Creating and Execution

Picture Making (Percussion Instruments) - Indigenous Kenyan percussion instruments
Picture Making (Percussion Instruments) - Method of playing percussion instruments

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

- Identify percussion instruments from different Kenyan communities
- Name communities where percussion instruments originate from
- Appreciate percussion instruments from different Kenyan communities

In groups, learners are guided to:
- Observe pictures of percussion instruments from different Kenyan communities
-Identify percussion instruments from different Kenyan communities
-Name the communities where percussion instruments originate from
-Discuss how each instrument is played
-Watch a video clip on the performance of Kenyan percussion instruments

How are percussion instruments from different Kenyan communities identified?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 3
-Digital devices
-Percussion instruments
- Mentor Creative Arts Grade 4 Learner's Book, pg. 4

- Observation -Oral questions -Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Classifying percussion instruments
Picture Making (Percussion Instruments) - Parts of percussion instruments
Picture Making (Percussion Instruments) - Functions of parts of percussion instruments
Picture Making (Percussion Instruments) - Researching parts of percussion instruments
Picture Making (Percussion Instruments) - Improvising rhythmic patterns

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

- Classify percussion instruments as melodic and non-melodic
- Differentiate between melodic and non-melodic percussion instruments
- Appreciate various types of percussion instruments

In groups, learners are guided to:
- Study pictures of different percussion instruments
-Listen to sounds from melodic and non-melodic percussion instruments
-Classify percussion instruments as melodic and non-melodic
-Fill in a table with melodic and non-melodic percussion instruments

How are percussion instruments classified?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 5
-Melodic and non-melodic percussion instruments
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 6
-Drums
- Mentor Creative Arts Grade 4 Learner's Book, pg. 7
-Percussion instruments
- Mentor Creative Arts Grade 4 Learner's Book, pg. 8
-Drawing materials
-Drums and other percussion instruments

- Observation -Oral questions -Written tests

Creating and Execution

Picture Making (Percussion Instruments) - Making charcoal sticks
Picture Making (Percussion Instruments) - Procedure for making charcoal sticks
Picture Making (Percussion Instruments) - Tonal value in art

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

- Identify materials used for making charcoal sticks
- Collect materials for making charcoal sticks
- Show interest in making charcoal sticks

In groups, learners are guided to:
- Study pictures of charcoal sticks
-Identify materials used for making charcoal sticks
-Collect materials for making charcoal sticks (green sticks, tin, nail, hammer, matchbox, sand, pan, cutting tools)
-Store collected materials safely

Why are charcoal sticks important in drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 10
-Materials for making charcoal sticks
- Mentor Creative Arts Grade 4 Learner's Book, pg. 11
- Mentor Creative Arts Grade 4 Learner's Book, pg. 12
-Digital devices
-Charts showing tonal values

- Observation -Oral questions -Project work

Creating and Execution

Picture Making (Percussion Instruments) - Drawing shapes with charcoal sticks
Picture Making (Percussion Instruments) - Creating tonal shading

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

- Draw simple shapes using charcoal sticks
- Create tonal variations through pressure application
- Show interest in using charcoal sticks for drawing

In groups, learners are guided to:
- Draw simple shapes in exercise books
-Shade shapes using charcoal sticks
-Create dark parts by drawing thick lines
-Create light parts by drawing thin lines
-Apply varied pressure to create different tones

How can different tones be created with charcoal sticks?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 12
-Charcoal sticks
-Drawing paper
- Mentor Creative Arts Grade 4 Learner's Book, pg. 13

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Drawing percussion instruments
Picture Making (Percussion Instruments) - Smudging technique
Picture Making (Percussion Instruments) - Creating a portfolio

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

- Sketch a percussion instrument using charcoal sticks
- Determine where light falls on the object
- Create highlight and shadow areas in a drawing

In groups, learners are guided to:
- Place a drum on a table
-Sketch the drum using charcoal sticks
-Determine where light falls on the drum
-Identify the highlight and shadow areas
-Begin shading the darker areas

How can highlights and shadows be created in a drawing?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 14
-Percussion instruments
-Charcoal sticks
-Drawing paper
-Cloths for smudging
- Mentor Creative Arts Grade 4 Learner's Book, pg. 15
-Drawings
-Colored manila paper
-Glue

