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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Creating and Execution
|
Melody - Solfa syllables d r m
|
By the end of the
lesson, the learner
should be able to:
- Identify solfa syllables d, r, and m in a simple melody - Sing patterns using solfa syllables - Show interest in pitch discrimination |
- Sing familiar songs based on solfa syllables d r m
-Identify the solfa syllables in the songs -Recognize rising and falling of sounds in melodies -Practice singing patterns using d r m |
How can one create interesting melodies?
|
KLB Visionary Creative Arts, pg. 49 Tuned percussion instruments
|
Observation Aural tests Practical assessment
|
|
| 1 | 2 |
Creating and Execution
|
Melody - Identifying solfa syllables
|
By the end of the
lesson, the learner
should be able to:
- Recognize solfa syllables (d r m) in familiar songs by ear - Sing solfa syllables with correct pitch - Show confidence in singing |
- Listen to songs containing solfa syllables d r m
-Identify d r m in the songs by ear -Sing simple patterns using d r m -Create simple patterns using the syllables |
How do we identify different pitches in a melody?
|
KLB Visionary Creative Arts, pg. 49 Audio recordings of songs
|
Observation Aural tests Singing assessment
|
|
| 1 | 3 |
Creating and Execution
|
Melody - Hand signs for solfa syllables
|
By the end of the
lesson, the learner
should be able to:
- Interpret hand signs for the solfa syllables d, r, m - Perform hand signs while singing - Appreciate the use of hand signs in music |
- Watch demonstrations of Kodaly hand signs for d r m
-Practice performing the hand signs for each solfa syllable -Sing simple melodies while using the correct hand signs -Play games using hand signs and singing |
How do hand signs help in learning music?
|
KLB Visionary Creative Arts, pg. 50 Charts showing hand signs
|
Observation Performance assessment Peer evaluation
|
|
| 1 | 4 |
Creating and Execution
|
Melody - Practicing hand signs
|
By the end of the
lesson, the learner
should be able to:
- Execute hand signs for various combinations of d r m - Associate hand signs with correct pitches - Show coordination in movement and singing |
- Practice hand signs for individual syllables d, r, m
-Execute hand signs for combinations (d r, r m, m r d) -Sing while performing hand signs -Play follow-the-leader games with hand signs |
How can we improve our hand sign technique?
|
KLB Visionary Creative Arts, pg. 50 Charts showing hand signs
|
Observation Performance assessment Self-assessment
|
|
| 1 | 5 |
Creating and Execution
|
Melody - Writing solfa syllables
Melody - Stepwise motion |
By the end of the
lesson, the learner
should be able to:
- Write solfa syllables using free hand lettering - Form letters with correct proportions - Show neatness in written work |
- Draw guidelines for writing solfa syllables
-Practice writing d, r, m using free hand lettering -Ensure correct proportions of letters -Write simple melodies using solfa syllables |
How can we write solfa syllables neatly?
|
KLB Visionary Creative Arts Rulers, pencils, paper
KLB Visionary Creative Arts, pg. 51 Audio recordings of melodies |
Observation Written work Portfolio
|
|
| 1 | 6 |
Creating and Execution
|
Melody - Variation in melodies
|
By the end of the
lesson, the learner
should be able to:
- Explain how variation creates interest in melodies - Compare melodies with and without variation - Value variety in musical compositions |
- Sing melodies with and without variation of solfa syllables
-Discuss how variation creates interest -Identify variation in familiar songs -Create simple variations of given melodies |
How does variation make melodies more interesting?
|
KLB Visionary Creative Arts, pg. 52 Audio recordings of melodies
|
Observation Oral questions Creative assessment
|
|
| 2 | 1 |
Creating and Execution
|
Melody - Variation of sound duration
|
By the end of the
lesson, the learner
should be able to:
- Explain how varying sound duration creates interest - Identify different note values in melodies - Show creative use of sound duration |
- Sing melodies with same and varied note values
-Discuss how variation in note values creates interest -Identify different note values in familiar songs -Create simple melodies with varied note values |
How does varying note duration enhance melodies?
|
KLB Visionary Creative Arts, pg. 52 Audio recordings of melodies
|
Observation Oral questions Creative assessment
|
|
| 2 | 2 |
Creating and Execution
|
Melody - Starting and ending on d
|
By the end of the
lesson, the learner
should be able to:
- Explain why melodies often start and end on d - Compare melodies that start/end on d with others - Show understanding of melodic structures |
- Sing melodies that start and end on d
-Compare with melodies that start/end on other notes -Discuss the sense of completion when ending on d -Create simple melodies that start and end on d |
Why do melodies often start and end on d?
