CREATING AND EXECUTION

Picture Making - Indigenous String Instruments

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

- Identify string instruments from different indigenous communities in Kenya.
- Value Kenyan indigenous string instruments.

Learner is guided to:
- Watch videos/observe pictures of real string instruments from Kenya and are guided in identifying the instrument by name and community of origin.
- Visit an institution or a cultural/resource centre in the community to familiarise themselves with Kenyan indigenous string instruments.

Which locally available materials can be used to make a one or two string instrument?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 1-4

Observation -Oral questions -Self-assessment

CREATING AND EXECUTION

Picture Making - Classification of String Instruments

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

- Classify various string instruments according to their community of origin.
- Appreciate cultural diversity in string instruments.

Learner is guided to:
- Watch a video clip or observe real string instruments.
- Identify instruments by name, community, and method of playing.
- Group the instruments by the number of strings.
- Discuss how the instruments are played.

How are indigenous Kenyan string instruments identified by communities of origin?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 3-4

Observation -Peer assessment and feedback -Written Tests

CREATING AND EXECUTION

Picture Making - String Instruments Crossword Puzzle

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

- Complete a crossword puzzle on string instruments.
- Show interest in indigenous Kenyan string instruments.

Learner is guided to:
- Search for string instruments from different Kenyan communities online, in textbooks, magazines or newspapers.
- Complete a crossword puzzle about string instruments.
- Share findings with peers.

What string instruments are found in Kenyan communities?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 4

Written crossword puzzle -Peer assessment -Checklist

CREATING AND EXECUTION

Picture Making - String Instruments Crossword Puzzle

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

- Complete a crossword puzzle on string instruments.
- Show interest in indigenous Kenyan string instruments.

Learner is guided to:
- Search for string instruments from different Kenyan communities online, in textbooks, magazines or newspapers.
- Complete a crossword puzzle about string instruments.
- Share findings with peers.

What string instruments are found in Kenyan communities?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 4

Written crossword puzzle -Peer assessment -Checklist

CREATING AND EXECUTION

Picture Making - Parts of String Instruments

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

- Identify the parts of a string instrument.
- Describe the function of each part of a string instrument.
- Value the knowledge of string instrument parts.

Learner is guided to:
- Look at a displayed Kenyan string instrument.
- Identify and label parts of the instrument.
- Describe the function of each part of the instrument.
- Draw and label parts of a string instrument.

What are the functions of each part of a string instrument?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 5-6

Observation -Drawing assessment -Oral presentation

CREATING AND EXECUTION

Picture Making - String Instrument Function Analysis

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

- Choose a string instrument from a Kenyan community.
- Describe its parts and their functions.
- Appreciate the craftsmanship in string instruments.

Learner is guided to:
- Choose an instrument from any Kenyan community.
- Name the instrument and its community of origin.
- Discuss how the instrument is played.
- Discuss the functions of each part.

How do the parts of a string instrument contribute to sound production?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 7

Peer assessment -Oral presentations -Portfolio

CREATING AND EXECUTION

Picture Making - Fiddle Poetry

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

- Recite a poem about a fiddle.
- Perform the poem with appropriate gestures.
- Show interest in creative expressions about instruments.

Learner is guided to:
- Take turns to recite the poem "My Fiddle".
- Add appropriate gestures while reciting.
- Discuss the content of the poem related to a fiddle.
- Create own verse about string instruments.

How can poetry enhance understanding of musical instruments?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 8

Observation -Performance rubric -Self-assessment

CREATING AND EXECUTION

Picture Making - Recyclable Materials for Fiddle

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

- Identify recyclable materials for making a fiddle.
- Collect materials for making a fiddle.
- Demonstrate environmental conservation values.

Learner is guided to:
- Gather tools and materials for making a fiddle.
- Identify hollow gourds, wooden tubes, animal skins, strong fabric, sticks, strings or wires, glue or nails.
- Discuss safety measures when using tools.

Which locally available materials can be used to make a fiddle?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 9-10

Observation -Materials collection checklist -Group assessment

CREATING AND EXECUTION

Picture Making - Fiddle Resonator Preparation

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

- Prepare the resonator for a fiddle.
- Demonstrate care when using tools.
- Show patience in crafting.

Learner is guided to:
- Prepare the resonator using a cylindrical piece of wood, carton materials, or a gourd.
- Cut to size and hollow out as needed.
- Observe safety while using cutting tools.

How is a resonator prepared for a string instrument?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 10-11

Observation -Project work assessment -Self-assessment

CREATING AND EXECUTION

Picture Making - Fiddle Resonator Preparation

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

- Prepare the resonator for a fiddle.
- Demonstrate care when using tools.
- Show patience in crafting.

Learner is guided to:
- Prepare the resonator using a cylindrical piece of wood, carton materials, or a gourd.
- Cut to size and hollow out as needed.
- Observe safety while using cutting tools.

