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
Components of Creative Arts and Sports - Elements of a Play

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
- MENTOR pg. 7
-Lesson notes

- Practical activity -Observation -Peer assessment -Portfolio

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Elements of a Play
Components of Creative Arts and Sports - Physical Fitness

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

-Perform or Role play to show elements of a play
-Express conflict and resolution
-Highlight characters
-Identify the language to use
-Enjoy performing a short play

In groups, learners should be guided to:
-Perform the play as they use digital devices to record
-Share responsibilities
-Decide and practice on language to use
-Examine the elements of a play from performance

How do you perform to show the basic elements of a play?

- MENTOR pg. 8
-Digital resources
-Costumes
-Open space or class
-Textbooks
-Teachers notes
-Video clips
- MENTOR pg. 10
-Digital devices

- Practical activity -Assessment rubrics -Observation -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Physical Fitness
Components of Creative Arts and Sports - Rhythm

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

-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:
-Demonstrate fitness exercise
-Practice activities that enhance power and reaction time

How do you perform activities demonstrating the components of fitness?

- MENTOR pg. 12
-Digital devices
-Lesson notes
- MENTOR pg. 42
-Digital resources
-Descant recorder
-Video clips

- Assessment rubrics -Checklist -Oral questions

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Note Extension
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:

-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
- MENTOR pg. 16
-Music instruments
- MENTOR pg. 23

- Assessment rubrics -Checklist -Written questionnaires -Oral questions

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

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

How do artists create texture in drawings?

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

- Practical activity -Observation -Portfolio assessment

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

- Assessment rubrics -Oral questions -Practical activity

Creating And Performing

Drawing and Painting - Analogous Colors and Color Harmony
Drawing and Painting - 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
- MENTOR pg. 37
-Paint supplies
-Color strips
-Brushes
-Water containers
-Sample gradations

- Assessment rubrics -Oral questions -Practical activity

Creating And Performing

Drawing and Painting - Scenery Composition

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

-Identify scenic points for composition
-Study landscape and seascape compositions
-Observe how artists use color and texture in scenery
-Appreciate environmental beauty

In groups, learners are guided to:
-Use digital devices to observe landscape/seascape pictures
-Analyze how color, harmony, mood and texture are used
-Take a field walk to identify scenic points
-Discuss potential compositions based on observations

What makes a compelling landscape or seascape composition?

- MENTOR pg. 38
-Sample landscape paintings
-Digital resources
-Field trip location
-Drawing materials
- MENTOR pg. 39
-Drawing books
-Pencils
-Rulers
-Sample sketches

- Oral discussions -Written notes -Observation -Field reports

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
-Partially completed paintings
-Paint supplies
-Samples of textured paintings
- MENTOR pg. 41
-Nearly completed paintings
-Display area

- Practical activity -Observation -Portfolio assessment

Creating And Performing

Rhythm - Effects of Note Extension
Rhythm - Value Extension

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

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

What are the effects of note extension on rhythmic patterns?

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

- Assessment rubrics -Oral questions -Written questions

Creating And Performing

Rhythm - Dictation
Rhythm - Time Signature

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

-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 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

How can various note combinations be used to form rhythms in simple time?

- MENTOR pg. 43
-Digital resources
-Lesson notes
-Music instruments
-Video clips
- MENTOR pg. 44
-Charts showing beat patterns
-Music in 4/4 time
-Percussion instruments

- Assessment rubrics -Checklist -Oral questions -Written questions

Creating And Performing

Rhythm - Compose Rhythmic Pattern
Rhythm - Group Activity

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

- Assessment rubrics -Practical activity -Checklist

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

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

Why is beat numbering important in understanding rhythm?

