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
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 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

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

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
In groups or pairs, learners are guided to:
-Demonstrate fitness exercise
-Practice activities that enhance power and reaction time

How do you perform to show the basic elements of a play?
How do you perform activities demonstrating the components of fitness?

- MENTOR pg. 8
-Digital resources
-Costumes
-Open space or class
-Textbooks
-Teachers notes
-Video clips
- MENTOR pg. 10
-Digital devices
- MENTOR pg. 12
-Digital devices
-Lesson notes
- MENTOR pg. 42
-Digital resources
-Descant recorder
-Video clips

- Practical activity -Assessment rubrics -Observation -Oral questions
- 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
Drawing and Painting - Scenery Composition

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

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

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
In groups, learners are guided to:
-Sketch outlines of landscape compositions
-Apply horizon line and perspective principles
-Consider balance of elements in their sketches
-Share sketches for peer feedback

How do you illustrate a color gradation strip for color harmony?
How can you create a balanced landscape composition?

- MENTOR pg. 36
-Digital devices
-Lesson notes
-Paint
-Textbook
-Manila colors
- MENTOR pg. 37
-Paint supplies
-Color strips
-Brushes
-Water containers
-Sample gradations
- MENTOR pg. 38
-Sample landscape paintings
-Digital resources
-Field trip location
-Drawing materials
- MENTOR pg. 39
-Drawing books
-Pencils
-Rulers
-Sample sketches
-Digital resources
- MENTOR pg. 40
-Watercolors
-Brushes
-Water containers
-Paper

- Assessment rubrics -Oral questions -Practical activity
- Portfolio assessment -Observation -Peer critique -Practical activity

Creating And Performing

Drawing and Painting - Scenery Composition

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

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

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

How can the dabbing technique create realistic textures?

- MENTOR pg. 40
-Partially completed paintings
-Paint supplies
-Brushes
-Water containers
-Samples of textured paintings
- MENTOR pg. 41
-Nearly completed paintings
-Display area
-Digital resources

- Practical activity -Observation -Portfolio assessment -Peer critique

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
Rhythm - Compose Rhythmic Pattern

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 - Group Activity
Rhythm - Beat Numbering
Rhythm - Composition
Rhythm - Group Performance

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

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

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

In groups, learners are guided to:
-Create cards with different note values
-Place cards in a bowl and pick them
-Arrange cards to form one-bar rhythmic patterns
-Perform the created rhythms
In groups, learners are guided to:
-Compose individual four-bar rhythmic patterns
-Ensure each bar has four crotchet beats
-End with a double bar line
-Clap or tap the created rhythms

How can rhythm cards help in understanding rhythmic patterns?
What considerations are important when composing rhythms?

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

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

Creating And Performing

Rhythm - Notating Rhythmic Pattern
Rhythm - Rhythm Writing Rules
Rhythm - Body Percussion

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

- Assessment rubrics -Practical activity -Checklist

Creating And Performing

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

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

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

In groups, learners are guided to:
-Observe a live or virtual performance of Triple jump to identify the phases
-Discuss the execution of the skills
-Analyze the photos of Triple jump facilities
-Compare Triple jump and Long jump facilities

What are the phases in Triple jump?

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

- Oral questions -Written questions -Observation

Creating And Performing

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

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

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

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

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

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

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Complete Triple Jump
Athletics and Mosaic - Long Distance Running
Athletics and Mosaic - Starting Technique
Athletics and Mosaic - Arm Action and Stride
Athletics and Mosaic - Pacing and Breathing

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

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

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

In groups, learners are guided to:
-Mark a take-off line on the ground
-Line up and practice complete Triple jump sequence
-Take turns performing the full technique
-Provide constructive feedback to peers
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 sequencing of phases affect overall Triple jump performance?
How does proper starting technique affect long distance performance?