How is a resonator prepared for a string instrument?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 10-11

Observation -Project work assessment -Self-assessment

CREATING AND EXECUTION

Picture Making - Fiddle Neck Construction

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

- Prepare the neck of the fiddle.
- Make holes for the neck on the resonator.
- Value patience in the process of making.

Learner is guided to:
- Prepare a straight piece of wood for the neck.
- Smoothen it and cut to size.
- Drill two holes on the upper side of the resonator.
- Insert the wooden stick through the holes to form the fiddle's neck.

How is the neck attached to the resonator of a fiddle?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 11-12

Observation -Project assessment -Peer feedback

CREATING AND EXECUTION

Picture Making - Fiddle Membrane and Strings

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

- Stretch the membrane over the resonator.
- Fix the strings on the fiddle.
- Show creativity in making a fiddle.

Learner is guided to:
- Stretch the animal skin or fabric tightly over the resonator's opening.
- Use pins, small nails or glue to attach the membrane.
- Fix the strings by tying to the nail on the neck and stretching over the membrane.
- Place a small piece of wood between the string and membrane as a bridge.

How are the membrane and strings attached to a fiddle?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 12-13

Observation -Project assessment -Self-assessment

CREATING AND EXECUTION

Picture Making - Fiddle Bow Construction

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

- Make a bow for the fiddle.
- Apply rosin to the bowstring.
- Demonstrate patience in craft-making.

Learner is guided to:
- Collect materials for making a bow: flexible stick, sisal string, rosin, glue.
- Prepare the stick by cutting to length and smoothening.
- Attach the bowstring and create the bow's curve.
- Apply rosin to increase friction for sound production.

How is a bow made for a string instrument?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 13

Observation -Project assessment -Peer feedback

CREATING AND EXECUTION

Picture Making - Instrument Safety and Care

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

- Discuss safety precautions when using tools.
- Identify proper ways to care for string instruments.
- Value safety in tool handling.

Learner is guided to:
- Discuss safety precautions when using sharp tools.
- Study illustrations of damaged instruments.
- Discuss what could have happened and how to prevent damage.
- Practice proper storing and handling of instruments.

Why is it important to observe safety when using tools?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 14

Oral questions -Role play assessment -Self-assessment

CREATING AND EXECUTION

Picture Making - Instrument Cleaning and Maintenance

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

- Clean and maintain a string instrument.
- Explain the importance of instrument care.
- Show responsibility in caring for instruments.

Learner is guided to:
- Take turns to practice cleaning and storing a string instrument.
- Discuss the importance of caring for and maintaining a string instrument.
- Demonstrate proper cleaning techniques.
- Apply rosin to bow strings as needed.

How should string instruments be cared for and maintained?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 15

Observation -Practical assessment -Peer feedback

CREATING AND EXECUTION

Picture Making - Instrument Cleaning and Maintenance

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

- Clean and maintain a string instrument.
- Explain the importance of instrument care.
- Show responsibility in caring for instruments.

Learner is guided to:
- Take turns to practice cleaning and storing a string instrument.
- Discuss the importance of caring for and maintaining a string instrument.
- Demonstrate proper cleaning techniques.
- Apply rosin to bow strings as needed.

How should string instruments be cared for and maintained?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 15

Observation -Practical assessment -Peer feedback

CREATING AND EXECUTION

Picture Making - Digital Recording of Instrument Care

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

- Record a video of the cleaning process.
- Demonstrate digital literacy skills.
- Show interest in documenting processes.

Learner is guided to:
- In pairs, demonstrate how to clean a string instrument.
- Record a video of the cleaning process.
- Exchange roles and record each other.
- Save the video in a digital portfolio.

How can digital technology enhance learning about instrument care?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 15

Video assessment -Digital portfolio check -Peer feedback

CREATING AND EXECUTION

Picture Making - Fiddle Tuning

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

- Tune a fiddle.
- Observe how sound changes with string tension.
- Value precision in musical instrument tuning.

Learner is guided to:
- Watch a teacher or resource person tuning a fiddle.
- Observe what happens to the sound when the string is loosened or tightened.
- Take turns to practice tuning a fiddle.
- Observe safety to avoid snapping strings.

How does string tension affect the sound of a string instrument?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 15-16

Observation -Practical assessment -Self-assessment

CREATING AND EXECUTION

Picture Making - Stippling Technique Introduction

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

- Identify pictures drawn using stippling technique.
- Describe the effect of stippling in creating texture.
- Show interest in drawing techniques.

Learner is guided to:
- Study drawings created using stippling technique.
- Identify items in the pictures.
- Determine the direction of light on the items.
- Discuss how light and dark parts are achieved.
- Identify items with rough and smooth textures.

