Foundation of Creative Arts and sports

Careers in Creative Arts And Sports

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

-Identify careers in creative arts and sports.
-Describe the camera in creative arts and sport
-Research using digital devices to identify and discuss carriers in creative arts and sports.
-Recognize the careers in creative arts and sports.

In groups. Learners are guided to:
-Research using digital devices on print material to identify carriers creative arts.
-Discuss the careers in creative arts .
-Prepare charts showing different careers in creative arts
-Watch clips on careers in creative arts and sports.

What are the careers in creative arts and sports ?

-video clips - digital devices -Internet -learners textbook -teachers notes

-Oral question -Oral discussions -Written notes -Observation

Foundation of Creative Arts and sports

Careers in Creative Arts And Sports

By the end of the lesson, the learner should be able to:
-Illustrate entrepreneurial in creative arts and sports
-Watch video recording entrepreneurial opportunities in creative arts and sports
-Discuss the entrepreneurial activities.
-Acknowledge the entrepreneurial opportunities.

in groups or pairs, learners are guided to:
-Watch videos or recordings of entrepreneurial opportunities in creative arts.
- Discuss entrepreneurial opportunities in careers in creative arts.
- Search for more information.
- Write short notes on illustration
-prepare a chat on illustration of entrepreneurial opportunities.

What are the career opportunities related to creative arts and sports?

-Textbook.
-Lesson notes -Digital resources -video clips

-Oral questions -Checklists -Assessment rubrics -Written question

Foundation of Creative Arts and sports

Careers in Creative Arts And Sports

By the end of the lesson, the learner should be able to:
-Identify talents in areas of career interest in creative sports
-Role play in areas of career interest
-Acknowledge own and others talents and areas of career interest

In groups, learners are guided to:
-Role play areas of career interest as they record themselves.
-Prepare personal journals on the talents in the areas of career interest.
-Analyze their talents in areas of career interest.

What are your talents and areas of interest in creative and sports?

-digital resources
-Notebooks
-Texbooks
-journals

-practical activity -Observation -Peer assessment portfolio .

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Identify elements in a play as a component of creative arts.
-Describe the element of play.
- Search for information on Internet of elements of play.
- Discussion the elements of play
-Acknowledge elements of a play.

In groups or pairs, learners are guided to
- Watch actual and virtual play performance to identify elements of a play.
- Discuss the basic elements of a play.
-Search for information or elements of play I.e theme, characters, plot, etc.

What is play?what are the basic elements of a play?

-digital resources.
-Lesson notes
-Textbooks.

-Observation -Oral question -Assessment rubrics -Written questons.

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Perform or Role play to show elements of a play
-Express conflict and resolution.
-Highlight characters.
-Identify the language to use.
-Enjoy performing a short play.

In groups or learners should be guided to
-Perform the play as they use digital devices to record
-share responsibilities.
- Decide and practice on language to use.
-Examine the elements of a play from performance

How do you perform to show the basic elements of a play?

--digital resources.
-Costumes
-Open space or class

-practical activity -Assessment rubrics -Observation -Oral question

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Perform or Role play to show elements of a play
-Express conflict and resolution.
-Highlight characters.
-Identify the language to use.
-Enjoy performing a short play.

-Define the components of physical fitness
- Outline the components of physical fitness.
-Discuss the components of physical fitness.
-Recognize the components of physical fitness.

In groups or learners should be guided to
-Perform the play as they use digital devices to record
-share responsibilities.
- Decide and practice on language to use.
-Examine the elements of a play from performance

In groups or pairs, the learners are guided to brains.
-Brainstorm the component of physical fitness
-Search the Internet or print resources for information on power and reaction as components of fitness.
- Explain the components of fitness.

How do you perform to show the basic elements of a play?
What are the components of physical fitness?

--digital resources.
-Costumes
-Open space or class
-Textbooks
-teachers notes
-video clips
-digital resources

-practical activity -Assessment rubrics -Observation -Oral question
-O bservation -Oral question -checklist

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Perform activities demonstrating the components of fitness
-Observe actual or virtual activities on performance activities demonstrating fitness.
- Enjoy performing the activities.

In groups or pairs learners are guided to :
-demonstrate fitness exercise.
- Practice activities that enhance power and reaction of time.

How do you perform activities demonstrating the components of fitness?