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

- Written work -Observation -Assessment rubrics -Class discussion

Creating And Performing

Rhythm - Notating Rhythmic Pattern
Rhythm - Rhythm Writing Rules

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

- Assessment rubrics -Practical activity -Checklist

Creating And Performing

Rhythm - Body Percussion
Athletics and Mosaic - Triple Jump

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
- MENTOR pg. 54
-Digital devices
-Video clips
-Open field

- Performance assessment -Peer evaluation -Video analysis -Observation

Creating And Performing

Athletics and Mosaic - Approach and Take-off
Athletics and Mosaic - Hop and Step

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

-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:
-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

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

- MENTOR pg. 55
-Open field
-Cones
-Markers
-Digital resources
- MENTOR pg. 56
-Video clips

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Jump and Landing
Athletics and Mosaic - Complete Triple Jump
Athletics and Mosaic - Long Distance Running

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

-Demonstrate the jump phase in Triple jump
-Execute proper landing technique
-Complete the full Triple jump sequence
-Value proper technique and safety

In groups, learners are guided to:
-Practice jumping from the opposite leg
-Propel forward for maximum distance
-Bring both legs together for landing
-Practice the complete sequence (hop-step-jump)

How can you maximize distance in the jump phase while maintaining control for landing?

- MENTOR pg. 56
-Sand pit
-Open field
-Markers
-Digital resources
- MENTOR pg. 57
-Digital recording devices
- MENTOR pg. 58
-Textbooks
-Pictures of famous runners
-Videos of races

- Practical activity -Assessment rubrics -Observation -Peer feedback

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

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

How does proper starting technique affect long distance performance?

- 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
Athletics and Mosaic - Monomedia

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
- MENTOR pg. 60
-Sample mosaics
-Collection of materials

- Portfolio -Observation -Oral questions

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

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

What considerations are important when selecting materials for mosaic?

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

- Materials assessment -Observation -Group discussion -Planning documents

Creating And Performing

Athletics and Mosaic - Creating Mosaic
Athletics and Mosaic - Completing Mosaic
Melody - Variation Techniques

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

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

Creating And Performing

Melody - Analyzing Phrases
Melody - Rhythm Variation

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
- MENTOR pg. 70
-Staff paper
-Percussion instruments

- Oral questions -Written analysis -Listening assessment -Observation

Creating And Performing

Melody - Scale of F Major
Melody - Scale Practice

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

-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:
-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

What are the characteristics of the F Major scale?

- MENTOR pg. 71
-Digital resources
-Musical instruments
-Staff paper
-Music notation software
- MENTOR pg. 72
-Scale notation
-Keyboard or piano

- Practical activity -Assessment rubrics -Observation

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
Melody - Notating Melodies
Melody - Performing 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
- MENTOR pg. 78
- MENTOR pg. 80
-Melody recordings
-Performance space

- Project -Portfolio -Assessment rubrics -Observation

Creating And Performing

Rugby - Different Passes
Rugby - Basic Pass

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

-Distinguish passes in Rugby
-Identify the spin, pop and basic passes
-Describe the execution of the passes
-Appreciate passing as a fundamental skill in Rugby

In groups, learners are guided to:
-Watch a live or virtual Rugby game to identify passes
-Discuss how the passes are executed
-Research using digital devices on different passes in Rugby

What are the best ways to advance a ball in a game of Rugby?

- MENTOR pg. 84
-Digital resources
-Rugby balls
-Playing field
-Video clips
- MENTOR pg. 85

- Observation -Oral questions -Practical activity

Creating And Performing

Rugby - Spin Pass
Rugby - Pop Pass

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

-Describe the spin pass in Rugby
-Demonstrate proper technique for spin pass
-Execute passes with proper spin
-Value specialized skills in sports

In groups, learners are guided to:
-Study the technique for spin pass
-Practice holding the ball with thumb on one side, fingers on other
-Execute the flicking motion for proper spin
-Practice the spin pass with partners

How does the spin action improve pass effectiveness in Rugby?