How does the stippling technique create texture in drawings?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 16-17

Observation -Oral questions -Discussion assessment

CREATING AND EXECUTION

Picture Making - Digital Stippling Research

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

- Search and discuss drawings with stippling technique.
- Identify balance, texture, and light in drawings.
- Value digital resources for learning.

Learner is guided to:
- Search and discuss drawings created using stippling technique from digital sources.
- Identify items in the pictures.
- Discuss light direction and texture creation.
- Analyze balance in the compositions.

How do artists use stippling to create different effects?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 17

Observation -Digital literacy assessment -Group discussion assessment

CREATING AND EXECUTION

Picture Making - Still Life Drawing Principles

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

- Understand the principles of still life drawing.
- Identify balance and overlapping in compositions.
- Appreciate the effect of tone in drawings.

Learner is guided to:
- Learn about still life drawing principles.
- Study examples of drawings with and without balance.
- Compare drawings with and without overlapping to determine realism.
- Discuss how tone and texture are represented in drawing.

Why is overlapping important in still-life drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 17-18

Observation -Written assessment -Self-assessment

CREATING AND EXECUTION

Picture Making - Still Life Drawing Principles

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

- Understand the principles of still life drawing.
- Identify balance and overlapping in compositions.
- Appreciate the effect of tone in drawings.

Learner is guided to:
- Learn about still life drawing principles.
- Study examples of drawings with and without balance.
- Compare drawings with and without overlapping to determine realism.
- Discuss how tone and texture are represented in drawing.

Why is overlapping important in still-life drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 17-18

Observation -Written assessment -Self-assessment

CREATING AND EXECUTION

Picture Making - Stippling Musical Instruments

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

- Sketch a musical instrument.
- Apply stippling technique to create texture.
- Show creativity in drawing.

Learner is guided to:
- Draw a musical instrument using stippling technique.
- Follow the procedure: sketch basic shapes, apply stippling for shadows, add details, create texture.
- Focus on overlapping, balance, tone, and texture.

How is stippling used to create form and texture in drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 18-19

Observation -Drawing assessment -Portfolio

CREATING AND EXECUTION

Picture Making - String Instrument Still Life

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

- Create a still-life drawing of string instruments using stippling technique.
- Apply proper technique for texture and tone.
- Value precision in artistic work.

Learner is guided to:
- Create a still-life drawing of string instruments using stippling technique.
- Focus on overlapping, balance of forms, and tone/texture.
- Apply stippling to show light, shadow, and different textures.
- Create contrast and visual interest through dot density.

How can stippling be used to represent different textures in musical instruments?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 19

Observation -Drawing assessment -Self-assessment

CREATING AND EXECUTION

Picture Making - Drawing Exhibition and Feedback

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

- Display drawings for appraisal.
- Provide constructive feedback on others' work.
- Appreciate diverse artistic expressions.

Learner is guided to:
- Display or present drawings in the classroom.
- Discuss displayed drawings focusing on overlapping, balance, tone, and texture.
- Give and receive constructive feedback.
- Appreciate each other's work.

How does giving and receiving feedback help improve artistic skills?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 20

Peer assessment -Oral presentation -Exhibition assessment

CREATING AND EXECUTION

Volleyball - Underarm Service and Dig Pass

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

- Identify serving and digging skills in volleyball.
- Explain the importance of proper volleyball techniques.
- Show interest in volleyball skills.

Learner is guided to:
- Observe pictures showing serving and digging skills.
- Identify the underarm serve and single-handed dig pass.
- Discuss why the non-dominant hand is used to hold and toss the ball during serving.
- Determine which part of the arm is suitable for hitting the ball during underarm serve.
- Discuss the importance of good reception during play.

How are the underarm service and dig pass skills performed in volleyball?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 49-50

Observation -Oral questions -Self-assessment

CREATING AND EXECUTION

Volleyball - Virtual Game Analysis

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

- Watch a virtual volleyball game responsibly.
- Identify serving and digging skills in a game situation.
- Appreciate the execution of volleyball skills.

Learner is guided to:
- Watch a virtual volleyball game responsibly in groups.
- Identify serving and digging skills in the game.
- Discuss the techniques observed.
- Relate the observed techniques to the pictures studied in the previous lesson.

How are the underarm service and dig pass skills applied in a volleyball game?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 50

Observation -Discussion assessment -Peer feedback

CREATING AND EXECUTION

Volleyball - Virtual Game Analysis

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

- Watch a virtual volleyball game responsibly.
- Identify serving and digging skills in a game situation.
- Appreciate the execution of volleyball skills.

Learner is guided to:
- Watch a virtual volleyball game responsibly in groups.
- Identify serving and digging skills in the game.
- Discuss the techniques observed.
- Relate the observed techniques to the pictures studied in the previous lesson.