|
KLB Visionary Creative Arts, pg. 53 Audio recordings of melodies
|
Observation Oral questions Creative assessment
|
|
| 2 | 3 |
Creating and Execution
|
Melody - Creating melodies
|
By the end of the
lesson, the learner
should be able to:
- Create short melodies using solfa syllables d, r and m - Apply the qualities of a good melody in composition - Show creativity in melody composition |
- Fill in spaces with solfa syllables to complete melodies
-Create original melodies using d r m -Apply good melodic qualities in composition -Share created melodies with peers |
How do we create interesting melodies?
|
KLB Visionary Creative Arts, pg. 54 Manuscript paper
|
Observation Creative assessment Peer evaluation
|
|
| 2 | 4 |
Creating and Execution
|
Melody - Collecting materials for modelling
|
By the end of the
lesson, the learner
should be able to:
- Identify suitable clay for modelling - Prepare clay by removing impurities - Show care in material preparation |
- Collect clay from the local environment
-Remove impurities such as sticks, leaves, and stones -Prepare clay by kneading and removing air bubbles -Discuss the importance of proper preparation |
What materials are needed for clay modelling?
|
KLB Visionary Creative Arts, pg. 55 Clay, tools for preparation
|
Observation Practical assessment Peer evaluation
|
|
| 2 | 5 |
Creating and Execution
|
Melody - Modelling clay slabs
|
By the end of the
lesson, the learner
should be able to:
- Roll clay into flat slabs - Cut rectangular pieces of three different sizes - Show precision in clay work |
- Demonstrate rolling clay into flat slabs
-Use a rolling pin or bottle to flatten clay -Cut rectangular pieces of three different sizes -Prepare slabs for attaching solfa models |
How are clay slabs prepared for modelling?
|
KLB Visionary Creative Arts, pg. 56 Clay, rolling pins, cutting tools
|
Observation Project work Practical assessment
|
|
| 2 | 6 |
Creating and Execution
|
Melody - Modelling solfa syllables
|
By the end of the
lesson, the learner
should be able to:
- Roll clay into coils for shaping - Form solfa syllables using coils - Show creativity in letter formation |
- Roll clay into coils of appropriate thickness
-Form the letters d, r, m using the coils -Ensure letters are well-formed and recognizable -Prepare for attaching to slabs |
How are clay coils used to form letters?
|
KLB Visionary Creative Arts, pg. 56 Clay, modelling tools
|
Observation Project work Practical assessment
|
|
| 3 | 1 |
Creating and Execution
|
Melody - Attaching solfa models to slabs
|
By the end of the
lesson, the learner
should be able to:
- Attach modelled solfa syllables to clay slabs - Use scoring and slip techniques for attachment - Show craftsmanship in joining clay pieces |
- Scratch areas on slabs for attachment
-Apply clay slip to scratched areas -Attach modelled solfa syllables to slabs -Smooth joints between letters and slabs |
How are clay pieces securely attached together?
|
KLB Visionary Creative Arts, pg. 57 Clay, modelling tools, clay slip
|
Observation Project work Practical assessment
|
|
| 3 | 2 |
Creating and Execution
|
Melody - Drying clay models
|
By the end of the
lesson, the learner
should be able to:
- Explain proper drying procedures for clay - Place models for even drying - Show patience in the drying process |
- Discuss proper drying procedures for clay
-Place models in appropriate locations for drying -Turn models periodically for even drying -Monitor models for cracking during drying |
Why is proper drying important for clay models?
|
KLB Visionary Creative Arts Clay models, drying racks
|
Observation Oral questions Practical assessment
|
|
| 3 | 3 |
Creating and Execution
|
Melody - Painting clay models
Melody - Performance preparation |
By the end of the
lesson, the learner
should be able to:
- Paint clay models using primary colours - Apply paint evenly and neatly - Show creativity in colour application |
- Select primary colours for painting
-Apply paint evenly to dried clay models -Use appropriate brush techniques -Clean brushes and work area after painting |
How can we enhance clay models through painting?
|
KLB Visionary Creative Arts Dried clay models, primary colour paints, brushes
KLB Visionary Creative Arts Created melodies |
Observation Project work Practical assessment
|
|
| 3 | 4 |
Creating and Execution
|
Melody - Assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of melody composition - Show skills in clay modelling and painting - Value the learning journey in this substrand |
- Complete assessment activities on melody composition
-Demonstrate solfa syllable identification -Perform created melodies -Display completed clay models |
What have we learned about melody and modelling?
