Foundations of Creative arts

Introduction of Creative Arts and Sports.
Introduction of Creative Arts and Sports

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

Brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
Outline the social roles of Creative arts and sports in society.
Appreciate the roles of creative arts and sports.

Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society.

What are the roles of Creative arts and sports?

Creative Arts and Sports
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Oral questions Oral Report Observation

Painting

Imaginative Seascape Composition

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

Explain the meaning of colour temperature.
Discuss the effects created when warm colours are used for painting.
Draw a colour wheel and identify warm colours.
Appreciate warm colours in our lives.

Learners are guided to explain the meaning of colour temperature
In groups, learners are guided to discuss the effects created when warm colours are used for painting
Individually, learners are guided to draw a colour wheel and identify warm colours

Why are the colours considered warm?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26
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Painting

Cool colours

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

Explain the meaning of cool colours.
Draw a colour wheel that shows cool colours.
Discuss the effects created when cool colours are used in a painting.
Appreciate cool colours in our lives.

Learners are guided to explain the meaning of cool colours
Individually, learners are guided to draw a colour wheel that shows cool colours.
In groups, learners are guided to discuss the effects created when cool colours are used in a painting

Why are the colours considered cool? Which objects within your local environment have cool colours?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 26-27
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Painting

Paintings created using warm colours.
Painting an Imaginative Composition.

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

Explain the meaning of projection and recession.
Discuss the effects created by warm and cool colours in the artwork.
Draw the painting in learner's book 8 page 27
Have fun and enjoy drawing the paintings.

Learners are guided to explain the meaning of projection and recession
In groups, learners are guided to discuss the effects created by warm and cool colours in the artwork.
Individually, learners are guided to draw the painting in learner's book 8 page 27

What arrest has been created by the colours in the artwork?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 28-30

Oral questions Oral Report Observation

Painting

Painting an Imaginative Composition

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

Outline the steps to painting an Imaginative Composition using cool colours.
Paint an Imaginative Composition of a Seascape using cool Colours.
Appreciate cool colours in a painting.

In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using cool colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using cool Colours.

Which cool colours have you used to paint an imaginative composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31
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Oral questions Oral Report Observation

Painting

Imaginative Seascape Paintings

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

Display their Imaginative Seascape paintings in an area visible to all.
Talk about their own and others' Seascape paintings.
Appreciate each other's feedback.

Learners are guided to display their Imaginative Seascape paintings in an area visible to all
In groups, learners are guided to talk about their own and others' Seascape paintings.

How did you create the advancing and receding effect in your paintings? Which warm and cool colours are identifiable in your paintings?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31
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Painting

Symbolic Meanings of colours
Mosaic

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

Identify colour and their meanings.
Investigate the Symbolic Meanings of colours.
Appreciate the symbolic Meanings of colours.

Learners are guided to identify colour and their meanings.
Learners are guided to investigate the Symbolic Meanings of colours

Which emotions are aroused by colours when you observe them?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 32-33
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35

Oral questions Oral Report Observation

Painting

Samples of Mosaic

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

Identify surfaces used to decorate Mosaic.
Discuss factors to consider when choosing the material for tesserae.
Appreciate the surfaces used to decorate Mosaic.

In groups, learners are guided to identify surfaces used to decorate Mosaic
In groups, learners are guided to discuss factors to consider when choosing the material for tesserae

Which materials have been used to create the Mosaic?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 35-36
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Painting

Making a paper Mosaic Landscape Pictorial Composition.

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

Making a paper Mosaic Landscape Pictorial Composition.
Outline the steps to make a Mosaic landscape pictorial Composition using paper.
Make a paper Mosaic landscape pictorial Composition.
Have fun and enjoy making the paper Mosaic landscape pictorial Composition.

In groups, learners are guided to making a paper Mosaic Landscape Pictorial Composition
In groups, learners are guided to outline the steps to make a Mosaic landscape pictorial Composition using paper
In groups, learners are guided to make a paper Mosaic landscape pictorial Composition

What have you learnt about paper Mosaic landscape?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38
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Painting
Picture making

Making and Egg Shell Mosaic Composition of a flower.
Two-point Linear Perspective

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

Outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
Make an egg shell Mosaic Composition of a flower.
Have fun and enjoy making the egg shell Mosaic Composition.