-video clips
-digital devices

-practical activity -Assessment rubrics -checklist -Oral question

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Define rhythm as a component of creative arts and sports.
-Explain dotted minim, dotted crotchet,quaver and their rests as components of rhythm.
-Demonstrate the dotted minim, dotted crochet and the rests.
- Enjoy demonstration of dotted minim ,dotted crotchet, quaver and their rests.

-n groups or pairs. Learners are guided to:
-Present the meaning of rhythm.
- Use digital or print resources to search for information on dotted minim dotted crochet, quaver and the rest.
- discuss the.
Dotted minim dotted crochet quaver and their rest .

What is rhythm?

-digital resources
-Lesson notes
-Descant recorder
-video clips

-Assessment rubrics -checklist -Oral question -Written questions.

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Define rhythm as a component of creative arts and sports.
-Explain dotted minim, dotted crotchet,quaver and their rests as components of rhythm.
-Demonstrate the dotted minim, dotted crochet and the rests.
- Enjoy demonstration of dotted minim ,dotted crotchet, quaver and their rests.

-n groups or pairs. Learners are guided to:
-Present the meaning of rhythm.
- Use digital or print resources to search for information on dotted minim dotted crochet, quaver and the rest.
- discuss the.
Dotted minim dotted crochet quaver and their rest .

What is rhythm?

-digital resources
-Lesson notes
-Descant recorder
-video clips

-Assessment rubrics -checklist -Oral question -Written questions.

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-States or defined note expression .
-Discuss notes and ties as components of note extension.
-Group music notes in 4/4 time including note extension.
-Acknowledge the importance of dots and ties in music.

-Identify the pitches on the grand stare
-Discuss the pitches
-Draw and grand Stave and name the lines and spaces .
-Acknowledge the key pitches on grand stave.

In groups, learners are guided to :
-Use digital or print resources for search.
-Explain dot and ties as components of note extension.
- Write signs for tied Notes .
-Collaborate in music Notes 4/4 time incorporation note .

In groups learners all guided to:
-state meaning of pitch and grand stave.
-Use digital print resources
- draw the grand stave and name the lines and spaces
- Draw the piano keyboard and relate to the grand stave.

why is note extension in music notation?
Which are pitches in grand stave?

-Lesson notes
-Charts
-digital resources
-Piano
-Lesson notes
-digital devices
-Textbooks

-Assessment rubrics . -Checklist -Written question airs -Oral questions
-Portifolio projects -Assessment rubrics -Peer assesment

Foundation of Creative Arts and sports

Components of creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Construct the scale F major on a staff.
-Play scales of major ascending and descending and their tonic a veggies
-. Have fun playing scales F major ascending and descending .

In groups or pairs Or individually, learners are guided to:
-construct a scale of f major on both treble and base staff.
-Play or sing Scales f major ascending and descending with or without key signatures.
- Sign read simple melodies in. C, G- and F major for aural recognition.

How can you construct the scale F major on both treble and bass stuff?

-Music instruments
-Lesson notes
-digital devices

-Class project -Portfolio -Assessment rubric -Observation .

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Describe coil techniques in pottery
-Identify different techniques used in pottery
-Appreciate different coil techniques in pottery
- Discuss different techniques used in pottery
-Use digital devices to search for information on techniques in pottery

In groups, learners are guided to:
- Brainstorm different coil techniques in pottery
- use digital device to Search for information on coil techniques
- Discuss different techniques in pottery

What are the different coil techniques in pottery?

Digital resources
Textbooks
Teachers notes

Observation Assessment rubrics Written notes Oral questions.

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Describe coil techniques in pottery
-Identify different techniques used in pottery
-Appreciate different coil techniques in pottery
- Discuss different techniques used in pottery
-Use digital devices to search for information on techniques in pottery

In groups, learners are guided to:
- Brainstorm different coil techniques in pottery
- use digital device to Search for information on coil techniques
- Discuss different techniques in pottery

What are the different coil techniques in pottery?

Digital resources
Textbooks
Teachers notes

Observation Assessment rubrics Written notes Oral questions.

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
- .Identify source of clay
-Explore areas where they can get clay.
-Prepare clay by removing impurities
-Appreciate clay as the preferred material for pottery.

-Make coils of uniform thickness
- Outline the procedure of preparing coils
-Watch a live or virtual of preparing coils
Enjoy making coils

In groups, learners are guided to:
-Play with clay by preparing, removing impurities, drying, kneading, and weighing
-Watch a virtual or live showing of preparation of clay
-Record as they source clay and prepare using digital devices.

