Creating and Performing in Creative Arts and Sports

Fabric Decoration - Identifying decorated fabric

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

- Identify fabric decoration techniques including tie and dye (marbling, pleating) and stencil printing
- Distinguish between the different methods used in fabric decoration
- Show curiosity in exploring how fabric decoration enhances appearance and value of fabric

In groups, learners are guided to:
- Study pictures of decorated fabrics and identify the technique used in each: tie and dye or stencil printing
- Search online for information on marbling, pleating and stencil techniques and discuss findings
- Mount cut-out pictures of each technique in journals labelled by method and display in class

How does fabric decoration change the appearance and value of plain fabric?

- Champion Creative Arts and Sports Grade 8 pg. 67
- Digital devices
- Reference books

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Fabric Decoration - Marbling technique introduction
Fabric Decoration - Decorating fabric with marbling

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

- Describe the marbling technique in tie and dye and explain how it produces unique patterns
- Prepare a natural dye from green leaves for use in the marbling process
- Show patience and care when preparing materials for fabric decoration

- Apply the marbling tie and dye technique on cotton fabric following correct step-by-step procedure
- Use salt in the dye mixture to help set colour and prevent fading when fabric is washed
- Display dyed fabric and give constructive feedback on each other's work

In groups, learners are guided to:
- Research and discuss marbling in tie and dye and why different colours create vibrant patterns
- Prepare natural green dye: chop leaves, simmer in water with baking soda for 30 minutes and strain
- Wash, iron and lay cotton fabric flat in preparation for the dyeing process
- Crunch and secure fabric with rubber bands, prepare dye with salt in a squeeze bottle
- Apply green dye on both sides of crunched fabric, leave for one hour then untie and rinse with cold water
- Dry fabric in the shade, display in class, take progress pictures and upload to portfolio

What makes the marbling technique produce unique and unpredictable patterns on fabric?
Why is it important to follow each step carefully when decorating fabric using the marbling technique?

- Champion Creative Arts and Sports Grade 8 pg. 68
- Cotton fabric, rubber bands
- Natural dye materials (leaves, baking soda)
- Champion Creative Arts and Sports Grade 8 pg. 69
- Cotton fabric, rubber bands, dye, salt
- Squeeze bottles

- Observation - Practical assessment - Oral questions
- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Fabric Decoration - Pleating technique introduction

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

- Describe the pleating technique and explain how it differs from marbling in tie and dye
- Prepare a natural red dye from flower petals for use in the pleating process
- Appreciate how different tie and dye techniques produce distinct design outcomes

In groups, learners are guided to:
- Look at pictures of T-shirts decorated with pleating and discuss how horizontal and vertical pleats are created
- Prepare natural red dye by simmering flower petals in water until liquid turns red, then strain
- Discuss how the direction of pleating affects the final pattern produced on the fabric

How does the direction of pleating (horizontal or vertical) affect the pattern produced on the fabric?

- Champion Creative Arts and Sports Grade 8 pg. 70
- Cotton fabric, rubber bands
- Natural dye materials (red flowers)

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Fabric Decoration - Applying the pleating technique

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

- Apply pleating technique on fabric following correct step-by-step procedure
- Secure folds tightly with rubber bands and apply dye accurately between bands
- Show creativity by experimenting with different pleat patterns and colour combinations

In groups, learners are guided to:
- Lay fabric flat, create horizontal or vertical pleats and secure tightly with rubber bands
- Add salt to dye mixture, apply red dye between rubber bands, leave for 30 minutes then rinse with cold water
- Untie fabric, dry in shade, display different pleat patterns and colours in class for peer review

How does the position of rubber bands in pleating determine the final design of the dyed fabric?

- Champion Creative Arts and Sports Grade 8 pg. 71
- Cotton fabric, rubber bands, dye, salt
- Squeeze bottles

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Fabric Decoration - Printing fabric using stencil

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

- Describe the stencil printing technique and explain how stencils are made and used on fabric
- Apply stencil printing on fabric following correct step-by-step procedure
- Develop creativity and precision in creating stencil patterns on fabric

In groups, learners are guided to:
- Look at pictures of stencils and discuss materials used and locally available alternatives
- Draw or print leaf and flower patterns to create personal stencils of varying complexity
- Position stencil on fabric, dab ink through openings, lift carefully, allow to dry completely then iron

How does the choice of stencil design affect the overall appearance of the decorated fabric?

