PERFORMING

Songs

By the end of the lesson, the learner should be able to:
strand Sing different types of songs, with accuracy in pitch, rhythm and dynamics controlling the expessive elements Perform songs as an individual (solo) or in agroup (choral) Sing 2-part songs to explore the concept of harmony

Learners sing different types of familiar songs Learners listen to/watch recordings of songs and imitate with accuracy in pitch and rhythm Individually (solo) and in groups (choral) learners are guided in singing different types of songs: Partriotic, Action, Sacred and Topical songs on pertinent &contemporary issues with accuracy in pitch, rhythm and dynamics (soft and loud)

Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?

Sheet music, song
book,
pitching
device,
audio/visual
recordings

Portfolio, Observation checklist, Oral/aural questions, Project

PERFORMING

Songs

By the end of the lesson, the learner should be able to:
strand Sing different types of songs, with accuracy in pitch, rhythm and dynamics controlling the expessive elements Perform songs as an individual (solo) or in agroup (choral) Sing 2-part songs to explore the concept of harmony

Learners watch/listen to live/ recorded performances of solo and choral music and are guided in identifying expressive elements (dynamics, articulation, and tempo) in the perfomance. Individually and in groups lerners discuss the message in the songs. Individually and in groups learners perform different types of songs employing the appropriate expressive elements (dynamics, articulation, and tempo) Learners watch live or recorded performances of two part songs for familiarisation.

Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?

Sheet music, song
book,
pitching
device,
audio/visual
recordings

Portfolio, Observation checklist, Oral/aural questions, Project

PERFORMING

Songs

By the end of the lesson, the learner should be able to:
PROJECT Use digital devices to record individual (solo) and group (choral) performances for sharing and documentation

At home and in school, learners use digital devices to record individual (solo) and group (choral) performances guided by the teacher and parent/guardian Learners watch/listen to recorded performances and discuss the types of songs in the performances

Why do you sing? During which occasion music performed in you community? What should one do to ensure they sing well? What do the songs we sing talk about? How do you express yourself while singing?

Sheet music, song
book,
pitching
device,
audio/visual
recordings

Portfolio, Observation checklist, Oral/aural questions, Project

PERFORMING

Kenyan folk song

By the end of the lesson, the learner should be able to:
strand Sing folk songs drawn from local community Discuss the message and values in a folk song Perform folk songs with co-ordinated body movements

Learners listen to/watch live/recorded performances of folk songs from the local community Learners visit community cultural centres to watch and learn folk songs In groups, learners are guided to perform folk songs with co-ordinated body movements

Which traditional song are performed in your local community? What is the message in the folk song? What values can we learn from folk songs? What safety measures should be observed when performing traditional folk songs? Which instruments are used to accompany folk songs?

Traditional musical
instrument, resource
person,
costumes
and props

Portfolio, Observation checklist, Oral questions, Practical test

PERFORMING

Kenyan folk song
Kenyan folk song

By the end of the lesson, the learner should be able to:
Observe safety in the performance of a folk song Observe etiquette in a folk song to enhance acceptance social relationships Use appropriate instrumental accompaniment in a folk song

In groups, learners are guided to perform folk songs with co-ordinated body movements Learners take different roles in performing folk songs Learners observe safety while performing folk songs and in the use of props In groups, learners practice etiquette such as appropriate dressing and morally acceptable body movements while performing folk songs

Which traditional song are performed in your local community? What is the message in the folk song? What values can we learn from folk songs? What safety measures should be observed when performing traditional folk songs? Which instruments are used to accompany folk songs?

Traditional musical
instrument, resource
person,
costumes
and props
instrument,
resource person,

Portfolio, Observation checklist, Oral questions, Practical test

PERFORMING

Kenyan folk song

By the end of the lesson, the learner should be able to:
Observe safety in the performance of a folk song Observe etiquette in a folk song to enhance acceptance social relationships Use appropriate instrumental accompaniment in a folk song

Learners use appropriate instruments to accompany folk songs guided by the teacher Individually and in groups, learners identify and discuss the messages and values in folk songs

Which traditional song are performed in your local community? What is the message in the folk song? What values can we learn from folk songs? What safety measures should be observed when performing traditional folk songs? Which instruments are used to accompany folk songs?

Traditional musical
instrument,
resource person,
costumes
and props

Portfolio, Observation checklist, Oral questions, Practical test

PERFORMING

Musical instrument s: Kenyan traditional musical instrument s- percussion instrument s
Musical instrument s: Kenyan traditional musical instrument s- percussion instrument s

By the end of the lesson, the learner should be able to:
strand Classify percussion instruments from kenya Aurally and visually identify melodic and non- melodic percussion instruments from kenya Identify the parts of a
Tune a drum in order to produce the desired sound Play a percussion instrument to provide appropriate accompaniment to a song or dance

Learners watch live/recorded performance of percussion instruments Learners aurally and visually identify percussion instruments as melodic or non-melodic Learners observe pictures of /real percussion instruments and classify them as melodic and non-melodic percussion instruments Learners play different percussion instruments to identify whether the instrument is melodic or non-melodic Learners observe real/ pictures of different percussion instruments and are guided in naming the parts

How are percussion instruments played? Which percussion instruments can play a melody? Which locally available materials can be used to make percussion instruments? Why is a drum tuned? How is a drum tuned?