- MENTOR pg. 57
-Open field
-Sand pit
-Markers
-Digital recording devices
- MENTOR pg. 58
-Digital resources
-Textbooks
-Pictures of famous runners
-Videos of races
- MENTOR pg. 58
-Running track
-Markers
-Stopwatch
-Digital resources
- MENTOR pg. 59
-Training plans

- Complete performance assessment -Observation -Peer feedback -Video analysis
- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Practice Run
Athletics and Mosaic - Mosaic Characteristics

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

-Perform techniques for long distance running
-Apply all learned techniques in practice
-Demonstrate proper recovery
-Value discipline in running

In groups, learners are guided to:
-Carry out warm-up activities
-Practice long distance running techniques
-Implement proper finishing technique
-Perform cool-down and recovery activities

How can all techniques be integrated for effective long distance running?

- MENTOR pg. 59
-Running track
-Stopwatch
-Water
-First aid kit
-Digital resources
-Sample pictures
-Textbooks

- Complete performance assessment -Observation -Self-evaluation -Recovery assessment

Creating And Performing

Athletics and Mosaic - Monomedia
Athletics and Mosaic - Materials Collection

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

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

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

What is the role of monomedia in creating effective mosaics?

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

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

Creating And Performing

Athletics and Mosaic - Planning and Sketching
Athletics and Mosaic - Creating Mosaic
Athletics and Mosaic - Completing Mosaic

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

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

In groups, learners are guided to:
-Sketch compositions of Kenyan athletes
-Plan color schemes for mosaics
-Transfer sketches to support surfaces
-Discuss how the composition represents athletics

How does planning enhance the final mosaic product?

- MENTOR pg. 60
-Drawing materials
-Support surfaces
-Color samples
-Digital resources
- MENTOR pg. 61
-Prepared materials
-Adhesive
-Work surfaces
-Completed mosaic materials
-Display area
-Digital camera for documentation

- Sketch assessment -Planning document review -Observation -Peer feedback

Creating And Performing

Melody - Variation Techniques
Melody - Analyzing Phrases
Melody - Rhythm Variation
Melody - Scale of F Major

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

-Describe the use of variation in composing a melody
-Listen to melodies with variations
-Identify different kinds of variations
-Appreciate the role of variation in making music interesting

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

In groups, learners are guided to:
-Sing familiar tunes and discuss how variation has been achieved in the different phrases of the melody
-Listen to melody examples with variations
-Identify rhythmic, melodic, and dynamic variations
-Discuss what makes melodies appealing
In groups, learners are guided to:
-Study examples of rhythm variation
-Compare original and varied rhythmic patterns
-Identify how note values are changed
-Create their own rhythm variations

How can a melody be made interesting?
How does changing note values create rhythmic variation?

- MENTOR pg. 68
-Digital resources
-Music recordings
-Musical instruments
- MENTOR pg. 69
-Music scores
-Audio recordings
- MENTOR pg. 70
-Music scores
-Digital resources
-Staff paper
-Percussion instruments
- MENTOR pg. 71
-Musical instruments
-Music notation software

- Oral questions -Assessment rubrics -Written questions
- Written exercises -Practical demonstrations -Assessment rubrics -Portfolio review

Creating And Performing

Melody - Scale Practice
Melody - Answering Phrases

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

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

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

How does mastery of scales benefit musical performance?

- MENTOR pg. 72
-Musical instruments
-Scale notation
-Digital resources
-Keyboard or piano
- MENTOR pg. 73
-Staff paper
-Example phrases

- Performance assessment -Peer evaluation -Observation -Technical assessment

Creating And Performing

Melody - Opening Phrases
Melody - Composing Melodies
Melody - Notating Melodies

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

-Analyze answering phrases
-Create opening phrases for given answers
-Apply compositional principles
-Value creative problem-solving

In groups, learners are guided to:
-Study example answering phrases
-Identify features of the answering phrases
-Create compatible opening phrases
-Use melodic and rhythmic variations

How can you create an effective opening phrase based on an answering phrase?

