Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Social roles of Creative Arts and Sports

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

- Identify the social roles of Creative Arts and Sports in society
- Discuss how Creative Arts and Sports promote community unity and cultural celebration
- Appreciate the value of Creative Arts and Sports in enhancing social well-being

In groups, learners are guided to:
- Study pictures illustrating Creative Arts and Sports activities and identify the social roles portrayed
- Brainstorm and list social roles such as entertainment, cultural unity, tradition and teamwork
- Draw a mind map showing the social roles of Creative Arts and Sports and display in class

How does Creative Arts and Sports promote unity and social cohesion in a community?

- Champion Creative Arts and Sports Grade 8 pg. 1
- Digital resources
- Reference books

- Oral questions - Observation - Class discussion

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Social roles of Creative Arts and Sports

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

- Identify the social roles of Creative Arts and Sports in society
- Discuss how Creative Arts and Sports promote community unity and cultural celebration
- Appreciate the value of Creative Arts and Sports in enhancing social well-being

In groups, learners are guided to:
- Study pictures illustrating Creative Arts and Sports activities and identify the social roles portrayed
- Brainstorm and list social roles such as entertainment, cultural unity, tradition and teamwork
- Draw a mind map showing the social roles of Creative Arts and Sports and display in class

How does Creative Arts and Sports promote unity and social cohesion in a community?

- Champion Creative Arts and Sports Grade 8 pg. 1
- Digital resources
- Reference books

- Oral questions - Observation - Class discussion

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Economic roles of Creative Arts and Sports

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

- Describe the economic roles of Creative Arts and Sports in society
- Give examples of jobs and income generated through Creative Arts and Sports
- Show interest in Creative Arts and Sports as a source of livelihood

In groups, learners are guided to:
- Use print or digital resources to research economic roles of Creative Arts and Sports
- Identify jobs created by Creative Arts and Sports such as musicians, artisans, coaches and event organisers
- Complete a table distinguishing social from economic roles and share findings in class

How does Creative Arts and Sports contribute to the economic development of Kenya?

- Champion Creative Arts and Sports Grade 8 pg. 2
- Internet access
- Reference books

- Oral questions - Written assignments - Observation

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Introduction to storyboards

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

- Define a storyboard and state its purpose
- Identify elements that make a storyboard effective
- Value storyboards as a tool for visual communication

In groups, learners are guided to:
- Discuss what a picture story is and how pictures are arranged to tell a story using the Nelson scenario
- Watch video clips showing storyboards that highlight roles of Creative Arts and Sports
- Discuss why storyboards are used in film-making, animation, cartoons and advertising

How can a storyboard effectively communicate the roles of Creative Arts and Sports?

- Champion Creative Arts and Sports Grade 8 pg. 3
- Digital devices
- Internet access

- Oral questions - Observation - Class discussion

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Introduction to storyboards

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

- Define a storyboard and state its purpose
- Identify elements that make a storyboard effective
- Value storyboards as a tool for visual communication

In groups, learners are guided to:
- Discuss what a picture story is and how pictures are arranged to tell a story using the Nelson scenario
- Watch video clips showing storyboards that highlight roles of Creative Arts and Sports
- Discuss why storyboards are used in film-making, animation, cartoons and advertising

How can a storyboard effectively communicate the roles of Creative Arts and Sports?

- Champion Creative Arts and Sports Grade 8 pg. 3
- Digital devices
- Internet access

- Oral questions - Observation - Class discussion

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Making a photographic storyboard

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

- Collect and prepare materials needed to create a photographic storyboard
- Create a photographic storyboard by pasting cut pictures on a painted background
- Display the storyboard and give constructive feedback on peers' work

In groups, learners are guided to:
- Collect scissors, glue, plain paper and digital devices as required
- Search for, print and cut out pictures showing roles of Creative Arts and Sports
- Paint a colourful background, paste the pictures to form a storyboard and display in class for peer observation and feedback

What steps must be followed to create a clear and meaningful photographic storyboard?

- Champion Creative Arts and Sports Grade 8 pg. 4
- Scissors, glue, plain paper
- Digital devices

- Observation - Practical assessment - Peer feedback

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Making a photographic storyboard

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

- Collect and prepare materials needed to create a photographic storyboard
- Create a photographic storyboard by pasting cut pictures on a painted background
- Display the storyboard and give constructive feedback on peers' work

In groups, learners are guided to:
- Collect scissors, glue, plain paper and digital devices as required
- Search for, print and cut out pictures showing roles of Creative Arts and Sports
- Paint a colourful background, paste the pictures to form a storyboard and display in class for peer observation and feedback

What steps must be followed to create a clear and meaningful photographic storyboard?

