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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
Performance and Display
|
Athletics - Sprint starts
|
By the end of the
lesson, the learner
should be able to:
- Explain the technique of sprint starts - Identify the commands used in sprint starts - Show interest in learning about athletics |
- Watch video clips or demonstrations of sprint starts
-Discuss the commands used in sprint starts -Identify the positions for "On your marks" and "Set" -Discuss the importance of quick reaction |
Why is appropriate posture important in sprinting?
|
KLB Visionary Creative Arts, pg. 63 Digital devices, open field
|
Observation Oral questions Written assignments
|
|
| 1 | 4-5 |
Performance and Display
|
Athletics - Medium sprint start
Athletics - Elongated sprint start Athletics - Sprinting technique Athletics - Sprint practice Athletics - Kenya National Anthem |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the medium sprint start technique - Execute proper body alignment in "on your marks" position - Show discipline in following commands - Explain the phases of sprinting - Demonstrate correct body position in sprinting - Show perseverance in developing sprinting skills |
- Demonstrate the medium sprint start technique
-Practice placing feet and hands in correct position -Execute proper body alignment in starting position -Practice responding to start commands - Discuss the phases of sprinting -Demonstrate correct body position for sprinting -Practice arm and leg action for maximum speed -Practice maintaining form through the finish line |
How is the medium sprint start executed?
How does proper technique improve sprinting performance? |
KLB Visionary Creative Arts, pg. 64 Open field, starting line markers
KLB Visionary Creative Arts, pg. 65 Open field, starting line markers KLB Visionary Creative Arts, pg. 66 Open field, markers KLB Visionary Creative Arts, pg. 67 Open field, markers, whistle KLB Visionary Creative Arts Printed lyrics of the National Anthem |
Observation Skills test Peer assessment
Observation Skills test Practical assessment |
|
| 1 | 6 |
Performance and Display
|
Athletics - Singing the National Anthem
Athletics - Kenyan flag |
By the end of the
lesson, the learner
should be able to:
- Sing the Kenya National Anthem with proper technique - Apply performance techniques (tune, pronunciation, tempo) - Show patriotism when singing the Anthem |
- Sing the Kenya National Anthem in groups
-Focus on accuracy in tune and proper pronunciation -Apply appropriate tempo when singing -Observe appropriate etiquette when singing |
How should we perform the National Anthem?
|
KLB Visionary Creative Arts Audio recording of the National Anthem
KLB Visionary Creative Arts, pg. 68 Digital devices, images of the Kenyan flag |
Observation Performance assessment Self-assessment
|
|
| 2 | 1 |
Performance and Display
|
Athletics - Sketching the flag
Athletics - Painting the flag |
By the end of the
lesson, the learner
should be able to:
- Sketch the Kenyan flag with correct proportions - Draw the shield and spears correctly - Show attention to detail in drawing |
- Draw a rectangle with correct proportions
-Sketch the horizontal stripes correctly -Draw the shield and spears in the center -Indicate colours in the sketch |
How is the Kenyan flag correctly drawn?
|
KLB Visionary Creative Arts, pg. 69 Drawing paper, pencils, rulers
KLB Visionary Creative Arts, pg. 70 Paint, brushes, painted sketch of flag |
Observation Project work Self-assessment
|
|
| 2 | 2 |
Performance and Display
|
Athletics - Making a flag handle
|
By the end of the
lesson, the learner
should be able to:
- Identify suitable materials for a flag handle - Attach the flag to a handle securely - Show craftsmanship in construction |
- Select suitable materials for a flag handle
-Prepare the handle for attaching the flag -Attach the flag securely to the handle -Test the durability of the attachment |
How can we attach a flag to a handle securely?
|
KLB Visionary Creative Arts, pg. 71 Materials for handle, painted flag
|
Observation Project work Practical assessment
|
|
| 2 | 3 |
Performance and Display
|
Athletics - Sprint competition
|
By the end of the
lesson, the learner
should be able to:
- Participate in a sprint competition - Apply proper technique in competition - Show sportsmanship during competition |
- Mark lanes for a sprint competition
-Form teams for the competition -Apply sprint start and running techniques -Observe safety and fair play during competition |
How do we apply sprint techniques in competition?