- Champion Creative Arts and Sports Grade 8 pg. 73
- Stencil, fabric ink, brushes
- Fabric, scissors

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Fabric Decoration - Making a decorated tote bag
Fabric Decoration - Assessment and review

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

- Cut and sew decorated fabric to construct a tote bag with handles
- Apply basic sewing techniques including stitching the base, sides and handles of the bag
- Show pride in producing a functional item from self-decorated fabric

- Compare tie and dye and stencil printing and describe how their outcomes differ
- Write a detailed report on combining tie and dye with stencil printing to create a unique design
- Reflect on personal progress across all three fabric decoration techniques

In groups, learners are guided to:
- Cut two fabric pieces for the bag body and strips for handles from stencil-decorated fabric
- Sew the base of the bag together, attach the handle strips to the top and sew the sides
- Finish by folding the top edge and sewing for a clean finish; display completed bags in class
- Study and compare tie and dye and stencil-printed fabric samples side by side
- Write a report on combining tie and dye with stencil printing and read it to the class
- Answer assessment questions and complete a self-assessment checklist on all three techniques

How does combining fabric decoration with a practical construction project demonstrate creativity and skill?
How do tie and dye and stencil printing techniques each contribute uniquely to fabric decoration?

- Champion Creative Arts and Sports Grade 8 pg. 74
- Decorated fabric, sewing thread
- Scissors and needle
- Champion Creative Arts and Sports Grade 8 pg. 75
- Fabric samples
- Exercise books

- Practical assessment - Observation - Peer feedback
- Written assignments - Self-assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Techniques of playing a descant recorder

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

- Identify the five techniques used when playing the descant recorder: embouchure, fingering, pinching, blowing, tonguing and slurring
- Read and interpret a fingering chart for the descant recorder
- Show interest in learning recorder techniques as a foundation for music performance

In groups, learners are guided to:
- Study the fingering chart and practise positioning fingers using open, closed and pinched positions
- Watch video tutorials on G major fingering and practise the skills demonstrated
- Take turns playing notes E', F#' and G' in G major while classmates observe and comment

What are the key techniques required to produce a clear and accurate sound on the descant recorder?

- Champion Creative Arts and Sports Grade 8 pg. 81
- Descant recorders
- Finger charts

- Oral questions - Observation - Practical assessment

Creating and Performing in Creative Arts and Sports

Descant Recorder - Embouchure and breath control

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

- Demonstrate correct embouchure when playing the descant recorder
- Apply steady controlled breath using the word "tu" to produce a clear tone
- Show patience in practising breath control and embouchure for improved sound quality

In groups, learners are guided to:
- Place mouthpiece on the bottom lip, close lips firmly creating an airtight seal and blow using "tu"
- Practise long sustained notes to develop control over breath and embouchure, using a mirror to self-check
- Practise breath control exercises to strengthen the diaphragm and maintain consistent airflow

How does correct embouchure and breath control affect the quality of sound on the descant recorder?

- Champion Creative Arts and Sports Grade 8 pg. 83
- Descant recorders
- Mirror for self-correction

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Fingering and pinching technique

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

- Apply correct fingering for all notes in the G major scale on the descant recorder
- Use the pinching (half-holing) technique accurately to produce upper register notes
- Develop precision and coordination in fingering transitions during scale playing

In groups, learners are guided to:
- Cover the thumb hole halfway and practise pinching for upper notes E', F#' and G'
- Play notes G, A, B, C', D', E', F#' and G' applying correct fingering from the finger chart
- Practise slowly, observe each other's finger placement and provide positive feedback

Why is the pinching technique necessary for producing upper register notes on the descant recorder?

