Foundation of Creative Arts and sports

Careers in Creative Arts And Sports - Careers in Creative Arts

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

-Identify careers in creative arts and sports
-Describe the careers in creative arts and sport
-Research using digital devices to identify and discuss carriers in creative arts and sports
-Recognize the careers in creative arts and sports

In groups, learners are guided to:
-Research using digital devices or print material to identify careers in creative arts
-Discuss the careers in creative arts
-Prepare charts showing different careers in creative arts
-Watch clips on careers in creative arts and sports

What are the careers in creative arts and sports?

- MENTOR pg. 1
-Video clips
-Digital devices
-Internet
-Learners' textbook
-Teachers' notes
-Textbook

- Oral questions -Oral discussions -Written notes -Observation

Foundation of Creative Arts and sports

Careers in Creative Arts And Sports - Careers in Creative Arts

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

-Illustrate entrepreneurial opportunities in creative arts and sports
-Watch video recording entrepreneurial opportunities in creative arts and sports
-Discuss the entrepreneurial activities
-Acknowledge the entrepreneurial opportunities

In groups or pairs, learners are guided to:
-Watch videos or recordings of entrepreneurial opportunities in creative arts
-Discuss entrepreneurial opportunities in careers in creative arts
-Search for more information
-Write short notes on illustration
-Prepare a chart on illustration of entrepreneurial opportunities

What are your talents and areas of interest in creative arts and sports?

- MENTOR pg. 4
-Digital resources
-Notebooks
-Textbooks
-Journals

- Practical activity -Observation -Peer assessment -Portfolio

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Elements of a Play

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

-Identify elements in a play as a component of creative arts
-Describe the element of play
-Search for information on Internet of elements of play
-Discussion the elements of play
-Acknowledge elements of a play

In groups or pairs, learners are guided to:
-Watch actual and virtual play performance to identify elements of a play
-Discuss the basic elements of a play
-Search for information on elements of play i.e. theme, characters, plot, etc.

What is play? What are the basic elements of a play?

- MENTOR pg. 7
-Digital resources
-Lesson notes
-Textbooks
- MENTOR pg. 8
-Costumes
-Open space or class
-Teachers notes
-Video clips

- Observation -Oral questions -Assessment rubrics -Written questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Physical Fitness

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

-Define the components of physical fitness
-Outline the components of physical fitness
-Discuss the components of physical fitness
-Recognize the components of physical fitness

-Perform activities demonstrating the components of fitness
-Observe actual or virtual activities on performance activities demonstrating fitness
-Enjoy performing the activities

In groups or pairs, learners are guided to:
-Brainstorm the components of physical fitness
-Search the Internet or print resources for information on power and reaction as components of fitness
-Explain the components of fitness
In groups or pairs, learners are guided to:
-Demonstrate fitness exercise
-Practice activities that enhance power and reaction time

What are the components of physical fitness?
How do you perform activities demonstrating the components of fitness?

- MENTOR pg. 10
-Video clips
-Digital devices
- MENTOR pg. 12
-Digital devices
-Lesson notes

- Practical activity -Assessment rubrics -Checklist -Oral questions
- Assessment rubrics -Checklist -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Rhythm

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

-Define rhythm as a component of creative arts and sports
-Explain dotted minim, dotted crotchet, quaver and their rests as components of rhythm
-Demonstrate the dotted minim, dotted crotchet and the rests
-Enjoy demonstration of dotted minim, dotted crotchet, quaver and their rests

In groups or pairs, learners are guided to:
-Present the meaning of rhythm
-Use digital or print resources to search for information on dotted minim, dotted crotchet, quaver and their rests
-Discuss the dotted minim, dotted crotchet, quaver and their rests

What is rhythm?

- MENTOR pg. 42
-Digital resources
-Lesson notes
-Descant recorder
-Video clips

- Assessment rubrics -Checklist -Oral questions -Written questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Note Extension

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

-State or define note expression
-Discuss notes and ties as components of note extension
-Group music notes in 4/4 time including note extension
-Acknowledge the importance of dots and ties in music

In groups, learners are guided to:
-Use digital or print resources for search
-Explain dot and ties as components of note extension
-Write signs for tied notes
-Collaborate in music notes 4/4 time incorporating note extension

Why is note extension in music notation important?

