Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Classification of folk dances
Kenyan Folk Dance - Classification by community and occasion
Kenyan Folk Dance - Classification by gender, age and purpose

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

- Define folk dance
- Classify folk dances from Kenyan communities
- Show interest in learning about folk dances

- Describe classification of folk dances by gender, age and purpose
- Classify folk dances according to gender, age and purpose
- Value cultural significance of folk dances

In groups, learners are guided to:

- Study pictures showing folk dance performances
- Visit local cultural centre or watch recorded folk dances
- Describe folk dances in terms of age, community, gender, occasion, function and theme
- Name different folk dances from own community

- Discuss gender and age of participants in folk dances
- Identify dances specific for males only, females only or both genders
- Discuss purpose and theme of different folk dances
- Make notes about how folk dances are classified

How are folk dances classified?
How do gender and age determine participation in folk dances?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 175
- Digital devices
- Pictures of folk dances
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 176
- Reference books

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 177
- Digital devices
- Reference books

- Oral questions - Observation - Class discussion
- Oral questions - Written exercises - Group presentations

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Background information
Kenyan Folk Dance - Songs and instruments

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

- Explain the importance of background information of a folk dance
- Research background information of a selected folk dance
- Appreciate the cultural context of folk dances

In groups, learners are guided to:

- Invite resource person to talk about background information of folk dances
- Discuss background information focusing on title, community, occasion, theme
- Select appropriate folk dance to perform
- Write summary highlighting title, community, theme, participants, occasion and function

Why is it important to understand the background information of a folk dance?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 178
- Resource persons
- Reference books
- Musical instruments
- Digital devices

- Oral questions - Written assignments - Group discussion

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Costumes and make-up

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

- Describe costumes and make-up used in folk dance
- Identify appropriate costumes, ornaments and make-up for folk dance
- Appreciate cultural appropriateness in folk dance attire

In groups, learners are guided to:

- Identify participants in performance: soloists, singers, dancers, instrumentalists
- Describe how performers are dressed and adorned
- Compare costumes, ornaments and make-up from different communities
- Examine theme and how performers express it in performance

How do costumes and make-up enhance folk dance performance?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 178
- Sample costumes
- Make-up materials
- Pictures of folk dancers

- Observation - Oral questions - Group discussion

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Learning movements and songs
Kenyan Folk Dance - Rehearsing folk dance

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

- Explain dance movements and songs in a folk dance
- Learn words of songs and practise singing with soloist and chorus
- Show enthusiasm in learning folk dance

In groups, learners are guided to:

- Select appropriate folk dance from Kenyan community
- Take up different roles in folk dance performance
- Learn words of songs providing theme and message
- Practise dance movements within culture of dance
- Ensure proper sequencing of steps, patterns and formations

How do dance movements reflect the culture of a community?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 179
- Resource persons
- Musical instruments
- Open space
- Costumes
- Make-up materials

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Performing before audience
Kenyan Folk Dance - Appreciating different cultures

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

- Explain factors for successful folk dance performance
- Perform folk dance applying appropriate expressions and gestures
- Enjoy performing folk dance

- Explain how folk dances represent Kenyan culture
- Compare folk dances from different Kenyan communities
- Appreciate different cultures through folk dances

In groups, learners are guided to:

- Prepare class for folk dance presentation
- Introduce folk dance using oral presentation of background information
- Perform folk dance applying appropriate facial expressions and gestures
- Convey mood, theme and message of dance properly
- Make video recording of performance

- Watch recorded or live performances of Kenyan folk dances
- Research folk dances from two Kenyan communities
- Explain relevance of dances to occasions performed
- Describe uniqueness of body movements, instruments, costumes
- Make presentation to classmates and give constructive feedback

How do facial expressions and gestures enhance folk dance performance?
How do folk dances represent Kenyan culture?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 180
- Costumes
- Musical instruments
- Recording devices

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 181
- Digital devices
- Reference books

- Practical assessment - Observation - Peer evaluation
- Written assignments - Oral presentations - Peer evaluation

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft - Introduction to basketry

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

- Define basketry
- Explain how basketry is practised in Kenya
- Show interest in learning basketry

In groups, learners are guided to:

- Use textbooks or digital devices to search for information about basketry
- Discuss what basketry is and how it is practised in Kenya
- Discuss materials and tools used in basketry
- Present findings in class

What is basketry and how is it practised in Kenya?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 182
- Digital devices
- Reference books
- Sample basketry items

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft - Coil technique items
Indigenous Kenyan Craft - Steps in coil technique

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

- Identify basketry items made using coil technique
- Describe the coil technique in basketry
- Appreciate basketry as a traditional craft

In groups, learners are guided to:

- Study pictures of basketry items: baskets, mats, trays
- Talk about how items are made
- Watch videos on coil techniques in basketry
- Take notes on techniques, patterns and colours used