- Champion Creative Arts and Sports Grade 8 pg. 4
- Scissors, glue, plain paper
- Digital devices

- Observation - Practical assessment - Peer feedback

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Roles of Creative Arts and Sports in society

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

- Describe the broader role played by Creative Arts and Sports in society using visual evidence
- Analyse displays to confirm social and economic roles observed
- Show a positive attitude towards Creative Arts and Sports as part of daily community life

In groups, learners are guided to:
- Study pictures showing how Creative Arts and Sports contribute to society and answer guided questions
- Brainstorm and complete a social and economic roles table from observations made in class
- Present completed storyboards and discuss each other's work, giving and receiving constructive feedback

In what ways do Creative Arts and Sports shape the society we live in?

- Champion Creative Arts and Sports Grade 8 pg. 5
- Learner storyboard displays
- Reference books

- Oral questions - Observation - Written assignments

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Assessment on roles and storyboard

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

- Summarise the social and economic roles of Creative Arts and Sports in a structured format
- Evaluate own learning progress using a self-assessment checklist
- Show confidence in articulating the importance of Creative Arts and Sports

In groups, learners are guided to:
- Complete a self-assessment table ticking tasks mastered and those needing more practice
- Answer written assessment questions on the social and economic roles of Creative Arts and Sports
- Discuss as a class how Creative Arts and Sports play a role in national economic development

How can we use knowledge of Creative Arts and Sports to contribute positively to our community?

- Champion Creative Arts and Sports Grade 8 pg. 6
- Exercise books
- Reference books

- Written assignments - Self-assessment - Oral questions

Foundations of Creative Arts and Sports

Roles of Creative Arts and Sports - Assessment on roles and storyboard

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

- Summarise the social and economic roles of Creative Arts and Sports in a structured format
- Evaluate own learning progress using a self-assessment checklist
- Show confidence in articulating the importance of Creative Arts and Sports

In groups, learners are guided to:
- Complete a self-assessment table ticking tasks mastered and those needing more practice
- Answer written assessment questions on the social and economic roles of Creative Arts and Sports
- Discuss as a class how Creative Arts and Sports play a role in national economic development

How can we use knowledge of Creative Arts and Sports to contribute positively to our community?

- Champion Creative Arts and Sports Grade 8 pg. 6
- Exercise books
- Reference books

- Written assignments - Self-assessment - Oral questions

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Elements of a verse

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

- Describe the elements of a verse including theme, character and setting
- Analyse a given verse to identify its key elements
- Appreciate the creative use of literary elements in verse composition

- Read and discuss the Maria story about learners reciting verses and identify the elements of verse mentioned
- Read or watch a verse online and discuss its theme, characters and setting
- Complete an elements-of-verse table from a provided verse and share with classmates

What are the key elements that make a verse meaningful and interesting to an audience?

- Champion Creative Arts and Sports Grade 8 pg. 8
- Internet access
- Reference books

- Oral questions - Written assignments - Observation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Analysing elements of a verse

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

- Read a verse and extract its theme, setting and characters accurately
- Complete a structured elements-of-verse table from a given verse
- Show interest in analysing and interpreting verse as a creative art form

In groups, learners are guided to:
- Read the provided verse individually and respond to guided questions
- Complete the elements-of-verse table (theme, setting, characters) from the verse read
- Share completed tables with classmates and give peer feedback on each other's analysis

How do the elements of a verse work together to communicate the poet's message?

- Champion Creative Arts and Sports Grade 8 pg. 9
- Exercise books
- Reference books

- Written assignments - Observation - Peer feedback

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Endurance and agility in physical fitness

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

- Define agility and endurance and distinguish between the two
- Perform physical activities that promote agility and endurance
- Value regular physical activity as essential for fitness and health

In groups, learners are guided to:
- Study pictures of physical activities and describe which show agility and which show endurance
- Form two groups to perform activities representing agility (quick direction changes) and endurance (sustained effort) such as relay races and ball games
- Sing favourite tunes while performing agility and endurance activities and comment on each other's performance

How do endurance and agility contribute to physical fitness and overall health?