- MENTOR pg. 74
-Staff paper
-Musical instruments
-Digital resources
-Example answer phrases
- MENTOR pg. 76
-Music notation software
- MENTOR pg. 78

- Composition assessment -Creative process evaluation -Performance of compositions -Portfolio review

Creating And Performing

Melody - Performing Melodies
Rugby - Different Passes

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

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

In groups, learners are guided to:
-Study melodies in F major
-Identify the letter names of the notes
-Practice sight singing using sol-fa syllables
-Perform the melodies with proper interpretation

How can melodies be performed with accurate expression?

- MENTOR pg. 80
-Digital resources
-Musical instruments
-Melody recordings
-Performance space
- MENTOR pg. 84
-Rugby balls
-Playing field
-Video clips

- Practical performance -Assessment rubrics -Observation -Peer assessment

Creating And Performing

Rugby - Basic Pass
Rugby - Spin Pass
Rugby - Pop Pass
Rugby - Pass Demonstrations
Rugby - Group Practice

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

-Describe the basic pass in Rugby
-Demonstrate proper technique for basic pass
-Execute passes accurately
-Value fundamentals in sports

-Describe the pop pass in Rugby
-Demonstrate proper technique for pop pass
-Execute passes with proper timing
-Value situational skills in sports

In groups, learners are guided to:
-Study the technique for basic pass
-Practice holding the Rugby ball with both hands
-Execute the basic pass focusing on proper technique
-Give feedback to peers on passing technique
In groups, learners are guided to:
-Study the technique for pop pass
-Practice the short-range passing technique
-Execute the pop pass with proper timing
-Practice with partners to develop timing

What makes the basic pass effective in Rugby?
When is the pop pass most effective in Rugby gameplay?

- MENTOR pg. 85
-Rugby balls
-Playing field
-Digital resources
-Video clips
- MENTOR pg. 86
-Video demonstrations
- MENTOR pg. 87
-Rugby balls
-Playing field
-Digital resources
-Video demonstrations
-Visual cue cards
- MENTOR pg. 88
-Markers for positions

- Practical activity -Technical assessment -Peer evaluation -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

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

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

Creating And Performing

Photography - Different Viewpoints
Photography - Normal Viewpoint

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

-Identify different viewpoints in photography
-Describe normal, bird's eye and worm's eye viewpoints
-Analyze photographs from different viewpoints
-Appreciate the effect of viewpoint on composition

In groups, learners are guided to:
-Observe virtual and/or actual samples of photographs to analyze viewpoints
-Discuss the forms captured in photographs
-Analyze how viewpoint affects the details visible in photographs

Which are the ethical issues to consider in photography?

- MENTOR pg. 95
-Digital cameras/smartphones
-Sample photographs
-Digital resources
-Textbooks
- MENTOR pg. 96
-Display equipment

- Observation -Oral discussions -Written work

Creating And Performing

Photography - Bird's Eye Viewpoint
Photography - Worm's Eye Viewpoint
Photography - Taking Photographs
Photography - Ethics
Photography - Presenting Photographs

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

-Describe bird's eye viewpoint
-Identify characteristics of high-angle photos
-Analyze sample photographs
-Value varied perspectives in art

-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:
-Study photographs taken from elevated positions
-Discuss how bird's eye view creates linear perspective
-Identify subjects best photographed from above
-Analyze composition elements in high-angle shots
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

How does bird's eye viewpoint change the narrative of an image?
What responsibilities do photographers have to their subjects?

- MENTOR pg. 97
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment
- MENTOR pg. 98
-Photography locations
-Digital storage
- MENTOR pg. 99
-Digital resources
-Ethics guidelines
-Case studies
-Role-play scenarios
- MENTOR pg. 100
-Digital devices
-Presentation software
-Display equipment
-Digital photographs

- Photo analysis -Written work -Oral discussions -Visual literacy assessment
- Written work -Role-play evaluation -Class discussion -Ethical scenario resolution

Creating And Performing

Descant Recorder - Fingering of Notes
Descant Recorder - Playing Techniques

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

- Practical activity -Assessment rubrics -Observation

Creating And Performing

Descant Recorder - Scale of F Major
Descant Recorder - Simple Melodies
Descant Recorder - Performance Directions

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

-Play the scale of F major from staff notation on a descant recorder
-Perform ascending and descending scale
-Apply correct fingering and techniques
-Appreciate the sound of F major scale

In groups, learners are guided to:
-Play the scale of F Major ascending and descending on staff notation
-Practice long tones to improve breath control and tone quality
-Apply crescendo and diminuendo while playing scales
-Give feedback to peers

How can you develop good tone quality when playing the descant recorder?