In groups, learners are guided to outline the steps to make a Mosaic Composition of a flower using egg smells of for different colours and their tones.
In groups, learners are guided to make an egg shell Mosaic Composition of a flower

What have you learnt about making egg shell Mosaic Composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 38-40
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15

Oral questions Oral Report Observation

Picture making

Draw cuboid in two-point perspective from different views: Worms Eye View

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

Outline the procedure to draw cuboid from different views.
Draw cuboid in two-point perspective from different views.
Have fun and enjoy drawing.

Individually, learners are guided to outline the procedure to draw cuboid from different views
Individually, learners are guided to draw cuboid in two-point perspective from different views

Where are the vanishing points, horizon and projection lines?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17
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Picture making

Normal Eye View
Birds Eye View.

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

Outline the procedure to draw cuboid from different views.
Draw a cuboid of normal eye view.
Have fun and enjoy drawing cuboid of normal eye view.

Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view

Which view did you use when drawing your Composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 20-21

Oral questions Oral Report Observation

Picture making

Drawing buildings in two-point perspective and shading using cross hatching technique

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

Outline the procedure to draw two buildings in two-point perspective.
Draw buildings in two-point perspective and shading using cross hatching technique.
Have fun and enjoy drawing.

In groups, learners are guided to outline the procedure to draw two buildings in two-point perspective
In groups, learners are guided to draw buildings in two-point perspective and shading using cross hatching technique

Why did you use cross-hatching technique on your drawing?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 22-24
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Oral questions Oral Report Observation

Short play

Elements of a short play

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

Explain the meaning of a short play.
Discuss the elements of a short play.
Read the short play in learner's book 8 page 144.
Appreciate the elements of a short play.

Learners are guided to explain the meaning of a short play.
In groups, learners are guided to discuss the elements of a short play.
In groups, learners are guided to read the short play in learner's book 8 page 144

What makes a short play interesting?

Moran; Performing Arts Learner's Book Grade 8 pg. 144-146
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Short play

Developing a scenario with a clear storyline for a short play.
Researching important social issues to address in a short play.

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

Define the term, "scenario"
Discuss the sources of different scenarios.
Appreciate the sources of scenarios.

Learners are guided to define the term, "scenario"
In groups, learners are guided to discuss the sources of different scenarios.

What are the sources of scenarios?

Moran; Performing Arts Learner's Book Grade 8 pg. 146-147
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Moran; Performing Arts Learner's Book Grade 8 pg. 147-148

Oral questions Oral Report Observation

Short play

Developing a scenario for a short play.

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

Illustrate each of the issues that they have researched on using specific stories as examples.
Develop a scenario for a short play.
Have a desire to write a short play script.

In groups, learners are guided to illustrate each of the issues that they have researched on using specific stories as examples
In groups, learners are guided to develop a scenario for a short play

How can you develop a clear storyline for a short play?

Moran; Performing Arts Learner's Book Grade 8 pg. 148-149
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Oral questions Oral Report Observation

Short play

Writing a short play script.

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

Explain the meaning of conflict.
Discuss how characters in a scenario contribute to the development of conflict.
Examine how conflict develops a plot.
Appreciate the use of conflict to develop a plot.

In groups, learners are guided to explain the meaning of conflict
In groups, learners are guided to discuss how characters in a scenario contribute to the development of conflict
In groups, learners are guided to examine how conflict develops a plot

Why is conflict considered to very important in a short play?

Moran; Performing Arts Learner's Book Grade 8 pg. 149-151
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Short play

Describing setting
Describing characters

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

Explain the meaning of setting
Examine how setting develops a plot.
Appreciate the importance of setting in a plot.

Learners are guided to explain the meaning of setting
Learners are guided to examine how setting develops a plot

Why is setting considered to be very important in a short play?

Moran; Performing Arts Learner's Book Grade 8 pg. 151-152
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Moran; Performing Arts Learner's Book Grade 8 pg. 152-153

Oral questions Oral Report Observation

Short play

Developing characters in a short play

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

Explain the meaning of character development.
Draw a table and describe characters in their short play.
Appreciate the characters in a short play.

