Foundations of Creative arts

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

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

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

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

What are the roles of Creative arts and sports?

Creative Arts and Sports
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Oral questions Oral Report Observation

Painting

Imaginative Seascape Composition
Cool colours
Paintings created using warm colours.
Painting an Imaginative Composition.

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

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

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

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

Why are the colours considered warm?
What arrest has been created by the colours in the artwork?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 26-27
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 28-30

Oral questions Oral Report Observation

Painting

Painting an Imaginative Composition
Imaginative Seascape Paintings

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

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

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

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

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

Oral questions Oral Report Observation

Painting

Symbolic Meanings of colours

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

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

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

Which emotions are aroused by colours when you observe them?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 32-33
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Oral questions Oral Report Observation

Painting

Mosaic
Samples of Mosaic

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

Explain the meaning of Mosaic.
Identify the materials used to make Mosaic artwork.
Draw the Mosaic pictures in learner's book 8 page 34
Have a desire to learn more about Mosaic artworks.

In groups, learners are guided to explain the meaning of Mosaic
In groups, learners are guided to identify the materials used to make Mosaic artwork
Individually, learners are guided to draw the Mosaic pictures in learner's book 8 page 34

What is mosaic?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 35-36

Oral questions Oral Report Observation

Painting
Picture making

Making a paper Mosaic Landscape Pictorial Composition.
Making and Egg Shell Mosaic Composition of a flower.
Two-point Linear Perspective
Draw cuboid in two-point perspective from different views: Worms Eye View

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

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

Explain the meaning of two-point linear perspective.
Discuss the components of perspective in objects drawn in two-point perspective.
Draw the pictures in learner's book 8 page 14.
Appreciate the components of perspective in objects.

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

In groups, learners are guided to explain the meaning of two-point linear perspective
In groups, learners are guided to discuss the components of perspective in objects drawn in two-point perspective
Individually, learners are guided to draw the pictures in learner's book 8 page 14

What have you learnt about paper Mosaic landscape?
Which eye views have been portrayed in the pictures? How has the illusion of depth and distance been created in the pictures?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 38-40
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15
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KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17

Oral questions Oral Report Observation

Picture making

Normal Eye View
Birds Eye View.

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

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

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

Which view did you use when drawing your Composition?

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

Oral questions Oral Report Observation

Picture making
Short play

Drawing buildings in two-point perspective and shading using cross hatching technique
Elements of a short play

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

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

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

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

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 22-24
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Moran; Performing Arts Learner's Book Grade 8 pg. 144-146

Oral questions Oral Report Observation

Short play

Developing a scenario with a clear storyline for a short play.

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

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

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

What are the sources of scenarios?

Moran; Performing Arts Learner's Book Grade 8 pg. 146-147
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Oral questions Oral Report Observation

Short play

Researching important social issues to address in a short play.
Developing a scenario for a short play.
Writing a short play script.
Describing setting

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

Research important issues or problems that exist in different Kenyan communities.
Discuss the important issues or problems that exist in different Kenyan communities.
Discuss the aspects of Consumer education.
Appreciate the ways to save this issues.

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

In groups, learners are guided to research important issues or problems that exist in different Kenyan communities
In groups, learners are guided to discuss the important issues or problems that exist in different Kenyan communities.
In groups, learners are guided to discuss the aspects of Consumer education

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

Which scenarios can be developed into a short play on types of consumers in the society?
Why is conflict considered to very important in a short play?

Moran; Performing Arts Learner's Book Grade 8 pg. 147-148
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Moran; Performing Arts Learner's Book Grade 8 pg. 148-149
Moran; Performing Arts Learner's Book Grade 8 pg. 149-151
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Moran; Performing Arts Learner's Book Grade 8 pg. 151-152

Oral questions Oral Report Observation

Short play

Describing characters
Developing characters in a short play

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

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

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

Why are characters considered to be very important in a short play?