|
KLB Visionary Creative Arts Assessment tools
|
Observation Written test Performance assessment
|
|
| 3 | 5 |
Performance and Display
|
Athletics - Sprint starts
Athletics - Medium sprint start |
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
KLB Visionary Creative Arts, pg. 64 Open field, starting line markers |
Observation Oral questions Written assignments
|
|
| 3 | 6 |
Performance and Display
|
Athletics - Elongated sprint start
Athletics - Sprinting technique |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the elongated sprint start technique - Execute proper body alignment in "set" position - Show determination in executing the skill |
- Demonstrate the elongated sprint start technique
-Practice placing feet and hands in correct position -Execute proper body alignment in "set" position -Practice quick reaction to "go" command |
What are the differences between sprint start techniques?
|
KLB Visionary Creative Arts, pg. 65 Open field, starting line markers
KLB Visionary Creative Arts, pg. 66 Open field, markers |
Observation Skills test Peer assessment
|
|
| 4 | 1 |
Performance and Display
|
Athletics - Sprint practice
Athletics - Kenya National Anthem |
By the end of the
lesson, the learner
should be able to:
- Apply sprint start and sprinting techniques in practice - Maintain proper technique throughout the sprint - Show determination in improving performance |
- Mark starting and finishing points on a field
-Practice medium and elongated sprint starts -Focus on maintaining proper technique while sprinting -Give feedback to peers on technique |
How can we improve our sprinting technique through practice?
|
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
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
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
|
|
| 4 | 6 |
Performance and Display
|
Athletics - Sprint relay
|
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 |
- Demonstrate proper baton exchange technique
-Practice baton exchange in pairs -Form relay teams for practice -Discuss the importance of teamwork in relays |
How does teamwork affect relay performance?
|
KLB Visionary Creative Arts Open field, batons or substitute items
|
Observation Skills test Group assessment
|
|
| 5 | 1 |
Performance and Display
|
Athletics - Standing long jump
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the standing long jump technique - Execute proper takeoff and landing - Show courage in attempting the skill |
- Demonstrate the standing long jump technique
-Practice proper takeoff with arm swing -Focus on balanced landing with bent knees -Measure and record jump distances |
What techniques help improve jump distance?
|
KLB Visionary Creative Arts Open field, measuring tape, markers
|
Observation Skills test Performance assessment
|
|
| 5 | 2 |
Performance and Display
|
Athletics - Running long jump
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the running long jump technique - Coordinate the approach run with takeoff - Show perseverance in mastering the skill |
- Demonstrate the running long jump technique
-Practice approach run with consistent strides -Focus on powerful takeoff and controlled landing -Measure and record jump distances |
How does the approach run affect jump performance?
|
KLB Visionary Creative Arts Open field, measuring tape, markers
|
Observation Skills test Performance assessment
|
|
| 5 | 3 |
Performance and Display
|
Athletics - Ball throw
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate proper ball throw technique - Execute proper body position and arm action - Show determination in improving distance |
- Demonstrate proper ball throw technique
-Practice grip and arm position -Focus on body rotation and follow-through -Measure and record throw distances |
What techniques help improve throwing distance?
|
KLB Visionary Creative Arts Open field, small balls, measuring tape
|
Observation Skills test Performance assessment
|
|
| 5 | 4 |
Performance and Display
|
Athletics - Athletics games
|
By the end of the
lesson, the learner
should be able to:
- Participate in various athletics games - Apply learned techniques in games - Show enjoyment in athletic activities |
- Organize simple athletics games
-Apply learned techniques in game situations -Rotate through different activities -Emphasize fun and participation |
How can athletics be made enjoyable?
|
KLB Visionary Creative Arts Open field, various equipment
|
Observation Performance assessment Self-assessment
|
|
| 5 | 5 |
Performance and Display
|
Athletics - Analysis of performance
|
By the end of the
lesson, the learner
should be able to:
- Record athletics performances for analysis - Identify strengths and areas for improvement - Show willingness to improve |
- Use digital devices to record performances
-Review recordings to analyze technique -Identify strengths and areas for improvement -Create a plan for improvement |
How can analyzing performance help us improve?
|
KLB Visionary Creative Arts Digital recording devices
|
Observation Self-assessment Peer evaluation
|
|
| 5 | 6 |
Performance and Display
|
Athletics - History of Kenyan athletics
|
By the end of the
lesson, the learner
should be able to:
- Identify famous Kenyan athletes - Describe Kenya's achievements in athletics - Show pride in Kenya's athletic heritage |
- Research famous Kenyan athletes
-Discuss Kenya's achievements in athletics -Create profiles of notable athletes -Relate athletics to national pride |
Why is Kenya known for its athletes?