- Champion Creative Arts and Sports Grade 8 pg. 85
- Descant recorders
- Finger charts

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Blowing and tonguing
Descant Recorder - Slurring technique

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

- Distinguish between blowing and tonguing techniques on the descant recorder
- Apply the syllable "ta" or "da" to articulate notes clearly using tonguing technique
- Develop crisp and consistent articulation when playing individual notes

- Explain the slurring technique and distinguish it from tonguing in recorder playing
- Apply slurring by tonguing only the first note and connecting subsequent notes with continuous breath
- Appreciate slurring as a technique that creates smooth and expressive musical flow

In groups, learners are guided to:
- Place tongue tip behind upper teeth and use "ta" or "da" to start each note with clear articulation
- Practise slow deliberate tonguing then gradually increase speed while maintaining clarity
- Play notes G, A, B, C', D', E', F#' and G' applying tonguing and blowing, then discuss performance
- Discuss what a slur is and how it differs from tonguing using staff examples
- Practise transitioning between notes G, A, B, C', D', E', F#' and G' with smooth finger changes and one breath
- Play slurred passages slowly for accuracy then increase speed while maintaining smooth note connections

How do blowing and tonguing techniques work together to produce clear and well-articulated notes?
How does slurring change the expressive quality of a melody compared to tonguing each note separately?

- Champion Creative Arts and Sports Grade 8 pg. 86
- Descant recorders
- Reference books
- Champion Creative Arts and Sports Grade 8 pg. 87
- Descant recorders
- Music flashcards

- Practical assessment - Observation - Peer feedback
- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Playing the G major scale

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

- Play the complete G major scale applying all five techniques: pinching, embouchure, fingering, tonguing and slurring
- Evaluate own performance of the G major scale using peer observation and recordings
- Show confidence and musicality when performing the G major scale in class

In groups, learners are guided to:
- Practise the G major scale on the recorder applying all techniques in sequence
- Record each other's performance on digital devices and review for technique evaluation
- Share recordings with peers and ask for specific feedback on areas for improvement

How does combining all recorder techniques when playing the G major scale improve overall performance quality?

- Champion Creative Arts and Sports Grade 8 pg. 89
- Descant recorders
- Digital devices

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Performance directions and performing melodies

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

- Define Da Capo al Fine and Dal Segno al Fine and apply them when performing a melody
- Perform simple solo and group melodies in G major observing correct performance directions
- Show pride in performing prepared recorder pieces before an audience

In groups, learners are guided to:
- Discuss the meaning of D.C. al Fine and D.S. al Fine and study melodies with these directions on the staff
- Perform melodies observing D.C. al Fine: play to the direction, return to beginning, continue to Fine
- Sight-read simple pieces in G major, present solo performances in class and record for self-review

Why are performance directions such as Da Capo al Fine important for interpreting a piece of music correctly?

- Champion Creative Arts and Sports Grade 8 pg. 90
- Descant recorders
- Music flashcards

- Oral questions - Practical assessment - Self-assessment

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Folk dances from Kenyan communities

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

- Identify folk dances from different Kenyan communities including Isikuti, Mwomboko and Orutu dances
- Describe the community origin, costumes, instruments and occasion of at least three Kenyan folk dances
- Show appreciation for the cultural diversity expressed through Kenyan folk dances

In groups, learners are guided to:
- Study pictures of folk dance performers and identify communities, costumes and instruments represented
- Watch video clips of Mwomboko, Isikuti and Mwinjiro dances and discuss movements, costumes and instruments
- Complete a folk dance table noting community, dance name, age, gender, occasion and instruments

What makes folk dances important for preserving and celebrating Kenyan cultural identity?

- Champion Creative Arts and Sports Grade 8 pg. 103
- Digital devices
- Reference books

- Oral questions - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Classifying folk dances
Kenyan Folk Dance - Classifying by occasion and instruments

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

- Classify folk dances according to community of origin, gender and age of participants
- Explain how cultural norms and age groups influence who performs specific folk dances
- Appreciate how gender and age roles in dance reflect the values of different Kenyan communities

- Classify folk dances according to occasion of performance, instruments used and props or costumes
- Describe the significance of the occasion in determining which folk dance is performed
- Show respect for the cultural significance of folk dance occasions

In groups, learners are guided to:
- Study the folk dance classification table and discuss dances performed by men, women or both genders
- Discuss how cultural norms determine gender and age roles in folk dances such as Kilumi and Mwomboko
- Research additional Kenyan folk dances and add community, gender and age classification to the table
- Study the folk dance table and discuss occasions for each dance: weddings, funerals, initiation, festivals
- Identify the instruments, costumes and props associated with at least three classified folk dances
- Discuss why folk dances are named after accompanying instruments such as Isikuti and Kilumi

How do cultural norms and community values shape the gender and age roles observed in Kenyan folk dances?
Why is the occasion of performance an important factor in classifying Kenyan folk dances?