- MENTOR pg. 44
-Lesson notes
-Charts
-Digital resources
-Piano
-Lesson notes
-Digital devices
-Textbooks

- Assessment rubrics -Checklist -Written questionnaires -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Grand Staff
Components of Creative Arts and Sports - Scale of F Major

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

-Identify the pitches on the grand staff
-Discuss the pitches
-Draw a grand staff and name the lines and spaces
-Acknowledge the key pitches on grand staff

In groups, learners are guided to:
-State meaning of pitch and grand staff
-Use digital print resources
-Draw the grand staff and name the lines and spaces
-Draw the piano keyboard and relate to the grand staff

What is a grand staff?

- MENTOR pg. 16
-Music instruments
-Lesson notes
-Digital devices
- MENTOR pg. 23

- Class project -Portfolio -Assessment rubric -Observation

Creating And Performing

Drawing and Painting - Texture, Colour, Unity and Harmony

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

-Identify textures in pictures
-Describe how texture affects harmony
-Create texture through drawing techniques
-Value the role of texture in art

-Describe how color contributes to harmony
-Identify color moods in artworks
-Apply color principles in drawings
-Appreciate color as an element of art

In groups, learners are guided to:
-Examine artworks to identify different textures
-Discuss how texture relates to color and unity
-Practice creating different textures through drawing
-Share observations about texture in artworks
In groups, learners are guided to:
-Study artworks to observe color usage
-Discuss how colors create moods (cool/warm)
-Apply color to enhance harmony in drawings
-Critique use of color in sample artworks

How do artists create texture in drawings?
How does color affect the mood of an artwork?

- MENTOR pg. 30
-Sample drawings with textures
-Drawing materials
-Digital resources
-Textbooks
- MENTOR pg. 31
-Color samples
-Drawing materials
-Paintings
-Digital resources

- Practical activity -Observation -Portfolio assessment
- Portfolio assessment -Observation -Peer critique

Creating And Performing

Drawing and Painting - Analogous Colors

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

-Define the term painting
-Paint a color wheel to classify analogous colors
-Study harmony
-Search how to paint a color wheel from digital devices
-Outline materials needed to paint a color wheel
-Enjoy painting a color wheel

In groups or pairs, learners are guided to:
-Paint a color wheel to classify analogous colors
-Collaborate on the materials for coloring a color wheel
-Watch video clips or digital devices for procedures of painting a color wheel

How do you paint a color wheel to classify analogous colors?

- MENTOR pg. 33
-Digital devices
-Lesson notes
-Paint
-Textbook
-Manila papers
-Color wheel
-Analogous colors
-Charts/manillas
-Digital resources

- Assessment rubrics -Oral questions -Practical activity

Creating And Performing

Drawing and Painting - Analogous Colors

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

-Identify analogous colors on a color wheel
-Explain the relationship between analogous colors
-Select appropriate analogous color schemes
-Value color harmony in painting

In groups, learners are guided to:
-Examine completed color wheels
-Identify and list sets of analogous colors
-Discuss what qualities make colors analogous
-Explore how artists use analogous colors

What qualities make colors analogous?

- MENTOR pg. 34
-Color wheels
-Sample artworks
-Digital resources
-Paintings

- Oral questions -Written work -Observation -Class discussion

Creating And Performing

Drawing and Painting - Analogous Colors and Color Harmony

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

-Classify analogous colors on a color wheel for painting
-Paint a line strip using a pair of analogous colors to study harmony and color
-Define the term analogous colors in painting
-Appreciate analogous colors in painting

In groups or pairs, learners are guided to:
-State the meaning of analogous colors in painting
-Identify analogous colors in painting
-Classify analogous colors in color wheel
-Discuss uses of different analogous colors in painting
-Watch a video clip on different analogous colors

How do you illustrate a color gradation strip for color harmony?

- MENTOR pg. 36
-Digital devices
-Lesson notes
-Paint
-Textbook
-Manila colors

- Assessment rubrics -Oral questions -Practical activity

Creating And Performing

Drawing and Painting - Color Harmony
Drawing and Painting - Scenery Composition

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

-Create a color gradation strip
-Demonstrate blending of analogous colors
-Show color harmony through gradation
-Value smooth color transitions

-Sketch a scenery composition
-Apply composition principles to landscapes
-Create a balanced composition
-Value good composition in art

In groups, learners are guided to:
-Paint color strips with pairs of analogous colors
-Practice blending techniques for smooth gradation
-Observe and discuss the results at color meeting points
-Identify successful color harmony examples
In groups, learners are guided to:
-Sketch outlines of landscape compositions
-Apply horizon line and perspective principles
-Consider balance of elements in their sketches
-Share sketches for peer feedback

Why is smooth gradation important in color harmony?
How can you create a balanced landscape composition?