- MENTOR pg. 86
-Rugby balls
-Playing field
-Digital resources
-Video demonstrations
- MENTOR pg. 87

- Practical activity -Technical assessment -Peer evaluation -Observation

Creating And Performing

Rugby - Pass Demonstrations
Rugby - Group Practice

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

-Perform passing skills in Rugby
-Demonstrate all three pass types
-Execute passes with proper technique
-Value versatility in sports skills

In groups, learners are guided to:
-Stand in pairs facing each other
-Practice all three passes on command
-Focus on proper technique for each pass
-Take turns demonstrating each pass type

How can you distinguish when to use each type of pass?

- MENTOR pg. 87
-Rugby balls
-Playing field
-Digital resources
-Visual cue cards
- MENTOR pg. 88
-Markers for positions

- Practical demonstration -Technical assessment -Response time assessment -Observation

Creating And Performing

Rugby - Kicking Techniques
Rugby - Performing Kicks

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

-Identify different kicks in Rugby
-Describe the drop and place kick
-Understand kick applications
-Value diverse skills in sports

In groups, learners are guided to:
-Watch demonstrations of different kicks
-Discuss the technique for drop and place kicks
-Identify game situations for each kick type
-Research Rugby kicking strategies

What factors determine kick selection in Rugby?

- MENTOR pg. 89
-Rugby balls
-Kicking tees
-Digital resources
-Video demonstrations
- MENTOR pg. 90
-Playing field

- Oral questions -Written assessment -Research presentation -Class discussion

Creating And Performing

Rugby - Modified Game
Rugby - Skill Review
Photography - Different Viewpoints

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

-Apply passing and kicking in gameplay
-Make appropriate skill selections
-Demonstrate teamwork and strategy
-Value application of skills in competition

In groups, learners are guided to:
-Participate in modified Rugby games
-Apply the skills of passing and kicking
-Make strategic decisions during gameplay
-Observe the rules of the game and safety

How do skills practice translate to effective gameplay?

- MENTOR pg. 91
-Rugby balls
-Playing field
-Markers/cones
-Safety equipment
- MENTOR pg. 92
-Assessment checklists
-Digital recording devices
- MENTOR pg. 95
-Digital cameras/smartphones
-Sample photographs
-Digital resources
-Textbooks

- Game performance assessment -Strategic decision evaluation -Teamwork assessment -Observation

Creating And Performing

Photography - Normal Viewpoint
Photography - Bird's Eye Viewpoint

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

-Describe normal eye viewpoint
-Identify characteristics of normal viewpoint photos
-Analyze sample photographs
-Value perspective in visual communication

In groups, learners are guided to:
-Study photographs taken from normal eye level
-Discuss advantages and limitations of normal viewpoint
-Identify subjects best photographed from eye level
-Analyze composition elements in normal viewpoint

How does normal viewpoint affect viewer perception of an image?

- MENTOR pg. 96
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment
- MENTOR pg. 97

- Photo analysis -Written work -Oral discussions -Visual literacy assessment

Creating And Performing

Photography - Worm's Eye Viewpoint
Photography - Taking Photographs

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

-Describe worm's eye viewpoint
-Identify characteristics of low-angle photos
-Analyze sample photographs
-Value creative perspectives in art

In groups, learners are guided to:
-Study photographs taken from below subjects
-Discuss how worm's eye view affects subject perception
-Identify subjects best photographed from below
-Analyze composition elements in low-angle shots

How does worm's eye viewpoint create impact in photography?

- MENTOR pg. 97
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment
- MENTOR pg. 98
-Photography locations
-Digital storage

- Photo analysis -Written work -Oral discussions -Visual literacy assessment

Creating And Performing

Photography - Ethics
Photography - Presenting Photographs

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

-Identify ethical issues in photography
-Apply ethical principles when taking photos
-Respect subjects' rights and dignity
-Value responsible photography

In groups, learners are guided to:
-Brainstorm ethical issues in photography
-Discuss consequences of unethical photography
-Research photography ethics guidelines
-Role-play ethical decision-making scenarios

What responsibilities do photographers have to their subjects?

- MENTOR pg. 99
-Digital resources
-Ethics guidelines
-Case studies
-Role-play scenarios
- MENTOR pg. 100
-Digital devices
-Presentation software
-Display equipment
-Digital photographs

- Written work -Role-play evaluation -Class discussion -Ethical scenario resolution

Creating And Performing

Descant Recorder - Fingering of Notes
Descant Recorder - Playing Techniques
Descant Recorder - Scale of F Major

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

-Identify the fingering of notes in the scale of F major
-Use correct finger positions
-Produce clear sounds
-Appreciate the importance of proper technique

In groups, learners are guided to:
-Read and interpret fingering charts to play the notes of F major scale
-Practice finger positions for each note
-Observe proper recorder techniques while playing
-Give feedback to peers

What are the correct fingerings for notes in F major on the descant recorder?

- MENTOR pg. 102
-Descant recorders
-Fingering charts
-Digital resources
-Music scores
- MENTOR pg. 104
-Tutorial videos
- MENTOR pg. 106
-Staff paper

- Practical activity -Assessment rubrics -Observation

Creating And Performing

Descant Recorder - Simple Melodies
Descant Recorder - Performance Directions

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

-Play simple melodies in the scale of F major
-Apply correct fingering and breathing
-Follow notation accurately
-Value musical expression

In groups, learners are guided to:
-Play simple melodies in the scale of F major on staff notation
-Focus on accurate pitch and rhythm
-Apply proper breathing at phrase marks
-Practice with attention to musicality

How do you maintain accurate pitch and rhythm when playing melodies?

- MENTOR pg. 107
-Descant recorders
-Simple melody scores
-Digital resources
-Metronome
- MENTOR pg. 108
-Music scores with directions
-Demonstration recordings

- Melody performance assessment -Accuracy evaluation -Observation -Peer feedback

Creating And Performing

Descant Recorder - Solo Pieces
Play - Format of a Script

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

-Perform a solo piece in F major on a descant recorder
-Apply correct playing techniques
-Follow performance directions
-Value playing music on the descant recorder

In groups, learners are guided to:
-Study the music score for "Early One Morning"
-Analyze rhythm and pitch aspects
-Practice the piece with attention to details
-Perform for peer feedback

How can performance directions be applied when playing the descant recorder?

- MENTOR pg. 109
-Descant recorders
-Music scores
-Digital recording devices
-Performance space
- MENTOR pg. 112
-Play scripts
-Digital resources
-Textbooks
-Video recordings of plays

- Practical activity -Assessment rubrics -Observation -Peer assessment -Portfolio

Creating And Performing

Play - Script Reading
Play - Elements of a Play

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

-Read aloud from a play script
-Use appropriate expression and emphasis
-Follow stage directions in reading
-Value vocal interpretation in drama

In groups, learners are guided to:
-Conduct a "cold reading" of a play script in a circle
-Follow stage directions during reading
-Apply appropriate vocal expression
-Discuss character motivations

How does reading aloud enhance understanding of a play?

- MENTOR pg. 113
-Play scripts
-Chairs arranged in circle
-Digital resources
-Reading guides
- MENTOR pg. 115
-Video recordings of plays
-Textbooks

- Reading performance -Vocal expression assessment -Following directions evaluation -Peer feedback

Creating And Performing

Play - Societal Issues
Play - Creating a Play
Play - Warm-up Activities

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

-Identify societal issues suitable for plays
-Analyze how plays address social concerns
-Recognize plays as vehicles for commentary
-Value drama as social communication

In groups, learners are guided to:
-Recall plays that address societal issues
-Identify central themes in these plays
-Discuss how issues were presented and resolved
-Connect plays to current social concerns

How can plays effectively address societal issues?

- MENTOR pg. 116
-Example plays with social themes
-Digital resources
-News articles
-Community resources
-Writing materials
-Sample play scripts
-Societal issues resources
- MENTOR pg. 117
-Open space
-Warm-up instruction cards
-Audio for breathing exercises

- Issue identification assessment -Analysis of play effectiveness -Written work -Class discussion

Creating And Performing

Play - Rehearsing
Play - Blocking

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

-Participate in warm-up activities
-Rehearse a role in the play
-Apply vocal and physical techniques
-Collaborate effectively with others

In groups, learners are guided to:
-Perform vocal and physical warm up activities in preparation for play performance
-Rehearse a role in the play (paying attention to use of voice, body, movement, space)
-Provide constructive feedback to peers
-Refine their performances

How does rehearsal improve a theatrical performance?

- MENTOR pg. 118
-Play scripts
-Props
-Costumes
-Music
-Rehearsal space
- MENTOR pg. 119
-Stage area diagrams
-Open performance space

- Practical activity -Observation -Peer assessment -Assessment rubrics

Creating And Performing

Play - Dress Rehearsal
Play - Performance

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

-Participate in a dress rehearsal
-Use costumes and props appropriately
-Perform the full play with technical elements
-Value feedback for improvement

In groups, learners are guided to:
-Perform the play with all costumes and props
-Invite a small audience for feedback
-Review performance constructively
-Make final adjustments based on feedback

What can be learned from a dress rehearsal that cannot be learned in regular rehearsals?

- MENTOR pg. 120
-Costumes
-Props
-Performance space
-Audience feedback forms
- MENTOR pg. 121
-Play scripts
-Music
-Audience

- Complete performance assessment -Audience feedback analysis -Observation -Group reflection

Creating And Performing

Play - Reflection
Basketball and Logo Design - Passing Skills

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

-Reflect on the play performance
-Analyze strengths and areas for improvement
-Discuss audience response
-Value the process of theatrical creation

In groups, learners are guided to:
-Discuss the performance experience
-Review audience feedback
-Identify successful elements and challenges
-Discuss how effectively the play addressed its issue

How does reflection enhance future theatrical work?

- MENTOR pg. 122
-Performance recordings
-Audience feedback
-Reflection journals
-Discussion space
- MENTOR pg. 123
-Digital resources
-Basketball court
-Basketballs
-Video clips

- Reflection quality assessment -Group discussion -Written reflection -Improvement planning

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing Passes in Basketball
Basketball and Logo Design - Performing the Overhead Pass

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

- Distinguish passes in Basketball.
- Perform passing skills in Basketball.
- Appreciate each other's skills in Basketball game.

The learner is guided to:
- Watch a live or virtual Basketball game and identify the passing skills in Basketball.
- Discuss the execution of the skills.
- Share ideas with classmates.

How can a poster be made an effective means of communicating?

- Mentor Creative Arts and Sports Learner's Book pg. 123
- Digital devices
- Basketball court
- Basketball
- Mentor Creative Arts and Sports Learner's Book pg. 124
- Digital resources

- Observation - Oral questions - Assessment rubrics - Written questions

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing the Bounce Pass
Basketball and Logo Design - Performing the Chest Pass
Basketball and Logo Design - Practicing Different Passes

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

- Explain the bounce pass technique.
- Perform the bounce pass in Basketball.
- Appreciate the importance of proper technique in passing.

The learner is guided to:
- Perform warm up activities.
- Demonstrate the bounce pass.
- Practice the bounce pass in pairs.
- Give feedback to each other.

Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 126
- Basketball
- Open space
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 127
- Digital devices
- Mentor Creative Arts and Sports Learner's Book pg. 128

- Practical activity - Observation - Checklist - Peer assessment

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Executing Dribbling in Basketball
Basketball and Logo Design - Performing High Dribble

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

- Identify dribbling techniques in Basketball.
- Distinguish between high and low dribble.
- Appreciate dribbling as a fundamental skill in Basketball.

The learner is guided to:
- Use digital resources to observe dribbling skills.
- Identify high and low dribbles from videos.
- Discuss the execution of dribbling techniques.
- Share observations with others.

Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 128
- Digital devices
- Basketball
- Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 129
- Open space/court
- Digital resources

- Oral questions - Written responses - Observation

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing Low Dribble
Basketball and Logo Design - Combining Dribbling Skills

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

- Describe the low dribble technique.
- Demonstrate the low dribble in Basketball.
- Appreciate proper technique in skill execution.

The learner is guided to:
- Study pictures of low dribble.
- Describe body position and differences from high dribble.
- Perform warm up activities.
- Practice low dribble technique.
- Give each other feedback.

Why is it important to combine passing and dribbling in Basketball?

- Mentor Creative Arts and Sports Learner's Book pg. 130
- Basketball
- Open space/court
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 131
- Cones/markers
- Open space

- Practical activity - Observation - Peer assessment - Checklist

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Designing a Logo for a Basketball Team
Basketball and Logo Design - Creating a Basketball Team Logo

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

- Analyze the features of a Basketball team logo.
- Identify the purpose of a team logo.
- Appreciate logos as identification symbols.

The learner is guided to:
- Study pictures of actual Basketball logos.
- Identify team names and slogans in logos.
- Discuss how logos inspire players and fans.
- Share ideas with classmates.

How can a poster be made an effective means of communicating?

- Mentor Creative Arts and Sports Learner's Book pg. 132
- Digital devices
- Sample logos
- Chart papers
- Mentor Creative Arts and Sports Learner's Book pg. 133
- Drawing books
- Pencils
- Digital devices

- Oral questions - Written responses - Group discussions

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Refining and Finalizing Logo Design
Basketball and Logo Design - Applying Skills in a Modified Game
Indigenous Kenyan Crafts - Pottery

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

- Create a final logo design for a Basketball team.
- Apply color appropriately in the design.
- Appreciate creativity in visual representation.

The learner is guided to:
- Refine their sketches into a final design.
- Apply appropriate colors to the logo.
- Ensure the logo is clear and recognizable.
- Display completed logos for appreciation.

How can a poster be made an effective means of communicating?

- Mentor Creative Arts and Sports Learner's Book pg. 134
- Paint/colored pencils
- Drawing books
- Manila paper
- Digital resources
- Basketball
- Team logos
- Open space
- Mentor Creative Arts and Sports Learner's Book pg. 143
- Digital resources
- Sample pottery items
- Video clips

- Project assessment - Portfolio - Peer review - Exhibition

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Pottery Techniques
Indigenous Kenyan Crafts - Preparing Clay for Pottery

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

- Explain clay preparation procedures for pottery.
- Identify suitable clay for pottery.
- Value indigenous knowledge in craft making.

The learner is guided to:
- Use digital devices to find information on clay sources and preparation.
- Discuss different types of clay and their properties.
- Share information on clay preparation procedures.
- Identify local sources of clay for pottery.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 144
- Digital resources
- Sample clay
- Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 145
- Clay
- Water container
- Sieves
- Canvas/sacks

- Oral discussions - Written responses - Question and answer - Research reports

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Modeling a Vessel Using Coil Method
Indigenous Kenyan Crafts - Decorating and Drying Clay Vessel

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

- Create uniform coils from prepared clay.
- Model a vessel using the coil technique.
- Show patience during the creative process.

The learner is guided to:
- Make coils of uniform thickness.
- Roll coils to form a base.
- Score the clay coil and add slip.
- Join the clay coils to form a vessel.
- Smoothen the inside and outside of the vessel.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 146
- Prepared clay
- Water
- Sponge
- Working surface
- Mentor Creative Arts and Sports Learner's Book pg. 147
- Clay vessels
- Forks/spoons
- Table knife
- Textured objects

- Practical activity - Observation - Product assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Firing Clay Vessels
Indigenous Kenyan Crafts - Making a Frame Loom for Weaving

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

- Explain the firing process for pottery.
- Fire clay vessels using an open pit kiln.
- Observe safety during the firing process.

The learner is guided to:
- Dig a pit about 2 feet deep in a dry area.
- Place firewood at the bottom and light a fire.
- Place completely dry clay works on the charcoal.
- Add more firewood and fire them for about 5 hours.
- Cover the pit with soil and leave overnight.
- Unearth the clay works the following day.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 147
- Dry clay vessels
- Firewood
- Matches
- Digging tools
- Mentor Creative Arts and Sports Learner's Book pg. 148
- Digital resources
- Sample looms
- Video clips

- Practical activity - Observation - Product assessment - Safety checklist

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Constructing a Frame Loom
Indigenous Kenyan Crafts - Making a Fabric Using 2/1 Twill Weaving
Indigenous Kenyan Crafts - Completing a Woven Fabric

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

- Make a wooden mitre joint frame loom.
- Prepare the loom for weaving.
- Demonstrate teamwork during construction.

The learner is guided to:
- Collaboratively make a wooden mitre joint frame loom.
- Ensure equal spacing of nails around the frame.
- Secure the joints for stability.
- Prepare the loom for weaving.

How is a fabric woven?

- Mentor Creative Arts and Sports Learner's Book pg. 148
- Wooden planks
- Nails
- Hammer
- Measuring tools
- Mentor Creative Arts and Sports Learner's Book pg. 149
- Frame loom
- Yarn/threads
- Cardboard strip
- Scissors
- Mentor Creative Arts and Sports Learner's Book pg. 150
- Frame loom with work in progress
- Scissors
- Additional yarn
- Display area

- Practical activity - Observation - Product assessment - Group evaluation

Creating and Performing in Creative Arts and Sports

Swimming - Body Positioning in Standing Dive
Swimming - Techniques for Standing Dive

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

- Describe the body position in standing dive.
- Identify water entry techniques in swimming.
- Value safety in water activities.

The learner is guided to:
- Discuss the various safe ways of water entry into the pool.
- Study pictures showing standing dive technique.
- Describe the positioning of arms, legs, trunk and head in standing dive.
- Share ideas with classmates.

How can swimming skills be performed safely?

- Mentor Creative Arts and Sports Learner's Book pg. 157
- Digital resources
- Video clips
- Pictures
- Mentor Creative Arts and Sports Learner's Book pg. 158
- Swimming pool (if available)

- Oral discussions - Written responses - Question and answer

Creating and Performing in Creative Arts and Sports

Swimming - Performing Standing Dive
Swimming - Body Positioning in Butterfly Stroke

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

- Demonstrate a standing dive in swimming.
- Execute proper body positioning during dive.
- Show responsibility in following safety rules.

The learner is guided to:
- Perform warm up activities.
- Stand at the edge of the deep end of the pool.
- Get into ready position for standing dive.
- Practice pushing off and diving into the pool.
- Give feedback to each other.
- Observe safety measures.

How can swimming skills be performed safely?

- Mentor Creative Arts and Sports Learner's Book pg. 159
- Swimming pool
- Swimming attire
- First aid kit
- Mentor Creative Arts and Sports Learner's Book pg. 160
- Digital resources
- Video clips
- Pictures

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Techniques for Butterfly Stroke
Swimming - Performing Butterfly Stroke Components

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

- Explain the technique for prone body position in butterfly stroke.
- Describe breathing, arm action, and leg action in butterfly stroke.
- Value coordination in swimming techniques.

The learner is guided to:
- Discuss prone body position for butterfly stroke.
- Analyze breathing technique during butterfly stroke.
- Explain arm action in butterfly stroke (catch, pull, recovery).
- Describe leg action (dolphin kicks) in butterfly stroke.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 161
- Digital resources
- Video clips
- Pictures
- Diagrams
- Mentor Creative Arts and Sports Learner's Book pg. 162
- Swimming pool
- Kickboards
- Pull buoys
- Swimming attire

- Oral discussions - Written responses - Diagrammatic representations - Question and answer

Creating and Performing in Creative Arts and Sports

Swimming - Performing Leg Actions in Butterfly Stroke
Swimming - Performing Breathing Technique in Butterfly Stroke

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

- Demonstrate leg actions for butterfly stroke.
- Coordinate leg movements in water.
- Appreciate teamwork in learning new skills.

The learner is guided to:
- Use kickboard to practice dolphin kicks.
- Perform leg action with kickboard support.
- Practice simultaneous upward and downward leg movements.
- Give feedback to each other.
- Observe safety measures.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 163
- Swimming pool
- Kickboards
- Swimming attire
- First aid kit
- Pull buoys
- Swimming attire

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Combining Butterfly Stroke Components
Swimming - Playing Water Games
Kenyan Indigenous Games - Board Games

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

- Perform the complete butterfly stroke.
- Coordinate arm, leg, and breathing actions.
- Appreciate swimming as a life skill.

The learner is guided to:
- Perform prone body position.
- Execute arm and leg actions simultaneously.
- Coordinate breathing with arm movements.
- Practice full butterfly stroke in the shallow end.
- Give feedback to each other.
- Observe safety measures.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 164
- Swimming pool
- Swimming attire
- First aid kit
- Mentor Creative Arts and Sports Learner's Book pg. 165
- Floaters
- Mentor Creative Arts and Sports Learner's Book pg. 167
- Digital resources
- Pictures of board games
- Sample boards

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Learning Bao
Kenyan Indigenous Games - Playing Bao

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

- Describe the Bao board game structure.
- Identify the rules of playing Bao.
- Value indigenous knowledge in games.

The learner is guided to:
- Watch demonstrations of playing Bao.
- Pay attention to game demonstration.
- Note main points on how to play Bao.
- Discuss important steps in playing the game.
- Share ideas with classmates.

Why are board games considered an indigenous game?

- Mentor Creative Arts and Sports Learner's Book pg. 168
- Digital resources
- Bao boards
- Seeds/stones
- Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 170
- Seeds/stones/pebbles
- Digital resources

- Oral discussions - Written responses - Observation - Question and answer

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Improvising Bao Board
Kenyan Indigenous Games - Playing Bao Game

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

- Create improvised Bao boards.
- Prepare materials for playing Bao.
- Value creativity in game preparation.

The learner is guided to:
- Improvise boards for playing Bao.
- Use wooden planks, manila paper, or make holes in the ground.
- Collect seeds, pebbles, or stones as playing pieces.
- Prepare the board with correct number of pits.

Why are board games considered an indigenous game?

- Mentor Creative Arts and Sports Learner's Book pg. 172
- Wooden planks
- Manila paper
- Seeds/stones
- Carving tools
- Mentor Creative Arts and Sports Learner's Book pg. 173
- Improvised Bao boards
- Seeds/stones/pebbles
- Digital resources

- Practical activity - Observation - Product assessment - Creativity evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Learning Shisima
Kenyan Indigenous Games - Playing Shisima
Kenyan Indigenous Games - Playing with Background Music
Kenyan Indigenous Games - Mental Health Benefits

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

- Describe the Shisima board game.
- Explain the origin and purpose of Shisima.
- Appreciate cultural significance of games.

The learner is guided to:
- Watch demonstrations of playing Shisima.
- Note that Shisima is from the Tiriki community.
- Learn that Shisima means "body of water" and imbalavali means "water bugs".
- Understand the aim of bringing three beads in a row.

How do indigenous board games enhance mental relaxation?

- Mentor Creative Arts and Sports Learner's Book pg. 174
- Digital resources
- Shisima boards
- Beads/stones
- Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 175
- Improvised Shisima boards
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 176
- Board games
- Playing pieces
- Music players
- Indigenous music
- Mentor Creative Arts and Sports Learner's Book pg. 177
- Video clips
- Reference materials

- Oral discussions - Written responses - Observation - Question and answer