|
KLB Visionary Creative Arts, pg. 71 Open field, markers, flags
|
Observation Performance assessment Peer evaluation
|
|
| 2 | 4-5 |
Performance and Display
|
Athletics - Sprint relay
Athletics - Athletics games Athletics - Analysis of performance |
By the end of the
lesson, the learner
should be able to:
- Explain the technique for baton exchange - Demonstrate proper baton exchange - Show teamwork during relay practice - Participate in various athletics games - Apply learned techniques in games - Show enjoyment in athletic activities |
- Demonstrate proper baton exchange technique
-Practice baton exchange in pairs -Form relay teams for practice -Discuss the importance of teamwork in relays - Organize simple athletics games -Apply learned techniques in game situations -Rotate through different activities -Emphasize fun and participation |
How does teamwork affect relay performance?
How can athletics be made enjoyable? |
KLB Visionary Creative Arts Open field, batons or substitute items
KLB Visionary Creative Arts Open field, various equipment KLB Visionary Creative Arts Digital recording devices |
Observation Skills test Group assessment
Observation Performance assessment Self-assessment |
|
| 2 | 6 |
Performance and Display
|
Athletics - Cultural significance
|
By the end of the
lesson, the learner
should be able to:
- Explain the cultural significance of athletics - Relate athletics to traditional activities - Value cultural heritage |
- Discuss the cultural significance of athletics
-Relate athletics to traditional activities -Research athletics in different cultures -Create presentations on findings |
How is athletics connected to culture?
|
KLB Visionary Creative Arts Resource materials, digital devices
|
Observation Oral presentation Written assignment
|
|
| 3 | 1 |
Performance and Display
|
Athletics - Assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of athletic techniques - Show skills in sprint starts and running - Value the learning journey in this substrand |
- Complete assessment activities on athletics techniques
-Demonstrate athletic skills for assessment -Perform the National Anthem and display the flag -Reflect on learning journey |
What have we learned about athletics, the National Anthem, and the Kenyan flag?
|
KLB Visionary Creative Arts Assessment tools
|
Observation Written test Performance assessment
|
|
| 3 | 2 |
Performance and Display
|
Gymnastics - Introduction
|
By the end of the
lesson, the learner
should be able to:
- Explain what gymnastics is - Identify different gymnastics activities - Show interest in gymnastics |
- Watch videos or demonstrations of gymnastics activities
-Discuss what gymnastics involves -Identify different types of gymnastics activities -Discuss the importance of safety in gymnastics |
How does performance of rolls and balances enhance gymnastics?
|
KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics
|
Observation Oral questions Written assignments
|
|
| 3 | 3 |
Performance and Display
|
Gymnastics - Warm-up activities
Gymnastics - Patriotic songs for warm-up |
By the end of the
lesson, the learner
should be able to:
- Perform appropriate warm-up exercises for gymnastics - Explain the importance of warming up - Show responsibility in preparing for activity |
- Demonstrate appropriate warm-up exercises
-Practice warm-up routines in groups -Discuss the importance of warming up -Learn simple stretching exercises |
Why is warming up important before gymnastics?
|
KLB Visionary Creative Arts Open space, mats
KLB Visionary Creative Arts Audio recordings of patriotic songs |
Observation Practical assessment Oral questions
|
|
| 3 | 4-5 |
Performance and Display
|
Gymnastics - Crab balance
Gymnastics - Crab balance technique |
By the end of the
lesson, the learner
should be able to:
- Explain the crab balance technique - Identify body parts used in the crab balance - Show interest in learning the skill - Demonstrate the crab balance technique - Execute the progression steps correctly - Show body control during the balance |
- Observe demonstrations of the crab balance
-Identify body parts used in the crab balance -Discuss the progression of the skill -Identify safety considerations - Demonstrate the starting position for crab balance -Practice lifting hips while supporting on hands and feet -Focus on distributing weight evenly -Practice maintaining the balance position |
What are the key components of a crab balance?