-Make coils of uniform thickness
-Watch a virtual or live to learn how to make coils
-Search information on the internet
-Outline the procedure of making coils in pottery
- Record themselves making coils

Why is clay the preferred material for pottery?
How do you make coils of uniform thickness? What are the procedures of making coils?

-digital resources
-Textbooks
-teachers notes
-digital devices
-Observation
-practical activity
-demonstration
-checklist

-Observation -Assessment rubrics -Checklists -practical activity

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Model a vessel using coil method
-Join clay to form a vessel
-Observe keenly as the teacher demonstrates
-Have fun in making a vessel with coil method

In groups, learners are guided to:

-Model a vessel using coil method
- Join clay to form a vessel
-Observe keenly as the teacher demonstrates
- Get a resource personnel.
- Have fun in making a vessel with coil method
-Record themselves for future reference

How do you model a vessel using coil method? What are the procedures of making a vessel?

-digital devices
-ResourcePersonnel
-Exhibitions
-textbook

-Observation -demonstration -Assessment rubrics -Oral questions -Checklists

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Model a vessel using coil method
-Join clay to form a vessel
-Observe keenly as the teacher demonstrates
-Have fun in making a vessel with coil method

In groups, learners are guided to:

-Model a vessel using coil method
- Join clay to form a vessel
-Observe keenly as the teacher demonstrates
- Get a resource personnel.
- Have fun in making a vessel with coil method
-Record themselves for future reference

How do you model a vessel using coil method? What are the procedures of making a vessel?

-digital devices
-ResourcePersonnel
-Exhibitions
-textbook

-Observation -demonstration -Assessment rubrics -Oral questions -Checklists

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Identify the tools of smoothing in pottery
-Smoothen inside
-follow the procedures of smothering
-Admire each others efforts.

In groups, learners are guided to:
-Smoothen inside
- Watch a virtual or live showing ways of smothering
- Outline the procedures
-Search for information on the Internet on How to smooth-en.

How do you smoothen clay?

-Tools
-digital devices
-video clips
-Textbooks

-Assessment rubrics -Checklists -Observation

Creating And Performing

Indigenous Kenyan Crafts

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

-Decorate the slightly dry vessel by incising
- Dry under shade
- Appreciate incising as a way of decorating in pottery
- Search on how to do incising from the library or digital devices


-Define the term kiln
- Identify what is a kiln
-Prepare a kiln
-Appreciate drying vessel on a kiln

In groups, learners are guided to:
-Decorate the slightly dry vessel by incising dry under shade
-Search information on the internet on incision
-Record themselves
-Dry under the shade.

-Define the term kiln
- Prepare a kiln
-Collaboratively dry a vessel by using an open pit kiln
-record themselves using digital devices

Why we dry clay work under a shade? How do we decorate through incising?
How do you dry a vessel using Kiln? What is kiln in pottery?

-digital devices
-video clips
-Textbooks

-Assessment rubrics -checklist -Observation -demonstration

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Define the term frame loom
-Identify what is a frame loom
- Discuss the frame loom
- Acknowledge the frame loom

In groups, learners are guided to:
-Define the term frame loom
-Identify what is a frame loom
- Explore actual or virtual resource to study making a frame loom.

What is a frame loom?

-Open pit kiln
-digital devices
teachers notes
textbook

-demonstration -Assessment rubrics -Cheklists -practical activity

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Define the term frame loom
-Identify what is a frame loom
- Discuss the frame loom
- Acknowledge the frame loom

In groups, learners are guided to:
-Define the term frame loom
-Identify what is a frame loom
- Explore actual or virtual resource to study making a frame loom.

What is a frame loom?

-Open pit kiln
-digital devices
teachers notes
textbook

-demonstration -Assessment rubrics -Cheklists -practical activity

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Collaboratively make a a joint frame loom
- Discuss how to make a joint frame loom
-Watch a virtual or live of a wooden frame loom
- Enjoy while making a wooden frame loom
-Search on the materials needed to make a joint frame.

In groups, learners are guided to:

-Collaboratively make a wooden joint frame c equal spacing nails
-Outline the procedure of making a wooden frame loom.
-Identify materials for making a wooden frame
- Watch a virtual or live of a wooden frame loom
-Record themselves

What is a frame loom?

-demonstration -Assessment rubrics -Cheklists -practical activity

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-make a fabric using 2/- twill wearing
-Explore actual and virtual resources
-Discuss how to make a 2/- twill wearing technique.