- Champion Creative Arts and Sports Grade 8 pg. 10
- Open space for activities
- Reference books

- Observation - Practical assessment - Oral questions

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Endurance and agility in physical fitness

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

- Define agility and endurance and distinguish between the two
- Perform physical activities that promote agility and endurance
- Value regular physical activity as essential for fitness and health

In groups, learners are guided to:
- Study pictures of physical activities and describe which show agility and which show endurance
- Form two groups to perform activities representing agility (quick direction changes) and endurance (sustained effort) such as relay races and ball games
- Sing favourite tunes while performing agility and endurance activities and comment on each other's performance

How do endurance and agility contribute to physical fitness and overall health?

- Champion Creative Arts and Sports Grade 8 pg. 10
- Open space for activities
- Reference books

- Observation - Practical assessment - Oral questions

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Endurance and agility in physical fitness

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

- Define agility and endurance and distinguish between the two
- Perform physical activities that promote agility and endurance
- Value regular physical activity as essential for fitness and health

In groups, learners are guided to:
- Study pictures of physical activities and describe which show agility and which show endurance
- Form two groups to perform activities representing agility (quick direction changes) and endurance (sustained effort) such as relay races and ball games
- Sing favourite tunes while performing agility and endurance activities and comment on each other's performance

How do endurance and agility contribute to physical fitness and overall health?

- Champion Creative Arts and Sports Grade 8 pg. 10
- Open space for activities
- Reference books

- Observation - Practical assessment - Oral questions

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Writing note values on the bass staff

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

- Identify the lines and spaces of the bass staff using mnemonics
- Write semibreve, minim and crotchet note values on the bass staff including the ledger line for middle C
- Show interest in reading and writing music notation using the bass staff

In groups, learners are guided to:
- Brainstorm on the meaning of bass clef, bass staff and middle C
- Study the bass staff and name lines (GBDFA) and spaces (ACEG) using mnemonics Good Boys Don't Fight Anymore and All Cows Eat Grass
- Draw the bass staff and write given notes on lines, spaces and the ledger line using different note values, then share with peers

What is the role of the bass staff in reading and writing music?

- Champion Creative Arts and Sports Grade 8 pg. 12
- Music manuscript paper
- Descant recorder or piano

- Oral questions - Written assignments - Practical assessment

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Naming pitches on the bass staff

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

- Name pitches written on the bass staff accurately
- Write specified pitches on the bass staff using different note values
- Show confidence in identifying and placing pitches correctly on the bass staff

In groups, learners are guided to:
- Study notes written on a bass staff and name each pitch
- Use manila paper to draw a bass staff and write specified notes (G, C, A, B, F, D) using crotchet, minim, semi-breve and quaver
- Challenge classmates to name randomly written pitches and discuss each other's work

How are pitches correctly identified and placed on the bass staff?

- Champion Creative Arts and Sports Grade 8 pg. 13
- Music manuscript paper
- Manila paper

- Oral questions - Written assignments - Practical assessment

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Grouping music notes in ¾ time

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

- Explain the strong-weak-weak beat pattern in ¾ time
- Group notes correctly in ¾ time by adding bar lines, time signatures and beaming quavers
- Show interest in reading and performing rhythmic patterns accurately

In groups, learners are guided to:
- Clap the steady beat in ¾ time using strong-weak-weak accent while counting one-two-three
- Study grouped rhythms on flashcards, clap using French rhythm names and rewrite using note values
- Write original ungrouped rhythmic patterns in ¾ time, exchange with a partner and group them correctly adding bar lines and beaming quavers

Why is it important to group notes correctly when reading and writing rhythmic music?

- Champion Creative Arts and Sports Grade 8 pg. 15
- Music flashcards
- Exercise books

- Oral questions - Written assignments - Observation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Grouping music notes in ¾ time

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

- Explain the strong-weak-weak beat pattern in ¾ time
- Group notes correctly in ¾ time by adding bar lines, time signatures and beaming quavers
- Show interest in reading and performing rhythmic patterns accurately

In groups, learners are guided to:
- Clap the steady beat in ¾ time using strong-weak-weak accent while counting one-two-three
- Study grouped rhythms on flashcards, clap using French rhythm names and rewrite using note values
- Write original ungrouped rhythmic patterns in ¾ time, exchange with a partner and group them correctly adding bar lines and beaming quavers

Why is it important to group notes correctly when reading and writing rhythmic music?

- Champion Creative Arts and Sports Grade 8 pg. 15
- Music flashcards
- Exercise books

- Oral questions - Written assignments - Observation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Grouping music notes in ¾ time

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

- Explain the strong-weak-weak beat pattern in ¾ time
- Group notes correctly in ¾ time by adding bar lines, time signatures and beaming quavers
- Show interest in reading and performing rhythmic patterns accurately

In groups, learners are guided to:
- Clap the steady beat in ¾ time using strong-weak-weak accent while counting one-two-three
- Study grouped rhythms on flashcards, clap using French rhythm names and rewrite using note values
- Write original ungrouped rhythmic patterns in ¾ time, exchange with a partner and group them correctly adding bar lines and beaming quavers

Why is it important to group notes correctly when reading and writing rhythmic music?