What are the key points for a successful crab balance? |
KLB Visionary Creative Arts, pg. 74 Mats, open space
KLB Visionary Creative Arts, pg. 75 Mats, open space |
Observation Oral questions Written assignments
Observation Skills test Peer assessment |
|
| 3 | 6 |
Performance and Display
|
Gymnastics - Crab balance practice
Gymnastics - Side roll |
By the end of the
lesson, the learner
should be able to:
- Practice the crab balance with proper technique - Maintain stability in the balance position - Show determination in mastering the skill |
- Review the progression for crab balance
-Practice the skill with focus on stability -Work in pairs to provide feedback -Practice maintaining the balance for increasing durations |
How can we improve our crab balance technique?
|
KLB Visionary Creative Arts, pg. 76 Mats, open space
KLB Visionary Creative Arts, pg. 77 Mats, open space |
Observation Skills test Peer assessment
|
|
| 4 | 1 |
Performance and Display
|
Gymnastics - Side roll technique
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the side roll technique - Execute the progression steps correctly - Show body control during the roll |
- Demonstrate the starting position for side roll
-Practice the rolling phase with proper technique -Focus on maintaining body alignment -Practice completing the roll with proper finish |
What are the key points for a successful side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
|
Observation Skills test Peer assessment
|
|
| 4 | 2 |
Performance and Display
|
Gymnastics - Side roll practice
|
By the end of the
lesson, the learner
should be able to:
- Practice the side roll with proper technique - Execute the roll smoothly from start to finish - Show determination in mastering the skill |
- Review the progression for side roll
-Practice the skill with focus on smooth execution -Work in pairs to provide feedback -Practice rolling from right to left and left to right |
How can we improve our side roll technique?
|
KLB Visionary Creative Arts, pg. 78 Mats, open space
|
Observation Skills test Peer assessment
|
|
| 4 |
1ST ASSESSMENT |
||||||||
| 5 | 1 |
Performance and Display
|
Gymnastics - Backward roll
|
By the end of the
lesson, the learner
should be able to:
- Explain the backward roll technique - Identify body parts used in the backward roll - Show interest in learning the skill |
- Observe demonstrations of the backward roll
-Identify body parts used in the backward roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a backward roll?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Oral questions Written assignments
|
|
| 5 | 2 |
Performance and Display
|
Gymnastics - Backward roll technique
Gymnastics - Combining skills |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the backward roll technique - Execute the progression steps correctly - Show body control during the roll |
- Demonstrate the starting position for backward roll
-Practice the rolling phase with proper technique -Focus on maintaining tucked position -Practice completing the roll with proper finish |
What are the key points for a successful backward roll?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Skills test Peer assessment
|
|
| 5 | 3 |
Performance and Display
|
Gymnastics - Percussion accompaniment
|
By the end of the
lesson, the learner
should be able to:
- Play rhythmic percussion instruments to accompany gymnastics - Match rhythm to movement - Show creativity in musical accompaniment |
- Select appropriate percussion instruments
-Create simple rhythms to accompany movements -Practice playing instruments in time with gymnastics -Perform gymnastics with percussion accompaniment |
How does music enhance gymnastics performance?
|
KLB Visionary Creative Arts Percussion instruments, mats
|
Observation Performance assessment Peer evaluation
|
|
| 5 | 4-5 |
Performance and Display
|
Gymnastics - Rhythmic patterns
Gymnastics - Photography |
By the end of the
lesson, the learner
should be able to:
- Perform the side roll to a rhythmic pattern - Recite French rhythm names during performance - Show coordination in movement and speech - Use digital devices to photograph gymnastics - Focus on the center of interest - Show aesthetic awareness in photography |
- Create rhythmic patterns for gymnastics movements
-Practice reciting French rhythm names during performance -Coordinate movement with rhythm -Perform side roll to rhythmic patterns - Learn basic photography techniques -Use digital devices to photograph gymnastics performances -Focus on capturing the center of interest -Review and select best photographs |
How can rhythm enhance gymnastics movements?
Why is the center of interest important in photography? |
KLB Visionary Creative Arts Mats, percussion instruments
KLB Visionary Creative Arts Digital devices, mats |
Observation Performance assessment Coordination assessment
Observation Project work Photo critique |
|
| 5 | 6 |
Performance and Display
|
Gymnastics - Photo portfolio
Gymnastics - Gymnastic games |
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for a portfolio - Organize photographs in a logical sequence - Show pride in portfolio presentation |
- Review photographs of gymnastics performances
-Select best photographs for portfolio -Organize photographs in a logical sequence -Create captions for photographs |
How can we effectively document gymnastics through photography?
|
KLB Visionary Creative Arts Digital devices, photograph printouts
KLB Visionary Creative Arts Mats, various equipment |
Observation Portfolio Peer evaluation
|
|
| 6 |
MADARAKA DAY |
||||||||
| 6 | 2 |
Performance and Display
|
Gymnastics - Assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of gymnastics techniques - Show skills in balances and rolls - Value the learning journey in this substrand |
- Complete assessment activities on gymnastics techniques
-Demonstrate gymnastics skills for assessment -Present photography portfolios -Reflect on learning journey |
What have we learned about gymnastics, music accompaniment, and photography?
|
KLB Visionary Creative Arts Assessment tools
|
Observation Skills test Portfolio assessment
|
|
| 6 | 3 |
Performance and Display
|
Descant Recorder - Introduction
|
By the end of the
lesson, the learner
should be able to:
- Identify the descant recorder as a musical instrument - Explain how the descant recorder is played - Show interest in learning the instrument |
- Observe the descant recorder
-Discuss how the instrument is played -Listen to recorder music -Discuss the role of wind instruments in music |
How can a good tone be produced on the descant recorder?
|
KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings
|
Observation Oral questions Written assignments
|
|
| 6 | 4-5 |
Performance and Display
|
Descant Recorder - Parts
Descant Recorder - Assembly Descant Recorder - Care and maintenance |
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a descant recorder - Explain the function of each part - Show care in handling the instrument - Assemble the descant recorder correctly - Disassemble the recorder properly - Show care in handling the instrument |
- Examine the descant recorder
-Identify the head joint, middle joint, and foot joint -Discuss the function of each part -Practice handling the recorder correctly - Demonstrate correct assembly of the recorder -Practice assembling and disassembling the recorder -Discuss proper handling of the instrument -Learn to hold the recorder correctly |
What are the different parts of a descant recorder?
How is a descant recorder assembled correctly? |
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams
KLB Visionary Creative Arts, pg. 97 Descant recorders KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials |
Observation Oral questions Labeling exercise
Observation Practical assessment Peer evaluation |
|
| 6 | 6 |
Performance and Display
|
Descant Recorder - Holding position
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct holding position - Maintain proper posture while holding - Show discipline in following instructions |
- Demonstrate correct holding position
-Practice proper hand placement -Maintain correct posture -Check holding positions in pairs |
What is the correct way to hold a descant recorder?
|
KLB Visionary Creative Arts, pg. 99 Descant recorders
|
Observation Practical assessment Peer evaluation
|
|
| 7 | 1 |
Performance and Display
|
Descant Recorder - Blowing technique
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct blowing technique - Produce a clear tone on the recorder - Show persistence in developing technique |
- Demonstrate correct mouth position
-Practice gentle blowing technique -Focus on producing a clear tone -Avoid common errors in blowing |
How is a good tone produced on the recorder?
|
KLB Visionary Creative Arts, pg. 100 Descant recorders
|
Observation Practical assessment Self-assessment
|
|
| 7 | 2 |
Performance and Display
|
Descant Recorder - Note B
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note B - Produce a clear B note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note B
-Practice covering the correct holes -Produce a clear B note -Play repeated B notes to develop consistency |
What is the correct fingering for note B?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
|
Observation Practical assessment Performance
|
|
| 7 | 3 |
Performance and Display
|
Descant Recorder - Note A
Descant Recorder - Note G |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note A - Produce a clear A note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note A
-Practice covering the correct holes -Produce a clear A note -Play repeated A notes to develop consistency |
What is the correct fingering for note A?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts |
Observation Practical assessment Performance
|
|
| 7 | 4-5 |
Performance and Display
|
Descant Recorder - Combining notes B-A
Descant Recorder - Combining notes B-A-G |
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B and A - Transition smoothly between notes - Show perseverance in practice - Play combinations of notes B, A, and G - Transition smoothly between notes - Show perseverance in practice |
- Review fingerings for B and A
-Practice transitioning between the notes -Play simple patterns using B and A -Focus on smooth finger movements - Review fingerings for B, A, and G -Practice transitioning between the notes -Play simple patterns using B, A, and G -Focus on smooth finger movements |
How can we transition smoothly between notes?