Moran; Performing Arts Learner's Book Grade 8 pg. 152-153
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Moran; Performing Arts Learner's Book Grade 8 pg. 153-154

Oral questions Oral Report Observation

Short play

Outline the short play story and develop action.
Developing dialogue and action for characters in a short play.

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

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

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

How do you develop action?

Moran; Performing Arts Learner's Book Grade 8 pg. 155-156
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Moran; Performing Arts Learner's Book Grade 8 pg. 156-157

Oral questions Oral Report Observation

Short play

Writing a short play script

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

Study a published short play script such as 'Kupotoka'
Write a 2-5-minute short play script in the correct format.
Appreciate a short play script.

Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format

Who are the characters in your story?

Moran; Performing Arts Learner's Book Grade 8 pg. 157
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Oral questions Oral Report Observation

Physical Fitness and Health
Pitch

Post-Assessment for Fitness
Journal on post-test records
Reading music notes on the bass staff
Drawing the bass staff

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

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

Define the term, 'staff'
Singing melodies in treble and bass register.
Have fun and enjoy singing melodies.

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

Individually or in pairs, learners are guided to define the term, 'staff'
Individually or in pairs, learners are guided to singing melodies in treble and bass register

What is post-assessment test?
What is a bass staff?

Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 114-116
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Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117
Moran; Performing Arts Learner's Book Grade 8 pg. 31-32
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Moran; Performing Arts Learner's Book Grade 8 pg. 32-34

Oral questions Oral Report Observation

Pitch

Writing music notes on the bass staff.
Writing notes with accidentals on the bass staff

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

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

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

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

Moran; Performing Arts Learner's Book Grade 8 pg. 34-36
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Moran; Performing Arts Learner's Book Grade 8 pg. 36-37

Oral questions Oral Report Observation

Pitch

Constructing the diatonic major scales
Construct the scale of E flat major.

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

Explain the meaning of diatonic major scales.
Construct major scales with flats on treble and bass staff.
Construct the scale of F major.
Appreciate diatonic major scales.

In groups, learners are guided to explain the meaning of diatonic major scales
In groups, learners are guided to construct major scales with flats on treble and bass staff
In groups, learners are guided to construct the scale of F major

What is a diatonic major scale?

Moran; Performing Arts Learner's Book Grade 8 pg. 38-40
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Moran; Performing Arts Learner's Book Grade 8 pg. 40-42

Oral questions Oral Report Observation

Pitch

Writing major scales with key signatures
Performing melodies in diatonic major scale in simple time

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

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

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

What is key signature?

Moran; Performing Arts Learner's Book Grade 8 pg. 42-45
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Moran; Performing Arts Learner's Book Grade 8 pg. 45-46

Oral questions Oral Report Observation

Pitch

Describing melodic intervals in a simple melody
Describing the perfect octave
Aurally recognise melodic intervals

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

Define the term interval.
Describe intervals, the perfect 4th interval and 5th interval.
Appreciate the importance of intervals.

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

In pairs, learners are guided to define the term interval.
In pairs, learners are guided to describe intervals, the perfect 4th interval and 5th interval.

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

What is the importance of intervals in a melody?
What is a perfect octave?

Moran; Performing Arts Learner's Book Grade 8 pg. 46-48
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Moran; Performing Arts Learner's Book Grade 8 pg. 49-51
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Moran; Performing Arts Learner's Book Grade 8 pg. 51-53

Oral questions Oral Report Observation

Rhythm

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

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

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

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

How do note extensions enhance rhythmic variations in music?

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

Oral questions Oral Report Observation

Creating and Performing

Montage; Pictorial composition
Interpretation of subject matter

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

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

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

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

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

Oral questions Oral Report Observation

Creating and Performing

Mounting surfaces

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

Identify mounting surfaces.
Collet and prepare mounting surfaces for making montage compositions.
Appreciate the use of mounting surfaces.

Learners are guided to identify mounting surfaces.
In groups, learners are guided to collect and prepare mounting surfaces for making montage compositions.

What are mounting surfaces? How to prepare mounting surfaces for making montage compositions?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
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Oral questions Oral Report Observation

Creating and Performing
Athletics

How to create a montage pictorial composition on wild animals
Middle Distance Races

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

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


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

Learners are guided to outline the procedure to follow when creating a montage composition based on wild animals.
Learners are guided to create a montage composition based on wild animals.
In groups or in pairs, learners are guided to discuss what is happening in learner's book 8 page 80
In groups or in pairs, learners are guided to describe the body positioning of the athlete in each phase.
In groups or in pairs, learners are guided to give two examples of races started in the same way as the one on the picture.

How do you create a montage pictorial composition on wild animals?
What is the body position of the athlete in each phase?

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

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

Oral questions Oral Report Observation

Athletics

Middle Distance Races

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

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

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

What is the position of the runner on the track?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 83-85
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Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 85-86

Oral questions Oral Report Observation

Creating and Performing

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

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

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

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

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

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

The scale C major
The scale of G and D major.

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

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

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

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

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing
Games; Netball

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

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

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


Use digital device to watch a video clip and observe the chest pass in netball.
Demonstrate chest pass in netball by positioning the body arms and legs
Have fun practicing how to chest pass in netball.

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

In groups, learners are guided to use digital device to watch a video clip and observe the chest pass in netball.
In groups, learners to demonstrate chest pass in netball by positioning the body arms and legs

How do you play melodies using a western music instrument?
What is netball?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Games; Netball

Dodging and marking in Netball
Footwork in Netball

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

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

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

Why should two players look at the same direction?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Games; Netball

Footwork in Netball
Multi Media Art

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

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

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

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

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Games; Netball
Creating and Performing

Multi Media Art

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

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

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

how do we create a flip book animation?

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

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

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

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

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

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

How do you analyse tie and dye?
What are the sources of artificial dyes?

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

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

Explain the meaning of batik in fabric.
Tie and dye to decorate a fabric for in two colours (diamond and pleating)
Appreciate the uses of batik in fabrics.

In group or in pairs, learners are guided to explain the meaning of batik in fabric.
In group or in pairs, learners are guided to tie and dye to decorate a fabric for in two colours (diamond and pleating)

What is batik in fabric?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

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

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

Which materials do use in batik the fabric?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

State the techniques to use to finish a fabric.
Finish the fabric appropriately by dewaxing, ironing and trimming.
Appreciate resist methods of decorating fabric.

In pairs, learners are guided to state the techniques to use to finish a fabric.
In pairs, learners are guided to finish the fabric appropriately by dewaxing, ironing and trimming.

Which technique did you use to finish a fabric?

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

Oral questions Oral Report Observation

Performing

Descent recorder; G major on staff notation
Reading and interpreting the fingering chart for the notes on G major
Appropriate techniques for playing the descant recorder

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

Define the term western in music.
Write the scale pf G major on a staff with key signature.
Sing the scale of G major ascending and descending using tonic sol-fa
Enjoy singing the scale of G major.


Watch descant recorder performances.
Identifying techniques used in descant recorder performances.
Apply and demonstrate the fingering and pinching techniques as they play simple tunes.
Appreciate the techniques used in descant recorder performances.

In groups or in pairs, learners are guided to define the term western in music.
In groups or in pairs, learners are guided to write the scale of G major on a staff with key signature.
In groups or in pairs, learners are guided to sing the scale of G major ascending and descending using tonic sol-fa

In groups or in pairs, learners are guided to watch descant recorder performances.
In groups or in pairs, learners are guided to identifying techniques used in descant recorder performances.
In groups or in pairs, learners are guided to apply and demonstrate the fingering and pinching techniques as they play simple tunes.

What is major scale?
Which part of the fingers is used in order to cover the holes correctly? What is the role of the thumb finger on each hand?

Moran; Performing Arts Learner's Book Grade 8 pg. 193
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Moran; Performing Arts Learner's Book Grade 8 pg. 194-196
Moran; Performing Arts Learner's Book Grade 8 pg. 197-198
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Oral questions Oral Report Observation

Performing
Creating and Performing

Identifying techniques used in descant recorder performances
Basic elements of a verse

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

Define the term embouchure and tonguing.
Practise playing the scale by separating individual notes using the tonguing technique.
Play a simple melody using tonguing and slurring.
Enjoy singing a simple melody using tonging and slurring.

In groups or in pairs, learners are guided to define the term embouchure and tonguing.
In groups or in pairs, learners are guided to practice playing the scale by separating individual notes using the tonguing technique.
In groups or in pairs, learners are guided to play a simple melody using tonguing and slurring.

How will you achieve balanced and blended sounds on your instruments together?

Moran; Performing Arts Learner's Book Grade 8 pg. 198-199
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Realia
Computing devices
Curriculum Design; Creative Arts and Sports, Grade 8
Digital devices

Oral questions Oral Report Observation

Creating and Performing

Basic elements of a verse
Theme in verse

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

Describe the basic elements of a verse.
Watch a recorded performance of a verse to identify, in collaboration with others, elements of a verse.
Describe how the language is used in a verse.
Enjoy watching the recorded performance?

In groups or in pairs, learners are guided to describe the basic elements of a verse.
In groups or in pairs, learners are guided to watch a recorded performance of a verse to identify, in collaboration with others, elements of a verse.

How is the language used in a verse?

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

Oral questions Oral Report Observation

Creating and Performing

Theme in verse
Voice techniques in reading and reciting a verse

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

Identify an issue affecting their local community and brainstorm on the various themes you can say about it.
Create a web diagram showing an issue and the various themes that can be developed from it.
Have a desire to curb pertinent and contemporary issues in the society.

In groups or in pairs, learners are guided to identify an issue affecting their local community and brainstorm on the various themes you can say about it.
In groups or in pairs, learners are guided to create a web diagram showing an issue and the various themes that can be developed from it.

How does verse address pertinent and contemporary issues in the society?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Use of body and space techniques in a verse.
Verse Identify a theme for a verse script
Verse; Writing a poem

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

Watch a video clip on how to use body and space techniques in a verse.
Perform a verse using their bodies as a media of communication through gestures.
Appreciate the narrative as a tool for addressing issues in the society.


Explain what they understand by the theme of child rights, care and protection.
Script a verse with a clear structure and developed persona to address the selected theme in the community in collaboration with other learners
Appreciate creative verse writing to address specific issues in the community.

In groups or in pairs, learners are guided to watch a video clip on how to use body and space techniques in a verse.
In groups or in pairs, learners are guided to perform a verse using their bodies as a media of communication through gestures.

Learners are guided in pairs, in groups or individually to: explain what they understand by the theme of child rights, care and protection.
Learners are guided in pairs, in groups or individually to: Choose a topic from the theme, narrate their experience based on the topic of choice
Learners are guided in pairs, in groups or individually to script a verse with a clear structure and developed persona to address the selected theme in the community in collaboration with other learners.

How can the body communicate without use of words?
What is a theme of a verse? From which sources do poets get the idea for writing their poems?

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

Oral questions Oral Report Observation

Creating and Performing

Verse; Using poetic devices to write a verse
Verse; Improvising props

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

Identify poetic devices from a playing activity.
Draft a verse script with a clear structure and developed persona using poetic devices.
Have fun revising and proofreading the script to improve it.

Learners are guided in pairs, in groups or individually to identify poetic devices from a playing activity.
Learners are guided in pairs, in groups or individually to draft a verse script with a clear structure and developed persona using poetic devices.

Who is a persona in a poem? What is a draft?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Verse Persona's point of view
Verse

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

Discuss how a persona's point of view expresses meaning in a verse.
Rehearse the verse to internalize the persona.
Appreciate the use of persona in poems.

In groups or in pairs, learners are guided to discuss how a persona's point of view expresses meaning in a verse.
In groups or in pairs, learners are guided to rehearse the verse to internalize the persona.

What is the theme of the verse?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Verse; Using body and space appropriately in a performance
Verse; Appreciating verse performance

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

State ways in which verse performance express issues in the society.
Use body and space appropriately in performing a verse to convey the intended message.
Develop curiosity in defining the persona point of view.

In groups or in pairs, learners are guided to state ways in which verse performance express issues in the society.
In groups or in pairs, learners are guided to use body and space appropriately in performing a verse to convey the intended message.

Which kind of body language should be used when reciting a poem?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Use of body, voice and space aids to effectively communicate the intended message
Use of costumes and props to enhance communication in a narrative
Verse; criteria for evaluating a verse performance
Examine main characters and events in verse

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

Explain how the use of body, voice and space aids to effectively communicate the intended message.
Demonstrate the use of body, voice and space.
Appreciate the narrative as a tool of addressing contemporary issues in society.


Examine the criteria for evaluating a verse performance
Watch a video clip on verse performance.
Appreciate the use of verse to communicate issues in society.

In groups or in pairs, learners are guided to explain how the use of body, voice and space aids to effectively communicate the intended message.
In groups or in pairs, learners are guided to demonstrate the use of body, voice and space

In groups or in pairs, learners are guided to examine the criteria for evaluating a verse performance
In groups or in pairs, learners are guided to watch a video clip on verse performance.

How does character development in narratives mirror the society?
What does one look for when evaluating a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing

Use of body, voice and space in a verse

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

State the meaning of a verse.
Analyze the use of body, voice and space to effectively communicate topical concerns in verse.
Appreciate the use of verse to communicate issues in society.

In groups or in pairs, learners are guided to state the meaning of a verse
In groups or in pairs, learners are guided to analyze the use of body, voice and space to effectively communicate topical concerns in verse.

What is a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing
Creating and Performing

Using verse to communicate issues in society
Elements of a cultural creative dance.

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

Analyze the use of body, voice and space to effectively communicate topical concerns in verse.
Demonstrate the use of a verse to communicate issues in the society.
Appreciate the use of verse to communicate issues in society.

In groups or in pairs, learners are guided to analyze the use of body, voice and space to
effectively communicate
topical concerns in verse
In groups or in pairs, learners are guided to demonstrate the use of a verse to communicate issues in the society.

How do these elements help communicate the message better?

Curriculum Design; Creative Arts and Sports, Grade 8
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Spotlight; Performing Arts Learner's Book Grade 8 pg. 34-35
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Oral questions Oral Report Observation

Creating and Performing

Developing plot for a cultural creative dance
The role of songs and instruments in the cultural creative dance

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

Brainstorm and list five issues affecting their community that can be addressed through a cultural creative dance.
Watch a cultural creative dance using the link: https://tinyurl.com/cyba7ms5
Appreciate the importance of developing plot for a cultural creative dance.

In small groups, learners are guided to brainstorm and list five issues affecting their community that can be addressed through a cultural creative dance.
In small groups, learners are guided to Watch a cultural creative dance using the link: https://tinyurl.com/cyba7ms5
In small groups, learners are guided to develop a plot for a cultural creative dance that will address the issue. Come up with events that will form the beginning, conflict, rising action climax resolution.

How are the events in a cultural creative dance presented?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 35-37
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Spotlight; Performing Arts Learner's Book Grade 8 pg. 37-39

Oral questions Oral Report Observation

Creating and Performing

Making simple dance movements to varied cultural idioms
Functions of cultural creative dances in the society
Creating a storyline for a cultural creative dance
Creating dance steps, formations and patterns for the cultural creative dance

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

Develop a simple plot for a cultural creative dance that will aid in addressing any issue affecting their community.
Creatively improvise dance movements that can be used to demonstrate different actions such as, farming, selling, winnowing, milking and digging.
Enjoy making simple dance movements to varied cultural idioms.


Outline the steps to follow to create a storyline for a cultural creative dance.
Choose songs to develop the theme of the storyline in a cultural creative dance.
Appreciate the importance of a theme in a storyline in a cultural creative dance.

In pairs, learners are guided to develop a simple plot for a cultural creative dance that will aid in addressing any issue affecting their community.
In pairs, learners are guided to creatively improvise dance movements that can be used to demonstrate different actions such as, farming, selling, winnowing, milking and digging.
In pairs, learners are guided to demonstrate the dance steps and movements in synchronized, unified and well
In groups, the learners are guided to outline the steps to follow to create a storyline for a cultural creative dance.
In groups, the learners are guided to choose songs to develop the theme of the storyline in a cultural creative dance.
In groups, the learners are guided to practise singing the songs they choose.

Which skills would you demonstrate?
What criteria would you use to choose songs for a cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 39-40
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Spotlight; Performing Arts Learner's Book Grade 8 pg. 41-42
Spotlight; Performing Arts Learner's Book Grade 8 pg. 71-73
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Spotlight; Performing Arts Learner's Book Grade 8 pg. 73-75

Oral questions Oral Report Observation

Creating and Performing

Making costumes, make-up, ornaments and props

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

Identify the characters that one would use for the storyline for a cultural creative dance.
Source for costumes, make-ups, ornaments and props.
Appreciate the importance of making costumes, make-up, ornaments and props.

In groups, learners are guided to identify the characters that one would use for the storyline for a cultural creative dance.
In groups, learners are guided to discuss the costumes, ornaments, props and make-up that would portray the character and mood of the cultural creative dance for the storyline.
In groups, learners are guided to source for costumes, make-ups, ornaments and props.

What would you consider whole making or selecting costumes, make-up ornaments or props to use in a cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 75-76
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Oral questions Oral Report Observation

Creating and Performing

Writing a script for the cultural creative performance
Ideas and themes in a cultural creative dance

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

Identify the components of a cultural creative dance script.
Write a script for the cultural creative performance.
Appreciate different types of folk dances.

Learners are guided to identify the components of a cultural creative dance script.
Learners are guided to write a script for the cultural creative performance.
Learners are guided to state the importance of including action, characters, patterns and formations while writing a script for a cultural creative dance.

What are the components of a cultural creative dance script?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 76-79
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Spotlight; Performing Arts Learner's Book Grade 8 pg. 132-134

Oral questions Oral Report Observation

Creating and Performing

Playing musical instruments to enrich performance
Kenyan Folk Dance

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

State the role of musical instruments in a cultural creative dance.
Demonstrate how they can dance to simple music beats with smooth transitions responding to tempo.
Have fun and enjoy playing musical instruments to enrich performance.

In groups, learners are guided to state the role of musical instruments in a cultural creative dance.
In groups, learners are guided to observe and discuss how the dance formations help to convey the message in the cultural creative dance.
In groups, learners are guided to demonstrate how they can dance to simple music beats with smooth transitions responding to tempo.

How do musical instruments contribute to the message of a cultural creative dance?

Spotlight; Performing Arts Learner's Book Grade 8 pg. 134-137
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Computing devices

Oral questions Oral Report Observation

Indigenous Kenya craft

Basketry; Coil and stitch technique
Types of coils
Selecting and collecting materials for coil and stitch technique
Preparation of materials used in coil and stitch technique basketry; Natural materials

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

Identify coil and stitch technique.
Classify the materials used in coil and stitch technique into natural and man-made.
Appreciate coil and stitch technique used in basketry.


Explain the meaning of good craftsmanship.
Select and collect materials for coil and stitch technique.
Appreciate the importance of selecting materials that have characteristics that suit its purpose.

In groups, learners are guided to identify coil and stitch technique.
In groups, learners are guided to classify the materials used in coil and stitch technique into natural and man-made.
In groups, learners are guided to use digital devices to watch a video on samples of basketry items.

In groups, learners are guided to define the meaning of good craftsmanship.
In groups, learners are guided to identify the characteristics for selecting materials for making a floor mat.
In groups, learners are guided to select and collect materials for coil and stitch technique.

What other man-made and natural materials can be used in basketry? What man-made and natural materials in your locality can be used for coil and stitch technique?
What do you consider when selecting materials for coil and stitch technique?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Indigenous Kenya craft
Swimming

Preparation of materials used in coil and stitch technique basketry; Man-made materials
Inverted breaststroke

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

Identify man-made materials used in coil and stitch technique.
Prepare man-made materials used in coil and stitch technique.
Appreciate the method of preparing man-made materials used in coil and stitch technique.

In groups, learners are guided to identify man-made materials used in coil and stitch technique.
In groups, learners are guided to identify the method of preparation of man-made materials used in coil and stitch technique.
In groups, learners are guided to prepare the materials selected depending on their type and the design of the floor may he/she is making by dyeing, tearing then plating or rolling.

How to prepare man-made materials used in coil and stitch technique?

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

Oral questions Oral Report Observation

Swimming

Inverted breaststroke

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

Identify the sequence of the inverted breaststroke.
Demonstrate the inverted breaststroke action outside the swimming pool.
Appreciate the teacher's feedback.

In groups, learners are guided to identify the sequence of the inverted breaststroke; stroke, breathe, kick and glide.
In groups, learners are guided to demonstrate the inverted breaststroke action outside the swimming pool.

How do you perform the inverted breaststroke?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Swimming

Inverted breaststroke
Tuck dive from an elevated position.

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

Outline the drills used to perform inverted breaststroke.
Practise the inverted breaststroke using the drills on learner's book.
Have fun and enjoy participating in swimming activities.

In groups, learners are guided to outline the drills used to perform inverted breaststroke.
In groups, learners are guided to practise the inverted breaststroke using the drills on learner's book

What are the similarities between the breaststroke and the inverted breaststroke?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Swimming
Swimming
Creating and Performing

Tuck dive from an elevated position.
Water treading
Water treading
Kenyan indigenous games Tagging

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

State the safety measures to observe during a tuck dive.
Practice the tuck dive from the edge of the springboard with and without a hurdle approach.
Have fun and enjoy tuck surface dive.


State the safety measure to observe when water treading.
Practise progression from water treading to inverted breaststroke while observing.
Acknowledge own and others' efforts while performing water treading and inverted breaststroke skills in swimming.

In groups, learners are guided to state the safety measures to observe during a tuck dive.
In groups, learners are guided to practice the tuck dive from the edge of the springboard with and without a hurdle approach
In groups, learners are guided to state the safety measure to observe when water treading.
In groups, learners are guided to practise progression from water treading to inverted breaststroke while observing.
In groups, learners are guided to observe others as they apply the skills of water treading and inverted breaststroke and give feedback.

What safety measures should be observe during a tuck dive?
Why is water treading skill important?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation

Creating and Performing
Appreciation in Creative Arts and Sports

Kenyan indigenous games Tagging
Analysis of Creative Arts and Sports.

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

Practise different indigenous tagging games while observing safety.
Perform indigenous tagging games using musical rhythm for coordination.
Appreciate the role played by indigenous tagging games for enjoyment.

In groups, learners to state the safety measures to observe when performing indigenous tagging games.
In groups, learners to practise different indigenous tagging games while observing safety.
In groups, learners to Perform indigenous tagging games using musical rhythm for coordination

Why is tagging considered an indigenous game?

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

Oral questions Oral Report Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports

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

Brainstorm the criteria to evaluate a verse performance.
Analyse a verse performance
Analyse a netball game in line with the sports values.
Appreciate the role of analysis in adding value to Creative Arts and Sports.

In groups, learners are guided to analyse a folk dance from a Kenyan community.
In groups, learners are guided to analyse a 3D artwork paying attention to: (-organisations of the work balance, proportion, dominance), - subject matter (what is happening - topic), -theme - what is the artist saying) Judgement: Evaluating the Artwork),
In groups, learners are guided to evaluate the verse performance while considering elements such as theme, use of voice, body, space, props, and audience involvement.

Why is analysis an important skill in Creative Arts and Sports?

Curriculum Design; Creative Arts and Sports, Grade 8
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Oral questions Oral Report Observation