Creating and Execution

Composing Melody - Introduction to melody

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

- Sing a lullaby
- Hum the melody of a song
- Identify high and low sounds in a song

- Sing the song "Go to sleep"
-Hum the song
-Compare singing and humming the song
-Identify parts of the song that sound high
-Identify parts of the song that sound low
-Learn about pitch in music

How are high and low sounds identified in a melody?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 65
-Song charts

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Sol-fa syllables and ladder
Composing Melody - Performing melodies

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

- Identify sol-fa syllables d, r, m
- Sing up and down the sol-fa ladder
- Value the importance of sol-fa in music

- Observe the sol-fa ladder
-Sing d r m up the ladder
-Sing m r d down the ladder
-Identify which sol-fa syllable sounds the highest
-Identify which sol-fa syllable sounds the lowest

How does the sol-fa ladder represent pitch?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 66
-Sol-fa ladder chart
-Charts showing melodies

- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Sol-fa in "Go to sleep"
Composing Melody - Sol-fa in "Hot cross bun"
Composing Melody - Hand signs for sol-fa syllables
Composing Melody - Practicing sol-fa with hand signs

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

- Identify sol-fa syllables in "Go to sleep"
- Sing the song using sol-fa syllables
- Hum the melody of the song

- Watch a video of Kodaly hand signs
- Imitate hand signs for sol-fa syllables
- Show correct hand signs to friends

- Study the sol-fa syllables for "Go to sleep"
-Sing the song
-Sing the sol-fa syllables for the song
-Hum the song
-Discuss patterns in the sol-fa syllables
- Watch a video of Kodaly hand signs
-Imitate the hand signs for sol-fa syllables d, r, m
-Show friends the hand signs for sol-fa syllables
-Learn the correct hand position for each sol-fa syllable

How are sol-fa syllables used in lullabies?
How do hand signs help in learning sol-fa syllables?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 67
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 68
-Digital devices
-Song charts
- Mentor Creative Arts Grade 4 Learner's Book, pg. 69
-Digital devices
-Charts showing hand signs

- Observation -Performance assessment -Oral questions
- Observation -Demonstration -Peer assessment

Creating and Execution

Composing Melody - Hand signs in "Mary had a little lamb"
Composing Melody - Free hand lettering of sol-fa

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

- Sing "Mary had a little lamb" with hand signs
- Follow sol-fa syllables in the song
- Appreciate hand signs as learning tools

- Sing "Mary had a little lamb" while performing hand signs
-Follow the sol-fa syllables provided for the song
-Perform the song in groups
-Give feedback on each other's performance

How can hand signs be applied to familiar songs?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 70
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Writing materials

- Observation -Performance assessment -Peer assessment

Creating and Execution

Composing Melody - Identifying sol-fa in songs
Composing Melody - Steps to identify sol-fa
Composing Melody - Stepwise motion
Composing Melody - Sound duration in melody

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

- Sing a simple song to classmates
- Identify sol-fa syllables in the song
- Record self using digital device

- Sing a song with stepwise motion
- Identify how sol-fa syllables are connected
- Identify repeated sol-fa syllables

- Sing a simple song to classmates
-Let friends identify the sol-fa syllables
-Sing the sol-fa pitches using hand signs
-Record self using a digital device
-Share recording with teacher
- Sing the song "All through the night"
-Identify how sol-fa syllables are connected
-Identify which sol-fa syllables are repeated
-Show sol-fa syllables following each other using hand signs
-Learn about stepwise motion in melody

How can sol-fa syllables be identified in songs?
What is stepwise motion in a melody?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 71
-Digital devices
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song recordings
- Mentor Creative Arts Grade 4 Learner's Book, pg. 72
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 73
-Song charts

- Observation -Performance assessment -Project work
- Observation -Performance assessment -Oral questions

Creating and Execution

Composing Melody - Starting and ending melodies
Composing Melody - Creating short melodies

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

- Sing "Go to sleep" with sol-fa syllables
- Identify starting and ending sol-fa syllables
- Value proper melody construction