- Champion Creative Arts and Sports Grade 8 pg. 15
- Music flashcards
- Exercise books

- Oral questions - Written assignments - Observation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Dominance in pictures

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

- Define drawing and painting and identify tools used in each
- Identify elements and principles of Visual Arts including dominance in pictures
- Appreciate how dominance contributes to overall balance and harmony in artwork

In groups, learners are guided to:
- Discuss what drawing and painting mean in relation to Visual Arts and identify tools used
- Study pictures and identify elements of Visual Arts used, discussing how dominance is achieved
- Search online for pictures of different items and discuss how light and dark colours create form and dominance

How does dominance affect the overall balance and visual impact of an artwork?

- Champion Creative Arts and Sports Grade 8 pg. 23
- Digital devices
- Reference books

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Complementary colours on a colour wheel

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

- Identify complementary colour pairs on a colour wheel such as red-green, blue-orange and yellow-purple
- Explain how complementary colours create contrast and vibrancy when placed side by side
- Show interest in using complementary colours to enhance artwork

In groups, learners are guided to:
- Observe a colour wheel and list complementary colour pairs
- Walk around the school compound identifying objects associated with complementary colours
- Study paintings made with complementary colours and discuss the mood and contrast created

How do complementary colours create contrast and make artwork more vibrant?

- Champion Creative Arts and Sports Grade 8 pg. 25
- Colour wheel charts
- Digital devices

- Oral questions - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Characteristics of complementary colours

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

- Describe how complementary colours mix to produce neutral shades of grey or brown
- Explain the characteristics of complementary colours including contrast, vibrancy and harmony
- Appreciate the strategic use of complementary colours to balance a composition

In groups, learners are guided to:
- Study artworks and discuss how complementary colours neutralise each other when mixed
- Discuss characteristics: vibrancy side-by-side, contrast, and balance through strategic placement
- Share findings on how red-green, blue-orange and yellow-purple mixing produces neutral tones

How do complementary colours neutralise each other when mixed, and what does this mean for artists?

- Champion Creative Arts and Sports Grade 8 pg. 26
- Art samples
- Reference books

- Oral questions - Written assignments - Observation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Characteristics of complementary colours

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

- Describe how complementary colours mix to produce neutral shades of grey or brown
- Explain the characteristics of complementary colours including contrast, vibrancy and harmony
- Appreciate the strategic use of complementary colours to balance a composition

In groups, learners are guided to:
- Study artworks and discuss how complementary colours neutralise each other when mixed
- Discuss characteristics: vibrancy side-by-side, contrast, and balance through strategic placement
- Share findings on how red-green, blue-orange and yellow-purple mixing produces neutral tones

How do complementary colours neutralise each other when mixed, and what does this mean for artists?

- Champion Creative Arts and Sports Grade 8 pg. 26
- Art samples
- Reference books

- Oral questions - Written assignments - Observation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Gradation strip for colour contrast

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

- Describe how colours blend into each other in a gradation strip
- Identify primary colours and blending transitions within a gradation strip
- Show curiosity in observing colour transitions and contrasts in artworks

In groups, learners are guided to:
- Study pictures of gradation strips and discuss colour differences and blending shown
- Identify primary colours within each strip and discuss how contrasting colours combine to form a gradient
- Discuss how red-yellow, blue-orange combinations blend and what mood they create

How does a colour gradation strip demonstrate the relationship between complementary colours?

- Champion Creative Arts and Sports Grade 8 pg. 27
- Colour samples
- Reference books

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Gradation strip for colour contrast

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

- Describe how colours blend into each other in a gradation strip
- Identify primary colours and blending transitions within a gradation strip
- Show curiosity in observing colour transitions and contrasts in artworks

In groups, learners are guided to:
- Study pictures of gradation strips and discuss colour differences and blending shown
- Identify primary colours within each strip and discuss how contrasting colours combine to form a gradient
- Discuss how red-yellow, blue-orange combinations blend and what mood they create

How does a colour gradation strip demonstrate the relationship between complementary colours?