- MENTOR pg. 37
-Paint supplies
-Color strips
-Brushes
-Water containers
-Sample gradations
- MENTOR pg. 38
-Sample landscape paintings
-Digital resources
-Field trip location
-Drawing materials
- MENTOR pg. 39
-Drawing books
-Pencils
-Rulers
-Sample sketches
-Digital resources

- Practical activity -Portfolio assessment -Peer critique -Observation
- Portfolio assessment -Observation -Peer critique -Practical activity

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Apply wash technique for background
-Create backgrounds with appropriate colors
-Demonstrate proper brush control
-Value the role of background in composition

In groups, learners are guided to:
-Mix watercolors to a dilute state
-Apply wash technique for backgrounds
-Create appropriate atmospheric effects
-Share techniques for effective backgrounds

How does the background affect the overall composition?

- MENTOR pg. 40
-Watercolors
-Brushes
-Water containers
-Paper
-Digital resources

- Practical activity -Observation -Portfolio assessment

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Apply dabbing technique for texture
-Create textural effects on forms
-Add details to composition
-Value texture in creating realism

In groups, learners are guided to:
-Practice dabbing technique for texture effects
-Apply color on prepared backgrounds
-Create tonal variations with darker/lighter colors
-Add textural effects to enhance details

How can the dabbing technique create realistic textures?

- MENTOR pg. 40
-Partially completed paintings
-Paint supplies
-Brushes
-Water containers
-Samples of textured paintings

- Practical activity -Observation -Portfolio assessment -Peer critique

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Complete a scenery composition
-Paint a scenery composition to express texture, harmony and unity
-Display work for appreciation
-Value the creative process in painting

In groups, learners are guided to:
-Complete scenery compositions with final details
-Apply finishing touches to paintings
-Display completed works for peer feedback
-Discuss achievements and challenges in the process

How can you effectively express harmony and unity in a completed scenery composition?

- MENTOR pg. 41
-Nearly completed paintings
-Paint supplies
-Display area
-Digital resources

- Portfolio project -Exhibition -Peer assessment -Observation

Creating And Performing

Rhythm - Effects of Note Extension
Rhythm - Value Extension
Rhythm - Dictation

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

-Describe the effect of note extension on rhythmic patterns
-State what dotted notes are
-Clap durations of dotted notes
-Appreciate note extension in rhythmic patterns

-Listen to rhythmic patterns played by teacher
-Write down rhythmic patterns on monotone
-Indicate time signature and bar lines
-Insert French rhythm names
-Compare work with classmates

In groups or pairs, learners are guided to:
-Listen to, sing or play tunes involving dotted notes to outline effects of note extension in rhythmic patterns
-Clap the durations of dotted notes
-Recite French rhythm names for rhythmic patterns
In pairs, learners are guided to:
-Listen to rhythmic patterns played by the teacher
-Write down the rhythmic patterns on monotone
-Indicate the time signature and bar lines
-Insert the French rhythm names

What are the effects of note extension on rhythmic patterns?
How can various note combinations be used to form rhythms in simple time?

- MENTOR pg. 42
-Digital resources
-Lesson notes
-Charts
-Piano
- MENTOR pg. 43
-Charts showing note values
-Music notation examples
-Percussion instruments
- MENTOR pg. 43
-Digital resources
-Lesson notes
-Music instruments
-Video clips

- Assessment rubrics -Oral questions -Written questions
- Assessment rubrics -Checklist -Oral questions -Written questions

Creating And Performing

Rhythm - Time Signature

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

-Understand 4/4 time signature
-Identify strong and weak beats in 4/4 time
-Conduct in 4/4 time
-Value precise rhythm in music

In groups, learners are guided to:
-Beat time to familiar tunes in 4/4 time
-Identify strong and weak beats (SWMW pattern)
-Practice conducting patterns for 4/4 time
-Mark strong beats in written music

What is the pattern of strong and weak beats in 4/4 time?

