arts, pg. 75 Mats, open space |
Observation Oral questions Written assignments
|
|
| 6 | 4 |
Performance and Display
|
Gymnastics - Crab balance practice
|
By the end of the
lesson, the learner
should be able to:
- Practice the crab balance with proper technique - Maintain stability in the balance position - Show determination in mastering the skill |
- Review the progression for crab balance
-Practice the skill with focus on stability -Work in pairs to provide feedback -Practice maintaining the balance for increasing durations |
How can we improve our crab balance technique?
|
KLB Visionary Creative Arts, pg. 76 Mats, open space
|
Observation Skills test Peer assessment
|
|
| 6 | 5 |
Performance and Display
|
Gymnastics - Head balance
Gymnastics - Head balance technique |
By the end of the
lesson, the learner
should be able to:
- Explain the head balance technique - Identify body parts used in the head balance - Show interest in learning the skill |
- Observe demonstrations of the head balance
-Identify body parts used in the head balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a head balance?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Oral questions Written assignments
|
|
| 6 | 6 |
Performance and Display
|
Gymnastics - Side roll
|
By the end of the
lesson, the learner
should be able to:
- Explain the side roll technique - Identify body parts used in the side roll - Show interest in learning the skill |
- Observe demonstrations of the side roll
-Identify body parts used in the side roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
|
Observation Oral questions Written assignments
|
|
| 7 | 1 |
Performance and Display
|
Gymnastics - Side roll technique
Gymnastics - Side roll practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the side roll technique - Execute the progression steps correctly - Show body control during the roll |
- Demonstrate the starting position for side roll
-Practice the rolling phase with proper technique -Focus on maintaining body alignment -Practice completing the roll with proper finish |
What are the key points for a successful side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
KLB Visionary Creative Arts, pg. 78 Mats, open space |
Observation Skills test Peer assessment
|
|
| 7 | 2 |
Performance and Display
|
Gymnastics - Backward roll
|
By the end of the
lesson, the learner
should be able to:
- Explain the backward roll technique - Identify body parts used in the backward roll - Show interest in learning the skill |
- Observe demonstrations of the backward roll
-Identify body parts used in the backward roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a backward roll?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Oral questions Written assignments
|
|
| 7 | 3 |
Performance and Display
|
Gymnastics - Backward roll technique
Gymnastics - Combining skills |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the backward roll technique - Execute the progression steps correctly - Show body control during the roll |
- Demonstrate the starting position for backward roll
-Practice the rolling phase with proper technique -Focus on maintaining tucked position -Practice completing the roll with proper finish |
What are the key points for a successful backward roll?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Skills test Peer assessment
|
|
| 7 | 4 |
Performance and Display
|
Gymnastics - Percussion accompaniment
|
By the end of the
lesson, the learner
should be able to:
- Play rhythmic percussion instruments to accompany gymnastics - Match rhythm to movement - Show creativity in musical accompaniment |
- Select appropriate percussion instruments
-Create simple rhythms to accompany movements -Practice playing instruments in time with gymnastics -Perform gymnastics with percussion accompaniment |
How does music enhance gymnastics performance?
|
KLB Visionary Creative Arts Percussion instruments, mats
|
Observation Performance assessment Peer evaluation
|
|
| 7 | 5 |
Performance and Display
|
Gymnastics - Rhythmic patterns
Gymnastics - Photography |
By the end of the
lesson, the learner
should be able to:
- Perform the side roll to a rhythmic pattern - Recite French rhythm names during performance - Show coordination in movement and speech |
- Create rhythmic patterns for gymnastics movements
-Practice reciting French rhythm names during performance -Coordinate movement with rhythm -Perform side roll to rhythmic patterns |
How can rhythm enhance gymnastics movements?
|
KLB Visionary Creative Arts Mats, percussion instruments
KLB Visionary Creative Arts Digital devices, mats |
Observation Performance assessment Coordination assessment
|
|
| 7 | 6 |
Performance and Display
|
Gymnastics - Photo portfolio
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for a portfolio - Organize photographs in a logical sequence - Show pride in portfolio presentation |
- Review photographs of gymnastics performances
-Select best photographs for portfolio -Organize photographs in a logical sequence -Create captions for photographs |
How can we effectively document gymnastics through photography?