- Champion Creative Arts and Sports Grade 8 pg. 104
- Reference books
- Digital devices
- Champion Creative Arts and Sports Grade 8 pg. 105
- Reference books
- Digital devices

- Oral questions - Written assignments - Class discussion
- Oral questions - Written assignments - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Researching and rehearsing a folk dance

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

- Research a selected folk dance focusing on community, gender, age, occasion, mood and movements
- Collect and improvise costumes and instruments from locally available materials
- Practise individual body movements and connect them into a continuous sequence with music

In groups, learners are guided to:
- Choose a folk dance, research its origin, occasion, instruments and movements
- Collect environmental materials and improvise the costumes and instruments needed for the dance
- Listen to the folk dance song, practise movements individually then connect them into a full sequence

What key information and preparation does a learner need before performing a folk dance authentically?

- Champion Creative Arts and Sports Grade 8 pg. 107
- Locally available materials
- Digital devices

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Performing and assessment

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

- Perform a Kenyan folk dance before the class with costumes, props and musical accompaniment
- Write a report on a researched folk dance covering title, theme, community, gender, occasion and function
- Appreciate folk dance as a living repository of Kenyan cultural values and history

In groups, learners are guided to:
- Conduct body warm-up, introduce the dance explaining its cultural background then perform with costumes and music
- Record performance on a digital device and discuss each other's mood, movements and quality of execution
- Answer assessment questions on folk dance meaning and classification; write and present a folk dance report

How does a live performance of a folk dance communicate the cultural values and identity of its community?

- Champion Creative Arts and Sports Grade 8 pg. 108
- Improvised costumes and instruments
- Digital devices

- Practical assessment - Written assignments - Self-assessment

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Basketry items and coiling technique

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

- Identify basketry items made using the coiling technique from different Kenyan communities
- Describe materials and tools used in traditional Kenyan basketry
- Show appreciation for basketry as a craft that reflects Kenyan cultural heritage

In groups, learners are guided to:
- Study pictures of baskets and identify the coiling technique used in their construction
- Identify communities likely associated with different basketry styles and the materials they use
- Research variety of Kenyan and African basketry and complete a table on community, materials, tools and names

How does the coiling technique in basketry reflect the traditional knowledge and skills of Kenyan communities?

- Champion Creative Arts and Sports Grade 8 pg. 109
- Reference books
- Digital devices

- Oral questions - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Materials and tools in basketry
Indigenous Kenyan Craft – Basketry - Collecting and preparing basketry materials

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

- Identify natural and recyclable synthetic materials used in basketry including grass, reeds, sisal and banana fibre
- Distinguish between natural materials and recyclable synthetic materials used in modern basketry
- Show respect for the natural environment through responsible material collection

- Collect locally available basketry materials from the school environment safely
- Clean, dry, measure, cut and dye collected materials in preparation for weaving
- Develop environmental awareness and patience in preparing materials to the required standard

In groups, learners are guided to:
- Discuss the range of natural materials used: grass, reeds, willow, bamboo, straw, sisal and banana fibre
- Identify tools: needle, raffia, scissors, thimble and clips used in coiling basketry
- Study pictures of basketry materials, classify them as natural or recyclable and complete a classification table
- Collect straws, grass, sticks and banana fibre from the community while observing safety measures
- Clean and dry collected materials, measure and cut to required length using scissors safely
- Apply dye in different colours to materials and take progress pictures as classmates work

Why is it important for a basketry maker to know the properties of different natural and synthetic materials?
Why is proper preparation of materials an essential first step before beginning a basketry project?