- MENTOR pg. 44
-Charts showing beat patterns
-Music in 4/4 time
-Digital resources
-Percussion instruments

- Practical demonstrations -Observation -Written work -Peer assessment

Creating And Performing

Rhythm - Compose Rhythmic Pattern

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

-Compose a four-bar rhythmic pattern in 4/4 time
-Sing songs while marking strong and weak beats
-Clap or tap rhythms
-Appreciate rhythmic patterns in music

In groups, learners are guided to:
-Sing songs with clear rhythmic patterns
-Mark strong beats with a clap or tap while singing
-Clap the song's rhythm while marking both strong and weak beats
-Compose four-bar rhythmic patterns

How can one improvise accompaniment patterns for sports?

- MENTOR pg. 44
-Digital resources
-Music instruments
-Video clips
-Percussion instruments

- Assessment rubrics -Practical activity -Checklist

Creating And Performing

Rhythm - Group Activity

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

-Create rhythmic patterns using cards
-Arrange rhythmic elements into patterns
-Collaborate on rhythm creation
-Value teamwork in music

In groups, learners are guided to:
-Create cards with different note values
-Place cards in a bowl and pick them
-Arrange cards to form one-bar rhythmic patterns
-Perform the created rhythms

How can rhythm cards help in understanding rhythmic patterns?

- MENTOR pg. 45
-Cardboard
-Markers
-Scissors
-Bowl
-Digital resources

- Group activity assessment -Observation -Peer assessment -Practical demonstration

Creating And Performing

Rhythm - Beat Numbering
Rhythm - Composition
Rhythm - Group Performance

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

-Number beats in rhythmic patterns
-Apply French rhythm names to patterns
-Analyze rhythmic patterns
-Value systematic approach to rhythm

-Compose a four-bar rhythmic pattern individually
-Apply rules of rhythm writing
-Ensure correct number of beats per bar
-Share compositions with peers

In groups, learners are guided to:
-Study rhythmic patterns with numbered beats
-Number beats in given examples
-Write corresponding French rhythm names
-Compare and discuss results
In groups, learners are guided to:
-Compose individual four-bar rhythmic patterns
-Ensure each bar has four crotchet beats
-End with a double bar line
-Clap or tap the created rhythms

Why is beat numbering important in understanding rhythm?
What considerations are important when composing rhythms?

- MENTOR pg. 45
-Rhythmic pattern examples
-Digital resources
-Music notation
-Charts
- MENTOR pg. 46
-Staff paper
-Pencils
-Digital resources
-Percussion instruments
-Student compositions
-Performance space

- Written work -Observation -Assessment rubrics -Class discussion
- Portfolio assessment -Peer review -Practical demonstration -Observation

Creating And Performing

Rhythm - Notating Rhythmic Pattern

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

-Notate four-bar rhythms in 4/4 time from dictation
-Identify rhythmic patterns
-Write rhythmic patterns
-Appreciate rhythmic patterns as a means of creating interest in creative arts and sports

In groups, learners are guided to:
-Study rhythmic patterns
-Number the beats in each bar
-Write corresponding French rhythm names
-Create rhythmic patterns
-Clap or tap rhythmic patterns

How can one notate four-bar rhythms in 4/4 time?

- MENTOR pg. 46
-Digital resources
-Music instruments
-Percussion instruments
-Charts

- Assessment rubrics -Practical activity -Checklist

Creating And Performing

Rhythm - Rhythm Writing Rules

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

-Apply rules for writing rhythm on staff
-Position notes correctly on monotone
-Follow stem direction rules
-Value proper notation

In groups, learners are guided to:
-Study rules for stem direction (up/down)
-Practice writing notes on monotone
-Follow proper staff notation conventions
-Apply stem rules to their compositions

Why are stem direction rules important in music notation?

- MENTOR pg. 47
-Staff paper
-Pencils
-Charts showing notation rules
-Digital resources

- Written work -Observation -Assessment rubrics -Portfolio check

Creating And Performing

Rhythm - Body Percussion

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

-Create body percussion performances
-Combine different percussion sounds
-Perform rhythmically accurate patterns
-Appreciate body percussion as expression

In groups, learners are guided to:
-Identify body percussion techniques (clapping, snapping, etc.)
-Create short rhythmic pieces using body percussion
-Perform individually and as groups
-Record performances for feedback

How can body percussion enhance rhythmic expression?