- Sing "Go to sleep" with sol-fa syllables
-Identify which syllable the song starts on
-Identify which syllable the song ends on
-Discuss how the song sounds when ending
-Learn about starting and ending on 'd'

Why is starting and ending on 'd' important in melodies?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 74
-Song charts with sol-fa syllables
- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials

- Observation -Performance assessment -Oral questions

Creating and Execution
Performance and Display

Composing Melody - Creating melodies with rhythm
Composing Melody - Making clay slabs (1)
Composing Melody - Making clay slabs (2)
Athletics - Introduction to sprint starts and sprinting techniques
Athletics - Medium sprint start technique demonstration
Athletics - Medium sprint start technique demonstration
Athletics - Medium sprint start technique practice

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

- Use rhythm patterns to create melodies
- Combine rhythm and pitch in melodies
- Show creativity in melody composition

- Define sprinting as running at high speed over short distances
- Describe different types of sprint starts for races
- Show interest in learning about athletics

- Use given rhythm patterns to create melodies
-Create melodies using d, r, m with various rhythms
-Ensure melodies start and end on 'd'
-Perform created melodies
-Give feedback on each other's compositions
- Observe pictures of learners in sprinting positions
- Discuss different types of sprint starts (medium and elongated)
- Share personal experiences about participating in sprinting activities
- Watch demonstration/video clips of different sprint starts

How can rhythm and pitch be combined in melody creation?
Why is appropriate posture important in sprinting?

- Mentor Creative Arts Grade 4 Learner's Book, pg. 75
-Writing materials
- Mentor Creative Arts Grade 4 Learner's Book, pg. 76
-Clay
-Polythene paper
-Ruler
-Rolling pin
-Cutting tools
- Mentor Creative Arts pg. 80
- Digital devices for video demonstrations
- Open space for practical activities
- Mentor Creative Arts pg. 82
- Open space with marked lines
- Digital devices for recording performances
- Mentor Creative Arts pg. 83
- Open space with marked starting line
- Whistle
- Mentor Creative Arts pg. 84
- Open space with marked starting and finishing lines

- Observation -Project work -Peer assessment
- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Elongated sprint start technique demonstration
Athletics - Elongated sprint start technique practice
Athletics - Body posture, acceleration, transition, and finish in sprinting
Athletics - Sprinting techniques practice

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

- Identify the characteristics of elongated sprint start
- Explain the body positioning in elongated sprint start
- Appreciate different sprint start techniques

- Study pictures of elongated sprint start position
- Discuss the hand and body position, eye focus, and foot placement
- Compare elongated sprint start with medium sprint start
- Watch demonstration of elongated sprint start

How does elongated sprint start differ from medium sprint start?

- Mentor Creative Arts pg. 85
- Digital devices for video demonstrations
- Open space for practice
- Mentor Creative Arts pg. 86
- Open space with marked starting and finishing lines
- Whistle
- Mentor Creative Arts pg. 87
- Digital devices for video clips
- Open space for demonstration
- Mentor Creative Arts pg. 88
- Open space with marked lines
- Stopwatch

- Observation - Oral questions - Written assignments

Performance and Display

Athletics - Reading and understanding the Kenya National Anthem
Athletics - Singing the Kenya National Anthem in groups
Athletics - Studying the Kenyan flag colors and arrangement
Athletics - Sketching and painting the Kenyan flag
Athletics - Attaching the flag to a suitable handle

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

- Read through the words of the Kenya National Anthem
- Discuss the meaning and message of the anthem
- Appreciate the role of the national anthem during athletic events

- Sketch the Kenyan flag on paper
- Paint the flag using the correct colors
- Value the importance of neatness in artwork

- Read the words of the Kenya National Anthem
- Discuss the meaning and message of each stanza
- Explore the importance of the anthem during athletic events
- Learn about proper etiquette during anthem performance
- Sketch the Kenyan flag on paper
- Paint the flag observing the correct color arrangement
- Apply proper painting techniques for neat results
- Display completed flags for peer feedback

Why is the Kenya National Anthem performed during an athletic event?
How should colors be arranged on the Kenyan flag?

- Mentor Creative Arts pg. 91
- Chart with Kenya National Anthem words
- Audio recording of Kenya National Anthem
- Audio recording of Kenya National Anthem
- Chart with Kenya National Anthem words
- Mentor Creative Arts pg. 90
- Digital devices for searching images
- Chart showing the Kenyan flag
- Mentor Creative Arts pg. 91
- Paper, pencils, rulers
- Paints (black, red, green, white)
- Brushes
- Mentor Creative Arts pg. 92
- Completed painted flags
- Materials for handles (sticks, dowels)
- Glue

- Observation - Oral questions - Written assignments
- Observation - Project assessment - Peer critique

Performance and Display

Athletics - Practicing medium starts in pairs
Athletics - Practicing sprinting technique in pairs

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

- Demonstrate medium start technique in pairs
- Give constructive feedback to peers on their technique
- Show willingness to improve through practice

- Work in pairs to practice medium sprint starts
- Focus on proper arm and leg action during starts
- Give feedback to partners on their technique
- Refine technique based on feedback received

How does partnered practice improve sprint start technique?

- Mentor Creative Arts pg. 89
- Open space with marked starting lines
- Whistle
- Open space with marked lines
- Stopwatch

- Observation - Peer assessment - Skill progression charts

Performance and Display

Athletics - Participating in sprint competitions
Athletics - Recording and critiquing sprint performances
Athletics - Importance of the flag and anthem during events

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

- Apply sprint start and sprinting techniques in competition
- Participate actively in organized sprint events
- Demonstrate sportsmanship during competition

- Record sprint performances using digital devices
- Critique application of sprint techniques in recordings
- Appreciate the use of technology in improving performance

- Organize sprint competitions in groups
- Apply learned sprint starts and running techniques
- Participate in hurray, back and forth activity
- Practice two push-ups and run activity
- Use digital devices to record sprint performances
- Play back recordings for analysis
- Critique application of starting and sprinting techniques
- Identify areas for improvement based on recordings

How does competition enhance learning of athletic skills?
How can recording performances help improve athletic technique?

- Mentor Creative Arts pg. 89
- Open space with marked track
- Whistle
- Stopwatch
- Mentor Creative Arts pg. 90
- Open space with marked lines
- Stopwatch
- Whistle
- Mentor Creative Arts pg. 90
- Digital devices for recording
- Open space for sprint activities
- Playback equipment
- Mentor Creative Arts pg. 92
- Pictures of athletic events with flag raising
- Painted flags with handles
- Audio recording of Kenya National Anthem

- Observation - Performance analysis - Competition results
- Observation - Performance analysis - Self-assessment

Performance and Display

Athletics - Sprint competition with flag and anthem
Athletics - Athletic event appreciation

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

- Participate in organized sprint competition
- Sing the Kenya National Anthem before competition
- Display appropriate behavior during flag raising ceremony

- Organize a complete sprint competition event
- Begin with flag raising and anthem singing
- Participate in sprint races applying learned techniques
- Award winners at the end of the competition

How do ceremonial elements enhance athletic competitions?

- Mentor Creative Arts pg. 92
- Open space with marked track
- Kenyan flags
- Audio equipment for anthem
- Stopwatch
- Charts showing sprint techniques
- Digital devices with recorded performances

- Observation - Performance analysis - Competition results

Performance and Display

Athletics - Sprint skills assessment
Gymnastics - Introduction to balances and rolls in gymnastics
Gymnastics - Crab balance demonstration and practice
Gymnastics - Crab balance technique practice

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

- Demonstrate mastery of sprint starts and techniques
- Explain the symbolism of the Kenyan flag
- Show pride in national symbols during athletic events

- Describe the steps of performing crab balance
- Demonstrate initial positioning for crab balance
- Appreciate the importance of balance in gymnastics

- Demonstrate medium and elongated sprint starts
- Show proper sprinting technique in short races
- Explain the importance of the flag and anthem in athletics
- Demonstrate proper flag handling and anthem etiquette
- Watch video clip/demonstration of crab balance
- Observe body positioning of head, hands, and feet
- Discuss how to maintain balance during the pose
- Practice sitting position with knees bent for crab balance

How do athletics and national symbols connect to form a complete sporting experience?
How is weight distributed in the crab balance position?