Learners are guided to explain the meaning of character development
Learners are guided to draw a table and describe characters in their short play

What is character development in a story?

Moran; Performing Arts Learner's Book Grade 8 pg. 153-154
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Short play

Outline the short play story and develop action.

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

Give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending.
Break down the scenes with details of action, character and setting.
Appreciate the short play story.

Learners are guided to give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending
Learners are guided to break down the scenes with details of action, character and setting

How do you develop action?

Moran; Performing Arts Learner's Book Grade 8 pg. 155-156
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Oral questions Oral Report Observation

Short play

Developing dialogue and action for characters in a short play.
Writing a short play script

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

Explain the meaning of dialogue.
Develop a dialogue and actions for characters in a short play.
Appreciate the importance of dialogue.

In groups, learners are guided to explain the meaning of dialogue
In groups, learners are guided to develop a dialogue and actions for characters in a short play

What is a dialogue?

Moran; Performing Arts Learner's Book Grade 8 pg. 156-157
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Moran; Performing Arts Learner's Book Grade 8 pg. 157

Oral questions Oral Report Observation

Physical Fitness and Health

Post-Assessment for Fitness

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

Explain the meaning of post-assessment tests.
Prepare tools used in post assessment of fitness.
Perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time.
Appreciate post-assessment for fitness.

In groups, learners are guided to explain the meaning of post-assessment tests
In groups, learners are guided to prepare tools used in post assessment of fitness.
In groups, learners are guided to perform post-exercise assessment for cardiorespiratory endurance, speed and reaction time

What is post-assessment test?

Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 114-116
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Physical Fitness and Health
Pitch

Journal on post-test records
Reading music notes on the bass staff

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

Create a journal
Fill in the journal or creatively come up with a different way of filling the journal.
Appreciate the importance of Journals.

Individually or in pairs, learners are guided to create a journal
Individually or in pairs, learners are guided to fill in the journal or creatively come up with a different way of filling the journal

What is a journal?

Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117
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Moran; Performing Arts Learner's Book Grade 8 pg. 31-32

Oral questions Oral Report Observation

Pitch

Drawing the bass staff

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

Identify the components of bass staff.
Draw the bass staff.
Read music notes on the bass staff.
Appreciate the bass staff.

Learners are guided to identify the components of bass staff
Learners are guided to draw the bass staff.
Learners are guided to read music notes on the bass staff

Which melody can you sing comfortably?

Moran; Performing Arts Learner's Book Grade 8 pg. 32-34
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Pitch

Writing music notes on the bass staff.

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

State the relationship between the treble and the bass staff.
Relate the staff to the keyboard
Write notes on the bass staff in relation to the keyboard.
Appreciate music notes on the bass staff.

Learners are guided to state the relationship between the treble and the bass staff.
Learners are guided to relate the staff to the keyboard
Learners are guided to write notes on the bass staff in relation to the keyboard.

What is the relationship between the treble and the bass staff?

Moran; Performing Arts Learner's Book Grade 8 pg. 34-36
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Pitch

Writing notes with accidentals on the bass staff
Constructing the diatonic major scales

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

Define the term 'accidentals' used in music
Write notes with accidentals on the bass staff.
Appreciate the importance of accidentals in music.

Learners are guided to define the term 'accidentals' used in music
Learners are guided to write notes with accidentals on the bass staff.

What are accidentals?

Moran; Performing Arts Learner's Book Grade 8 pg. 36-37
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Moran; Performing Arts Learner's Book Grade 8 pg. 38-40

Oral questions Oral Report Observation

Pitch

Construct the scale of E flat major.

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

Write the scale of E flat major with the correct order of tones and semitones.
Construct the scale of B, E and A flat major.
Enjoy constructing diatonic major scales.

In groups, learners are guided to write the scale of E flat major with the correct order of tones and semitones
In groups, learners are guided to construct the scale of B, E and A flat major.

How do you construct a diatonic major scale?

Moran; Performing Arts Learner's Book Grade 8 pg. 40-42
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Pitch

Writing major scales with key signatures

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

Explain the term, 'key signature' used in music.
Write major scales with key signatures.
Visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music.
Appreciate the use of key signatures.