How can we play a sequence of notes smoothly? |
KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music |
Observation Practical assessment Performance
|
|
| 7 | 6 |
Performance and Display
|
Descant Recorder - Simple melodies
|
By the end of the
lesson, the learner
should be able to:
- Play simple melodies using notes B, A, and G - Maintain steady rhythm while playing - Show pride in musical achievement |
- Learn simple melodies using B, A, and G
-Practice playing with steady rhythm -Focus on clear tone production -Perform melodies for peers |
How do we interpret simple melodies on the recorder?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
|
Observation Performance assessment Peer evaluation
|
|
| 8 | 1 |
Performance and Display
|
Descant Recorder - Materials for case
Descant Recorder - Making a case |
By the end of the
lesson, the learner
should be able to:
- Identify materials for making a recorder case - Collect suitable materials from the environment - Show creativity in material selection |
- Discuss materials suitable for recorder cases
-Collect materials such as fabric, leather, yarn -Prepare materials for case construction -Design a case appropriate for the recorder |
What materials can be used to make a recorder case?
|
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread
KLB Visionary Creative Arts, pg. 105 Case-making materials, tools |
Observation Oral questions Project planning
|
|
| 8 |
2ND ASSESSMENT |
||||||||
| 9 | 1 |
Performance and Display
|
Descant Recorder - Decorating the case
|
By the end of the
lesson, the learner
should be able to:
- Embellish the recorder case with decorations - Apply appropriate decorative techniques - Show creativity in decoration |
- Collect items for case decoration
-Embellish the case with found objects -Apply decorative stitching or other techniques -Ensure decorations are securely attached |
How can we enhance our recorder cases through decoration?
|
KLB Visionary Creative Arts, pg. 105 Decorative materials, adhesives
|
Observation Project work Peer evaluation
|
|
| 9 | 2 |
Performance and Display
|
Descant Recorder - Group practice
|
By the end of the
lesson, the learner
should be able to:
- Play simple melodies in a group - Maintain ensemble coordination - Show cooperation in group music-making |
- Practice playing melodies in unison
-Focus on starting and stopping together -Listen to balance within the group -Perform as an ensemble for peers |
How does playing in a group differ from playing alone?
|
KLB Visionary Creative Arts Descant recorders, simple music
|
Observation Performance assessment Group evaluation
|
|
| 9 |
HALFTERM |
||||||||
| 10 | 1 |
Performance and Display
|
Descant Recorder - Performance preparation
|
By the end of the
lesson, the learner
should be able to:
- Prepare melodies for performance - Apply performance techniques - Show confidence in preparation |
- Select appropriate melodies for performance
-Practice performance pieces thoroughly -Discuss performance etiquette -Prepare for public performance |
How do we prepare for a musical performance?
|
KLB Visionary Creative Arts Descant recorders, performance music
|
Observation Performance assessment Self-assessment
|
|
| 10 | 2 |
Performance and Display
|
Descant Recorder - Assessment
Songs - Types of songs |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of the descant recorder - Show skills in playing notes B, A, and G - Value the learning journey in this substrand |
- Complete assessment activities on recorder knowledge
-Demonstrate playing skills for assessment -Present completed recorder cases -Reflect on learning journey |
What have we learned about the descant recorder, playing techniques, and case making?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 82 Audio recordings of various songs |
Observation Performance test Project assessment
|
|
| 10 | 3 |
Performance and Display
|
Songs - Patriotic songs
|
By the end of the
lesson, the learner
should be able to:
- Identify patriotic songs - Explain the purpose of patriotic songs - Show patriotism through song appreciation |
- Listen to examples of patriotic songs
-Discuss the purpose and message of patriotic songs -Identify characteristics of patriotic songs -Relate patriotic songs to national identity |
What messages do patriotic songs convey?