What items can be made using the coil technique?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 183
- Digital devices
- Sample basketry items
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 185
- Sample materials

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft - Materials and tools
Indigenous Kenyan Craft - Preparing materials

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

- Identify materials used in basketry
- Identify tools used in basketry
- Show responsibility in sourcing materials

In groups, learners are guided to:

- Study pictures of basketry materials: sisal, banana fibre, raffia
- Identify tools: scissors, needles
- Discuss functions of materials and tools
- Find materials within location that can be used
- Find recyclable materials that can be used

What materials and tools are used in basketry?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 187
- Sample materials
- Tools for basketry
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 188
- Natural materials
- Scissors
- Water containers

- Oral questions - Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft - Dyeing materials
Indigenous Kenyan Craft - Making mat (starting)
Indigenous Kenyan Craft - Making mat (continuing)

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

- Describe how to dye materials for basketry
- Dye materials using natural dyes
- Appreciate use of colour in basketry

- Explain how to start making a mat using coil method
- Start making a mat using coil technique
- Show enthusiasm in creating basketry items

In groups, learners are guided to:

- Prepare natural dyes from environment materials
- Dye prepared materials following safety guidelines
- Remove strands from dye and allow to dry
- Allow materials to dry completely before use

- Decide on simple pattern: circles, spirals or rows
- Cut materials into uniform strips about 1 inch wide
- Soak natural materials in water to make them pliable
- Take end of strip and tie strong knot
- Begin coiling tightly to form small circle

How does dyeing enhance basketry items?
How do you start making a mat using the coil method?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 189
- Natural dyes
- Prepared materials
- Drying racks
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 190
- Prepared materials
- Needles
- Thread
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 191
- Partially completed mat
- Materials

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft - Making mat (finishing)

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

- Explain how to finish a basketry item
- Complete and finish a mat using coil method
- Appreciate quality finishing in craft work

In groups, learners are guided to:

- When mat reaches desired size, cut off excess material leaving short tail
- Tuck tail under previous coil and stitch securely
- Add extra stitches around outer edge to reinforce
- Complete mat and present work in class

What factors should be considered when finishing a basketry item?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 191
- Almost completed mat
- Thread
- Scissors

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft - Display and appreciation

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

- Explain factors for evaluating basketry items
- Display and critique own and others' basketry items
- Appreciate basketry as indigenous craft in Kenya

In groups, learners are guided to:

- Prepare for class exhibition
- Collect items made and display them well
- Talk about items and communities of inspiration
- Discuss techniques, shapes and decorative elements
- Share experiences in basketry and store items safely

How does basket making contribute to economic well-being of communities?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 193
- Completed basketry items
- Display boards

- Peer assessment - Observation - Portfolio assessment

Creating and Performing in Creative Arts and Sports

Swimming - Introduction to inverted breaststroke
Swimming - Introduction to water treading
Swimming - Water treading (body and arms)

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

- Define inverted breaststroke in swimming
- Identify inverted breaststroke technique
- Show interest in learning swimming techniques

- Explain water treading technique in swimming
- Identify water treading skill
- Appreciate water treading as a survival skill

In groups, learners are guided to:

- Study pictures of swimmer performing inverted breaststroke
- Describe swimmer's position in water
- Discuss position of hands and feet
- Watch actual or recorded videos of swimmers performing inverted breaststroke
- Share findings in class

- Study pictures of swimmer performing water treading
- Describe swimmer's position in water
- Watch actual or recorded videos of swimmers performing water treading
- Discuss why water treading skill is important
- Share findings in class

What is inverted breaststroke in swimming?
Why is water treading skill important?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 195
- Digital devices
- Pictures of swimmers
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 196
- Digital devices
- Pictures of swimmers
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 197
- Swimming pool
- Swimming costumes

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Swimming - Water treading (leg movements)

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

- Explain leg movements for water treading
- Perform whip kick and eggbeater kick in water treading
- Show confidence in water treading

In groups, learners are guided to:

- Perform whip kick: bend knees, bring heels towards buttocks, push legs out in circular motion
- Perform eggbeater kick: rotate legs in opposite circular motions
- Keep head above water and breathe normally
- Stay calm and take slow deep breaths to conserve energy

What leg movements are used in water treading?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 198
- Swimming pool
- Swimming costumes

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Swimming - Inverted breaststroke (body and arms)
Swimming - Inverted breaststroke (legs and breathing)

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

- Describe body position and arm movements for inverted breaststroke
- Demonstrate body position and arm movements in inverted breaststroke
- Appreciate proper technique in swimming

In groups, learners are guided to:

- Observe teacher demonstrate inverted breaststroke
- Lie on back with body streamlined and face above water
- Keep head aligned with body facing upwards
- Begin with arms extended above head
- Perform sweeping motion outward and downward similar to breaststroke pull