Descant recorders, melodic and no-melodic instruments, resource person

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

PERFORMING

Musical instrument s: Kenyan traditional musical instrument s- percussion instrument s

By the end of the lesson, the learner should be able to:
PROJECT Make a percussion instrument usin locally available materials to accompany a song or dance Use digital devices to record music made by percussion instruments for sharing and documentation

In groups learners tune a drum using the appropriate method (tightening laces and or warming the membrane). Individually and in groups learners play different percussion instruments (melodic and non-melodic) to accompany song and dance guided by the teacher/resource person In groups, learners make percussion instruments observing own and others' safety Learners record music made by percussion instruments, share and discuss the percussion instruments used with peers

How are percussion instruments played? Which percussion instruments can play a melody? Which locally available materials can be used to make percussion instruments? Why is a drum tuned? How is a drum tuned?

Descant recorders, melodic and no-melodic instruments, resource person

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

PERFORMING

Descant recorder
Descant recorder

By the end of the lesson, the learner should be able to:
Play the notes B A G on a descant recorder Play simple melodies using the notes B A G on the descant recorder Practice hygiene measures in the use of the descant recorder

Learners explore the recorder by identifying the parts guided by the teacher Learners discuss and practice hygiene measures in using the descant recorder Learners practice holding and blowing the recorder with the appropriate posture and fingering
Learners learn finger numbers on hand and fingerings for B A G on recorder Clap rhythmic patterns before playing the patterns with assigned tones (B A G) Learners play B A G as demonstrated by the teacher using rhythmic patterns built on taa,ta-te (crotchets and quavers)

How are different pitches produced on a descant recorder? How do you care and maintain the descant recorder?

Descant
recorders,
melodic and no-melodic
instruments,
resource
person

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

PERFORMING

Descant recorder
Dance

By the end of the lesson, the learner should be able to:
Play the notes B A G on a descant recorder Play simple melodies using the notes B A G on the descant recorder Practice hygiene measures in the use of the descant recorder
strand Perform a Kenyan folk dance from their local community Apply basic elements of dance in a dance performance Perform a Kenyan folk dance with coordinated body movements

Individually and in groups learners play melodies built on B A G Individually learners practice playing the notes and melodies learnt at home.
Learners watch a live/recorded Kenyan folk dance from the local community. Learners perform a dance from the local community guided by the teacher observing the basic elements of dance (time, space, energy and relationships)

How are different pitches produced on a descant recorder? How do you care and maintain the descant recorder?

Descant
recorders,
melodic and no-melodic
instruments,
resource
person
Traditional instruments,
Video of
dances,
recorder
stands,

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

PERFORMING

Dance

By the end of the lesson, the learner should be able to:
Create dance formations for aesthetic value Perform a folk dance observing own and others safety

Individually and in groups learners perform a folk dance with coordinated body movements. In groups learners perform a Kenyan folk dance incorporating formations observing own and others' safety Learners record dances performed in school and the community and share their experiences in class.

Why do people dance? How do we perform a folk dance? Which dances are performed in the community?

Traditional instruments,
Video of
dances,
recorder
stands,
resource
person

Practical, observation, field work

PERFORMING

Dance

By the end of the lesson, the learner should be able to:
PROJECT Record Kenyan folk dances for sharing and documentation

Individually and in groups learners perform a folk dance with coordinated body movements. In groups learners perform a Kenyan folk dance incorporating formations observing own and others' safety Learners record dances performed in school and the community and share their experiences in class.

Why do people dance? How do we perform a folk dance? Which dances are performed in the community?

Traditional instruments,
Video of
dances,
recorder
stands,
resource
person

Practical, observation, field work

CREATING/ COMPOSING MUSIC
Performing

Rhythm
Musical Instruments

By the end of the lesson, the learner should be able to:
strand Interpret rhythmic pattern involving crotchet and quaver using French rhythm names (taa, ta-te) Create simple rhythms using French rhythm names (taa, ta-te) for crotchet and quaver
strand be able to Make a percussion instrument using locally available materials to accompany a song or dance

Individually and in groups, learners clap/tap rhythms of words involving taa, ta-te (crochet and quaver) maintaining a steady beat. Learners interpret (orally) rhythmic patterns involving crotchet and quaver using French rhythm names (taa, ta-te)
Learners record music made by percussion instruments, share and discuss the percussion instruments used with peers

How are rhythms created?