- MENTOR pg. 106
-Descant recorders
-Music scores
-Digital resources
-Staff paper
- MENTOR pg. 107
-Simple melody scores
-Metronome
- MENTOR pg. 108
-Music scores with directions
-Demonstration recordings

- Practical activity -Assessment rubrics -Observation -Peer assessment

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
Play - Societal Issues
Play - Creating 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

-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:
-Conduct a "cold reading" of a play script in a circle
-Follow stage directions during reading
-Apply appropriate vocal expression
-Discuss character motivations
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 does reading aloud enhance understanding of a play?
How can plays effectively address societal issues?

- MENTOR pg. 113
-Play scripts
-Chairs arranged in circle
-Digital resources
-Reading guides
- MENTOR pg. 115
-Video recordings of plays
-Textbooks
- MENTOR pg. 116
-Example plays with social themes
-Digital resources
-News articles
-Community resources
-Writing materials
-Sample play scripts
-Societal issues resources

- Reading performance -Vocal expression assessment -Following directions evaluation -Peer feedback
- Issue identification assessment -Analysis of play effectiveness -Written work -Class discussion

Creating And Performing

Play - Warm-up Activities
Play - Rehearsing
Play - Blocking

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

-Perform physical warm-up activities
-Engage in vocal exercises
-Participate in concentration games
-Value preparation in performance

In groups, learners are guided to:
-Perform stretches, jumps or dancing for physical warm-up
-Practice breathing and vocal exercises
-Engage in concentration games
-Discuss the importance of warming up

How do warm-up activities prepare performers physically and mentally?

- MENTOR pg. 117
-Open space
-Warm-up instruction cards
-Digital resources
-Audio for breathing exercises
- MENTOR pg. 118
-Play scripts
-Props
-Costumes
-Music
-Rehearsal space
- MENTOR pg. 119
-Stage area diagrams
-Open performance space

- Participation assessment -Technique evaluation -Observation -Self-reporting on effectiveness

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
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:

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

- Describe the chest pass technique.
- Demonstrate the chest pass in Basketball.
- Show respect for others during group activities.

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.
The learner is guided to:
- Study pictures of chest pass.
- Describe body position of player.
- Perform warm up activities.
- Demonstrate the chest pass.
- Practice the chest pass in pairs.

How can a poster be made an effective means of communicating?
Why is it important to combine passing and dribbling in Basketball?

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

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

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Executing Dribbling in Basketball

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

- Oral questions - Written responses - Observation

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing High Dribble

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

- Explain the high dribble technique.
- Demonstrate the high dribble in Basketball.
- Show commitment to skill improvement.

The learner is guided to:
- Study pictures of high dribble.
- Describe body position of player.
- Perform warm up activities.
- Practice high dribble technique.
- Observe safety measures.

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

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

- Practical activity - Observation - Checklist - Peer feedback

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing High Dribble

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

- Explain the high dribble technique.
- Demonstrate the high dribble in Basketball.
- Show commitment to skill improvement.

The learner is guided to:
- Study pictures of high dribble.
- Describe body position of player.
- Perform warm up activities.
- Practice high dribble technique.
- Observe safety measures.

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

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

- Practical activity - Observation - Checklist - Peer feedback

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing High Dribble

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

- Explain the high dribble technique.
- Demonstrate the high dribble in Basketball.
- Show commitment to skill improvement.