In groups, learners are guided to:
-Explore a actual or virtual resources to study making a frame loom and 2/- twill weaves
-Record themselves
-Discuss as they make a fabric using twill weaving

How do you make a fabric using 2/- twill weaving technique?

-digital devices
-Wooden frame
-Article
-textbook teachers notes.

-Assessment rubrics -Observation -checklist -Peer assesment.

Creating And Performing

Indigenous Kenyan Crafts

By the end of the lesson, the learner should be able to:
-Display the woven articles
-Discuss the woven articles made
-record themselves as they Display
Admire each other effort in making woven articles

In groups, learners are guided to:
-Display and critique own and others woven articles
-record themselves for future reference
-Analyse the woven articles.

How is a fabric woven?

-digital devices
-Wooden frame
-Article
-textbook
-teachers notes

-Assessment rubrics -Observation -demonstration -Peer assesment -Checklists

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
-Identify the standing dive
- Use digital resources to search for information on a standing dive
- Describe the standing dive as used in swimming
- Appreciate standing dive

In groups, learners are guided to:
-Use digital or print resources to Search for information
-an instructor to Demonstrate standing dive
-Discuss the standing dive.

What is standing dive?

-Swimming pool
-resource personnel
-digital devices

-Assessment rubrics -practical activities -Observation Schedule -checklist

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
- describe body position in standing dive.
-Watch a live or virtual to describe body position in standing dive
-Demonstrate the body position
-Acknowledge body position in standing dive

In groups, learners are guided to:

-Watch a live or virtual to describe body position in standing dive
-A resource person to demonstrate the body position in standing dive
-Search on the internet on body position

What is body position in standing dive?

-pictures
-digital resources
-video clips

-Assessment rubrics -practical activity -demonstration

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
- describe body position in standing dive.
-Watch a live or virtual to describe body position in standing dive
-Demonstrate the body position
-Acknowledge body position in standing dive

In groups, learners are guided to:

-Watch a live or virtual to describe body position in standing dive
-A resource person to demonstrate the body position in standing dive
-Search on the internet on body position

What is body position in standing dive?

-pictures
-digital resources
-video clips

-Assessment rubrics -practical activity -demonstration

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
-Outline the tips of standing dive
-Describe the tips on standing dive
-Describe the tips used in standing dives
-Search on the Internet
-Appreciate the tips Use in standing dive.
-Identify phases of standing dives
-Demonstrate phases of standing dive in Swimming
-Observe as a resource person Demonstrate
-Watch a live or virtual on phases of stranding dive
-Appreciate the phases in standing dive

In groups, learners are guided to:
-Outline scatting positions, push off, entry and guide as tips of standing dive
-Discuss the tips
-Search on the Internet for more information
-short notes
-Demonstrate the primary phases of standing dive as preparation,jump,flight and entry.
-Observe as the resource person demonstrate.
-Watch a live or virtual
-Discuss the phases of standing dive.

What are tips in standing dive?
What are the phases of standing dive? How can you demonstrate phases in standing dive?

-digital devices
-Charts
-teachers notes
-pictures
-Swimming pol
-Swimming pool
-digital devices
-textbook
-resource person

-checklist -Assessment rubrics -Oral discussion -Written notes
-demonstration -Observation -Schedule -Checklists -Assessment rubrics

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
-Perform standing dive in Swimming
-Practice standing dive while observing safety
-a resource person to Demonstrate
-Watch video clips
-Appreciate each others efforts in executing standing dive.

In groups, learners are guided to:
-Perform standing dive while observing safety
-Use digital devices to record themselves
-Observe rules
-Observe as a resource person demonstrates.

How do you perform standing dive effectively?

-Swimming pool
-digital devices
-resource person

-Observation -Schedule -Checklists Assessment rubrics

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
-Perform standing dive in Swimming
-Practice standing dive while observing safety
-a resource person to Demonstrate
-Watch video clips
-Appreciate each others efforts in executing standing dive.

In groups, learners are guided to:
-Perform standing dive while observing safety
-Use digital devices to record themselves
-Observe rules
-Observe as a resource person demonstrates.

How do you perform standing dive effectively?