In groups, learners are guided to explain the term, 'key signature' used in music.
In groups, learners are guided to write major scales with key signatures
In groups, learners are guided to visually recognise the key signatures of C, F, B flat, E flat and A flat on sheet music

What is key signature?

Moran; Performing Arts Learner's Book Grade 8 pg. 42-45
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Pitch

Performing melodies in diatonic major scale in simple time
Describing melodic intervals in a simple melody

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

State ways of Interpreting melodies on the staff.
Interpret and perform simple melodies based on major scales.
Sing familiar melodies and describe the intervals in the melodies.
Appreciate different kind of melodies.

In groups, learners are guided to state ways of Interpreting melodies on the staff.
In groups, learners are guided to interpret and perform simple melodies based on major scales
In groups, learners are guided to sing familiar melodies and describe the intervals in the melodies.

How do you describe an interval?

Moran; Performing Arts Learner's Book Grade 8 pg. 45-46
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Moran; Performing Arts Learner's Book Grade 8 pg. 46-48

Oral questions Oral Report Observation

Pitch

Describing the perfect octave

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

Explain the perfect octave.
Describe melodic intervals in melodies.
Appreciate the perfect octave.

In pairs, learners are guided to explain the perfect octave.
In pairs, learners are guided to describe melodic intervals in melodies

What is a perfect octave?

Moran; Performing Arts Learner's Book Grade 8 pg. 49-51
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Pitch

Aurally recognise melodic intervals

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

Write intervals on the staff.
Aurally recognise melodic intervals.
Appreciate the importance of melodic intervals.

In groups or in pairs, learners are guided to write intervals on the staff
In groups or in pairs, learners are guided to aurally recognise melodic intervals

How do you recognise melodic intervals?

Moran; Performing Arts Learner's Book Grade 8 pg. 51-53
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Rhythm

Performing rhythmic patterns involving tied and dotted notes and their corresponding rests
Listening to music involving the dotted minim

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

Explain a rhythmic pattern.
Clap the dotted minim taa-aa-aa
Appreciate a rhythmic pattern.

In groups or in pairs, learners are guided to explain a rhythmic pattern.
In groups or in pairs, learners are guided to clap the dotted minim taa-aa-aa

How do note extensions enhance rhythmic variations in music?

Moran; Performing Arts Learner's Book Grade 8 pg. 9-11
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Moran; Performing Arts Learner's Book Grade 8 pg. 11-14

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Creating and Performing

Montage; Pictorial composition

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

Explain the meaning of montage.
Discuss the characteristics of montage composition.
Appreciate the importance of montage composition.

Learners are guided to define the meaning of montage.
In groups, learners are guided to discuss the characteristics of montage composition.

What is the meaning of montage composition? What are the characteristics of montage composition?

Curriculum Design; Creative Arts and Sports, Grade 8
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Photographs
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Creating and Performing

Interpretation of subject matter
Mounting surfaces

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

Identify the materials used to make montage composition.
Interpret subject matter of montage composition.
Appreciate interpretation of subject matter in montage composition.

Learners are guided to identify the materials used to make montage composition.
In groups, learners are guided to interpret subject matter of montage composition.
In groups, learners are guided to use digital devices to visit a number of websites showing montage pictures and learn more about this technique of picture making.

How to interpret subject matter of a montage composition?

Curriculum Design; Creative Arts and Sports, Grade 8
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Creating and Performing

Mounting surfaces

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

List the wild animals in Kenya.
Narrate what they have seen from a film or television programme concerning wild animals in Kenya.
State the importance of taking care of wild animals.
Appreciate the importance of wild animals.

In groups, learners to list the wild animals in Kenya.
In groups, learners to state the importance of taking care of wild animals.
In groups, learners to narrate what they have seen from a film or television programme concerning wild animals in Kenya

Which wild animals are referred as the big five?

Curriculum Design; Creative Arts and Sports, Grade 8
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Creating and Performing

How to create a montage pictorial composition on wild animals

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

Outline the procedure to follow when creating a montage composition based on wild animals.
Create a montage composition based on wild animals.
Have fun and enjoy making an interesting and appealing montage composition.

Learners are guided to outline the procedure to follow when creating a montage composition based on wild animals.
Learners are guided to create a montage composition based on wild animals.

How do you create a montage pictorial composition on wild animals?