How do you position your body for inverted breaststroke?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 199
- Swimming pool
- Swimming costumes
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 200

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Swimming - Practising inverted breaststroke

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

- Describe the complete inverted breaststroke technique
- Perform inverted breaststroke in swimming pool
- Show enthusiasm in practising swimming skills

In groups, learners are guided to:

- Demonstrate inverted breaststroke in swimming pool
- Observe each other performing inverted breaststroke
- Correct each other's mistakes while swimming
- Discuss how inverted breaststroke is used in life saving
- Swim from one end to the other

How is inverted breaststroke used in life saving?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 199
- Swimming pool
- Swimming costumes
- Lifeguard supervision

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Swimming - Combining skills
Swimming - Mini games (relay)
Swimming - Mini games (ball toss)

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

- Explain how to combine water treading and inverted breaststroke
- Perform transition from water treading to inverted breaststroke
- Appreciate skill mastery in swimming

- Describe water treading ball toss game
- Participate in water treading ball toss mini game
- Acknowledge own and others' efforts in swimming

- Float on back with streamlined body position
- Focus on arm movements then leg movements separately
- Stop arm and leg actions and get into vertical position
- Start treading by performing eggbeater or whip kicks
- Move hands in circular manner under water surface

- Use lightweight ball such as beach ball
- Form small teams of 2-4 learners
- Mark circular area in deep end where players tread water
- Pass ball to each other while treading water
- Score point for each successful pass without ball touching water

How do you transition from water treading to inverted breaststroke?
How do mini games make swimming enjoyable?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 201
- Swimming pool
- Swimming costumes
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 203

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 204
- Swimming pool
- Beach ball
- Swimming costumes

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Introduction to tagging

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

- Define indigenous tagging games
- Identify types of indigenous tagging games played in Kenya
- Show interest in learning indigenous games

In groups, learners are guided to:

- Study pictures of children playing tagging games
- Watch virtual or actual performances of indigenous tagging games
- Use textbooks or digital devices to search for information
- Identify indigenous tagging games played by own community
- Present findings in class

What are indigenous tagging games?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 205
- Digital devices
- Pictures of tagging games

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Brikicho Banture (introduction)

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

- Explain Brikicho Banture game
- Describe rules and procedures of Brikicho Banture
- Appreciate indigenous games as cultural heritage

- Discuss Brikicho Banture (Hide and Seek) game
- Understand it helps children apply strategies for camouflaging
- Learn safety guidelines: play in safe area, avoid dangerous hiding places
- Form group of at most five learners
- Let one person act as "seeker" at designated "home" spot

What is Brikicho Banture and how is it played?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 207
- Open safe space
- Reference materials

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Brikicho Banture (skills)
Kenyan Indigenous Games - Playing Brikicho Banture

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

- Describe skills used in Brikicho Banture
- Demonstrate skills in Brikicho Banture
- Value participation in indigenous games

In groups, learners are guided to:

- Demonstrate closing eyes and chanting Brikicho
- Demonstrate hiding and camouflaging within surrounding
- Demonstrate tapping home spot for a tag
- Get feedback from peers on skills demonstrated
- Practise skills repeatedly

What skills are needed to play Brikicho Banture?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 208
- Open safe space

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Chako (introduction)
Kenyan Indigenous Games - Playing Chako
Kenyan Indigenous Games - I Lost a Letter (introduction)

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

- Explain Chako game and its rules
- Describe how to play Chako
- Appreciate diversity of indigenous tagging games

- Describe skills used in Chako
- Play Chako game applying tagging skills
- Show enjoyment in playing indigenous games

- Discuss Chako as indigenous tagging game similar to hide and seek
- Understand runners do not hide but stay within specific area
- Organise in groups of 8 learners or less
- Mark designated space of about 30 metres by 30 metres
- Select one person to be the chaser

- Chaser starts game by trying to tag someone
- Shout "Chako Chako" as you tag someone
- Person tagged becomes the chaser
- Anyone running outside marked area is out of game
- Continue playing and rotating chasers

What is Chako and how does it differ from Brikicho Banture?
How does Chako improve agility and speed?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 209
- Open safe space
- Markers for boundaries
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 209
- Open safe space
- Markers for boundaries
- Ribbon

- Oral questions - Observation - Class discussion
- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Playing I Lost a Letter
Kenyan Indigenous Games - Tagging workouts

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

- Describe complete procedure of "I Lost a Letter"
- Play "I Lost a Letter" with musical rhythm
- Appreciate the role of rhythm in indigenous games

In groups, learners are guided to:

- One person walks around circle calling "I Lost a Letter"
- Players in circle respond "Find it!"
- Caller tags player with ribbon and runs around circle clockwise
- Tagged player runs anticlockwise; both race to tagged player's spot
- If caller reaches spot first, tagged player becomes new caller