The learner is guided to:
- Study pictures of high dribble.
- Describe body position of player.
- Perform warm up activities.
- Practice high dribble technique.
- Observe safety measures.

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

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

- Practical activity - Observation - Checklist - Peer feedback

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing High Dribble

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

- Explain the high dribble technique.
- Demonstrate the high dribble in Basketball.
- Show commitment to skill improvement.

The learner is guided to:
- Study pictures of high dribble.
- Describe body position of player.
- Perform warm up activities.
- Practice high dribble technique.
- Observe safety measures.

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

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

- Practical activity - Observation - Checklist - Peer feedback

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
Basketball and Logo Design - Refining and Finalizing Logo Design

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
- Mentor Creative Arts and Sports Learner's Book pg. 134
- Paint/colored pencils
- Manila paper
- Digital resources

- Oral questions - Written responses - Group discussions

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Applying Skills in a Modified Game
Indigenous Kenyan Crafts - Pottery
Indigenous Kenyan Crafts - Pottery Techniques
Indigenous Kenyan Crafts - Preparing Clay for Pottery

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

- Combine passing and dribbling skills in a game situation.
- Play the Warrior game using Basketball skills.
- Show sportsmanship during competitive activities.

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

The learner is guided to:
- Perform warm up exercises.
- Form two teams with assigned logos.
- Play the Warrior game applying passing and dribbling skills.
- Change roles to ensure everyone practices different skills.
- Display team logos during the game.
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 it important to combine passing and dribbling in Basketball?
Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 134
- Basketball
- Team logos
- Open space
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 143
- Digital resources
- Sample pottery items
- Video clips
- 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

- Practical activity - Observation - Peer assessment - Team evaluation
- 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
Indigenous Kenyan Crafts - Firing Clay Vessels

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
- Dry clay vessels
- Firewood
- Matches
- Digging tools

- Practical activity - Observation - Product assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Making a Frame Loom for Weaving
Indigenous Kenyan Crafts - Constructing a Frame Loom

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

- Describe a weaving loom and its purpose.
- Identify mitre joint technique in loom making.
- Value tools and materials for crafts.

The learner is guided to:
- Use digital devices to search for information on weaving looms.
- Study the mitre joint technique in woodwork.
- Discuss how a mitre joint is used to make a stable weaving loom.
- Share ideas with other learners.

How is a fabric woven?

- Mentor Creative Arts and Sports Learner's Book pg. 148
- Digital resources
- Sample looms
- Video clips
- Wooden planks
- Nails
- Hammer
- Measuring tools

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

Creating and Performing in Creative Arts and Sports

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:

- Explain 2/1 twill weaving technique.
- Secure warps on the loom.
- Show patience in the weaving process.

The learner is guided to:
- Explore actual and virtual resources to study 2/1 twill weaves.
- Secure the warps on the loom.
- Start weaving or interlacing weft yarns with warps.
- Use the 2/1 twill technique (over 2, under 1).

How is a fabric woven?

- 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 - Process assessment - Product examination

Creating and Performing in Creative Arts and Sports

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

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.

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

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.
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. 157
- Digital resources
- Video clips
- Pictures
- Mentor Creative Arts and Sports Learner's Book pg. 158
- Swimming pool (if available)
- 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
- Mentor Creative Arts and Sports Learner's Book pg. 161
- Pictures
- Diagrams

- Oral discussions - Written responses - Question and answer
- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Performing Butterfly Stroke Components
Swimming - Performing Leg Actions in Butterfly Stroke

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

- Demonstrate the body positioning for butterfly stroke.
- Practice arm actions for butterfly stroke.
- Show confidence in water activities.

The learner is guided to:
- Practice prone body position at the shallow end.
- Use kickboard to practice arm actions.
- Demonstrate arm actions while maintaining body position.
- Give feedback to each other.
- Observe safety measures.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 162
- Swimming pool
- Kickboards
- Pull buoys
- Swimming attire
- Mentor Creative Arts and Sports Learner's Book pg. 163
- Swimming attire
- First aid kit

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Performing Breathing Technique in Butterfly Stroke
Swimming - Combining Butterfly Stroke Components

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

- Demonstrate breathing technique for butterfly stroke.
- Coordinate breathing with arm movements.
- Show persistence in skill development.