-Swimming pool
-digital devices
-resource person

-Observation -Schedule -Checklists Assessment rubrics

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
-Identify butterfly stroke
-Use digital devices to Search more on butterfly strokes
-Describe butterfly stroke
-Watch alive or virtual demonstration
-Appreciate butterfly stroke

In groups, learners are guided to:
-Watch a live or virtual demonstration to Identify butterfly stroke
-Search for information
-Observe a performance from a resource person

What is a butterfly stroke?

-Swimming pool
-resource person
-digital devices

-Assessment rubrics -practical activities -Oral discussion -Oral question -Observation -Schedule

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
-Define synchrony in butterfly stroke
-Discuss importance of synchrony in butterfly stroke
-Appreciate the importance of synchrony in butterfly stroke
- Use digital resources to search synchrony.
-Describe synchrony.
-Explain the tips in butterfly stroke
-Describe the tips in butterfly stroke
-Appreciate the tips in butterfly stroke
-Search on the internet

In groups, learners are guided to:
-Brainstorm and Present meaning synchrony
-Use digital or print resources to Search synchrony
-State importance of synchrony in a butterfly stroke

-outline arm action, head movements legs, breathing and hand entry as tips in butterfly swimming.
-Discuss the tips
-Search n the internet
-Write short notes

Why is synchrony important in butterfly stroke?
What are tips in butterfly stroke?

-pictures
-digital resources
-textbook
-digital devices
-Charts
-Techers notes
- pictures
-Swimming pool

-Oral discussion -Oral questions -Written tests -Assessment rubrics -checklist
-checklist -Assessment rubric -Oral discussion -Written texts

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
-Identify the phases in butterfly stroke
-Demonstrate the phases in butterfly stroke
-Observe as a resource person demonstrates.
-Watch a live or virtual on phases of butterfly stroke
- Appreciate the phases in butterfly stroke

In groups, learners are guided to:
-Demonstrate phases of butterfly stoke which are the push, pull and the recovery
-Observe the resource person
-Watch a live or virtual
-Discuss the phases of butterfly stroke

Which are the phases of butterfly stroke? How can you demonstrate phases in butterfly stroke?

-Swimming pool
-digital devices
-textbook
-resource person

-demonstration -Observation -Schedule -checklist -Assessment rubrics

Creating And Performing

Swimming

By the end of the lesson, the learner should be able to:
-Identify the phases in butterfly stroke
-Demonstrate the phases in butterfly stroke
-Observe as a resource person demonstrates.
-Watch a live or virtual on phases of butterfly stroke
- Appreciate the phases in butterfly stroke

In groups, learners are guided to:
-Demonstrate phases of butterfly stoke which are the push, pull and the recovery
-Observe the resource person
-Watch a live or virtual
-Discuss the phases of butterfly stroke

Which are the phases of butterfly stroke? How can you demonstrate phases in butterfly stroke?

-Swimming pool
-digital devices
-textbook
-resource person

-demonstration -Observation -Schedule -checklist -Assessment rubrics

Creating And Performing

Swimming

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

-Perform butterfly stroke in swimming
-Practice butterfly stroke observing safety
-Demonstration from a resource person
-Appreciate each others efforts

In groups, learners are guided to:
-Preform butterfly stroke observing safety
-Use digital devices
-Observe rules in butterfly stroke
-Observe as a resource person demonstrates.

How do you perform butterfly effectively?

-Swimming pool
-digital devices
-resource person

-Observation -Schedule -checklist -Assessment rubrics

Creating And Performing
Appreciation in creative arts

Swimming
Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Apply butterfly stroke and standing dive in a mini Swimming competition safety
-Observe the rules learnt
-record the game for future reference
-Appreciate Swimming as a life skill
-Research on the criteria for evaluating a play
- Discuss on the criteria for evaluating a play
-Appreciate on the criteria for evaluating a play

In groups, learners are guided to:
-Apply skills learning in Swimming game in a in competition
-record the performance
-Peer Assessment with justice.
-Research on the criteria for evaluating a play
- Discuss on the criteria for evaluating a play
- Appreciate on the criteria for evaluating a play

How can swimming skills be performed safely?
How do you evaluate a play?

-Teams -Swimming pool
-textbook
-digital devices
-instructor
-Costumes
-digital devices
-notes
-Textbooks
-portfolios
-video clips

-Observation -checklist -Oral questions -Assessment rubrics -play
-Group analysis -checklist -Oral discussion -Assesmtn -rubrics

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Analyze a play performance
-In groups Discuss the analysis of a play performance
-Peer review and give feedback on the analysis of a play.