How are the underarm service and dig pass skills applied in a volleyball game?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 50

Observation -Discussion assessment -Peer feedback

CREATING AND EXECUTION

Volleyball - Underarm Service Stance and Grip

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

- Demonstrate the stance and grip for underarm service.
- Execute proper body positioning for underarm service.
- Show interest in learning volleyball skills.

Learner is guided to:
- Learn about the stance for underarm service (facing the net, feet shoulder-width apart, back foot, bent knees, bent trunk).
- Practice the correct grip (holding the ball with non-dominant hand, extending the hand holding the ball in front).
- Form a fist with the dominant hand.
- Practice the stance and grip in pairs.

What is the proper stance and grip for the underarm service in volleyball?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 51

Observation -Skill assessment -Peer feedback

CREATING AND EXECUTION

Volleyball - Underarm Service Execution

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

- Execute the underarm service with proper technique.
- Follow through correctly after service.
- Demonstrate coordination in volleyball skills.

Learner is guided to:
- Demonstrate the execution of underarm service.
- Practice facing the net, tossing the ball with non-dominant hand.
- Swing the arm forward to hit the ball at the bottom with the heel of the hand.
- Practice the follow-through by moving the hitting hand in the direction of the serve.

How is the execution and follow-through performed in the underarm service?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 51-52

Observation -Skill assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Group Service Practice

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

- Perform the underarm service in a group activity.
- Provide feedback on others' performance.
- Show teamwork in group activities.

Learner is guided to:
- In two groups of equal numbers, stand 5 meters apart facing each other.
- Take turns demonstrating the stance, grip, execution, and follow-through in underarm service.
- When one group serves, the other returns the ball by an underarm service.
- Provide constructive feedback to each other.

How can the underarm service be practiced effectively in a group?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 52

Observation -Peer assessment -Skill progression assessment

CREATING AND EXECUTION

Volleyball - Service Technique Refinement

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

- Perform the underarm service with proper technique.
- Provide constructive feedback to peers.
- Appreciate own and others' efforts in skill performance.

Learner is guided to:
- In groups, take turns to perform the underarm service.
- Observe each other's performance and give constructive feedback.
- Appreciate own and others' efforts while performing the underarm serve.
- Practice the skill multiple times to improve technique.

How does constructive feedback help improve volleyball skills?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 52

Observation -Peer assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Single-Hand Dig Pass Introduction

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

- Understand the single-hand dig pass technique.
- Demonstrate the stance for single-hand dig pass.
- Show interest in learning volleyball skills.

Learner is guided to:
- Learn about the single-hand dig pass (used when the ball cannot be reached with both hands).
- Practice the stance (feet comfortably wide apart, facing the direction of oncoming ball, knees bent).
- Keep weight balanced on toes to spring forward or to either side.
- Practice the stance in pairs.

Why is the single-hand dig pass important in volleyball?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 52-53

Observation -Skill assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Single-Hand Dig Pass Introduction

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

- Understand the single-hand dig pass technique.
- Demonstrate the stance for single-hand dig pass.
- Show interest in learning volleyball skills.

Learner is guided to:
- Learn about the single-hand dig pass (used when the ball cannot be reached with both hands).
- Practice the stance (feet comfortably wide apart, facing the direction of oncoming ball, knees bent).
- Keep weight balanced on toes to spring forward or to either side.
- Practice the stance in pairs.

Why is the single-hand dig pass important in volleyball?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 52-53

Observation -Skill assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Single-Hand Dig Pass Execution

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

- Execute the single-hand dig pass with proper technique.
- Follow through correctly after the dig pass.
- Show coordination in volleyball skills.

Learner is guided to:
- Practice execution of single-hand dig pass (moving to the side, reaching out to the ball).
- Make contact with the forearm.
- Push the ball upward and forward in the direction of the intended receiver.
- Practice the follow-through by moving the arm slightly upward in the desired direction.

How is the single-hand dig pass executed properly?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 53

Observation -Skill assessment -Peer feedback

CREATING AND EXECUTION

Volleyball - Dig Pass Paired Practice

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

- Demonstrate the single-hand dig pass in pairs.
- Receive and pass the ball using correct technique.
- Value teamwork in skill practice.

Learner is guided to:
- In pairs, stand 5 meters apart facing each other.
- Toss the ball to either side of your partner who should receive it with a single-handed dig pass.
- Change roles and give each other feedback.
- Practice the skill multiple times for improvement.

How can the single-hand dig pass be practiced effectively in pairs?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 53

Observation -Peer assessment -Skill progression assessment

CREATING AND EXECUTION

Volleyball - Combined Skills Practice

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

- Practice the single-hand dig pass in small groups.
- Combine underarm service and single-hand dig pass.
- Show cooperation in group activities.