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Drawing different percussion instruments
Picture Making (Percussion Instruments) - Drawing Kenyan percussion instruments

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

- Identify different percussion instruments
- Draw percussion instruments using the smudging technique
- Show interest in drawing percussion instruments

In groups, learners are guided to:
- Study pictures of different percussion instruments
-Identify the instruments shown
-Draw and color the instruments using the smudging technique
-Display drawings in class

How can different percussion instruments be drawn effectively?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 15
-Pictures of percussion instruments
-Charcoal sticks
-Drawing paper
- Mentor Creative Arts Grade 4 Learner's Book, pg. 16

- Observation -Project work -Portfolio assessment

Creating and Execution

Picture Making (Percussion Instruments) - Identifying percussion instruments by playing method
Picture Making (Percussion Instruments) - Making percussion instruments

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

- Identify instruments played by scraping
- Identify communities that play marimba
- Draw and name a percussion instrument

In groups, learners are guided to:
- Identify instruments played by scraping
-Discuss communities that play marimba
-Draw and name a percussion instrument from a Kenyan community
-Share drawings with classmates

How do different communities play their percussion instruments?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 16
-Pictures of percussion instruments
-Charcoal sticks
-Drawing paper
- Mentor Creative Arts Grade 4 Learner's Book, pg. 3-7
-Locally available materials for making percussion instruments

- Observation -Oral questions -Written assignments

Creating and Execution

Picture Making (Percussion Instruments) - Assembling percussion instruments
Netball - Introduction to Netball skills
Netball - Chest pass technique

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

- Make a percussion instrument using locally available materials
- Tune the percussion instrument appropriately
- Observe safety measures when making percussion instruments

In groups, learners are guided to:
- Work in groups to make percussion instruments (rattles, shakers, drums, gourds or marimba)
-Assemble the parts correctly
-Tune the instruments appropriately
-Test the sound produced by the instruments
-Store the instruments safely

How can percussion instruments be assembled and tuned?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 3-7
-Materials for making percussion instruments
-Tools for assembling
- Mentor Creative Arts Grade 4 Learner's Book, pg. 17
-Pictures of Netball games
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 18
-Netball balls

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Demonstrating chest pass
Netball - Practicing chest pass

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

- Demonstrate chest pass in Netball following proper technique
- Observe safety measures when performing chest pass
- Show interest in mastering chest pass technique

In groups, learners are guided to:
- Hold the ball at chest level using both hands
-Spread fingers around the ball
-Stand with feet shoulder-width apart facing partner
-Bend knees slightly
-Step in the direction of the pass
-Release the ball to partner's chest level
-Keep arms extended forward with palms facing outward

What is the correct progression when performing chest pass?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 19
-Netball balls
-Open space
- Mentor Creative Arts Grade 4 Learner's Book, pg. 20

- Observation -Demonstration -Peer assessment

Creating and Execution

Netball - Overhead pass technique
Netball - Demonstrating overhead pass

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

- Explain the overhead pass technique in Netball
- Identify the arm and leg position for overhead pass
- Appreciate the use of overhead pass in Netball

- Study a picture of a learner performing overhead pass
-Observe where the ball is held at the beginning
-Identify how the arms and legs are positioned
-Discuss the skill being performed

What makes overhead pass different from chest pass?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 20
-Netball balls
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 21
-Open space

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Practicing overhead pass
Netball - Double-handed catching
Netball - Demonstrating double-handed catching

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

- Practice overhead pass in a circle formation
- Pass the ball accurately using overhead pass
- Observe teamwork when practicing overhead pass

- Form a circle of 6 learners
-Choose one learner to be a ball feeder
-Ball feeder stands in the circle while receiver stands outside
-Ball feeder passes to receiver using overhead pass
-Receiver runs around the circle while continuing to catch and return the ball
-Take turns to change roles

How does practicing in a circle formation improve overhead pass skills?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 22
-Netball balls
-Open space
- Mentor Creative Arts Grade 4 Learner's Book, pg. 23
-Digital devices

- Observation -Performance assessment -Peer assessment

Creating and Execution

Netball - Practicing double-handed catching
Netball - Introduction to macramé technique

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

- Practice double-handed catching with a partner
- Catch the ball accurately using double-handed technique
- Observe safety measures when practicing catching