How does musical rhythm enhance indigenous tagging games?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 210
- Open safe space
- Ribbon
- Musical rhythm recording
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 211
- Cones
- Balls
- Open safe space

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Mini games

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

- Explain rules for indigenous tagging mini games
- Play indigenous tagging mini games using musical rhythm
- Appreciate the role of indigenous tagging games for enjoyment

In groups, learners are guided to:

- Play different indigenous tagging games common within community
- Observe safety while playing
- Record musical rhythm of choice to play in background
- In groups of 3, play indigenous tagging mini games
- Tagged player switches with other players

What is the role of indigenous tagging games in promoting fitness?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 211
- Open safe space
- Recording devices
- Musical instruments

- Practical assessment - Observation - Peer evaluation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Showcasing artwork

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

- Explain factors to consider when displaying artwork
- Identify appropriate areas for displaying artwork
- Show interest in showcasing artwork

In groups, learners are guided to:

- Study pictures of artwork display areas
- Identify forms of art that can be displayed on tables and walls
- Discuss factors considered in display: spacing, lighting, size, colour
- Identify areas within school compound for displaying artwork
- Prepare display area using tables and improvised shelves

What factors should be considered when displaying artwork?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 213
- Display tables
- Shelves
- Artwork samples

- Oral questions - Observation - Class discussion

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Displaying artwork
Analysis of Creative Arts and Sports - Analysing artwork components
Analysis of Creative Arts and Sports - Verse analysis criteria

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

- Describe how to prepare artwork for display
- Display artwork appropriately for appreciation
- Appreciate the value of displaying artwork

- Identify components that can be analysed in artwork
- Describe elements and principles of art
- Value critical analysis of artwork

In groups, learners are guided to:

- Ensure all artworks are well finished before display
- Mount or frame paintings and drawings before display
- Display decorated fabric and basketry items on appropriate surfaces
- Label all artworks before display
- Take photographs of display using digital device

- Discuss components to be analysed: composition, colour, line, texture, form, space, style, subject matter
- Describe elements of art: line, shape, form, space, value, colour, texture
- Describe principles of art: balance, emphasis, movement, pattern, rhythm, proportion, unity
- Draw table for analysis with components

How do you prepare artwork for display?
What components can be analysed in artwork?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 214
- Completed artworks
- Frames
- Labels
- Digital devices
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 215
- Displayed artworks
- Analysis tables
- Writing materials
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 217
- Adjudication sheets
- Digital devices
- Reference books

- Practical assessment - Observation - Peer evaluation
- Oral questions - Written exercises - Group discussion

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Verse analysis application

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

- Describe elements to observe in verse script and performance
- Analyse verse performance using evaluation criteria
- Value objective evaluation of verse performance

In groups, learners are guided to:

- Study evaluation table with sections: verse script (themes, language and style, character) and verse performance (voice and diction, body language, interpretation, audience engagement)
- Watch live or recorded verse performance "Wide Awake"
- Use criteria to evaluate performance
- Fill in comment column for each element

How do you evaluate a verse performance objectively?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 220
- Verse recordings
- Evaluation forms
- Digital devices

- Practical assessment - Written exercises - Peer evaluation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Sportsmanship
Analysis of Creative Arts and Sports - Promoting sportsmanship

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

- Define sportsmanship in sporting activities
- Explain the impact of sportsmanship on sporting activities
- Appreciate the role of sportsmanship in sports

In groups, learners are guided to:

- Use textbooks or digital devices to search for information about sportsmanship
- Give presentation of findings in class
- Discuss impact of sportsmanship: promotes fair play, fosters respect, encourages teamwork, enhances enjoyment, sets positive example
- Research on impact of sportsmanship on sporting activities

What is the role of sportsmanship in sporting activities?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 223
- Digital devices
- Reference books
- Charts
- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 225
- Whiteboard
- Markers
- Chart paper

- Oral questions - Written exercises - Presentations

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Folk dance analysis

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

- Identify components to analyse in folk dance
- Analyse folk dance from a Kenyan community
- Appreciate the role of analysis in adding value to Creative Arts and Sports

In groups, learners are guided to:

- Discuss components in folk dance: choreography, music and rhythm, costumes and props, gestures and expression, performance and space, audience interaction
- Watch live or recorded folk dance performances
- Select one folk dance for detailed analysis
- Break down dance steps, movements, patterns and formations
- Identify songs, meanings and musical instruments
- Prepare table of dance and components analysed

What components are analysed in a folk dance?

- Moran Creative Arts and Sports Grade 8 Learner's Book pg. 226
- Digital devices
- Folk dance recordings
- Analysis tables

- Written assignments - Oral presentations - Peer evaluation