The learner is guided to:
- Use kickboard to practice breathing technique.
- Raise head above water to breathe in during arm pull.
- Immerse head back into water to breathe out.
- Practice breathing coordination with arm movements.
- Observe safety measures.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 163
- Swimming pool
- Kickboards
- Pull buoys
- Swimming attire
- Mentor Creative Arts and Sports Learner's Book pg. 164
- Swimming attire
- First aid kit

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Playing Water Games
Kenyan Indigenous Games - Board Games
Kenyan Indigenous Games - Learning Bao

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

- Combine standing dive and butterfly stroke in games.
- Participate in team water activities.
- Show sportsmanship during water games.

The learner is guided to:
- Form groups and place floaters in shallow end.
- Take turns to perform standing dive and swim using butterfly stroke to grab floaters.
- Time each group's performance.
- Appreciate each team's efforts.
- Observe safety measures.

How can swimming skills be performed safely?

- Mentor Creative Arts and Sports Learner's Book pg. 165
- Swimming pool
- Floaters
- Swimming attire
- First aid kit
- Mentor Creative Arts and Sports Learner's Book pg. 167
- Digital resources
- Pictures of board games
- Sample boards
- Mentor Creative Arts and Sports Learner's Book pg. 168
- Bao boards
- Seeds/stones
- Video clips

- Practical activity - Observation - Team assessment - Safety checklist

Creating and Performing in Creative Arts and Sports

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

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

- Explain the terms used in Bao game.
- Demonstrate basic Bao moves.
- Show respect for rules during gameplay.

- Play Bao using proper techniques.
- Apply game strategies in Bao.
- Demonstrate fair play during the game.

The learner is guided to:
- Learn terms like sowing, harvesting, move, and continue in Bao.
- Understand the aim of the game.
- Practice basic moves in Bao.
- Follow rules for moving seeds in the game.
- Give feedback to each other.
The learner is guided to:
- Organize themselves into pairs.
- Practice playing Bao on improvised boards.
- Correct each other respectfully.
- Take turns to practice and encourage each other.
- Master techniques and skills needed to win.

Why are board games considered an indigenous game?

- Mentor Creative Arts and Sports Learner's Book pg. 170
- Bao boards
- Seeds/stones/pebbles
- Digital resources
- 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
- Mentor Creative Arts and Sports Learner's Book pg. 174
- Digital resources
- Shisima boards
- Beads/stones
- Video clips

- Practical activity - Observation - Peer feedback - Process assessment
- Practical activity - Observation - Peer assessment - Skills evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Playing Shisima
Kenyan Indigenous Games - Playing with Background Music

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

- Demonstrate playing Shisima.
- Apply proper rules and techniques.
- Show fairness during gameplay.

The learner is guided to:
- Improvise Shisima boards on paper, canvas, or rock surface.
- Select 3 beads of the same color per player.
- Place beads on 3 adjacent points opposite opponent's beads.
- Take turns moving 1 bead along lines to form 3 in a row.
- Practice playing while observing rules.

How do indigenous board games enhance mental relaxation?

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

- Practical activity - Observation - Peer assessment - Skills evaluation

Creating and Performing in Creative Arts and Sports
Appreciation in Creative Arts and Sports
Appreciation in Creative Arts and Sports

Kenyan Indigenous Games - Mental Health Benefits
Analysis of Creative Arts and Sports - Analysing a Play Performance
Analysis of Creative Arts and Sports - Evaluating Play Elements

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

- Explain how board games contribute to mental health.
- Identify social benefits of indigenous games.
- Value traditional activities for wellbeing.

The learner is guided to:
- Discuss how playing board games creates relaxation.
- Identify how games help communities use leisure time wisely.
- Share how board games can ease conflict in communities.
- Present ideas on mental health benefits to classmates.