- MENTOR pg. 48
-Video examples of body percussion
-Digital recording devices
-Performance space
-Music with clear rhythms

- Performance assessment -Peer evaluation -Video analysis -Observation

Creating And Performing

Athletics and Mosaic - Triple Jump
Athletics and Mosaic - Approach and Take-off

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

-Describe the phases in Triple jump
-Identify the facility for Triple jump
-Describe how Triple jump is similar to Long jump
-Appreciate Triple jump as a field event

-Demonstrate the approach phase in Triple jump
-Execute proper take-off technique
-Maintain proper body position
-Value correct technique in athletics

In groups, learners are guided to:
-Observe a live or virtual performance of Triple jump to identify the phases
-Discuss the execution of the skills
-Analyze the photos of Triple jump facilities
-Compare Triple jump and Long jump facilities
In groups, learners are guided to:
-Practice running along the runway in long strides
-Demonstrate proper alignment and upright posture
-Practice taking off horizontally with speed
-Provide feedback to peers on technique

What are the phases in Triple jump?
How do you execute the approach and take-off phases of Triple jump correctly?

- MENTOR pg. 54
-Digital devices
-Video clips
-Open field
- MENTOR pg. 55
-Open field
-Cones
-Markers
-Digital resources

- Oral questions -Written questions -Observation
- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Hop and Step
Athletics and Mosaic - Jump and Landing

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

-Demonstrate the hop phase in Triple jump
-Execute proper step technique
-Maintain balance and momentum
-Value sequential execution of phases

In groups, learners are guided to:
-Practice hopping with one leg from take-off
-Execute cycling movement midair
-Land on the same foot used for take-off
-Practice stepping with power after hop

What techniques help maintain momentum through the hop and step phases?

- MENTOR pg. 56
-Open field
-Markers
-Digital resources
-Video clips
-Sand pit

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Complete Triple Jump

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

-Perform Triple jump for skill acquisition
-Integrate all phases of Triple jump
-Execute with proper timing and coordination
-Acknowledge own and others' efforts in performing

In groups, learners are guided to:
-Mark a take-off line on the ground
-Line up and practice complete Triple jump sequence
-Take turns performing the full technique
-Provide constructive feedback to peers

How does proper sequencing of phases affect overall Triple jump performance?

- MENTOR pg. 57
-Open field
-Sand pit
-Markers
-Digital recording devices

- Complete performance assessment -Observation -Peer feedback -Video analysis

Creating And Performing

Athletics and Mosaic - Long Distance Running

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

-Identify long distance races in athletics
-Describe techniques used in long distance running
-Recognize the importance of long distance running
-Value Kenya's achievements in long distance

In groups, learners are guided to:
-Discuss categories of long distance races
-Research famous Kenyan long distance runners
-Identify benefits of long distance running
-Discuss Kenya's global standing in long distance

How has long distance running benefitted Kenya?

- MENTOR pg. 58
-Digital resources
-Textbooks
-Pictures of famous runners
-Videos of races

- Oral discussions -Written work -Research presentations -Group projects

Creating And Performing

Athletics and Mosaic - Starting Technique
Athletics and Mosaic - Arm Action and Stride

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

-Demonstrate proper starting position
-Execute proper body positioning
-Apply correct foot placement
-Value good foundation for running

-Demonstrate proper arm action in running
-Maintain consistent stride length
-Coordinate arm and leg movements
-Value efficient technique for endurance

In groups, learners are guided to:
-Practice proper starting position
-Position feet correctly behind the starting line
-Bend knees slightly and lean forward
-Practice starting on command
In groups, learners are guided to:
-Practice proper arm swing (hip to chest)
-Maintain upright shoulders
-Develop consistent stride pattern
-Coordinate arm action with leg movement

How does proper starting technique affect long distance performance?
How do arm action and stride work together in long distance running?

- MENTOR pg. 58
-Running track
-Markers
-Stopwatch
-Digital resources

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Pacing and Breathing
Athletics and Mosaic - Practice Run

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

-Maintain consistent pacing in running
-Apply proper breathing techniques
-Regulate energy expenditure
-Value energy conservation strategies

In groups, learners are guided to:
-Practice maintaining consistent pace
-Develop rhythmic breathing techniques
-Keep the body relaxed while running
-Discuss strategies for energy conservation

Why is proper pacing crucial in long distance running?