Learner is guided to:
- Practice in groups of threes.
- Two members stand 4 meters apart facing one with a ball who stands 5 meters in front.
- The member with the ball makes an underarm pass to each of the others one at a time.
- Receivers use the single-hand dig and direct it back to the server.
- Change roles and repeat until everyone practices both skills.

How can the underarm service and single-hand dig pass be combined in practice?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 53

Observation -Skill assessment -Group dynamics assessment

CREATING AND EXECUTION

Volleyball - Mini Game Application

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

- Play a mini volleyball game applying learned skills.
- Observe volleyball rules in a game situation.
- Show sportsmanship in game play.

Learner is guided to:
- Form teams of 6 players.
- Use a volleyball court to play a mini volleyball game.
- Play sets of 7 points.
- Put the ball into play using the underarm serve.
- Make 3 touches before crossing the ball to opponents.
- Earn points when the ball is grounded or when single-hand dig pass is used correctly.
- Observe and appraise one another.

How are volleyball skills applied in a game situation?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 53-54

Observation -Game performance assessment -Peer assessment

CREATING AND EXECUTION

Volleyball - Rhythmic Warm-up

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

- Chant French rhythm names in a warm-up activity.
- Connect rhythm to movement in volleyball.
- Show creativity in combining music and sports.

Learner is guided to:
- Recite French rhythm names (ta-te, taa, taa-aa, taa-aa-aa-aa) in a warm-up activity.
- Follow a given pattern and tempo while performing warm-up exercises.
- Connect the rhythm to the movement patterns in volleyball skills.
- Practice volleyball skills while maintaining rhythmic patterns.

How can rhythm enhance the performance of volleyball skills?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Rhythm assessment -Coordination assessment

CREATING AND EXECUTION

Volleyball - Rhythmic Warm-up

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

- Chant French rhythm names in a warm-up activity.
- Connect rhythm to movement in volleyball.
- Show creativity in combining music and sports.

Learner is guided to:
- Recite French rhythm names (ta-te, taa, taa-aa, taa-aa-aa-aa) in a warm-up activity.
- Follow a given pattern and tempo while performing warm-up exercises.
- Connect the rhythm to the movement patterns in volleyball skills.
- Practice volleyball skills while maintaining rhythmic patterns.

How can rhythm enhance the performance of volleyball skills?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Rhythm assessment -Coordination assessment

CREATING AND EXECUTION

Volleyball - Applique Technique Introduction

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

- Understand the applique technique for labeling.
- Collect materials for applique work.
- Show interest in textile arts.

Learner is guided to:
- Discuss the applique technique for labeling volleyball playing kits.
- Collect appropriate materials for applique (fabric pieces, scissors, thread, needles, glue).
- Consider material choice, color contrast, stitching or pasting methods, and positioning.
- Plan the design for a volleyball kit label.

What materials are appropriate for the applique technique?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Materials assessment -Planning assessment

CREATING AND EXECUTION

Volleyball - Applique Design Creation

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

- Create a simple design for applique.
- Cut fabric pieces according to design.
- Show creativity in design work.

Learner is guided to:
- Create a simple design for a volleyball kit label.
- Transfer the design to fabric pieces.
- Cut fabric pieces according to the design.
- Prepare the base fabric for attaching the applique pieces.
- Focus on choice of material, color contrast, and design elements.

How are designs created and prepared for applique work?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Design assessment -Peer feedback

CREATING AND EXECUTION

Volleyball - Applique Kit Labeling

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

- Apply the applique technique to label a volleyball kit.
- Use appropriate stitching or pasting methods.
- Demonstrate precision in craftwork.

Learner is guided to:
- Attach cut fabric pieces to the base fabric using stitching or pasting methods.
- Ensure proper positioning of the design elements.
- Focus on neat edges and secure attachment.
- Consider color contrast for visibility of the label.
- Complete the applique work with appropriate finishing.

How is the applique technique applied to label a volleyball kit?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Project assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Recyclable Drawing Materials

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

- Search for recyclable paper/drawing surfaces.
- Identify suitable drawing materials.
- Value environmental conservation through recycling.

Learner is guided to:
- Search the environment for recyclable paper/drawing surfaces (newsprint, packaging papers, sugar paper, brown papers, tracing papers).
- Discuss the properties of different papers for drawing.
- Organize and prepare the collected materials for drawing activities.
- Sort materials according to suitability for block shading.

Which recyclable papers are suitable for drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Materials assessment -Environmental awareness assessment

CREATING AND EXECUTION

Volleyball - Player Pose Templates

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

- Source virtual or actual pictures of volleyball players.
- Trace and cut out templates of players executing skills.
- Show interest in sports imagery.

Learner is guided to:
- Source virtual or actual pictures of players executing skills in volleyball (dig pass and underarm service).
- Study the body positions and movement patterns in the pictures.
- Trace the pictures to create templates.
- Cut out the templates carefully for later use in drawing.