How do indigenous board games enhance mental relaxation?

- Mentor Creative Arts and Sports Learner's Book pg. 177
- Digital resources
- Video clips
- Reference materials
- Mentor Creative Arts and Sports Learner's Book pg. 180
- Sample plays
- Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 181
- Digital devices
- Evaluation criteria

- Oral discussions - Written responses - Presentations - Reflective assessment

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Evaluating Performance Elements
Analysis of Creative Arts and Sports - Analyzing Technical Elements

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

- Analyze use of voice in a play performance.
- Evaluate body movement in a play.
- Appreciate detailed analysis in performance evaluation.

The learner is guided to:
- Continue analyzing the play from previous lesson.
- Focus on use of voice, body, and movement elements.
- Evaluate how these elements contributed to the play's effectiveness.
- Record their analysis using appropriate terminology.

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

- Mentor Creative Arts and Sports Learner's Book pg. 182
- Digital devices
- Sample plays
- Evaluation criteria
- Mentor Creative Arts and Sports Learner's Book pg. 183

- Analytical writing - Oral presentations - Peer assessment - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analyzing Production Elements
Analysis of Creative Arts and Sports - Creating a Scoring Guide
Analysis of Creative Arts and Sports - Examining Ethical Practices in Sports
Analysis of Creative Arts and Sports - Anti-doping Measures
Analysis of Creative Arts and Sports - Analyzing Solo Vocal Music

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

- Evaluate props and backdrop in a play.
- Analyze costume and makeup elements.
- Value comprehensive analysis of performances.

- Define doping in sports.
- Explain the negative effects of doping.
- Value fairness in sporting activities.

The learner is guided to:
- Complete the analysis by focusing on props, backdrop, costume, and makeup.
- Evaluate how these production elements enhanced the play.
- Analyze if costumes and props were appropriate for the theme.
- Discuss overall impression of the production elements.
The learner is guided to:
- Use digital devices or printed resources to find information about doping in sports.
- Discuss adverse effects of performance-enhancing drugs.
- Identify organizations that control doping in sports.
- Share their findings with classmates.

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

- Mentor Creative Arts and Sports Learner's Book pg. 184
- Digital devices
- Sample plays
- Evaluation criteria
- Mentor Creative Arts and Sports Learner's Book pg. 185
- Sample scoring guides
- Stationery
- Mentor Creative Arts and Sports Learner's Book pg. 185
- Digital resources
- Reference materials
- Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 186
- Case studies
- Audio/video recordings
- Music scores
- Digital devices

- Analytical writing - Group discussions - Oral presentations - Observation
- Oral discussions - Written responses - Research reports - Presentations

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Creating Music Analysis Tools
Analysis of Creative Arts and Sports - Performing and Analyzing Music

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

- Create tools for analyzing vocal music.
- Identify specific musical elements for evaluation.
- Appreciate systematic music analysis.

The learner is guided to:
- Create observation tools for analyzing solo vocal performances.
- Include key, time signature, and performance directions in their tools.
- Write a mini-group music festival program.
- Prepare to analyze other groups' performances.

How can analysis of creative arts and sports enhance creativity?

- Mentor Creative Arts and Sports Learner's Book pg. 187
- Sample analysis tools
- Music scores
- Digital devices
- Mentor Creative Arts and Sports Learner's Book pg. 188
- Analysis tools
- Digital devices
- Musical instruments

- Project assessment - Group work - Tool creation - Peer review

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analyzing "Zum Zum Zum"
Analysis of Creative Arts and Sports - Critiquing Exhibited Artworks

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

- Listen analytically to "Zum Zum Zum".
- Create analysis guide for a specific piece.
- Value detailed musical analysis.

The learner is guided to:
- Listen to a performance of "Zum Zum Zum" while following the score.
- Create an analysis guide for the piece.
- Analyze performance media, key, time signature, and performance directions.
- Share their analysis with peers for feedback.