- Champion Creative Arts and Sports Grade 8 pg. 27
- Colour samples
- Reference books

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Creating a gradation colour strip

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

- Create a gradation strip using two contrasting complementary colours blending smoothly in the middle
- Apply paint from one contrasting colour at each end, blending gradually across seven sections
- Develop patience and creativity in producing smooth colour transitions

In groups, learners are guided to:
- Collect white drawing paper, paints, brushes, ruler and pencil
- Draw a rectangular strip divided into seven sections, apply contrasting colour at each end and blend in the middle
- Display strips in class, discuss smoothness of transitions and provide peer feedback

What techniques ensure a smooth and even gradation when blending complementary colours?

- Champion Creative Arts and Sports Grade 8 pg. 28
- Paints, brushes, drawing paper
- Ruler and pencil

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Painting a still life composition

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

- Paint a still life composition using blue and orange complementary colours to create contrast
- Apply colour sections alternately to make complementary colours stand out in the composition
- Show responsibility in cleaning workspace and storing materials properly after work

In groups, learners are guided to:
- Use paper, pencil, brushes and blue and orange paints to draw and paint a still life picture
- Paint sections with orange and blue alternately to create visual contrast and allow to dry
- Clean workspace, then discuss and give feedback on each other's completed paintings

How does the use of complementary colours in a still life composition enhance its visual appeal?

- Champion Creative Arts and Sports Grade 8 pg. 29
- Paints, brushes, drawing paper
- Digital portfolio

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Painting a still life composition

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

- Paint a still life composition using blue and orange complementary colours to create contrast
- Apply colour sections alternately to make complementary colours stand out in the composition
- Show responsibility in cleaning workspace and storing materials properly after work

In groups, learners are guided to:
- Use paper, pencil, brushes and blue and orange paints to draw and paint a still life picture
- Paint sections with orange and blue alternately to create visual contrast and allow to dry
- Clean workspace, then discuss and give feedback on each other's completed paintings

How does the use of complementary colours in a still life composition enhance its visual appeal?

- Champion Creative Arts and Sports Grade 8 pg. 29
- Paints, brushes, drawing paper
- Digital portfolio

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Painting with complementary colour schemes

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

- Paint pictures using red-green and blue-orange complementary colour schemes
- Identify the outstanding features of complementary colours in completed artworks
- Display artwork in a digital portfolio showing pride in creative work

In groups, learners are guided to:
- Study provided pictures and paint them using red-green then blue-orange colour schemes
- Discuss the outstanding features and the neutral tones produced when these colours mix
- Upload artworks to digital portfolio and provide structured feedback on each other's colour use

What distinguishes the visual effect of different complementary colour scheme combinations in painting?

- Champion Creative Arts and Sports Grade 8 pg. 30
- Paints, brushes, drawing paper
- Digital portfolio

- Practical assessment - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Painting with complementary colour schemes

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

- Paint pictures using red-green and blue-orange complementary colour schemes
- Identify the outstanding features of complementary colours in completed artworks
- Display artwork in a digital portfolio showing pride in creative work

In groups, learners are guided to:
- Study provided pictures and paint them using red-green then blue-orange colour schemes
- Discuss the outstanding features and the neutral tones produced when these colours mix
- Upload artworks to digital portfolio and provide structured feedback on each other's colour use

What distinguishes the visual effect of different complementary colour scheme combinations in painting?

- Champion Creative Arts and Sports Grade 8 pg. 30
- Paints, brushes, drawing paper
- Digital portfolio

- Practical assessment - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Assessment and review

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

- Create a real life composition painted using complementary colours and wash technique
- Summarise key concepts of complementary colours, gradation and dominance in Drawing and Painting
- Show confidence in evaluating and presenting own artwork

In groups, learners are guided to:
- Draw a real life composition and paint it using complementary colours and wash technique
- Display artwork in class for peer assessment and provide constructive feedback to each other
- Answer assessment questions on mixing complementary colours and their neutral outcomes

How do complementary colours and wash technique work together to create an effective composition?

- Champion Creative Arts and Sports Grade 8 pg. 31
- Paints, brushes, drawing paper
- Reference books

- Written assignments - Practical assessment - Self-assessment

Creating and Performing in Creative Arts and Sports

Rhythm - Describing time in music

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

- Define time signature and explain the meaning of ¾ time in music
- Identify the number of beats per measure and which note value gets the beat
- Appreciate the role of rhythm in daily life and music performance

In groups, learners are guided to:
- Listen to pieces in ¾ time such as Mozart's Minuet in F major and clap the steady beat
- Clap, tap or stamp rhythms identifying the strong-weak-weak pattern in ¾ time
- Discuss the role of rhythm in day-to-day life and how it organises sound in music

What does the ¾ time signature tell a musician about how to perform a piece of music?