How can pictures of volleyball players be used as templates for drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Template creation assessment -Peer feedback

CREATING AND EXECUTION

Volleyball - Player Pose Templates

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

- Source virtual or actual pictures of volleyball players.
- Trace and cut out templates of players executing skills.
- Show interest in sports imagery.

Learner is guided to:
- Source virtual or actual pictures of players executing skills in volleyball (dig pass and underarm service).
- Study the body positions and movement patterns in the pictures.
- Trace the pictures to create templates.
- Cut out the templates carefully for later use in drawing.

How can pictures of volleyball players be used as templates for drawing?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Template creation assessment -Peer feedback

CREATING AND EXECUTION

Volleyball - Block Shading Technique

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

- Use templates to draw outlines of volleyball players.
- Apply block shading technique to the drawings.
- Demonstrate creativity in artistic work.

Learner is guided to:
- Use the templates to draw outlines of players executing volleyball skills.
- Apply block-shading technique using appropriate media (pencils, charcoal, chalk, crayons).
- Create contrast between the figures and the background.
- Focus on creating a sense of movement in the drawings.

How is the block shading technique applied to create contrast in drawings?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Drawing assessment -Portfolio

CREATING AND EXECUTION

Volleyball - Player Illustration Completion

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

- Complete block-shaded drawings of volleyball players.
- Create effective contrast in the artwork.
- Show precision in artistic techniques.

Learner is guided to:
- Complete block-shaded drawings of volleyball players.
- Refine the shading to create clear distinction between light and dark areas.
- Create effective contrast between the figures and background.
- Add final details to enhance the quality of the drawings.

How does block shading enhance the visual impact of sports illustrations?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Observation -Project assessment -Self-assessment

CREATING AND EXECUTION

Volleyball - Artwork Display and Appraisal

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

- Display completed drawings for appraisal.
- Discuss artistic techniques used in the drawings.
- Appreciate own and others' artistic expressions.

Learner is guided to:
- Display the completed block-shaded pictures for appraisal.
- Discuss the effectiveness of the block shading technique in depicting movement.
- Provide constructive feedback on each other's work.
- Reflect on the process and outcomes of the drawing project.

How does artistic appraisal contribute to improvement in drawing skills?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Peer assessment -Exhibition assessment -Self-reflection

CREATING AND EXECUTION

Volleyball - Skills Self-Assessment

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

- Assess own performance in volleyball skills.
- Identify areas for improvement.
- Show self-awareness in skill development.

Learner is guided to:
- Complete a self-assessment checklist on volleyball skills (underarm service and single-hand dig pass).
- Identify strengths and areas needing improvement.
- Set personal goals for skill development.
- Share reflections with peers for feedback.

How does self-assessment contribute to skill development in volleyball?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 54

Self-assessment -Reflection assessment -Goal setting assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - French Rhythm Names

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

- Interpret rhythmic patterns using French rhythm names.
- Recognize syllables in words as rhythms.
- Show interest in rhythm interpretation.

Learner is guided to:
- Clap rhythms represented by French rhythm names (taa-aa-aa-aa, taa-aa, taa, ta-te).
- Identify the duration of different rhythms.
- Discuss what rhythmic patterns are.
- Recognize the relationship between word syllables and rhythm.

How are French rhythm names used to create rhythmic patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 58-59

Observation -Aural tests -Self-assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - French Rhythm Names

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

- Interpret rhythmic patterns using French rhythm names.
- Recognize syllables in words as rhythms.
- Show interest in rhythm interpretation.

Learner is guided to:
- Clap rhythms represented by French rhythm names (taa-aa-aa-aa, taa-aa, taa, ta-te).
- Identify the duration of different rhythms.
- Discuss what rhythmic patterns are.
- Recognize the relationship between word syllables and rhythm.

How are French rhythm names used to create rhythmic patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 58-59

Observation -Aural tests -Self-assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Song Rhythm Analysis

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

- Identify French rhythm names in songs.
- Sing songs while clapping rhythms.
- Appreciate rhythms in familiar songs.

Learner is guided to:
- Sing songs like "Mary had a little lamb" and "Lala mtoto lala".
- Hum the melody of the songs.
- Clap the rhythm of the songs.
- Sing the songs while clapping specified rhythms.
- Identify words with specific French rhythm names.

How can French rhythm names be identified in songs?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 59-60

Observation -Performance assessment -Peer feedback

CREATING AND EXECUTION

Rhythm and Pattern Making - Dotted Minim Rhythm

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

- Identify the French rhythm name taa-aa-aa in a song.
- Understand the relationship between dotted minim and taa-aa-aa.
- Value precision in rhythm interpretation.

Learner is guided to:
- Sing/listen to the song "Music Alone Shall Live".
- Clap/tap the rhythm of the song while reciting French rhythm names.
- Identify words with the rhythm taa-aa-aa (e.g., "sky").
- Understand that taa-aa-aa corresponds to a dotted minim (3 counts).

How is the French rhythm taa-aa-aa used in music?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 60-61

Observation -Aural tests -Performance assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Group Rhythm Practice

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

- Clap the rhythm taa-aa-aa in groups.
- Count beats while clapping rhythm patterns.
- Show cooperation in group rhythm activities.

Learner is guided to:
- In two groups, practice clapping taa-aa-aa while the other group counts "123".
- Take turns with different rhythms (taa, taa-aa, ta-te, taa-aa-aa-aa, taa-aa-aa).
- Practice clapping, tapping, or stamping various rhythmic patterns.

How can rhythms be practiced effectively in groups?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 61-62

Observation -Group performance assessment -Coordination assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Contrasting Rhythms

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

- Practice rhythmic patterns in groups.
- Perform contrasting rhythm patterns simultaneously.
- Show teamwork in rhythm performance.

Learner is guided to:
- In groups, practice different rhythmic patterns simultaneously (e.g., Group 1: taa taa taa taa, Group 2: ta-te ta-te ta-te ta-te).
- Maintain steady tempo while performing.
- Try various combinations of contrasting rhythms.

How do contrasting rhythmic patterns create interesting musical effects?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 62

Observation -Group performance assessment -Peer feedback

CREATING AND EXECUTION

Rhythm and Pattern Making - Music Notes and Rests

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

- Understand the relationship between music notes and French rhythm names.
- Identify music notes and their corresponding rests.
- Value the precision in musical notation.

Learner is guided to:
- Sing a familiar song and identify words with specific rhythm names.
- Learn about music notes and their corresponding rests.
- Understand that each note has a corresponding rest with the same number of counts.
- Match French rhythm names with their musical notation.

What is the relationship between music notes and French rhythm names?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 62-63

Observation -Written tests -Self-assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Music Notes and Rests

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

- Understand the relationship between music notes and French rhythm names.
- Identify music notes and their corresponding rests.
- Value the precision in musical notation.

Learner is guided to:
- Sing a familiar song and identify words with specific rhythm names.
- Learn about music notes and their corresponding rests.
- Understand that each note has a corresponding rest with the same number of counts.
- Match French rhythm names with their musical notation.

What is the relationship between music notes and French rhythm names?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 62-63

Observation -Written tests -Self-assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Rhythm Games

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

- Create rhythmic patterns using French rhythm names.
- Play the "I Pick You Clap" game.
- Show creativity in rhythm creation.

Learner is guided to:
- Play the "I Pick You Clap" game in groups.
- One learner randomly picks and displays a flash card with a rhythm pattern.
- Another learner steps forward, claps the rhythm, and explains the French rhythm names used.
- The one who claps correctly picks the next card.

How can games enhance learning of rhythmic patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 63

Observation -Performance assessment -Game participation assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Repetition Technique

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

- Create rhythmic patterns using French rhythm names.
- Apply repetition technique in rhythm creation.
- Show creativity in musical composition.

Learner is guided to:
- Clap rhythmic patterns to identify how rhythms are created.
- Learn techniques for creating rhythmic patterns, including repetition of note values.
- Create and clap rhythmic patterns with repeated note values (e.g., taa taa taa taa).
- Practice creating and performing rhythms with repetition.

How is repetition used to create rhythmic patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 64-65

Observation -Composition assessment -Performance assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Variation Technique

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

- Create rhythmic patterns using variation technique.
- Apply contrast in rhythm creation.
- Show originality in rhythm composition.

Learner is guided to:
- Learn about creating rhythmic patterns through variation of note values.
- Create and perform rhythmic patterns with varied note values (e.g., taa taa taa ta-te).
- Observe how variation creates interest in rhythmic patterns.
- Practice creating original rhythms using variation.

How does variation of note values enhance rhythmic patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 65-66

Observation -Composition assessment -Creativity assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Effective Endings

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

- Create rhythmic patterns with effective endings.
- Apply the principle of closure in rhythm.
- Value completeness in musical compositions.

Learner is guided to:
- Learn about the importance of effective endings in rhythmic patterns.
- Understand that longer notes at the end create a sense of closure.
- Analyze rhythmic patterns and identify their endings.
- Create rhythmic patterns with satisfying endings (e.g., ending with taa-aa or taa-aa-aa-aa).

Why is the ending important in a rhythmic pattern?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 66-67

Observation -Composition assessment -Aural assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Combined Techniques

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

- Combine techniques to create rhythmic patterns.
- Apply principles of repetition, variation, and ending.
- Show integrity in producing original rhythms.

Learner is guided to:
- Create rhythmic patterns combining various techniques.
- Use repetition, variation, and effective endings in the same rhythm.
- Perform created rhythms for the class.
- Observe integrity by creating original rhythmic patterns.