|
KLB Visionary Creative Arts Resource materials, digital devices
|
Observation Oral presentation Written assignment
|
|
| 6 | 1 |
Performance and Display
|
Athletics - Athletics event planning
Athletics - Cultural significance |
By the end of the
lesson, the learner
should be able to:
- Plan a class athletics event - Assign roles and responsibilities - Show leadership in event organization |
- Discuss elements of an athletics event
-Plan a class athletics event -Assign roles and responsibilities -Create a schedule for the event |
How is an athletics event organized?
|
KLB Visionary Creative Arts Planning materials
KLB Visionary Creative Arts Resource materials, digital devices |
Observation Group work Oral presentation
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
Performance and Display
|
Gymnastics - Warm-up activities
|
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
|
Observation Practical assessment Oral questions
|
|
| 6 | 5 |
Performance and Display
|
Gymnastics - Patriotic songs for warm-up
|
By the end of the
lesson, the learner
should be able to:
- Learn patriotic songs for warm-up - Sing with proper diction - Show patriotism in performance |
- Learn relevant patriotic songs for warm-up
-Practice singing with proper diction -Perform songs while warming up -Discuss the meaning of the songs |
How does music support the performance of gymnastics?
|
KLB Visionary Creative Arts Audio recordings of patriotic songs
|
Observation Performance assessment Oral questions
|
|
| 6 | 6 |
Performance and Display
|
Gymnastics - Crab balance
|
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 |
- Observe demonstrations of the crab balance
-Identify body parts used in the crab balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a crab balance?
|
KLB Visionary Creative Arts, pg. 74 Mats, open space
|
Observation Oral questions Written assignments
|
|
| 7 | 1 |
Performance and Display
|
Gymnastics - Crab balance technique
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the crab balance technique - Execute the progression steps correctly - Show body control during the balance |
- 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 points for a successful crab balance?
|
KLB Visionary Creative Arts, pg. 75 Mats, open space
|
Observation Skills test Peer assessment
|
|
| 7 | 2 |
Performance and Display
|
Gymnastics - Crab balance practice
|
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
|
Observation Skills test Peer assessment
|
|
| 7 | 3 |
Performance and Display
|
Gymnastics - Head balance
|
By the end of the
lesson, the learner
should be able to:
- Explain the head balance technique - Identify body parts used in the head balance - Show interest in learning the skill |
- Observe demonstrations of the head balance
-Identify body parts used in the head balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a head balance?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Oral questions Written assignments
|
|
| 7 | 4 |
Performance and Display
|
Gymnastics - Head balance technique
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the head balance technique - Execute the progression steps correctly - Show body control during the balance |
- Demonstrate the starting position for head balance
-Practice supporting weight on the head and hands -Focus on maintaining a stable tripod position -Practice controlling the legs in the balance |
What are the key points for a successful head balance?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Skills test Peer assessment
|
|
| 7 | 5 |
Performance and Display
|
Gymnastics - Side roll
Gymnastics - Side roll technique |
By the end of the
lesson, the learner
should be able to:
- Explain the side roll technique - Identify body parts used in the side roll - Show interest in learning the skill |
- Observe demonstrations of the side roll
-Identify body parts used in the side roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
|
Observation Oral questions Written assignments
|
|
| 7 | 6 |
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
|
|
| 8 | 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
|
|
| 8 | 2 |
Performance and Display
|
Gymnastics - Backward roll technique
|
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
|
|
| 8 | 3 |
Performance and Display
|
Gymnastics - Combining skills
|
By the end of the
lesson, the learner
should be able to:
- Combine two or more gymnastics skills - Transition smoothly between skills - Show creativity in skill combinations |
- Demonstrate combinations of learned skills
-Practice transitioning between skills -Create short sequences of 2-3 skills -Present sequences to peers |
How can we create smooth transitions between gymnastics skills?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Performance assessment Peer evaluation
|
|
| 8 | 4 |
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
|
|
| 8 | 5 |
Performance and Display
|
Gymnastics - Rhythmic patterns
|
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 |
- Create rhythmic patterns for gymnastics movements
-Practice reciting French rhythm names during performance -Coordinate movement with rhythm -Perform side roll to rhythmic patterns |
How can rhythm enhance gymnastics movements?