- Champion Creative Arts and Sports Grade 8 pg. 111
- Basketry material samples
- Reference books
- Champion Creative Arts and Sports Grade 8 pg. 113
- Collected natural materials, dye
- Scissors and cutting tools

- Oral questions - Observation - Written assignments
- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Making a tray using coiling technique

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

- Follow step-by-step procedure to make a coiled basketry tray using grass and yarn
- Apply the coiling stitch correctly to build up sides of the tray to the desired height
- Show precision and perseverance in producing a neat and structurally sound coiled tray

In groups, learners are guided to:
- Bundle long grass, tie with yarn at one end and form a tight starting loop as the base
- Stitch the coil by wrapping yarn around the grass bundle and through the previous row using a needle
- Continue adding grass to maintain bundle thickness and coil to the desired base diameter and height

What skills and techniques are most important for producing a well-made coiled basketry tray?

- Champion Creative Arts and Sports Grade 8 pg. 114
- Grass, banana fibre, needle, scissors
- Yarn or raffia

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Making a mat using coiling technique

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

- Follow step-by-step procedure to make a coiled mat from braided fabric strips
- Coil and stitch braided strips into a flat spiral mat to the desired size
- Develop creativity using different fabric colours to produce a visually attractive mat

In groups, learners are guided to:
- Cut fabric into 2-inch strips, braid three strands tightly and continue to desired length
- Coil the braided cord into a tight spiral, stitching each row to the previous one with needle and thread
- Continue coiling to desired size, tuck the end under the coil and sew it; display and critique in class

How does the choice of fabric colours and tightness of coiling affect the appearance and durability of the finished mat?

- Champion Creative Arts and Sports Grade 8 pg. 115
- Old fabric strips, needle, thread
- Scissors

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Safety measures in basketry

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

- State safety measures to observe when making basketry items
- Apply safe working practices including careful needle handling and correct posture
- Develop a responsible attitude towards personal safety during craft activities

In groups, learners are guided to:
- Discuss safety measures: careful needle handling, working in well-ventilated area and wearing gloves
- Practise correct seated posture while working on coiling projects to prevent back and neck strain
- Review completed trays and mats giving polite and constructive critique on quality and finish

How do proper safety practices in basketry protect the learner and improve the quality of the final product?

- Champion Creative Arts and Sports Grade 8 pg. 116
- Basketry projects in progress
- Reference books

- Oral questions - Observation - Written assignments

Creating and Performing in Creative Arts and Sports
Appreciation in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Assessment and review
Analysis of Creative Arts and Sports - Showcasing artwork for appreciation

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

- Weave a traditional basket using the coiling technique and display it with a written description of its use
- Evaluate basketry products using polite and constructive critique language
- Appreciate the cultural and functional significance of basketry in Kenyan communities

- Describe different pieces of artwork including drawings, paintings, montages, decorated fabric and basketry items
- Prepare a display area within school spaces and arrange artwork neatly for appreciation
- Appreciate the importance of presenting artwork in an organised and appealing manner

- Use the coiling technique to weave a traditional basket and set up a display in class with descriptions
- Provide constructive feedback on each other's baskets using polite language and structured criteria
- Answer assessment questions on basketry materials, tools, techniques and cultural significance
- Study pictures of artworks and describe each piece, sharing what aspects are most appealing
- Watch video clips showcasing drawings, montage pictures, paintings, decorated fabric and basketry in a display and discuss how lighting, arrangement and labelling enhance appreciation
- Organise a class display of learner artwork, label each piece with name and brief description, and invite teachers and peers to visit and give feedback

How does completing a full basketry project develop patience, creativity and cultural appreciation?
Why is it important to display and present artwork in an organised and thoughtful manner for an audience to appreciate?

- Champion Creative Arts and Sports Grade 8 pg. 117
- Completed basketry items
- Exercise books
- Champion Creative Arts and Sports Grade 8 pg. 134
- Learner artwork (drawings, paintings, montages, fabric, basketry)
- Digital devices

- Practical assessment - Peer feedback - Self-assessment
- Oral questions - Observation - Peer feedback

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Factors for displaying artworks

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

- State the specific factors to consider when displaying basketry items, drawings and paintings
- Apply display techniques such as labelling, framing, appropriate lighting and grouping by size or material
- Show responsibility in setting up and maintaining a creative and appealing artwork display

In groups, learners are guided to:
- Discuss factors for displaying basketry: labelling materials and technique used, grouping by size or shape and choosing whether to hang or shelf the items
- Discuss factors for drawings: framing, displaying one by one or on a board, and using lighting to reveal shading and details
- Discuss factors for paintings: choosing frames, labelling with artist name and medium, and displaying in open places for good colour visibility

What factors must be considered when displaying different types of artworks to help viewers enjoy and appreciate them fully?