In groups, learners are guided to:

-Analyze a given play performance to evaluate theme setting,conflict-resolution,of of voice,use of body movements ,interaction, audience involvement,props,costumes,overall impression.

Why is analysis important skill I creative arts and sports?

-digital devices
-portfolio notes
-Text books

-groups -analysis -Oral discussion -Written tests -Assesmet rubrics -performance analysis

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Analyze a play performance
-In groups Discuss the analysis of a play performance
-Peer review and give feedback on the analysis of a play.

In groups, learners are guided to:

-Analyze a given play performance to evaluate theme setting,conflict-resolution,of of voice,use of body movements ,interaction, audience involvement,props,costumes,overall impression.

Why is analysis important skill I creative arts and sports?

-digital devices
-portfolio notes
-Text books

-groups -analysis -Oral discussion -Written tests -Assesmet rubrics -performance analysis

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Examine ethical practices in sports
-Discuss ethical issues in sports(anti doping)
-Present ethical issues n sports
-Acknowledge the ethical issues

In groups, learners are guided to:
-Discuss ethical issues on sports(anti doping)
-Peer review and give feedback
-Collaborate to Discuss ethical issues in sports

How do you examine ethical practices in sports?

-digital devices
-video clips
-Textbooks.

-Peer Assessment -Assessment rubrics -Peer review

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Research How to Analyse a solo vocal piece of music.
-Discuss on analyses of a solo piece of Music
-Explain How to Analyse a solo vocal piece of Music
-explore on analysis
-Appreciate to Research on How to Analyse a solo piece of Music

In groups, learners are guided to:
-Research on How to Analyse a a solo vocal piece of Music
-Explain How to Analyse
-Present the Research for Peer Assessment

-How do you Research How to Analyse a solo vocal -Text books

-digital devices
-video clips
-Textbooks

-Peer Assessment rubrics -Peer review and feedback

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Analyse a solo vocal piece of music.
-Discuss time signature 2/4,3/4,4/-
-Explain performance direction
-Present the analysis of a vocal piece of music
-Appreciate a solo piece of music analysis

In groups, learners are guided to:
-Listen to and analyse a solo vocal piece of music
-Discuss time signature 2/4,3/4,4/-
-Brainstorm performance direction repeat and dynamics
-Collaborate in making analysis and present

How do you analyse a a solo vocal piece of music?

-digital devices
-video clips
-notes
-Textbooks

-Peer review and feedback -performance analysis -Group analysis

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-Visit an actual or virtual galleries
-Listen keenly to a resource person
-record for future reference using digital devices
-Enjoy the Visit to see and Analyse artworks

In groups, learners are guided to:
-Visit an actual or virtual galleries to see and Analyse artworks
-record themselves during the trip
-explore more on the galleries
-Listen to a resource person.

Why is it important to visit an actual or virtual gallery for analysis of artwork.

-digital devices
-resource person
-Gallery
-artwork

-groups -analysis and presentation

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-create a catalogue of the exhibited artworks
-Define what is a catalogue
-critique exhibited artworks for inspiration

In groups, learners are guided to:
-create a catalogue consisting of name type of artworks, Medium subject
-Matter/them function
-Make critical judgements essays

What is a catalogue? How do you create a catalogue?

-essays
-catalogue

-Peer review and feedback Group analysis Essay(central judgement)

Appreciation in creative arts

Analysis of Creative Arts and Sports

By the end of the lesson, the learner should be able to:
-create a catalogue of the exhibited artworks
-Define what is a catalogue
-critique exhibited artworks for inspiration
-Discuss ethical issues in creative arts and sport
-Debate on ethical issues
-Discuss to reflect the work of art for inspiration and mentors-hip.
-Appreciate the Role of analysis in adding Value to creative arts and sports

In groups, learners are guided to:
-create a catalogue consisting of name type of artworks, Medium subject
-Matter/them function
-Make critical judgements essays
-Brainstorm ethical issues in creative arts
-Debate on ethical issues
-Discuss the work of art on inspiration and mentor-ship
-Use digital devices to record themselves for future reference.

What is a catalogue? How do you create a catalogue?
What are ethical issues in creative arts and sports? How does art reflect on the work of inspiration and mentor-ship.

-essays
-catalogue
-digital devices
-textbook

-Peer review and feedback Group analysis Essay(central judgement)
-Peer Assessment -Assessment rubrics -Checklists -Oral discussion