|
KLB Visionary Creative Arts, pg. 83 Audio recordings of patriotic songs
|
Observation Oral questions Written assignment
|
|
| 10 | 4-5 |
Performance and Display
|
Songs - Sacred songs
Songs - Topical songs Songs - Performance techniques |
By the end of the
lesson, the learner
should be able to:
- Identify sacred songs - Explain the purpose of sacred songs - Show respect for religious diversity - Identify topical songs - Explain the purpose of topical songs - Show awareness of social issues |
- Listen to examples of sacred songs
-Discuss the purpose and message of sacred songs -Identify characteristics of sacred songs -Relate sacred songs to spiritual values - Listen to examples of topical songs -Discuss the purpose and message of topical songs -Identify characteristics of topical songs -Relate topical songs to current issues |
What messages do sacred songs convey?
What messages do topical songs convey? |
KLB Visionary Creative Arts, pg. 83 Audio recordings of sacred songs
KLB Visionary Creative Arts, pg. 84 Audio recordings of topical songs KLB Visionary Creative Arts, pg. 84 Audio recordings of songs |
Observation Oral questions Written assignment
|
|
| 10 | 6 |
Performance and Display
|
Songs - Tempo in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of tempo - Sing songs at different tempos - Show control in tempo variation |
- Discuss the concept of tempo in music
-Practice singing songs at different tempos -Identify appropriate tempo for different songs -Maintain consistent tempo while singing |
How does tempo affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Audio recordings, percussion instruments
|
Observation Performance assessment Peer evaluation
|
|
| 11 | 1 |
Performance and Display
|
Songs - Pitch in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of pitch - Sing with accurate pitch - Show control in pitch variation |
- Discuss the concept of pitch in music
-Practice singing with accurate pitch -Identify appropriate pitch range for different songs -Match pitch with instrumental accompaniment |
How does pitch affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Pitch pipes, tuned instruments
|
Observation Performance assessment Peer evaluation
|
|
| 11 | 2 |
Performance and Display
|
Songs - Rhythm in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of rhythm - Sing with accurate rhythm - Show control in rhythmic patterns |
- Discuss the concept of rhythm in music
-Practice singing with accurate rhythm -Identify rhythmic patterns in different songs -Maintain steady rhythm while singing |
How does rhythm affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Percussion instruments
|
Observation Performance assessment Peer evaluation
|
|
| 11 | 3 |
Performance and Display
|
Songs - Dynamics in singing
Songs - Diction in singing |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of dynamics - Sing with appropriate dynamics - Show control in volume variation |
- Discuss the concept of dynamics in music
-Practice singing with varying dynamics -Identify appropriate dynamics for different songs -Apply dynamics to enhance song meaning |
How do dynamics affect a song's performance?
|
KLB Visionary Creative Arts, pg. 85 Audio recordings
KLB Visionary Creative Arts, pg. 85 Lyric sheets |
Observation Performance assessment Peer evaluation
|
|
| 11 | 4-5 |
Performance and Display
|
Songs - Facial expressions
Songs - Gestures in singing |
By the end of the
lesson, the learner
should be able to:
- Explain the role of facial expressions in singing - Use appropriate facial expressions - Show expressiveness in performance - Explain the role of gestures in singing - Use appropriate gestures - Show expressiveness in movement |
- Discuss the role of facial expressions in singing
-Practice using facial expressions to convey mood -Match expressions to song meaning -Apply expressions to enhance performance - Discuss the role of gestures in singing -Practice using gestures to enhance meaning -Match gestures to song content -Apply gestures to enhance performance |
How do facial expressions enhance song performance?