- MENTOR pg. 59
-Running track
-Stopwatch
-Digital resources
-Training plans
-Water
-First aid kit

- Practical activity -Assessment rubrics -Observation -Training log review

Creating And Performing

Athletics and Mosaic - Mosaic Characteristics

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

-Explore characteristics of mosaic in sample pictures
-Define mosaic
-Identify characteristic of mosaic
-Appreciate mosaic as an art form

In groups, learners are guided to:
-Source for actual and virtual samples of mosaic work to analyze characteristics with focus on mono media and spacing of materials
-Discuss how the coil technique is used in mosaic
-Discuss why clay is a suitable material for mosaic

How can mosaic pictorial composition be used to improve the environment?

- MENTOR pg. 59
-Digital resources
-Sample pictures
-Textbooks

- Portfolio -Observation -Oral questions

Creating And Performing

Athletics and Mosaic - Monomedia

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

-Define monomedia in mosaic
-Identify materials used as monomedia
-Explain spacing in mosaic
-Value material selection in art

In groups, learners are guided to:
-Research the meaning of monomedia
-Discuss application of monomedia in mosaic
-Analyze spacing techniques in sample mosaics
-Collect suitable materials for mosaic creation

What is the role of monomedia in creating effective mosaics?

- MENTOR pg. 60
-Sample mosaics
-Digital resources
-Textbooks
-Collection of materials

- Oral questions -Written work -Material collection review -Research reports

Creating And Performing

Athletics and Mosaic - Materials Collection
Athletics and Mosaic - Planning and Sketching

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

-Collect materials for mosaic creation
-Identify suitable support surfaces
-Select appropriate adhesives
-Value recycling and resource management

-Plan a mosaic composition
-Sketch a design based on athletics
-Consider color scheme for mosaic
-Value planning in art creation

In groups, learners are guided to:
-Brainstorm locally available materials
-Collect materials for mosaic of a Kenyan athlete
-Sort and prepare materials by color
-Discuss sustainability in material selection
In groups, learners are guided to:
-Sketch compositions of Kenyan athletes
-Plan color schemes for mosaics
-Transfer sketches to support surfaces
-Discuss how the composition represents athletics

What considerations are important when selecting materials for mosaic?
How does planning enhance the final mosaic product?

- MENTOR pg. 60
-Collected materials
-Storage containers
-Digital resources
-Sample mosaics
- MENTOR pg. 60
-Drawing materials
-Support surfaces
-Color samples
-Digital resources

- Materials assessment -Observation -Group discussion -Planning documents
- Sketch assessment -Planning document review -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Creating Mosaic

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

-Apply adhesive correctly
-Place monomedia with proper spacing
-Create backgrounds first
-Work systematically on mosaic

In groups, learners are guided to:
-Apply adhesive to sections of support surface
-Place monomedia pieces with proper spacing
-Work from background to foreground
-Maintain consistent spacing and alignment

What techniques ensure proper placement of monomedia in mosaic?

- MENTOR pg. 61
-Prepared materials
-Adhesive
-Support surfaces
-Work surfaces

- Process assessment -Observation -Technical application review -Progress documentation

Creating And Performing

Athletics and Mosaic - Completing Mosaic
Melody - Variation Techniques

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

-Complete the mosaic pictorial composition
-Apply finishing techniques
-Display the completed mosaic
-Acknowledge own and others' efforts in creating mosaic pictorial composition

In groups, learners are guided to:
-Complete their mosaic compositions
-Apply finishing touches (trimming, mounting)
-Allow work to dry completely
-Display and talk about own and others' mosaic composition

What techniques can be used to create texture in mosaic?

- MENTOR pg. 61
-Completed mosaic materials
-Display area
-Digital camera for documentation
- MENTOR pg. 68
-Digital resources
-Music recordings
-Musical instruments

- Portfolio -Project assessment -Peer assessment -Observation

Creating And Performing

Melody - Analyzing Phrases

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

-Identify phrases in melodies
-Analyze question and answer phrases
-Recognize melodic shapes
-Value structure in music

In groups, learners are guided to:
-Listen to a melody and identify phrases
-Discuss which phrases have the same melody, words and rhythm
-Add dynamic variations to phrases
-Sing songs with attention to phrasing

What makes phrases work together in a melody?