How can various techniques be combined to create effective rhythmic patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 67-68

Observation -Composition assessment -Performance assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Combined Techniques

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

- Combine techniques to create rhythmic patterns.
- Apply principles of repetition, variation, and ending.
- Show integrity in producing original rhythms.

Learner is guided to:
- Create rhythmic patterns combining various techniques.
- Use repetition, variation, and effective endings in the same rhythm.
- Perform created rhythms for the class.
- Observe integrity by creating original rhythmic patterns.

How can various techniques be combined to create effective rhythmic patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 67-68

Observation -Composition assessment -Performance assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Collaborative Rhythm

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

- Play the "Create I Complete" game.
- Collaborate in rhythm creation.
- Value teamwork in musical activities.

Learner is guided to:
- In pairs, play the "Create I Complete" game.
- One learner creates and recites the first part of a rhythm.
- The partner completes by reciting the French rhythm names of the second part.
- Write down the complete rhythmic pattern and exchange roles.

How can collaboration enhance rhythm creation?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 68

Observation -Collaboration assessment -Peer assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Digital Rhythm Creation

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

- Create rhythmic patterns using digital resources.
- Apply technology in musical learning.
- Demonstrate digital literacy.

Learner is guided to:
- Search and use digital resources to create rhythmic patterns.
- Explore digital applications that allow rhythm creation.
- Create a rhythmic pattern using digital tools.
- Clap, tap, or stamp the created rhythm.
- Use French rhythm names to recite the pattern.

How can digital resources enhance rhythm creation?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 68

Digital literacy assessment -Creativity assessment -Performance assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Three-Beat Patterns

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

- Understand rhythm improvisation in beat patterns.
- Recognize three-beat patterns.
- Value improvisation in music.

Learner is guided to:
- Learn about rhythm improvisation in beat patterns.
- Understand that improvisation involves creativity without prior planning.
- Learn about three-beat patterns and how to recognize them.
- Practice improvising simple three-beat rhythms.

Why create rhythm in different beat patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 68-69

Observation -Improvisation assessment -Self-assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Conducting Technique

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

- Identify songs in three-beat patterns.
- Conduct a three-beat pattern.
- Show coordination in conducting.

Learner is guided to:
- Listen to songs like "Happy Birthday" and identify their beat patterns.
- Clap the steady beat while counting "123".
- Learn conducting techniques for three-beat patterns.
- Practice conducting a three-beat pattern with proper hand movements.

How is a three-beat pattern conducted?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 69-70

Observation -Conducting assessment -Rhythm identification assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Song Conducting

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

- Conduct songs in three-beat patterns.
- Apply conducting techniques to familiar songs.
- Demonstrate leadership in musical activities.

Learner is guided to:
- Practice conducting while singing songs like "Kumbaya".
- Take turns conducting as the group sings "Happy Birthday".
- Conduct the performance of "Music Alone Shall Live".
- Focus on maintaining steady tempo while conducting.

How does conducting help maintain rhythm in a musical performance?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 70

Observation -Conducting assessment -Leadership assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Song Conducting

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

- Conduct songs in three-beat patterns.
- Apply conducting techniques to familiar songs.
- Demonstrate leadership in musical activities.

Learner is guided to:
- Practice conducting while singing songs like "Kumbaya".
- Take turns conducting as the group sings "Happy Birthday".
- Conduct the performance of "Music Alone Shall Live".
- Focus on maintaining steady tempo while conducting.

How does conducting help maintain rhythm in a musical performance?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 70

Observation -Conducting assessment -Leadership assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Percussion Patterns

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

- Practice three-beat rhythmic patterns on percussion instruments.
- Apply proper playing techniques.
- Show creativity in rhythmic performance.

Learner is guided to:
- Tap various three-beat rhythmic patterns on percussion instruments.
- Focus on maintaining tempo, accuracy, consistency, and coordination.
- Practice patterns like "taa taa ta-te" and "ta-te taa taa" in three-beat groupings.
- Create their own three-beat patterns for practice.

How are three-beat patterns performed on percussion instruments?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 70-71

Observation -Performance assessment -Technique assessment

CREATING AND EXECUTION

Rhythm and Pattern Making - Block Printing

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

- Understand block printing technique.
- Identify materials for block printing.
- Value traditional printing methods.

Learner is guided to:
- Learn about block printing as a method for creating repeat patterns.
- Understand how a design is carved onto a block, inked, and then pressed onto a surface.
- Identify suitable materials for making printing blocks (wood, rubber, linoleum).
- Discuss the qualities needed in block printing materials.

Why is block printing effective for creating repeat patterns?

KLB VISIONARY Creative Arts Grade 6 Learner's Book Page 71-73

Observation -Written assessment -Self-assessment