Curriculum Design; Creative Arts and Sports, Grade 8
Painting materials
Papers
Pencils
Sharpeners
Erasers
Rulers
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Athletics

Middle Distance Races

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

Discuss what is happening in learner's book 8 page 80
Describe the body positioning of the athlete in each phase.
Give two examples of races started in the same way as the one on the picture.
Develop a curiosity to learn more about middle distance races.

In groups or in pairs, learners are guided to discuss what is happening in learner's book 8 page 80
In groups or in pairs, learners are guided to describe the body positioning of the athlete in each phase.
In groups or in pairs, learners are guided to give two examples of races started in the same way as the one on the picture.

What is the body position of the athlete in each phase?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 80-81
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Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 81-83

Oral questions Oral Report Observation

Athletics

Middle Distance Races

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

Identify the facility where middle distance races are performed during athletics competitions.
Outline the process of performing the take- off position.
Perform the middle- distance races.
Have fun and enjoy performing the middle- distance races.

In groups or in pairs, learners are guided to identify the facility where middle distance races are performed during athletics competitions.
In groups or in pairs, learners are guided to outline the process of performing the take- off position.
In groups or in pairs, learners are guided to perform the middle- distance races.

What is the position of the runner on the track?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 83-85
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Athletics

Middle Distance Races

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

Identify the safety measures to observe before engaging in any middle distance racing activities.
Demonstrate take-off position, pacing, stride length and recovery.
Apply the take- off position, pacing, stride length and recovery in middle distance race.
Have fun and enjoy performing the middle- distance races.

In groups or in pairs, learners are guided to identify the safety measures to observe before engaging in any middle distance racing activities.
In groups or in pairs, learners are guided to demonstrate take-off position, pacing, stride length and recovery.
In groups or in pairs, learners are guided to apply the take- off position, pacing, stride length and recovery in middle distance race.

How do you perform the middle distance races?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 85-86
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Creating and Performing

Describing melodic intervals in a simple melody.
Construction of major scales of C,G,D and A

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

Use digital devices and musical instrument to sound intervals.
Discuss and describe intervals dictated to them.
Write intervals of music using tonic sol-fa and staff notation in groups.
Appreciate music written in major keys on treble staff.

In groups or in pairs, learners are guided to use digital devices and musical instrument to sound intervals.
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them

How are different musical features used in interpreting music in staff notation?

Curriculum Design; Creative Arts and Sports, Grade 8
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Creating and Performing

The scale C major

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

Use a piano keyboard to play white keys starting from C to C'.
Sing melodies with scalic motion and different pitch levels.
Sing the C major scale ascending and descending using tonic sol-fa
Appreciate music scale written in staff notation.

In groups or in pairs, learners are guided to use a piano keyboard to play white keys starting from C to C'.
In groups or in pairs, learners are guided to sing melodies with scalic motion and different pitch levels.
In groups or in pairs, learners are guided to sing the C major scale ascending and descending using tonic sol-fa

How do we read the melody based on the scale of C major?

Curriculum Design; Creative Arts and Sports, Grade 8
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Creating and Performing

The scale of G and D major.

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

Construct the diatonic major scales on treble staff.
Construct major scales of G and D on treble staff.
Sing the scales of G and D ascending and descending using appropriate pitching.
Have fun and enjoy singing.

In groups or in pairs, learners are guided to construct the diatonic major scales on treble staff.
In groups or in pairs, learners are guided to construct major scales of G and D on treble staff.
In groups or in pairs, learners are guided to sing the scales of G and D ascending and descending using appropriate pitching.

How are different musical features used in interpreting music in a staff notation?

Curriculum Design; Creative Arts and Sports, Grade 8
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Creating and Performing
Games; Netball

Interpret simple melodies in the key of C,D,G and A major
Chest pass in Netball

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

Sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
Read simple melodies in major keys on treble staff.
Appreciate different types of melodies.

In groups or in pairs, learners are guided to sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to read simple melodies in major keys on treble staff.

How do you play melodies using a western music instrument?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Games; Netball

Dodging and marking in Netball

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

Define dodging and marking.
Use digital device to watch a video clip and observe the dodge and marking in netball.
Demonstrate dodge and marking in netball.
Have fun practicing how to dodge and marking in netball.