- Mentor Creative Arts pg. 92
- Open space with marked track
- Kenyan flags
- Assessment sheets
- Mentor Creative Arts pg. 94
- Digital devices for video demonstrations
- Pictures of gymnastic positions
- Safe practice area with mats
- Mentor Creative Arts pg. 95
- Digital devices for video demonstrations
- Safe practice area with mats
- Safe practice area with mats
- Demonstration charts

- Observation - Performance assessment - Oral evaluation
- Observation - Skill progression chart - Peer assessment

Performance and Display

Gymnastics - Side roll demonstration and practice
Gymnastics - Side roll technique practice
Gymnastics - Singing patriotic songs during warm-up

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

- Describe the steps of performing side roll
- Demonstrate starting position for side roll
- Value the importance of proper technique in gymnastics

- Watch video clip/demonstration of side roll
- Observe body positioning, starting and finishing positions
- Discuss how to maintain balance during the roll
- Practice sitting position with bent knees for side roll

How does tucking the head affect the side roll movement?

- Mentor Creative Arts pg. 96
- Digital devices for video demonstrations
- Safe practice area with mats
- Mentor Creative Arts pg. 97
- Safe practice area with mats
- Demonstration charts
- Mentor Creative Arts pg. 100
- Audio recordings of patriotic songs
- Charts with song lyrics
- Open space for warm-up activities

- Observation - Skill progression chart - Peer assessment

Performance and Display

Gymnastics - Playing rhythmic percussion instruments
Gymnastics - Practicing the crab balance and side roll in pairs
Gymnastics - Group performance with percussion
Gymnastics - Relay performance practice

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

- Identify percussion instruments for accompaniment
- Play simple rhythms on percussion instruments
- Show interest in combining music with gymnastics

- Perform crab balance and side roll in sequence
- Accompany performances with percussion instruments
- Demonstrate teamwork in group performances

- Select appropriate percussion instruments (shakers, rattles, drum)
- Practice playing simple rhythmic patterns
- Discuss how rhythm can complement gymnastic movements
- Play instruments to accompany simple movements
- Form two groups for alternate performances
- One group performs while the other plays percussion
- Mark circles on the ground for performance areas
- Alternate roles between performing and playing instruments

How do percussion instruments enhance gymnastic activities?
How does group performance enhance individual skills?

- Mentor Creative Arts pg. 97
- Percussion instruments (shakers, rattles, drums)
- Demonstration charts of rhythmic patterns
- Safe practice area with mats
- Markers (lime or ash) for circles
- Assessment checklists
- Mentor Creative Arts pg. 98
- Safe practice area with mats
- Markers for circles
- Percussion instruments
- Markers for lines
- Whistle

- Observation - Performance assessment - Peer feedback
- Observation - Group performance assessment - Peer feedback

Performance and Display

Gymnastics - Reciting French rhythm names during roll performance
Gymnastics - Crab balance with rhythmic patterns

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

- Recite French rhythm names 'taa' and 'ta-te'
- Coordinate recitation with side roll performance
- Appreciate the connection between rhythm and movement

- Form groups and stand in lines
- Mark line and place cones for activity
- Recite 'taa' in ready position for side roll
- Recite 'ta-te' while performing side roll
- Repeat until reaching the cones

How do rhythmic patterns enhance gymnastic movements?

- Mentor Creative Arts pg. 98
- Safe practice area with mats
- Markers for lines
- Cones for targets
- Mentor Creative Arts pg. 99
- Markers for square
- Rhythm charts

- Observation - Performance analysis - Rhythmic coordination assessment

Performance and Display

Gymnastics - Peer assessment of gymnastics skills
Gymnastics - Group game with gymnastic skills
Gymnastics - Using digital devices to photograph gymnastics performances
Gymnastics - Creating a portfolio of gymnastics photographs

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

- Evaluate peers' performance of gymnastic skills
- Provide constructive feedback
- Demonstrate respect for others' efforts

- Take photographs of gymnastic performances
- Focus on center of interest in photography
- Show interest in documenting physical activities

- Create assessment checklists for gymnastic skills
- Observe partners performing crab balance and side roll
- Complete checklists indicating strengths and areas for improvement
- Share feedback in supportive manner
- Use digital devices to take photographs of crab balance and side roll
- Focus on center of interest in photographs
- Take multiple shots from different angles
- Review photographs for clarity and focus

How does assessment contribute to skill development?
Why is the center of interest important in photography?