In groups, learners are guided to:
- Mark two circles on the ground 2 meters apart
-Stand in each circle as shown
-Throw and catch the ball using double-handed catching
-Repeat the activity several times
-Observe safety measures

How can double-handed catching be practiced effectively?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 24
-Netball balls
-Open space
-Markers
- Mentor Creative Arts Grade 4 Learner's Book, pg. 25
-Macramé materials (yarns, strings, fabrics)
-Scissors

- Observation -Performance assessment -Peer assessment

Creating and Execution

Netball - Making a ball using macramé technique (1)
Netball - Making a ball using macramé technique (2)

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

- Collect materials for making a ball using macramé
- Begin the ball-making process using knotting techniques
- Show interest in creating using macramé

In groups, learners are guided to:
- Collect strings or yarn for making a ball
-Begin by making a loop with the string
-Tie the ends in overhand knots to secure the loop
-Begin creating vertical strings around the ball
-Follow safety measures when handling materials

How can macramé technique be used to make a ball?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 26
-Macramé materials (yarns, strings, fabrics)
-Scissors

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Completing a ball using macramé
Netball - Practicing Netball skills
Netball - Drawing playing Netball

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

- Complete making a ball using macramé technique
- Cut excess rope or string neatly
- Show pride in completed work

In groups, learners are guided to:
- Complete the criss-crossing pattern
-Cut excess rope or string using scissors
-Show completed ball in class
-Clean working space after completing the project

How is a macramé ball project finalized?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 26
-Macramé materials (yarns, strings, fabrics)
-Scissors
- Mentor Creative Arts Grade 4 Learner's Book, pg. 27
-Netball balls
-Open space
-Markers
- Mentor Creative Arts Grade 4 Learner's Book, pg. 28
-Drawing paper
-Paint
-Brushes

- Observation -Project work -Peer assessment

Creating and Execution

Netball - Color classification
Netball - Preparing materials for mixing colors

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

- Classify colors into primary and secondary
- Identify primary and secondary colors
- Appreciate colors in the environment

In groups, learners are guided to:
- Study primary colors (yellow, red, blue)
-Study secondary colors (green, orange, purple)
-Observe pictures showing primary and secondary colors
-Identify materials used in making secondary colors

Why is color classification important?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 30
-Primary and secondary color charts
-Paint
-Brushes
- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Palettes
-Water containers

- Observation -Oral questions -Written assignments

Creating and Execution

Netball - Mixing primary colors (yellow and blue)
Netball - Mixing primary colors (red and yellow)

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

- Mix yellow and blue to create a secondary color
- Identify the secondary color created
- Show interest in color mixing

In groups, learners are guided to:
- Pour a small amount of yellow paint on a palette
-Add an equal amount of blue paint
-Mix the two colors using a paintbrush
-Identify the secondary color created (green)
-Clean brushes after mixing

What secondary color is created by mixing yellow and blue?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Paint (yellow and blue)
-Brushes
-Palettes
-Water containers
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and yellow)

- Observation -Project work -Oral questions

Creating and Execution

Netball - Mixing primary colors (red and blue)
Netball - Creating a color wheel
Netball - Color tones (light tones)

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

- Mix red and blue to create a secondary color
- Identify the secondary color created
- Show creativity in color mixing

In groups, learners are guided to:
- Pour a small amount of red paint on a palette
-Add an equal amount of blue paint
-Mix the two colors using a paintbrush
-Identify the secondary color created (purple)
-Clean brushes after mixing

What secondary color is created by mixing red and blue?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and blue)
-Brushes
-Palettes
-Water containers
-Drawing paper
-Paint
- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (secondary colors and white)

- Observation -Project work -Oral questions

Creating and Execution

Netball - Mixing orange with white
Rhythm and Pattern Making - Introduction to rhythmic patterns

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

- Mix orange with increasing amounts of white
- Create a tonal strip showing gradation from orange to light orange
- Clean working area after painting

In groups, learners are guided to:
- Place equal amounts of orange paint in 5 different sections
-Add increasing amounts of white paint to each section
-Mix the colors using a brush
-Paint the color strip starting with orange and ending with very light orange
-Clean brushes and working area

How can tonal gradation be created with orange and white?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (orange and white)
-Brushes
-Palettes
-Drawing paper
- Mentor Creative Arts Grade 4 Learner's Book, pg. 42
-Digital devices