|
KLB Visionary Creative Arts Digital devices, photograph printouts
|
Observation Portfolio Peer evaluation
|
|
| 8 |
MID TERM ASSESSMENT & MID TERM BREAK |
||||||||
| 9 | 1 |
Performance and Display
|
Gymnastics - Gymnastic games
Gymnastics - Assessment |
By the end of the
lesson, the learner
should be able to:
- Participate in gymnastics-themed games - Apply learned skills in game situations - Show enjoyment in gymnastic activities |
- Learn simple gymnastics-themed games
-Apply learned skills in game situations -Rotate through different activities -Emphasize fun and participation |
How can gymnastics be made enjoyable through games?
|
KLB Visionary Creative Arts Mats, various equipment
KLB Visionary Creative Arts Assessment tools |
Observation Performance assessment Self-assessment
|
|
| 9 | 2 |
Performance and Display
|
Descant Recorder - Introduction
|
By the end of the
lesson, the learner
should be able to:
- Identify the descant recorder as a musical instrument - Explain how the descant recorder is played - Show interest in learning the instrument |
- Observe the descant recorder
-Discuss how the instrument is played -Listen to recorder music -Discuss the role of wind instruments in music |
How can a good tone be produced on the descant recorder?
|
KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings
|
Observation Oral questions Written assignments
|
|
| 9 | 3 |
Performance and Display
|
Descant Recorder - Parts
Descant Recorder - Assembly |
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a descant recorder - Explain the function of each part - Show care in handling the instrument |
- Examine the descant recorder
-Identify the head joint, middle joint, and foot joint -Discuss the function of each part -Practice handling the recorder correctly |
What are the different parts of a descant recorder?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams
KLB Visionary Creative Arts, pg. 97 Descant recorders |
Observation Oral questions Labeling exercise
|
|
| 9 | 4 |
Performance and Display
|
Descant Recorder - Care and maintenance
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of caring for the recorder - Demonstrate cleaning and maintenance procedures - Show responsibility in instrument care |
- Discuss the importance of instrument care
-Demonstrate cleaning procedures -Practice proper storage -Discuss potential damage from improper care |
Why is proper care and maintenance of the recorder important?
|
KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials
|
Observation Oral questions Practical assessment
|
|
| 9 | 5 |
Performance and Display
|
Descant Recorder - Holding position
Descant Recorder - Blowing technique |
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct holding position - Maintain proper posture while holding - Show discipline in following instructions |
- Demonstrate correct holding position
-Practice proper hand placement -Maintain correct posture -Check holding positions in pairs |
What is the correct way to hold a descant recorder?
|
KLB Visionary Creative Arts, pg. 99 Descant recorders
KLB Visionary Creative Arts, pg. 100 Descant recorders |
Observation Practical assessment Peer evaluation
|
|
| 9 | 6 |
Performance and Display
|
Descant Recorder - Note B
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note B - Produce a clear B note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note B
-Practice covering the correct holes -Produce a clear B note -Play repeated B notes to develop consistency |
What is the correct fingering for note B?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
|
Observation Practical assessment Performance
|
|
| 10 | 1 |
Performance and Display
|
Descant Recorder - Note A
Descant Recorder - Note G |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note A - Produce a clear A note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note A
-Practice covering the correct holes -Produce a clear A note -Play repeated A notes to develop consistency |
What is the correct fingering for note A?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts |
Observation Practical assessment Performance
|
|
| 10 | 2 |
Performance and Display
|
Descant Recorder - Combining notes B-A
|
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B and A - Transition smoothly between notes - Show perseverance in practice |
- Review fingerings for B and A
-Practice transitioning between the notes -Play simple patterns using B and A -Focus on smooth finger movements |
How can we transition smoothly between notes?
|
KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music
|
Observation Practical assessment Performance
|
|
| 10 | 3 |
Performance and Display
|
Descant Recorder - Combining notes B-A-G
|
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B, A, and G - Transition smoothly between notes - Show perseverance in practice |
- Review fingerings for B, A, and G
-Practice transitioning between the notes -Play simple patterns using B, A, and G -Focus on smooth finger movements |
How can we play a sequence of notes smoothly?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
|
Observation Practical assessment Performance
|
|
| 10 | 4 |
Performance and Display
|
Descant Recorder - Simple melodies
Descant Recorder - Materials for case |
By the end of the
lesson, the learner
should be able to:
- Play simple melodies using notes B, A, and G - Maintain steady rhythm while playing - Show pride in musical achievement |
- Learn simple melodies using B, A, and G
-Practice playing with steady rhythm -Focus on clear tone production -Perform melodies for peers |
How do we interpret simple melodies on the recorder?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread |
Observation Performance assessment Peer evaluation
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| 10 | 5 |
Performance and Display
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Descant Recorder - Making a case
|
By the end of the
lesson, the learner
should be able to:
- Make a case using collected materials - Apply appropriate construction techniques - Show craftsmanship in case making |
- Demonstrate techniques for case construction
-Stitch fabric or crochet yarn for the case -Ensure appropriate size for the recorder -Add closures or fasteners as needed |
How is a recorder case constructed?