How can analysis of creative arts and sports enhance creativity?

- Mentor Creative Arts and Sports Learner's Book pg. 189
- "Zum Zum Zum" recording
- Music score
- Analysis templates
- Mentor Creative Arts and Sports Learner's Book pg. 190
- Images of art exhibitions
- Digital resources
- Sample artworks

- Analytical writing - Listening exercises - Peer assessment - Group discussions

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Art Exhibition Elements
Analysis of Creative Arts and Sports - Visiting Art Exhibitions

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

- Describe elements of effective art exhibitions.
- Analyze how exhibitions communicate themes.
- Value organization in artistic display.

The learner is guided to:
- Learn that galleries have themes or subject matter.
- Understand that galleries have functions or reasons.
- Discuss how exhibitions promote environmental conservation or other themes.
- Suggest improvements for exhibitions.

How can analysis of creative arts and sports enhance creativity?

- Mentor Creative Arts and Sports Learner's Book pg. 191
- Images of art exhibitions
- Digital resources
- Art criticism texts
- Mentor Creative Arts and Sports Learner's Book pg. 192
- Digital devices
- Art exhibitions
- Analysis templates

- Oral discussions - Written analysis - Group work - Presentations

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Creating Exhibition Analysis Tools
Analysis of Creative Arts and Sports - Role of Analysis in Creative Arts and Sports
Analysis of Creative Arts and Sports - Benefits of Analysis
Analysis of Creative Arts and Sports - Critical Thinking Development
Analysis of Creative Arts and Sports - Learning from Professionals

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

- Create tools for analyzing art exhibitions.
- Apply analysis tools to exhibitions.
- Appreciate systematic art critique.

- Explain how analysis develops critical thinking.
- Describe how detailed understanding enhances art appreciation.
- Value respectful critique of creative works.

The learner is guided to:
- Create analysis tools with sections for gallery name, artist, type of artwork, medium, theme, and function.
- Apply created tools to analyze exhibitions.
- Suggest improvements for exhibits.
- Share analysis with classmates.
The learner is guided to:
- Discuss how analysis helps develop critical thinking.
- Explain how analysis helps understand details of creative works.
- Emphasize the importance of respectful acceptance of criticism.
- Practice giving constructive feedback.

How can analysis of creative arts and sports enhance creativity?
Why is analysis an important skill in Creative Arts and Sports?

- Mentor Creative Arts and Sports Learner's Book pg. 193
- Analysis templates
- Digital resources
- Exhibition images
- Mentor Creative Arts and Sports Learner's Book pg. 194
- Previously analyzed works
- Reference materials
- Mentor Creative Arts and Sports Learner's Book pg. 195
- Case studies
- Mentor Creative Arts and Sports Learner's Book pg. 196
- Digital resources
- Sample critiques
- Reference materials
- Mentor Creative Arts and Sports Learner's Book pg. 197
- Resource persons
- Interview guidelines
- Recording devices

- Project assessment - Analytical writing - Peer review - Presentations
- Oral discussions - Written reflections - Role play - Peer assessment

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Personal Analysis Application
Analysis of Creative Arts and Sports - Analysis in the Creative Process
Analysis of Creative Arts and Sports - Culminating Project
Analysis of Creative Arts and Sports - Culminating Project

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

- Apply analysis skills to their own creative projects.
- Use self-reflection to improve performance.
- Value continuous improvement through analysis.

The learner is guided to:
- Select own creative works for self-analysis.
- Apply learned analysis techniques to self-evaluate.
- Identify strengths and areas for improvement.
- Create personal improvement plans based on analysis.

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

- Mentor Creative Arts and Sports Learner's Book pg. 197
- Student portfolios
- Analysis tools
- Self-reflection guides
- Digital resources
- Case studies
- Planning templates
- Mentor Creative Arts and Sports Learner's Book pg. 180-197
- Student projects
- Presentation materials
- Digital resources

- Self-assessment - Portfolio review - Personal reflections - Improvement plans