- Champion Creative Arts and Sports Grade 8 pg. 32
- Digital devices
- Metronome or improvised percussion

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Rhythm - Describing time in music

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

- Define time signature and explain the meaning of ¾ time in music
- Identify the number of beats per measure and which note value gets the beat
- Appreciate the role of rhythm in daily life and music performance

In groups, learners are guided to:
- Listen to pieces in ¾ time such as Mozart's Minuet in F major and clap the steady beat
- Clap, tap or stamp rhythms identifying the strong-weak-weak pattern in ¾ time
- Discuss the role of rhythm in day-to-day life and how it organises sound in music

What does the ¾ time signature tell a musician about how to perform a piece of music?

- Champion Creative Arts and Sports Grade 8 pg. 32
- Digital devices
- Metronome or improvised percussion

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Rhythm - Time signature and steady beat patterns

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

- Read and clap rhythmic patterns written in ¾ time using strong-weak-weak accent correctly
- Perform rhythms on improvised percussion maintaining a steady beat
- Develop patience and coordination in ensemble rhythmic performance

In groups, learners are guided to:
- Study written rhythms and clap them using strong-weak-weak accent in ¾ time
- Cut manila paper into squares, write note values and arrange them for classmates to clap
- Perform rhythms on improvised percussion with one person clapping the main beat

How does maintaining a steady beat help when performing rhythmic patterns in ¾ time?

- Champion Creative Arts and Sports Grade 8 pg. 33
- Manila paper, marker pens
- Metronome and improvised percussion

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Rhythm - Time signature and steady beat patterns

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

- Read and clap rhythmic patterns written in ¾ time using strong-weak-weak accent correctly
- Perform rhythms on improvised percussion maintaining a steady beat
- Develop patience and coordination in ensemble rhythmic performance

In groups, learners are guided to:
- Study written rhythms and clap them using strong-weak-weak accent in ¾ time
- Cut manila paper into squares, write note values and arrange them for classmates to clap
- Perform rhythms on improvised percussion with one person clapping the main beat

How does maintaining a steady beat help when performing rhythmic patterns in ¾ time?

- Champion Creative Arts and Sports Grade 8 pg. 33
- Manila paper, marker pens
- Metronome and improvised percussion

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Rhythm - Composing a four-bar rhythmic pattern in ¾ time

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

- Compose a four-bar rhythmic pattern in ¾ time using crotchets, quavers and minims correctly
- Add time signatures, bar lines and beam quavers in the right positions
- Show creativity and confidence in composing original rhythmic patterns

In groups, learners are guided to:
- Study a sample rhythm, copy it and group quavers in pairs using beams
- Write ¾ time signature at the start, mark bar lines after every three crotchet beats and add a double bar line at end
- Compose a four-bar pattern using crotchets and quavers, beam notes and present in class

What are the key rules for grouping notes correctly when composing a four-bar rhythmic pattern in ¾ time?

- Champion Creative Arts and Sports Grade 8 pg. 34
- Exercise books
- Music flashcards

- Written assignments - Observation - Practical assessment

Creating and Performing in Creative Arts and Sports

Rhythm - Grouping notes and inserting bar lines

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

- Group notes correctly in ¾ time by inserting bar lines and double bar lines in the right places
- Beam quavers in pairs and rewrite rhythms in note symbols from French rhythm names
- Show precision in interpreting and rewriting rhythmic notation

In groups, learners are guided to:
- Study rhythms on poster, clap in ¾ time, write French rhythm names then translate to note symbols
- Mark where three crotchet beats end, insert bar lines and use a double bar line at the end
- Exchange written rhythms with a partner and check each other's grouping for accuracy

Why is it important to insert bar lines correctly when writing rhythmic patterns in ¾ time?

- Champion Creative Arts and Sports Grade 8 pg. 35
- Exercise books
- Music flashcards

- Written assignments - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Rhythm - Grouping notes and inserting bar lines

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

- Group notes correctly in ¾ time by inserting bar lines and double bar lines in the right places
- Beam quavers in pairs and rewrite rhythms in note symbols from French rhythm names
- Show precision in interpreting and rewriting rhythmic notation

In groups, learners are guided to:
- Study rhythms on poster, clap in ¾ time, write French rhythm names then translate to note symbols
- Mark where three crotchet beats end, insert bar lines and use a double bar line at the end
- Exchange written rhythms with a partner and check each other's grouping for accuracy

Why is it important to insert bar lines correctly when writing rhythmic patterns in ¾ time?