Learners to define dodging and marking.
In groups, learners to use digital device to watch a video clip and observe the dodge and marking in netball
In groups, learners are guided to demonstrate dodge and marking in netball

Why do you think the players are close to each other?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Games; Netball

Dodging and marking in Netball
Footwork in Netball

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

Identify the drills in dodging and marking.
Play the dodge challenger game.
Have fun and enjoy playing dodge and marking in netball.

In groups, learners to identify the drills in dodging and marking
In groups, learners are guided to play the dodge challenger game

Why should two players look at the same direction?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Games; Netball

Footwork in Netball

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

Explain how to mark a player with a ball during a Netball match.
Practise footwork techniques in Netball games such as, the beeline, the sickle.
Have fun playing netball games.

In groups, learners to explain how to mark a player with a ball during a Netball match
In groups, learners are guided to practice footwork techniques in Netball games such as, the beeline, the sickle

How do you mark a player with a ball during Netball match?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Games; Netball

Multi Media Art

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

Watch a flip book animation from a digital device and discuss your observations.
List the tools and materials used when creating a flip book animation.
Appreciate flip book animations.

Learners are guided in pairs, in groups or individually to:
Watch a flip book animation from a digital device and discuss your observations.
List the tools and materials used when creating a flip book animation.

What is a flip book in animation?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Games; Netball
Creating and Performing

Multi Media Art

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

Discuss things to consider when creating a flip book animation.
Write down factors to ensure creation of a smooth transition
Appreciate creating a flip book animation.

Learners are guided in pairs, in groups or individually to:
Discuss things to consider when creating a flip book animation.
Write down factors to ensure creation of a smooth transition

how do we create a flip book animation?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

Identify the technique in tie, dye and batik.
Analyse tie and dye and batik in fabric decoration.
Appreciate the use of tie, dye and batik in fabric decorations.

In group or in pairs, learners are guided to identify the technique in tie, dye and batik.
In group or in pairs, learners are guided to analyse tie and dye and batik in fabric decoration.

How do you analyse tie and dye?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

List the fabrics used in washing and ironing.
Source and prepare a recyclable cotton fabric by washing and ironing.
Appreciate types of fabrics.

In group or in pairs, learners are guided to list the fabrics used in washing and ironing.
In group or in pairs, learners are guided to source and prepare a recyclable cotton fabric by washing and ironing.

Which type of fabric are ironed?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

Identify source of artificial dye with emphasis on pigment and fixatives.
Collaboratively prepare natural dye from the environment.
Appreciate the sources of artificial dyes.

In group or in pairs, learners are guided to identify source of artificial dye with emphasis on pigment and fixatives.
In group or in pairs, learners are guided to collaboratively prepare natural dye from the environment.

What are the sources of artificial dyes?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

Recycle candle wax and beeswax.
Prepare wax for batik from recyclable candle wax and beeswax.
Have fun and enjoy preparing wax for batik.

In group or in pairs, learners are guided to recycle candle wax and beeswax.
In group or in pairs, learners are guided to prepare wax for batik from recyclable candle wax and beeswax.

How do you preparing wax for batik?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

Prepare the materials to use in batik the fabric.
Batik the fabric using cracked and textured techniques to make a mat.
Have fun and enjoy batiking fabrics.

In group or in pairs, learners are guided to prepare the materials to use in batik the fabric.
In group or in pairs, learners are guided to batik the fabric using cracked and textured techniques to make a mat

Which materials do use in batik the fabric?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

List the materials used to dye or batik a curtain.
Collaboratively decorate a fabric with either tie and dye/ batik to make a curtain.
Have fun and enjoy decorating fabrics with either tie and dye/batik to make a curtain.

In group or in pairs, learners are guided to list the materials used to dye or batik a curtain
In group or in pairs, learners are guided to collaboratively decorate a fabric with either tie and dye/ batik to make a curtain

Which materials do you to dye or batik a curtain?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

Discuss what is animation
Share experiences on animation shows you have seen.
Appreciate animation as a way of creating art.

In groups, learners are guided to discuss what is animation.
In groups, learners are guided to share experiences on animation shows you have seen.

How do you think images are made to appear to be moving and talking?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation