CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Identify name of percussion instrument.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic
Appreciate percussion instruments from different Kenyan communities

In groups, pairs or individually learners are guided to:
Identify name of percussion instrument.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic

Which percussion instruments are melodic?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Identify name of percussion instrument.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic
Appreciate percussion instruments from different Kenyan communities

In groups, pairs or individually learners are guided to:
Identify name of percussion instrument.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic

Which percussion instruments are non-melodic?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Identify percussion instrument according to the community of origin.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic
Appreciate percussion instruments from different Kenyan communities

In groups, pairs or individually learners are guided to:
Identify percussion instrument according to the community of origin.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic

Which percussion instruments are played by shaking?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Identify percussion instrument according to the community of origin.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic
Appreciate percussion instruments from different Kenyan communities

In groups, pairs or individually learners are guided to:
Identify percussion instrument according to the community of origin.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic

Which percussion instruents are played by beating?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Identify percussion instrument according to the method of playing.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic
Appreciate percussion instruments from different Kenyan communities

In groups, pairs or individually learners are guided to:
Identify percussion instrument according to the community of origin.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic

Which percussion instruments are melodic?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Identify percussion instrument according to the method of playing.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic
Appreciate percussion instruments from different Kenyan communities

In groups, pairs or individually learners are guided to:
Identify percussion instrument according to the community of origin.
Classify indigenous Kenyan percussion instruments as melodic and non- melodic

Which percussion instruments are non-melodic?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Discuss the parts of a rattle as a percussion instrument and their roles.
Make a rattle as a percussion instrument using locally available materials.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Discuss the parts of a rattle as a percussion instrument and their roles.
Make a rattle as a percussion instrument using locally available materials.

Which are the parts of a rattle?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Discuss the parts of a rattle as a percussion instrument and their roles.
Make a rattle as a percussion instrument using locally available materials.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Discuss the parts of a rattle as a percussion instrument and their roles.
Make a rattle as a percussion instrument using locally available materials.

What are the roles of the parts of a rattle?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Discuss the parts of a shaker as a percussion instrument and their roles.
Make a shaker as a percussion instrument using locally available materials.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Discuss the parts of a shaker as a percussion instrument and their roles.
Make a shakes as a percussion instrument using locally available materials.

Which are the parts of a shaker?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Discuss the parts of a shakers as a percussion instrument and their roles.
Make a shakers as a percussion instrument using locally available materials.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Discuss the parts of a shakers as a percussion instrument and their roles.
Make a shakers as a percussion instrument using locally available materials.

What are the roles of the parts of a shaker?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Discuss the parts of a drums as a percussion instrument and their roles.
Make a drums as a percussion instrument using locally available materials.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Discuss the parts of a drums as a percussion instrument and their roles.
Make a drums as a percussion instrument using locally available materials.

Which are the parts of a drum?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Discuss the parts of a drums as a percussion instrument and their roles.
Make a drums as a percussion instrument using locally available materials.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Discuss the parts of a drums as a percussion instrument and their roles.
Make a drums as a percussion instrument using locally available materials.

What are the roles of the parts of a drum?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Discuss the parts of a marimba as a percussion instrument and their roles.
Make a marimba as a percussion instrument using locally available materials.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Discuss the parts of a marimba as a percussion instrument and their roles.
Make a marimba as a percussion instrument using locally available materials.

Which are the parts of a mirimba?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Discuss the parts of a marimba as a percussion instrument and their roles.
Make a marimba as a percussion instrument using locally available materials.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Discuss the parts of a marimba as a percussion instrument and their roles.
Make a marimba as a percussion instrument using locally available materials.

What are the roles of the parts of a mirimba?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Identify the correct procedure for making charcoal sticks.
Improvise charcoal sticks using locally available resources for drawing.
Enjoy exploiting natural resources responsibly to make charcoal sticks.

In groups, pairs or individually learners are guided to:
Identify the correct procedure for making charcoal sticks.
Improvise charcoal sticks using locally available resources for drawing.

which materails do you need to make a charcoal stick?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Identify the correct procedure for making charcoal sticks.
Improvise charcoal sticks using locally available resources for drawing.
Enjoy exploiting natural resources responsibly to make charcoal sticks.

In groups, pairs or individually learners are guided to:
Identify the correct procedure for making charcoal sticks.
Improvise charcoal sticks using locally available resources for drawing.

Which is the correct procedure for making a charcoal stick?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Identify the correct procedure for making charcoal sticks.
Improvise charcoal sticks using locally available resources for drawing.
Enjoy exploiting natural resources responsibly to make charcoal sticks.

In groups, pairs or individually learners are guided to:
Identify the correct procedure for making charcoal sticks.
Improvise charcoal sticks using locally available resources for drawing.

What are the use sof a charcoal stick?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Explain how to draw using the smudge technique.
Draw a still-life picture using the smudging technique of a simple drum and shade it using charcoal with focus on;
lines of varied thickness,
different tones through application of pressure on the media.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Explain how to draw using the smudge technique.
Draw a still-life picture using the smudging technique of a simple drum and shade it using charcoal with focus on;
- lines of varied thickness,
- different tones through application of pressure on the media.

What is the procedure of drawing using smudge technique?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Explain how to draw using the smudge technique.
Draw a still-life picture using the smudging technique of a simple marimba and shade it using charcoal with focus on;
lines of varied thickness,
different tones through application of pressure on the media.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Explain how to draw using the smudge technique.
Draw a still-life picture using the smudging technique of a simple marimba and shade it using charcoal with focus on;
- lines of varied thickness,
- different tones through application of pressure on the media.

What is the procedure of drawing using smudge technique?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Indigenous Kenyan Percussion Instruments

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

Explain how to draw using the smudge technique.
Draw a still-life picture using the smudging technique of a simple gourds and shade it using charcoal with focus on;
lines of varied thickness,
different tones through application of pressure on the media.
Appreciate percussion instruments from different Kenyan communities.

In groups, pairs or individually learners are guided to:
Explain how to draw using the smudge technique.
Draw a still-life picture using the smudging technique of a simple gourds and shade it using charcoal with focus on;
- lines of varied thickness,
- different tones through application of pressure on the media.

What is the procedure of drawing using smudge technique?

Creative Arts Curriculum Design Grade 4
Melodic and non-melodic
Percussion instruments, charcoal
sticks, bottle tops, pebbles, tins,
wires, manila papers, paints

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe the skills of passing using the chest in Netball through demonstration.
Demonstrate the skill of passing using the chest in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of passing using the chest in Netball through demonstration.
Demonstrate the skill of passing using the chest in Netball while observing the stance, grip, release and follow through.

How is the skill of passing using the chest in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe the skills of passing using the chest in Netball through demonstration.
Demonstrate the skill of passing using the chest in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of passing using the chest in Netball through demonstration.
Demonstrate the skill of passing using the chest in Netball while observing the stance, grip, release and follow through.

How is the skill of passing using the chest in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe the skills of passing using overhead in Netball through demonstration.
Demonstrate the skill of passing using overhead in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of passing using overhead in Netball through demonstration.
Demonstrate the skill of passing using overhead in Netball while observing the stance, grip, release and follow through.

How is the skill of passing using the overhead in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe the skills of passing using overhead in Netball through demonstration.
Demonstrate the skill of passing using overhead in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of passing using overhead in Netball through demonstration.
Demonstrate the skill of passing using overhead in Netball while observing the stance, grip, release and follow through.

How is the skill of passing using the overhead in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe the skills of passing using underarm in Netball through demonstration.
Demonstrate the skill of passing using underarm in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of passing using underarm in Netball through demonstration.
Demonstrate the skill of passing using underarm in Netball while observing the stance, grip, release and follow through.

How is the skill of passing using the underarm in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe the skills of passing using underarm in Netball through demonstration.
Demonstrate the skill of passing using underarm in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of passing using underarm in Netball through demonstration.
Demonstrate the skill of passing using underarm in Netball while observing the stance, grip, release and follow through.

How is the skill of passing using the underarm in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe the skills of catching using double-handed in Netball through demonstration.
Demonstrate the skill of catching using double-handed in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of catching using double-handed in Netball through demonstration.
Demonstrate the skill of catching using double-handed in Netball while observing the stance, grip, release and follow through.

How is the skill of catching using double-handed in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe the skills of catching using double-handed in Netball through demonstration.
Demonstrate the skill of catching using double-handed in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of catching using double-handed in Netball through demonstration.
Demonstrate the skill of catching using double-handed in Netball while observing the stance, grip, release and follow through.

How is the skill of catching using double-handed in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe the skills of shooting using standing in Netball through demonstration.
Demonstrate the skill of shooting using standing in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of shooting using standing in Netball through demonstration.
Demonstrate the skill of shooting using standing in Netball while observing the stance, grip, release and follow through.

How is the skill of shooting using standing in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe the skills of shooting using standing in Netball through demonstration.
Demonstrate the skill of shooting using standing in Netball while observing the stance, grip, release and follow through.
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Describe the skills of shooting using standing in Netball through demonstration.
Demonstrate the skill of shooting using standing in Netball while observing the stance, grip, release and follow through.

How is the skill of shooting using standing in Netball used?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Collect reusable material for improvising a Netball ball using macramé technique (overhand knot)
Improvise a ball for use in performing shooting, passing and catching in Netball
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Collect reusable material for improvising a Netball ball using macramé technique (overhand knot)
Improvise a ball for use in performing shooting, passing and catching in Netball

Which reusable materials do you need for improvising a Netball ball?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Collect reusable material for improvising a Netball ball using macramé technique (overhand knot)
Improvise a ball for use in performing shooting, passing and catching in Netball
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Collect reusable material for improvising a Netball ball using macramé technique (overhand knot)
Improvise a ball for use in performing shooting, passing and catching in Netball

Which is the macramé technique of improvising a Netball ball?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Collect reusable material for improvising a Netball ball using macramé technique (overhand knot)
Improvise a ball for use in performing shooting, passing and catching in Netball
Appreciate and value netball as a game.

In groups, pairs or individually learners are guided to:
Collect reusable material for improvising a Netball ball using macramé technique (overhand knot)
Improvise a ball for use in performing shooting, passing and catching in Netball

Is the macramé technique similar to the overhand knot?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
Netball balls,
marked fields, goal posts,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe how to peform the skills of passing in Netball.
Perform the skills of passing in Netball.
Enjoy playing the Netball game.

In groups, pairs or individually learners are guided to:
Describe how to peform the skills of passing in Netball.
Perform the skills of passing in Netball.

Why are the skills of shooting important in the game of Netball?

Creative Arts Curriculum Design Grade 4
Digital devices,
Netball balls,
marked fields, goal posts.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe how to peform the skills of passing in Netball.
Perform the skills of passing in Netball.
Enjoy playing the Netball game.

In groups, pairs or individually learners are guided to:
Describe how to peform the skills of passing in Netball.
Perform the skills of passing in Netball.

Why are the skills of shooting important in the game of Netball?

Creative Arts Curriculum Design Grade 4
Digital devices,
Netball balls,
marked fields, goal posts.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe how to peform the skills of catching in Netball.
Perform the skills of catching in Netball.
Enjoy playing the Netball game.

In groups, pairs or individually learners are guided to:
Describe how to peform the skills of catching in Netball.
Perform the skills of catching in Netball.

Why are the skills of passing important in the game of Netball?

Creative Arts Curriculum Design Grade 4
Digital devices,
Netball balls,
marked fields, goal posts.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe how to peform the skills of catching in Netball.
Perform the skills of catching in Netball.
Enjoy playing the Netball game.

In groups, pairs or individually learners are guided to:
Describe how to peform the skills of catching in Netball.
Perform the skills of catching in Netball.

Why are the skills of passing important in the game of Netball?

Creative Arts Curriculum Design Grade 4
Digital devices,
Netball balls,
marked fields, goal posts.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe how to peform the skills of shooting in Netball.
Perform the skills of passing, catching and shooting, in Netball.
Enjoy playing the Netball game.

In groups, pairs or individually learners are guided to:
Describe how to peform the skills of shooting in Netball.
Perform the skills of passing, catching and shooting, in Netball.

Why are the skills of catching important in the game of Netball?

Creative Arts Curriculum Design Grade 4
Digital devices,
Netball balls,
marked fields, goal posts.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Describe how to peform the skills of shooting in Netball.
Perform the skills of passing, catching and shooting, in Netball.
Enjoy playing the Netball game.

In groups, pairs or individually learners are guided to:
Describe how to peform the skills of shooting in Netball.
Perform the skills of passing, catching and shooting, in Netball.

Why are the skills of catching important in the game of Netball?

Creative Arts Curriculum Design Grade 4
Digital devices,
Netball balls,
marked fields, goal posts.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Classify colours into primary and secondary.
Mix primary colours to create secondary colours.
Value the skill of painting.

In groups, pairs or individually learners are guided to:
Classify colours into primary and secondary.
Mix primary colours to create secondary colours.

Which are primary colors?

Creative Arts Curriculum Design Grade 4
Digital devices,
Netball balls,
marked fields, goal posts.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Classify colours into primary and secondary.
Mix primary colours to create secondary colours.
Value the skill of painting.

In groups, pairs or individually learners are guided to:
Classify colours into primary and secondary.
Mix primary colours to create secondary colours.

Which are secondary colors?

Creative Arts Curriculum Design Grade 4
Digital devices,
Netball balls,
marked fields, goal posts.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Mix white with a secondary colour to create light tones on a scale strip.
Mix black with a secondary colour to create dark tones on a scale strip and clean the working area.
Value the skill of painting.

In groups, pairs or individually learners are guided to:
Mix white with a secondary colour to create light tones on a scale strip.
Mix black with a secondary colour to create dark tones on a scale strip and clean the working area.

Why is color black important in for,ming other colors?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Mix white with a secondary colour to create light tones on a scale strip.
Mix black with a secondary colour to create dark tones on a scale strip and clean the working area.
Value the skill of painting.

In groups, pairs or individually learners are guided to:
Mix white with a secondary colour to create light tones on a scale strip.
Mix black with a secondary colour to create dark tones on a scale strip and clean the working area.

Why is colour classification important in painting?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Paint a picture of a ball to bring out colour value.
Store the balls in an improvised storage such as; recyclable gunny bags, boxes, crates, carton boxes and woven baskets.
Display and critique own and others’ portfolios.

In groups, pairs or individually learners are guided to:
Paint a picture of a ball to bring out colour value.
Store the balls in an improvised storage such as; recyclable gunny bags, boxes, crates, carton boxes and woven baskets.

What does color value mean?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Netball

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

Paint a picture of a ball to bring out colour value.
Store the balls in an improvised storage such as; recyclable gunny bags, boxes, crates, carton boxes and woven baskets.
Display and critique own and others’ portfolios.

In groups, pairs or individually learners are guided to:
Paint a picture of a ball to bring out colour value.
Store the balls in an improvised storage such as; recyclable gunny bags, boxes, crates, carton boxes and woven baskets.

Which storage spaces can be improvised?

Creative Arts Curriculum Design Grade 4
Digital devices, threads,
recyclable material,
storage, paints, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Clap/tap rhythms of words involving taa and ta-te maintaining a steady beat.
Interpret rhythmic patterns involving the crotchet and a pair of quavers using French rhythm names.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Clap/tap rhythms of words involving taa and ta-te maintaining a steady beat.
Interpret rhythmic patterns involving the crotchet and a pair of quavers using French rhythm names.

Which rhythm of words involve taa and ta-te?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Clap/tap the pulse of the clock and heartbeat and associate it to the crotchet French rhythm.
Interpret rhythmic patterns involving the crotchet and a pair of quavers using French rhythm names.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Clap/tap the pulse of the clock and heartbeat and associate it to the crotchet French rhythm.
Interpret rhythmic patterns involving the crotchet and a pair of quavers using French rhythm names.

Which rhythm of words involve taa and ta-te?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Clap/tap rhythms of words involving taa and ta-te maintaining a steady beat.
Interpret rhythmic patterns involving the crotchet and a pair of quavers using French rhythm names.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Clap/tap rhythms of words involving taa and ta-te maintaining a steady beat.
Interpret rhythmic patterns involving the crotchet and a pair of quavers using French rhythm names.

Which rhythm of words involve taa and ta-te?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Clap/tap the pulse of the clock and heartbeat and associate it to the crotchet French rhythm.
Interpret rhythmic patterns involving the crotchet and a pair of quavers using French rhythm names.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Clap/tap the pulse of the clock and heartbeat and associate it to the crotchet French rhythm.
Interpret rhythmic patterns involving the crotchet and a pair of quavers using French rhythm names.

Which rhythm of words involve taa and ta-te?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Write letters of the alphabet in lowercase using free hand (ascenders and descenders).
Write the French rhythm names taa, ta-te using free hand lettering.
Have fun writing French rhythm names taa, ta-te using free hand.

In groups, pairs or individually learners are guided to:
Write letters of the alphabet in lowercase using free hand (ascenders and descenders).
Write the French rhythm names taa, ta-te using free hand lettering.

Which letters of the alphabet can you write in lowercase for ascenders and descenders?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Write letters of the alphabet in lowercase using free hand (ascenders and descenders).
Write the French rhythm names taa, ta-te using free hand lettering.
Have fun writing French rhythm names taa, ta-te using free hand.

In groups, pairs or individually learners are guided to:
Write letters of the alphabet in lowercase using free hand (ascenders and descenders).
Write the French rhythm names taa, ta-te using free hand lettering.

Which letters of the alphabet can you write in lowercase for ascenders and descenders?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Write letters of the alphabet in lowercase using free hand (ascenders and descenders).
Write the French rhythm names taa, ta-te using free hand lettering.
Have fun writing French rhythm names taa, ta-te using free hand.

In groups, pairs or individually learners are guided to:
Write letters of the alphabet in lowercase using free hand (ascenders and descenders).
Write the French rhythm names taa, ta-te using free hand lettering.

Which letters of the alphabet can you write in lowercase for ascenders and descenders?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Sing familiar songs then clap the rhythm of the song while reciting using French rhythm names.
Describe the qualities of a good rhythmic pattern.
Appreciate the qualities of a good rhythmic pattern.

In groups, pairs or individually learners are guided to:
Sing familiar songs then clap the rhythm of the song while reciting using French rhythm names.
Describe the qualities of a good rhythmic pattern.

Which are the qualities of a good rhythmic pattern?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Sing familiar songs then clap the rhythm of the song while reciting using French rhythm names.
Describe the qualities of a good rhythmic pattern.
Appreciate the qualities of a good rhythmic pattern.

In groups, pairs or individually learners are guided to:
Sing familiar songs then clap the rhythm of the song while reciting using French rhythm names.
Describe the qualities of a good rhythmic pattern.

Which are the qualities of a good rhythmic pattern?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Sing familiar songs then clap the rhythm of the song while reciting using French rhythm names.
Describe the qualities of a good rhythmic pattern.
Appreciate the qualities of a good rhythmic pattern.

In groups, pairs or individually learners are guided to:
Sing familiar songs then clap the rhythm of the song while reciting using French rhythm names.
Describe the qualities of a good rhythmic pattern.

Which are the qualities of a good rhythmic pattern?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Discuss the techniques such as variation of note values used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Discuss the techniques such as variation of note values used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.

How can a rhythm be created?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Discuss the techniques such as variation of note values used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Discuss the techniques such as variation of note values used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.

How is the variation of note values technique used incomposing rhythmic patterns?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Discuss the techniques such as repetition of patterns used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Discuss the techniques such as repetition of patterns used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.

How is the repetition of patterns technique used incomposing rhythmic patterns?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Discuss the techniques such as repetition of patterns used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Discuss the techniques such as repetition of patterns used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.

How is the repetition of patterns technique used incomposing rhythmic patterns?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Discuss the techniques such as ending on taa used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Discuss the techniques such as ending on taa used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.

How is the ending on taa technique used incomposing rhythmic patterns?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Discuss the techniques such as ending on taa used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Discuss the techniques such as ending on taa used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.

How is the ending on taa technique used incomposing rhythmic patterns?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing rhythm

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

Discuss the techniques such as ending on taa used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.
Value creating rhythmic patterns using French rhythm names.

In groups, pairs or individually learners are guided to:
Discuss the techniques such as ending on taa used in composing rhythmic patterns.
Create a simple rhythmic pattern using the French rhythm names taa, ta-te.

How are rhythms applied in daily life?

Creative Arts Curriculum Design Grade 4
Coloured pens, papers.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing Melody

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

Identify solfa syllables d, r, and m in a simple melody.
Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m.
Appreciate syllables d, r, and m in a simple melody.

In groups, pairs or individually learners are guided to:
Identify solfa syllables d, r, and m in a simple melody.
Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m.

Which familiar song contains the solfa syllables, r, and m?

Creative Arts Curriculum Design Grade 4
Clay, rolling pins, water-based
paint, brushes, clay cutting tools.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing Melody

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

Identify solfa syllables d, r, and m in a simple melody.
Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m.
Appreciate syllables d, r, and m in a simple melody.

In groups, pairs or individually learners are guided to:
Identify solfa syllables d, r, and m in a simple melody.
Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m.

Which familiar song contains the solfa syllables, r, and m?

Creative Arts Curriculum Design Grade 4
Clay, rolling pins, water-based
paint, brushes, clay cutting tools.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing Melody

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

Identify solfa syllables d, r, and m in a simple melody.
Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m.
Appreciate syllables d, r, and m in a simple melody.

In groups, pairs or individually learners are guided to:
Identify solfa syllables d, r, and m in a simple melody.
Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m.

Which Kodaly hand signs represent the solfa syllables d and r?

Creative Arts Curriculum Design Grade 4
Clay, rolling pins, water-based
paint, brushes, clay cutting tools.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTION

Composing Melody

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

Identify solfa syllables d, r, and m in a simple melody.
Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m.
Appreciate syllables d, r, and m in a simple melody.

In groups, pairs or individually learners are guided to:
Identify solfa syllables d, r, and m in a simple melody.
Demonstrations of execution of the Kodaly hand signs for the solfa syllables d, r m.

Which Kodaly hand sign represent the solfa syllable m?

Creative Arts Curriculum Design Grade 4
Clay, rolling pins, water-based
paint, brushes, clay cutting tools.

Oral questions Oral Report Observation Written exercise