- Champion Creative Arts and Sports Grade 8 pg. 35
- Exercise books
- Music flashcards

- Written assignments - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Rhythm - Performing rhythmic patterns by ear

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

- Listen to a rhythmic pattern and clap or tap it back accurately
- Translate heard rhythms into French rhythm names and then into note symbols
- Appreciate the connection between listening and reading rhythm in music

In groups, learners are guided to:
- Listen to teacher-played rhythms, clap the steady beat then clap the rhythm heard
- Write the French rhythm names of the pattern clapped, then translate into note symbols
- Compare written rhythm to the original and discuss any differences found

How does actively listening to rhythm help develop the skill of reading and writing music notation?

- Champion Creative Arts and Sports Grade 8 pg. 36
- Improvised percussion
- Exercise books

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Rhythm - Performing rhythmic patterns by ear

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

- Listen to a rhythmic pattern and clap or tap it back accurately
- Translate heard rhythms into French rhythm names and then into note symbols
- Appreciate the connection between listening and reading rhythm in music

In groups, learners are guided to:
- Listen to teacher-played rhythms, clap the steady beat then clap the rhythm heard
- Write the French rhythm names of the pattern clapped, then translate into note symbols
- Compare written rhythm to the original and discuss any differences found

How does actively listening to rhythm help develop the skill of reading and writing music notation?

- Champion Creative Arts and Sports Grade 8 pg. 36
- Improvised percussion
- Exercise books

- Observation - Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Rhythm - Composing and performing original rhythmic patterns

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

- Compose an original four-bar rhythmic pattern using minims, crotchets, quavers and rests
- Perform composed rhythms on improvised percussion accompanied by body movements
- Show creativity in composing and confidence in performing original rhythmic work

In groups, learners are guided to:
- Compose a four-bar pattern using minims, quavers, crotchets and rests, add time signature, bar lines and beam notes
- Clap, tap and perform composed rhythms on drums or improvised percussion
- Accompany familiar songs using created rhythms, record performances and reflect on quality

What musical decisions do you make when composing and performing your own four-bar rhythmic pattern?

- Champion Creative Arts and Sports Grade 8 pg. 38
- Exercise books
- Improvised percussion or drums

- Written assignments - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Athletics and Montage - Middle distance races in athletics

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

- Identify and distinguish between the 800 metres and 1500 metres middle distance races
- Describe the starting positions used in each race — staggered for 800m and curved line for 1500m
- Show interest in learning about middle distance athletics

In groups, learners are guided to:
- Read scenarios and research which middle distance races Kenyan athletes perform
- Search for images of athletes in middle distance races and discuss the number of laps covered
- Discuss differences between the 800m and 1500m in terms of start position and distance

What distinguishes the 800 metres race from the 1500 metres race in athletics?

- Champion Creative Arts and Sports Grade 8 pg. 39
- Sports magazines and newspapers
- Digital devices

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Athletics and Montage - Middle distance races in athletics

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

- Identify and distinguish between the 800 metres and 1500 metres middle distance races
- Describe the starting positions used in each race — staggered for 800m and curved line for 1500m
- Show interest in learning about middle distance athletics

In groups, learners are guided to:
- Read scenarios and research which middle distance races Kenyan athletes perform
- Search for images of athletes in middle distance races and discuss the number of laps covered
- Discuss differences between the 800m and 1500m in terms of start position and distance

What distinguishes the 800 metres race from the 1500 metres race in athletics?

- Champion Creative Arts and Sports Grade 8 pg. 39
- Sports magazines and newspapers
- Digital devices

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Athletics and Montage - Starting positions and commands

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

- Describe the correct body position when starting a middle distance race
- Demonstrate the starting stance for both 800m and 1500m races accurately
- Show discipline in following race commands during practice

In groups, learners are guided to:
- Study pictures of athletes starting races and describe position of feet, arms and eyes
- Watch video clips of 800m and 1500m starts, observing technique differences
- Practise the starting stance: one foot ahead, body slightly forward, arms bent at elbows

What is the correct body position when starting a middle distance race?

- Champion Creative Arts and Sports Grade 8 pg. 40
- Open field or track
- Digital devices

- Observation - Practical assessment - Oral questions

Creating and Performing in Creative Arts and Sports

Athletics and Montage - Starting positions and commands

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

- Describe the correct body position when starting a middle distance race
- Demonstrate the starting stance for both 800m and 1500m races accurately
- Show discipline in following race commands during practice

In groups, learners are guided to:
- Study pictures of athletes starting races and describe position of feet, arms and eyes
- Watch video clips of 800m and 1500m starts, observing technique differences
- Practise the starting stance: one foot ahead, body slightly forward, arms bent at elbows

What is the correct body position when starting a middle distance race?