- Mentor Creative Arts pg. 99
- Safe practice area with mats
- Assessment checklists
- Pencils
- Mentor Creative Arts pg. 100
- Safe practice area
- Audio recording of song
- Open space for game
- Mentor Creative Arts pg. 97
- Digital devices with cameras
- Safe practice area for gymnastics
- Display equipment for reviewing photos
- Mentor Creative Arts pg. 98
- Digital devices with photography
- Computer for portfolio organization
- Photographs from previous lesson

- Observation - Peer assessment - Written evaluation
- Observation - Photo quality assessment - Peer feedback

Performance and Display

Gymnastics - Home practice and documentation
Gymnastics - Skills assessment

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

- Create a plan for home practice of gymnastic skills
- Use digital devices to record performances
- Value practice outside of school setting

- Plan simple gymnastic activities for home practice
- Listen to patriotic songs to accompany exercises
- Record performances using digital devices
- Share recorded performances with parents/guardians

How can home practice reinforce gymnastic skills?

- Mentor Creative Arts pg. 100
- Planning templates
- Digital devices for recording
- List of safe home activities
- Safe practice area with mats
- Assessment checklists
- Percussion instruments

- Observation - Practice plan assessment - Self-reporting

Performance and Display

Gymnastics - Self and peer assessment
Gymnastics - Skills integration
Descant Recorder - Exploring and identifying parts of a descant recorder
Descant Recorder - Learning to hold and blow the descant recorder
Descant Recorder - Assembling and disassembling the recorder

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

- Evaluate own gymnastic performance
- Assess peers' performances objectively
- Appreciate the value of assessment in learning

- Demonstrate correct posture for holding recorder
- Position mouth correctly on the mouthpiece
- Appreciate the importance of proper technique

- Review criteria for successful gymnastic skills
- Perform crab balance and side roll for assessment
- Complete self-assessment forms
- Provide constructive feedback to peers
- Study pictures of correct recorder holding position
- Practice holding the recorder with proper hand position
- Position mouth correctly on the mouthpiece
- Practice producing sound by gentle blowing

How does assessment contribute to skill mastery?
How is a good tone produced on the descant recorder?

- Mentor Creative Arts pg. 100
- Safe practice area with mats
- Assessment forms
- Pencils
- Percussion instruments
- Audio equipment
- Mentor Creative Arts pg. 125
- Descant recorders
- Charts showing recorder parts
- Pictures of recorders
- Mentor Creative Arts pg. 129
- Descant recorders
- Charts showing correct posture
- Disinfectant wipes
- Mentor Creative Arts pg. 128
- Charts showing assembly steps
- Demonstration models

- Self-assessment - Peer assessment - Teacher observation
- Observation - Performance assessment - Peer feedback

Performance and Display

Descant Recorder - Learning care and maintenance of the recorder
Descant Recorder - Health considerations with recorders

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

- Describe methods of caring for a descant recorder
- Demonstrate cleaning of the recorder
- Show responsibility in instrument care

- Study pictures of recorder cleaning
- Discuss ways of caring for and maintaining recorder
- Demonstrate using cleaning rod and cloth
- Discuss importance of not sharing recorders
- Practice safe storage techniques

Why is proper care of the descant recorder important?