- Observation -Project work -Portfolio assessment

Creating and Execution

Rhythm and Pattern Making - Rhythm in songs
Rhythm and Pattern Making - Rhythm in words
Rhythm and Pattern Making - French rhythm names

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

- Identify rhythm in a song
- Clap the rhythm of words in a song
- Appreciate rhythm in songs

In groups, learners are guided to:
- Sing the song "Mary had a little lamb"
-Read the first line of the song
-Read and clap the rhythm of the words
-Sing while clapping the rhythm of the song
-Discuss the importance of rhythm in songs

How is rhythm identified in songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 42
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 43
-Word cards
- Mentor Creative Arts Grade 4 Learner's Book, pg. 44
-Charts showing French rhythm names

- Observation -Performance assessment -Oral questions

Creating and Execution

Rhythm and Pattern Making - Practicing French rhythm names
Rhythm and Pattern Making - Identifying rhythm in words

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

- Recite French rhythm names
- Clap rhythms while reciting French rhythm names
- Show interest in rhythmic patterns

In groups, learners are guided to:
- Recite French rhythm names
-Practice clapping rhythms while reciting
-Sound the beat while clapping
-Perform rhythmic patterns in groups

How can French rhythm names be practiced through clapping?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 44
-Charts showing rhythmic patterns
- Mentor Creative Arts Grade 4 Learner's Book, pg. 45
-Word cards

- Observation -Performance assessment -Peer assessment

Creating and Execution

Rhythm and Pattern Making - Clapping syllables of words
Rhythm and Pattern Making - Note values and their French names

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

- Clap as they recite words
- Identify words with long sounds
- Identify words with short sounds

In groups, learners are guided to:
- Clap as they recite words (lion, sugarcane, pesa, ice)
-Identify words with long sounds
-Identify words with short sounds
-Fill in a table with words, syllables, and French rhythm names

How are long and short sounds identified in words?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 45
-Word cards
- Mentor Creative Arts Grade 4 Learner's Book, pg. 46
-Charts showing note values and French rhythm names

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Steady beat (clock)
Rhythm and Pattern Making - Heartbeat rhythm
Rhythm and Pattern Making - Rhythm in children's song

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

- Listen to the ticking of a clock
- Clap the beat made by the ticking of a clock
- Associate the clock ticking with the crotchet

In groups, learners are guided to:
- Listen to the ticking of a clock
-Mimic the sound to friends
-Clap the beat made by the ticking of a clock
-Clap the beat while reciting the French rhythm name 'taa'

How is the ticking of a clock related to rhythm?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 47
-Clock
-Open space for running
- Mentor Creative Arts Grade 4 Learner's Book, pg. 48
-Song charts

- Observation -Demonstration -Oral questions

Creating and Execution

Rhythm and Pattern Making - Note symbols and rests
Rhythm and Pattern Making - Singing rhythm in songs

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

- Match note symbols with their rests
- Identify rests for different note values
- Value the importance of rests in music

In groups, learners are guided to:
- Match note symbols with their rests
-Identify rest representing quaver beat
-Identify rest representing crotchet beat
-Write rest for a pair of quavers
-Learn that a rest in music means silence

How are rests used in rhythmic patterns?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 49
-Charts showing note symbols and rests
- Mentor Creative Arts Grade 4 Learner's Book, pg. 50
-Song charts

- Observation -Oral questions -Written assignments

Creating and Execution

Rhythm and Pattern Making - Clapping rhythm of songs
Rhythm and Pattern Making - Free hand lettering (1)
Rhythm and Pattern Making - Free hand lettering (2)
Rhythm and Pattern Making - Writing French rhythm names

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

- Sing songs while clapping the beat
- Use French rhythm names while clapping
- Work together in group performances

In groups, learners are guided to:
- Sing the song "Are You Sleeping" while clapping the beat
-Clap using French rhythm names
-Take turns to sing the song in groups
-One group sings while the other claps the rhythm
-Sing familiar songs and clap the rhythm

How do singing and clapping complement each other?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 51
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 52
-Charts showing letters of the alphabet
-Writing materials
- Mentor Creative Arts Grade 4 Learner's Book, pg. 53
-Charts showing letters with ascenders and descenders
- Mentor Creative Arts Grade 4 Learner's Book, pg. 54
-Charts showing French rhythm names

- Observation -Performance assessment -Peer assessment