- Champion Creative Arts and Sports Grade 8 pg. 135
- Learner artwork samples
- Reference books

- Oral questions - Written assignments - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analysing a verse performance

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

- Identify and describe the criteria for analysing a verse performance including persona, theme, language and performance style
- Analyse a given verse identifying its theme, characters, use of language and emotional impact
- Develop critical thinking skills through close reading and structured analysis of verse

In groups, learners are guided to:
- Research different methods of analysing a verse and discuss what the verse is about, how language is used and which characters are represented
- Read the verse "In the comfort of my room" in turns and complete an analysis table covering character, theme, costume and props, and language use (simile, metaphor, rhyme and repetition)
- Compile analysis findings in a report and upload to the journal for future reference

Why is analysis of a verse performance an important skill for understanding and appreciating creative arts?

- Champion Creative Arts and Sports Grade 8 pg. 136
- Digital devices
- Reference books

- Written assignments - Observation - Class discussion

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Composing and performing a verse

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

- Compose a verse on a pertinent societal issue using descriptive and figurative language
- Perform the composed verse using appropriate voice, body language and gestures for analysis by peers
- Use a structured evaluation table to analyse each other's verse performances

In groups, learners are guided to:
- Choose a pertinent societal topic, identify a persona or object speaking in the verse and write using descriptive language that creates clear imagery
- Practise reading the verse aloud using voice variation, facial expressions and gestures to convey emotions and rehearse with body language until confident
- Introduce the verse to the class, perform it and use the evaluation table to analyse each other's theme, language use, performance, costumes and characters

How does performing a verse with expression and body language enhance the audience's understanding and appreciation of its message?

- Champion Creative Arts and Sports Grade 8 pg. 137
- Exercise books
- Costumes and props

- Practical assessment - Observation - Peer feedback

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Sportsmanship in sporting activities
Analysis of Creative Arts and Sports - Analysing a folk dance and cross-analysis

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

- Define sportsmanship and identify examples of good conduct and behaviour in sporting activities
- Demonstrate sportsmanship through respect for opponents, teamwork, fair play and safety during a mini game
- Appreciate the importance of good sportsmanship for healthy, enjoyable and safe sporting participation

- Analyse a Kenyan folk dance by evaluating dance techniques, costumes, props, instruments, audience engagement and group coordination
- Compare and analyse aspects of a verse, a folk dance and a sporting event including expression, teamwork and audience engagement
- Appreciate the role of analysis in adding value to Creative Arts and Sports

In groups, learners are guided to:
- Study pictures showing sportsmanship (handshakes, first aid) and discuss why each action demonstrates good conduct
- Research examples of sportsmanship online or in sports magazines and complete a table covering: respect for opponents, teamwork, fair play, being a good winner and loser, and observing safety
- Organise a mini Volleyball game, take turns demonstrating good conduct and behaviour, and assess each other's performance providing positive feedback
- Watch live or recorded video clips of different Kenyan folk dances, compare music, costumes, movement, occasion, community, gender and age, and discuss similarities and differences
- Create or select a folk dance, practise with costumes and instruments, perform in class and use the evaluation table to analyse each other's dance techniques, props, instruments and audience engagement
- Watch a verse performance, folk dance and Netball game and compile a comparative report on expression, teamwork, audience engagement and sportsmanship, then read the report in class

How does practising good sportsmanship contribute to fair, safe and enjoyable sporting activities for everyone involved?
Why is the ability to analyse Creative Arts and Sports performances an important skill for both performers and audiences?

- Champion Creative Arts and Sports Grade 8 pg. 138
- Volleyball or improvised ball
- Sports magazines and reference books
- Champion Creative Arts and Sports Grade 8 pg. 140
- Digital devices
- Improvised costumes and instruments

- Observation - Oral questions - Practical assessment
- Written assignments - Practical assessment - Self-assessment