|
KLB Visionary Creative Arts Mats, percussion instruments
|
Observation Performance assessment Coordination assessment
|
|
| 8 | 6 |
Performance and Display
|
Gymnastics - Photography
|
By the end of the
lesson, the learner
should be able to:
- Use digital devices to photograph gymnastics - Focus on the center of interest - Show aesthetic awareness in photography |
- Learn basic photography techniques
-Use digital devices to photograph gymnastics performances -Focus on capturing the center of interest -Review and select best photographs |
Why is the center of interest important in photography?
|
KLB Visionary Creative Arts Digital devices, mats
|
Observation Project work Photo critique
|
|
| 9 | 1 |
Performance and Display
|
Gymnastics - Photo portfolio
|
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
|
Observation Portfolio Peer evaluation
|
|
| 9 |
HALF-TERM |
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| 10 | 1 |
Performance and Display
|
Gymnastics - Gymnastic games
|
By the end of the
lesson, the learner
should be able to:
- Participate in gymnastics-themed games - Apply learned skills in game situations - Show enjoyment in gymnastic activities |
- Learn simple gymnastics-themed games
-Apply learned skills in game situations -Rotate through different activities -Emphasize fun and participation |
How can gymnastics be made enjoyable through games?
|
KLB Visionary Creative Arts Mats, various equipment
|
Observation Performance assessment Self-assessment
|
|
| 10 | 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
|
|
| 10 | 3 |
Performance and Display
|
Descant Recorder - Introduction
Descant Recorder - Parts |
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
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams |
Observation Oral questions Written assignments
|
|
| 10 | 4 |
Performance and Display
|
Descant Recorder - Assembly
|
By the end of the
lesson, the learner
should be able to:
- Assemble the descant recorder correctly - Disassemble the recorder properly - Show care in handling the instrument |
- Demonstrate correct assembly of the recorder
-Practice assembling and disassembling the recorder -Discuss proper handling of the instrument -Learn to hold the recorder correctly |
How is a descant recorder assembled correctly?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders
|
Observation Practical assessment Peer evaluation
|
|
| 10 | 5 |
Performance and Display
|
Descant Recorder - Care and maintenance
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of caring for the recorder - Demonstrate cleaning and maintenance procedures - Show responsibility in instrument care |
- Discuss the importance of instrument care
-Demonstrate cleaning procedures -Practice proper storage -Discuss potential damage from improper care |
Why is proper care and maintenance of the recorder important?
|
KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials
|
Observation Oral questions Practical assessment
|
|
| 10 | 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
|
|
| 11 | 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
|
|
| 11 | 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
|
|
| 11 | 3 |
Performance and Display
|
Descant Recorder - Note A
|
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
|
Observation Practical assessment Performance
|
|
| 11 | 4 |
Performance and Display
|
Descant Recorder - Note G
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note G - Produce a clear G note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note G
-Practice covering the correct holes -Produce a clear G note -Play repeated G notes to develop consistency |
What is the correct fingering for note G?
|
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts
|
Observation Practical assessment Performance
|
|
| 11 | 5 |
Performance and Display
|
Descant Recorder - Combining notes B-A
|
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 |
- Review fingerings for B and A
-Practice transitioning between the notes -Play simple patterns using B and A -Focus on smooth finger movements |
How can we transition smoothly between notes?
|
KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music
|
Observation Practical assessment Performance
|
|
| 11 | 6 |
Performance and Display
|
Descant Recorder - Combining notes B-A-G
|
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B, A, and G - Transition smoothly between notes - Show perseverance in practice |
- 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 play a sequence of notes smoothly?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
|
Observation Practical assessment Performance
|
|
| 12 | 1 |
Performance and Display
|
Descant Recorder - Simple melodies
Descant Recorder - Materials for case |
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
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread |
Observation Performance assessment Peer evaluation
|
|
| 12 | 2 |
Performance and Display
|
Descant Recorder - Making a case
|
By the end of the
lesson, the learner
should be able to:
- Make a case using collected materials - Apply appropriate construction techniques - Show craftsmanship in case making |
- Demonstrate techniques for case construction
-Stitch fabric or crochet yarn for the case -Ensure appropriate size for the recorder -Add closures or fasteners as needed |
How is a recorder case constructed?
|
KLB Visionary Creative Arts, pg. 105 Case-making materials, tools
|
Observation Project work Practical assessment
|
|
| 12 | 3 |
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
|
|
| 12 | 4 |
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
|
|
| 12 | 5 |
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
|
|
| 12 | 6 |
Performance and Display
|
Descant Recorder - Assessment
|
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
|
Observation Performance test Project assessment
|
|
| 13 |
ENDTERM ASSESSMENT |
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| 14 |
MARKING, COMPILATION AND CLOSING |
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