|
KLB Visionary Creative Arts, pg. 105 Case-making materials, tools
|
Observation Project work Practical assessment
|
|
| 10 | 6 |
Performance and Display
|
Descant Recorder - Decorating the case
Descant Recorder - Group practice |
By the end of the
lesson, the learner
should be able to:
- Embellish the recorder case with decorations - Apply appropriate decorative techniques - Show creativity in decoration |
- Collect items for case decoration
-Embellish the case with found objects -Apply decorative stitching or other techniques -Ensure decorations are securely attached |
How can we enhance our recorder cases through decoration?
|
KLB Visionary Creative Arts, pg. 105 Decorative materials, adhesives
KLB Visionary Creative Arts Descant recorders, simple music |
Observation Project work Peer evaluation
|
|
| 11 | 1 |
Performance and Display
|
Descant Recorder - Performance preparation
|
By the end of the
lesson, the learner
should be able to:
- Prepare melodies for performance - Apply performance techniques - Show confidence in preparation |
- Select appropriate melodies for performance
-Practice performance pieces thoroughly -Discuss performance etiquette -Prepare for public performance |
How do we prepare for a musical performance?
|
KLB Visionary Creative Arts Descant recorders, performance music
|
Observation Performance assessment Self-assessment
|
|
| 11 | 2 |
Performance and Display
Appreciation in Creative Arts Appreciation in Creative Arts |
Descant Recorder - Assessment
Critique of an Art work - Introduction to the concept of appreciation Critique of an Art work - Behavior in appreciation |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of the descant recorder - Show skills in playing notes B, A, and G - Value the learning journey in this substrand |
- Complete assessment activities on recorder knowledge
-Demonstrate playing skills for assessment -Present completed recorder cases -Reflect on learning journey |
What have we learned about the descant recorder, playing techniques, and case making?
|
KLB Visionary Creative Arts Assessment tools
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 30 - Digital devices - Chart showing components of art appreciation - Display area for artworks - Sample artworks |
Observation Performance test Project assessment
|
|
| 11 | 3 |
Appreciation in Creative Arts
|
Critique of an Art work - Aesthetics in appreciation
Critique of an Art work - Skills in appreciation Critique of an Art work - Message in appreciation |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of aesthetics in art appreciation - Identify aesthetic qualities in artworks - Show interest in aesthetic aspects of artworks |
Learners will:
- Discuss the meaning of aesthetics - Identify aesthetic qualities in sample artworks - Research on aesthetic aspects in different art forms |
How do aesthetic qualities enhance artworks?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 31
- Sample artworks - Digital resources - Reference materials - Samples of different artworks - Display boards - Digital resources - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 32 - Sample artworks with clear messages - Chart showing different art messages |
- Observation
- Oral questioning
- Written assignments
|
|
| 11 | 4 |
Appreciation in Creative Arts
|
Critique of an Art work - Feedback in appreciation
Critique of an Art work - Care of artworks Critique of an Art work - Selecting artworks for display |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of feedback in art appreciation - Give constructive feedback on artworks - Value feedback as a way to improve artworks |
Learners will:
- Discuss the concept of feedback - Practice giving constructive feedback on sample artworks - Role-play giving and receiving feedback |
Why is feedback important in art appreciation?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 32
- Sample artworks - Feedback forms - Digital resources - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 33 - Various artworks - Storage materials - Display boards - Previously created artworks - Selection criteria chart |
- Observation
- Peer assessment
- Oral presentations
|
|
| 11 | 5 |
Appreciation in Creative Arts
|
Critique of an Art work - Preparing artworks for display
Critique of an Art work - Preparing display areas |
By the end of the
lesson, the learner
should be able to:
- Explain how to prepare artworks for display - Prepare selected artworks for display - Show creativity in preparing artworks |
Learners will:
- Discuss methods of preparing different artworks for display - Clean and prepare selected artworks - Label artworks appropriately |
How should artworks be prepared for display?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 34
- Selected artworks - Cleaning materials - Labels and markers - Display boards - Props - Mounting materials |
- Observation
- Practical assessment
- Checklist
|
|
| 11 | 6 |
Appreciation in Creative Arts
|
Critique of an Art work - Displaying Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