- Champion Creative Arts and Sports Grade 8 pg. 40
- Open field or track
- Digital devices

- Observation - Practical assessment - Oral questions

Creating and Performing in Creative Arts and Sports

Athletics and Montage - Pacing, striding and recovery

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

- Explain the concepts of pacing, striding and recovery in middle distance races
- Apply pacing strategies to maintain speed and achieve a strong finish
- Appreciate the importance of controlled effort throughout a race

In groups, learners are guided to:
- Discuss what pacing means and why it helps athletes speed up towards the finish line
- Run 20m using long, short and moderate strides and compare effects on speed and distance
- Run 30m at slow, moderate and fast speeds and discuss how each affects sustainability of effort

Why is pacing an important strategy in middle distance races?

- Champion Creative Arts and Sports Grade 8 pg. 41
- Open field or track
- Sports wear

- Observation - Practical assessment - Oral questions

Creating and Performing in Creative Arts and Sports

Athletics and Montage - Safety measures in middle distance races

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

- State safety measures to observe when performing middle distance races
- Apply safety protocols including warm-up, lane discipline and hydration during practice
- Develop a responsible attitude towards personal and peer safety during races

In groups, learners are guided to:
- Read a poster on safety measures and identify each rule and its purpose
- Demonstrate warm-up jogging and stretching before a practice run and cool-down stretches after
- Discuss why lane discipline, staying hydrated and listening to instructions ensure safety

What safety measures must athletes observe before, during and after a middle distance race?

- Champion Creative Arts and Sports Grade 8 pg. 42
- Open field or track
- Sports wear

- Oral questions - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Athletics and Montage - Safety measures in middle distance races

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

- State safety measures to observe when performing middle distance races
- Apply safety protocols including warm-up, lane discipline and hydration during practice
- Develop a responsible attitude towards personal and peer safety during races

In groups, learners are guided to:
- Read a poster on safety measures and identify each rule and its purpose
- Demonstrate warm-up jogging and stretching before a practice run and cool-down stretches after
- Discuss why lane discipline, staying hydrated and listening to instructions ensure safety

What safety measures must athletes observe before, during and after a middle distance race?

- Champion Creative Arts and Sports Grade 8 pg. 42
- Open field or track
- Sports wear

- Oral questions - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Athletics and Montage - Characteristics of a montage

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

- Distinguish between a montage and a photomontage
- Describe the characteristics that make a montage an effective visual composition
- Show curiosity in exploring montage as a creative visual art form

In groups, learners are guided to:
- Search online or in print for samples of montages and photomontages and compare their differences
- Study a montage composition and tell a story based on the images displayed
- Discuss how overlapping and spacing of images creates a narrative in a montage

What are the key characteristics of a montage and how do they help tell a visual story?

- Champion Creative Arts and Sports Grade 8 pg. 43
- Digital devices
- Sports magazines and newspapers

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Athletics and Montage - Creating a montage composition

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

- Source, cut and arrange pictures of middle distance races to create a montage composition
- Apply overlapping and spacing of images to produce a visually interesting composition
- Show creativity and pride when displaying completed montage work

In groups, learners are guided to:
- Source pictures of middle distance races from internet, newspapers or magazines and print them
- Cut pictures, place on manila paper leaving spaces and overlapping images for visual interest
- Glue images onto paper, display the montage in class and evaluate each other's work

How does the arrangement of images in a montage enhance its visual storytelling effect?

- Champion Creative Arts and Sports Grade 8 pg. 45
- Scissors, glue, manila paper
- Sports images from print or digital sources

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Athletics and Montage - Creating a montage composition

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

- Source, cut and arrange pictures of middle distance races to create a montage composition
- Apply overlapping and spacing of images to produce a visually interesting composition
- Show creativity and pride when displaying completed montage work

In groups, learners are guided to:
- Source pictures of middle distance races from internet, newspapers or magazines and print them
- Cut pictures, place on manila paper leaving spaces and overlapping images for visual interest
- Glue images onto paper, display the montage in class and evaluate each other's work

How does the arrangement of images in a montage enhance its visual storytelling effect?

- Champion Creative Arts and Sports Grade 8 pg. 45
- Scissors, glue, manila paper
- Sports images from print or digital sources

- Practical assessment - Observation - Peer feedback