How do gestures enhance song performance? |
KLB Visionary Creative Arts, pg. 85 Mirrors
KLB Visionary Creative Arts, pg. 85 Open performance space |
Observation Performance assessment Peer evaluation
|
|
| 11 | 6 |
Performance and Display
|
Songs - East African Community Anthem
|
By the end of the
lesson, the learner
should be able to:
- Identify the East African Community Anthem - Explain the message of the Anthem - Show respect for regional unity |
- Listen to the East African Community Anthem
-Discuss the purpose and message of the Anthem -Learn the words of the Anthem -Discuss occasions when the Anthem is performed |
What is the purpose of the East African Community Anthem?
|
KLB Visionary Creative Arts, pg. 87 Audio recording of the Anthem
|
Observation Oral questions Written assignment
|
|
| 12 | 1 |
Performance and Display
|
Songs - Singing the East African Anthem
Songs - Folk songs |
By the end of the
lesson, the learner
should be able to:
- Sing the East African Community Anthem - Apply performance techniques - Show respect during performance |
- Learn the melody of the East African Community Anthem
-Practice singing with proper technique -Apply appropriate performance etiquette -Discuss the values promoted in the Anthem |
How should we perform the East African Community Anthem?
|
KLB Visionary Creative Arts, pg. 88 Audio recording of the Anthem
KLB Visionary Creative Arts, pg. 89 Audio recordings of folk songs |
Observation Performance assessment Self-assessment
|
|
| 12 | 2 |
Performance and Display
|
Songs - Types of folk songs
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of folk songs - Classify folk songs by function - Show appreciation for cultural diversity |
- Discuss different types of folk songs
-Classify songs as work, funeral, naming, initiation, marriage, or worship -Listen to examples of each type -Discuss the function of each type in community life |
What are the different types of folk songs?
|
KLB Visionary Creative Arts, pg. 90 Audio recordings of folk songs
|
Observation Oral questions Classification exercise
|
|
| 12 | 3 |
Performance and Display
|
Songs - Learning folk songs
|
By the end of the
lesson, the learner
should be able to:
- Learn folk songs from different communities - Sing with appropriate style and expression - Show pride in cultural heritage |
- Learn the words and melody of folk songs
-Understand the meaning and context of the songs -Practice singing with appropriate style -Discuss the cultural significance of the songs |
How do we authentically perform folk songs?
|
KLB Visionary Creative Arts, pg. 91 Resource persons, audio recordings
|
Observation Performance assessment Self-assessment
|
|
| 12 | 4-5 |
Performance and Display
|
Songs - Costume decoration
Songs - Decoration techniques Songs - Performance preparation |
By the end of the
lesson, the learner
should be able to:
- Explain indigenous methods of costume decoration - Identify decoration techniques from different communities - Show interest in cultural crafts - Demonstrate costume decoration techniques - Apply techniques to decorate fabric - Show creativity in pattern creation |
- Explore indigenous methods of costume decoration
-Identify tie-dye and beadwork techniques -Discuss the significance of patterns and colors -Relate decoration to cultural identity - Demonstrate tie-dye and beadwork techniques -Practice decoration techniques on fabric -Create patterns with available materials -Discuss cultural significance of patterns |
How do Kenyan communities decorate costumes for folk songs?
How are decoration techniques used for costumes? |
KLB Visionary Creative Arts, pg. 92 Sample costumes, decoration materials
KLB Visionary Creative Arts, pg. 92 Fabric, dye, beads, string KLB Visionary Creative Arts, pg. 92 Performance space, instruments |
Observation Oral questions Written assignment
Observation Project work Practical assessment |
|
| 12 | 6 |
Performance and Display
|
Songs - Group performance
Songs - Assessment |
By the end of the
lesson, the learner
should be able to:
- Perform folk songs in a group - Apply performance techniques - Show pride in cultural heritage |
- Perform folk songs with proper technique
-Apply appropriate facial expressions and gestures -Include percussion accompaniment -Perform for an audience |
What makes an effective folk song performance?
|
KLB Visionary Creative Arts, pg. 93 Performance space, instruments
KLB Visionary Creative Arts Assessment tools |
Observation Performance assessment Peer evaluation
|
|
| 13-14 |
END TERM EXAM AND CLOSING |
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