- MENTOR pg. 69
-Music scores
-Audio recordings
-Digital resources
-Musical instruments

- Oral questions -Written analysis -Listening assessment -Observation

Creating And Performing

Melody - Rhythm Variation
Melody - Scale of F Major

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

-Apply rhythm variation techniques
-Change long notes to shorter values
-Identify variations in example melodies
-Value rhythm as element of variation

-Perform the scale of F major and its tonic arpeggio
-Sing the scale with sol-fa hand signs
-Write the scale of F major
-Appreciate the characteristic sound of F major

In groups, learners are guided to:
-Study examples of rhythm variation
-Compare original and varied rhythmic patterns
-Identify how note values are changed
-Create their own rhythm variations
In groups, learners are guided to:
-Perform the scale of F major and its tonic arpeggio
-Sing the scale of F major both ascending and descending using sol-fa syllables
-Study the music phrases and compare
-Discuss the pitches and the rhythm

How does changing note values create rhythmic variation?
What are the characteristics of the F Major scale?

- MENTOR pg. 70
-Music scores
-Digital resources
-Staff paper
-Percussion instruments
- MENTOR pg. 71
-Digital resources
-Musical instruments
-Staff paper
-Music notation software

- Written exercises -Practical demonstrations -Assessment rubrics -Portfolio review
- Practical activity -Assessment rubrics -Observation

Creating And Performing

Melody - Scale Practice

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

-Play or sing the F major scale fluently
-Apply correct intervals in the scale
-Produce clear tone quality
-Value technical precision in music

In groups, learners are guided to:
-Practice the F major scale ascending and descending
-Focus on accurate pitches and intervals
-Apply proper breath control or fingering
-Provide feedback to peers on technique

How does mastery of scales benefit musical performance?

- MENTOR pg. 72
-Musical instruments
-Scale notation
-Digital resources
-Keyboard or piano

- Performance assessment -Peer evaluation -Observation -Technical assessment

Creating And Performing

Melody - Answering Phrases
Melody - Opening Phrases

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

-Write a 2-bar answering phrase
-Apply variation techniques to answering phrases
-Create balanced musical sentences
-Value the question-answer structure

In groups, learners are guided to:
-Study given opening phrases
-Create rhythmic patterns for answering phrases
-Apply both rhythmic and melodic variations
-Create melodies for answering phrases ending on 'do'

How should an answering phrase relate to the opening phrase?

- MENTOR pg. 73
-Staff paper
-Musical instruments
-Digital resources
-Example phrases
- MENTOR pg. 74
-Example answer phrases

- Composition assessment -Portfolio review -Peer critique -Performance of compositions

Creating And Performing

Melody - Composing Melodies

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

-Compose a four-bar melody in F Major and 4/4 time
-Write a 2-bar answering phrase in F major
-Use melodic and rhythmic variations
-Value the process of melody composition

In groups, learners are guided to:
-Compose a four-bar melody in F Major in 4/4 time
-Ensure bars 1-2 are question phrases with feeling of incompleteness
-Make bars 3-4 answer phrases with feeling of completeness
-Use melodic, rhythmic or dynamic variations

How can phrases be constructed to create a complete melody?

- MENTOR pg. 76
-Digital resources
-Musical instruments
-Staff paper
-Music notation software

- Project -Portfolio -Assessment rubrics -Observation

Creating And Performing

Melody - Notating Melodies
Melody - Performing Melodies

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

-Notate four-bar melodies in 4/4 time
-Add phrase marks and dynamics
-Write music accurately on staff paper
-Value the use of proper notation in music

-Perform melodies in F major and 4/4 time
-Demonstrate proper technique in performing
-Follow performance directions
-Value the use of melody in Creative Arts and Sports

In groups, learners are guided to:
-Add phrase marks to the four-bar composed melodies
-Indicate dynamics as loud for one phrase and soft for the other
-Sight read the melodies composed by self and others
-Listen to melodies written by self and others and give feedback
In groups, learners are guided to:
-Study melodies in F major
-Identify the letter names of the notes
-Practice sight singing using sol-fa syllables
-Perform the melodies with proper interpretation

Why is proper notation important in musical composition?
How can melodies be performed with accurate expression?

- MENTOR pg. 78
-Staff paper
-Music notation software
-Digital resources
-Musical instruments
- MENTOR pg. 80
-Digital resources
-Musical instruments
-Melody recordings
-Performance space

- Project -Portfolio -Assessment rubrics -Written work
- Practical performance -Assessment rubrics -Observation -Peer assessment