Sheet music,
melodic
instrument,
flash cards-
of rhythmic
patterns,
melodies,
sol-fa
names
Traditional musical instruments, Resource persons, Costumes and props, Audio/visual recordings of folk
songs

Oral tests, Aural tests, Written tests

Performing

Musical instruments

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

strand
Use
digital devices to record
music made by
percussion instruments
for sharing and
documentation

Learners record
music made by
percussion
instruments, share
and discuss the
percussion
instruments used
with peers

Which percussion instruments can play a melody?

Descant
Recorders,
Melodic and
non-melodic
Kenyan
traditional
Percussion
instruments,
Resource
persons, and
recorder stands.

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

Performing

Musical instruments

By the end of the lesson, the learner should be able to:
strand be able to Use digital devices to record music made by percussion instruments for sharing and documentation

Learners record music made by percussion instruments, share and discuss the percussion instruments used with peers

Which locally available materials can be used to make percussion instruments ?

Descant Recorders, Melodic and non-melodic Kenyan traditional Percussion instruments, Resource persons, and
recorder stands.

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

Performing

Descant Recorder

By the end of the lesson, the learner should be able to:
strand be able to Play the notes B A G on a descant recorder

Learners explore the recorder by identifying the parts guided by the teacher

How are different pitches produced on a descant recorder?

Descant Recorders, Melodic and non-melodic Kenyan traditional Percussion instruments, Resource persons, and
recorder stands.

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

Performing

Descant Recorder

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

strand

Play the notes B A G on
a descant recorder

Learners explore the
recorder by
identifying the parts
guided by the
teacher
Learners discuss and
practice hygiene
measures in using
the descant recorder

How are different pitches produced on a descant recorder?

Descant
Recorders,
Melodic and
non-melodic
Kenyan
traditional
Percussion
instruments,
Resource
persons, and
recorder stands.

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

Performing

Descant Recorder

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

strand

Play simple melodies
using the notes B A G
on the descant recorder

Learners practice
holding and blowing
the recorder with the
appropriate posture
and fingering
Learners learn finger
numbers on hand
and fingerings for B A
G on recorder
Clap rhythmic
patterns before
playing the patterns
with assigned tones
(B A G)

How do you care and maintain the descant recorder?

Descant
Recorders,
Melodic and
non-melodic
Kenyan
traditional
Percussion
instruments,
Resource
persons, and
recorder stands.

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

Performing

Descant Recorder

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

strand

Practice hygiene
measures in the use of
the descant recorder

Learners play B A G
as demonstrated by
the teacher using
rhythmic patterns
built on taa,ta-te
(crotchets and
quavers)
Individually and in
groups learners play
melodies built on B A
G
Individually learners
practice playing the
notes and melodies
learnt at home.

How do you care and maintain the descant recorder?

Descant
Recorders,
Melodic and
non-melodic
Kenyan
traditional
Percussion
instruments,
Resource
persons, and
recorder stands.

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

Performing

Descant Recorder
Dance

By the end of the lesson, the learner should be able to:
strand
Practice hygiene
measures in the use of
the descant recorder

Learners play B A G
as demonstrated by
the teacher using
rhythmic patterns
built on taa, ta-te
(crotchets and
quavers)
Individually and in
groups learners play
melodies built on B A
G
Individually learners
practice playing the
notes and melodies
learnt at home.

How do you care and maintain the descant recorder?

Traditional
musical
instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
of dance
formations

Portfolio, Observation checklist, Oral questions, Practical test, aural tests, project work, Assignments

Performing

Dance

By the end of the lesson, the learner should be able to:
strand
perform a Kenyan folk
dance from their local
community

Learners watch a live/recorded Kenyan folk dance from the
local community

Why do people dance? How do we perform a folk dance?

Traditional musical instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
of dance
formations

Practical, observation, field work

Performing

Dance

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

apply
basic elements of dance
in a dance performance

Learners perform a dance from the local
community guided
by the teacher
observing the basic
elements of dance
(time, space, energy
and relationships)

Why do people dance? How do we perform a folk dance?

"Traditional musical
instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
"
of dance formations

Practical, observation, field work

Performing

Dance

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

apply
basic elements of dance
in a dance performance

Learners perform a dance from the local
community guided
by the teacher
observing the basic
elements of dance
(time, space, energy
and relationships)

Why do people dance? How do we perform a folk dance?

"Traditional musical
instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
"
of dance formations

Practical, observation, field work

Performing

Dance

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

strand,

perform a Kenyan folk
dance with coordinated
body movements

Learners perform a
dance from the local
community guided
by the teacher
observing the basic
elements of dance
(time, space, energy
and relationships)

Which dances are performed in the community?

Traditional
musical
instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
of dance
formations

Practical, observation, field work

Performing

Dance

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

strand,

create dance
formations for aesthetic
value

Individually and in
groups learners
perform a folk dance
with coordinated
body movements

Which dances are performed in the community?

Traditional
musical
instruments,
Videos of
dances, ICT
devices,
Resource
persons, Pictures
of dance
formations

Practical, observation, field work