- Arrange artworks appropriately for display - Display works in appropriate areas - Show creativity in arranging the display |
Learners will:
- Discuss principles of arranging artworks for display - Mount and arrange artworks on display boards - Display artworks in designated areas |
How should artworks be arranged for effective display?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 35
- Prepared artworks - Display boards - Mounting materials |
- Observation
- Practical assessment
- Group work
|
|
| 12 | 1 |
Appreciation in Creative Arts
|
Critique of an Art work - Gallery walk
Critique of an Art work - Critiquing artworks |
By the end of the
lesson, the learner
should be able to:
- Explain the purpose of a gallery walk - Participate in a gallery walk to observe artworks - Show appreciation for displayed artworks |
Learners will:
- Discuss the purpose and procedure of a gallery walk - Take a gallery walk to observe displayed artworks - Take notes during the gallery walk |
What do we observe during a gallery walk?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 35
- Displayed artworks - Notebooks - Digital devices for recording - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 36 - Critique criteria chart - Notebooks |
- Observation
- Peer assessment
- Written notes
|
|
| 12 | 2 |
Appreciation in Creative Arts
|
Critique of an Art work - Analysis of folk songs
|
By the end of the
lesson, the learner
should be able to:
- Explain how to analyze Kenyan folk songs - Identify components for analyzing folk songs - Value the cultural aspect of folk songs |
Learners will:
- Discuss how to analyze folk songs - Identify components for analysis (community, type, instruments, participants) - Listen to sample folk songs for analysis |
How do we analyze folk songs?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 36
- Audio recordings of folk songs - Digital devices - Analysis chart |
- Observation
- Oral questioning
- Written assignments
|
|
| 12 | 3 |
Appreciation in Creative Arts
|
Critique of an Art work - Folk song performances
Critique of an Art work - Analysis of folk song performances |
By the end of the
lesson, the learner
should be able to:
- Identify characteristics of good folk song performances - Participate in folk song performances - Show appreciation for cultural diversity |
Learners will:
- Discuss characteristics of good folk song performances - Practice folk songs from different Kenyan communities - Perform folk songs in groups |
What makes a good folk song performance?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 37
- Audio recordings - Percussion instruments - Props for performances - Recorded performances - Analysis charts - Digital devices |
- Observation
- Performance assessment
- Peer feedback
|
|
| 12 | 4 |
Appreciation in Creative Arts
|
Critique of an Art work - Sports events preparation
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of preparation for sports events - Prepare for netball, athletics and gymnastics events - Show teamwork in preparation activities |
Learners will:
- Discuss preparation for sports events - Organize teams for different sports events - Prepare equipment and venues |
Why is preparation important for sports events?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 38
- Sports equipment - Playing fields - Digital resources |
- Observation
- Practical assessment
- Group work
|
|
| 12 | 5 |
Appreciation in Creative Arts
|
Critique of an Art work - Participation in sports events
Critique of an Art work - Analysis of sports performances |
By the end of the
lesson, the learner
should be able to:
- Demonstrate skills in netball, athletics or gymnastics - Participate actively in sports events - Show sportsmanship during competitions |
Learners will:
- Participate in netball, athletics and gymnastics events - Apply learned skills during competitions - Practice good sportsmanship |
How does participation in sports events enhance appreciation?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 38
- Sports equipment - Playing fields - Digital devices for recording - KLB Visionary Creative Arts Grade 4 Learner's Book pg. 39 - Recorded performances - Analysis charts - Digital devices |
- Observation
- Performance assessment
- Peer feedback
|
|
| 12 | 6 |
Appreciation in Creative Arts
|
Critique of an Art work - Cultural diversity in Creative Arts
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of cultural diversity in Creative Arts - Appreciate Creative Arts works from different cultural backgrounds - Show respect for cultural diversity |
Learners will:
- Discuss cultural diversity in Creative Arts - Examine artworks from different cultural backgrounds - Reflect on the value of cultural diversity |
Why is appreciation of cultural diversity important in Creative Arts?
|
- KLB Visionary Creative Arts Grade 4 Learner's Book pg. 39
- Artworks from different cultures - Digital resources - Reference materials |
- Observation
- Reflective writing
- Oral presentations
|
|
| 13 |
REVISION |
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| 14 |
END OF TERM ASSESSMENT |
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