- Mentor Creative Arts pg. 129
- Descant recorders
- Cleaning rods
- Clean cloths
- Storage cases
- Mentor Creative Arts pg. 130
- Cleaning supplies
- Charts on hygiene

- Observation - Oral questions - Demonstration assessment

Performance and Display

Descant Recorder - Practicing holding and blowing with appropriate fingering
Descant Recorder - Collecting materials for making a recorder case
Descant Recorder - Making a decorated case
Descant Recorder - Embellishing the case with found objects

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

- Position fingers correctly on the recorder
- Demonstrate correct hand position
- Show interest in developing proper technique

- Create a case using appropriate technique
- Apply color variation in case design
- Value creativity in instrument accessories

- Study finger position charts
- Practice left hand position on upper holes
- Position right hand correctly on lower holes
- Practice thumb placement for back hole
- Blow gently to produce sound
- Demonstrate stitching technique for fabric/leather case
- Practice crocheting technique for yarn case
- Apply color variation in design
- Size case appropriately for recorder

What is the correct fingering position for the descant recorder?
What techniques can be used to create a functional recorder case?

- Mentor Creative Arts pg. 130
- Descant recorders
- Finger position charts
- Demonstration models
- Mentor Creative Arts pg. 132
- Sample materials (fabric, leather, yarn)
- Recyclable materials
- Storage containers
- Mentor Creative Arts pg. 132
- Collected materials
- Needles, thread
- Crochet hooks
- Scissors
- Completed recorder cases
- Found objects for decoration
- Adhesives, thread

- Observation - Performance assessment - Fingering tests
- Observation - Project assessment - Creativity evaluation

Performance and Display

Descant Recorder - Learning to play note B
Descant Recorder - Learning to play note A

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

- Position fingers correctly for note B
- Produce correct sound for note B
- Show interest in playing musical notes

- Watch demonstrations/videos of playing note B
- Practice closing back hole with left thumb
- Place first finger of left hand on first hole
- Support recorder with right hand thumb
- Blow gently to produce B note

How is note B played on the descant recorder?

- Mentor Creative Arts pg. 133
- Descant recorders
- Charts showing B fingering
- Digital devices for demonstrations
- Mentor Creative Arts pg. 134
- Charts showing A fingering

- Observation - Performance assessment - Note accuracy evaluation

Performance and Display

Descant Recorder - Learning to play note G
Descant Recorder - Practicing appropriate playing techniques
Descant Recorder - Playing combined note patterns
Descant Recorder - Playing simple melodies

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

- Position fingers correctly for note G
- Produce correct sound for note G
- Value precision in musical performance

- Play simple patterns combining G, A, B
- Transition smoothly between notes
- Demonstrate growing confidence in playing

- Watch demonstrations/videos of playing note G
- Practice closing back hole with left thumb
- Place first, second, and third fingers on appropriate holes
- Support recorder with right hand thumb
- Blow gently to produce G note
- Practice combined note patterns using G, A, B
- Focus on clean transitions between notes
- Play simple exercises with alternating notes
- Apply proper fingering technique

How is note G played on the descant recorder?
How does finger movement affect note transitions?

- Mentor Creative Arts pg. 135
- Descant recorders
- Charts showing G fingering
- Digital devices for demonstrations
- Mentor Creative Arts pg. 136
- Charts showing proper technique
- Mirror for self-observation
- Mentor Creative Arts pg. 137
- Descant recorders
- Combined note pattern charts
- Transition exercises
- Mentor Creative Arts pg. 138
- Notation for "Merrily We Roll Along"
- Audio recording of melody

- Observation - Performance assessment - Note accuracy evaluation
- Observation - Performance assessment - Transition fluency evaluation

Performance and Display

Descant Recorder - Playing additional melodies
Swimming - Introduction to crouch and standing surface dives

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

- Play "Hot Cross Buns" and other simple melodies
- Apply correct fingering for each note
- Demonstrate growing musical confidence

- Practice playing "Hot Cross Buns" and other melodies
- Form groups for practice and performance
- Take turns playing the melodies
- Focus on note transitions and rhythm accuracy
- Provide feedback to group members

How does group practice enhance melody learning?

- Mentor Creative Arts pg. 139
- Descant recorders
- Notation for "Hot Cross Buns" and other melodies
- Audio recordings of melodies
- Mentor Creative Arts pg. 144
- Digital devices for video demonstrations
- Pictures of surface dives
- Charts showing dive progressions

- Observation - Performance assessment - Group participation evaluation