Creating and Performing Creative arts and Sports.
Creating and Performing in Creative arts and Sports.

Athletics. (Javelin)
Athletics (Javelin).

By the end of the lesson, the learner should be able to:
lesson, be able to;
Describe the javelin appearance from photos.
Select suitable materials and tools for carving a javelin implement.
Sketch a javelin implement on charts or books.
Enjoy drawing the javelin implement.

In groups,pairs or individually,learners are guided to;
observe actual or virtual images of javelin with focus on general shape, length, thickness and weight.
identify and select the suitable materials and tools for carving a javelin implement.
draw a javelin implement on chart or books from the images observed.

What materials can be used to make a javelin while conserving the environment?

Photos, Pictures & Images of javelins.
Top Scholar PE and Sports pg 43.
Digital devices.
Selected materials and tools
Sketched images.
Top Scholar PE & Sports pg 43.

Observation checklists. Portfolios. Oral questions.

Creating and Performing in Creative arts and Sports.

Athletics (Javelin).

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the phases of throwing a javelin from a clip.
Discuss the phases of throwing a javelin.
Search the internet for video clips on the phases of throwing a javelin.
Acknowledge the phases of throwing a javelin.

In groups,pairs, learners are guided to;
Use digital devices or texts to observe the javelin throw.
identify the phases of throwing a javelin from the clips or text.
discuss the phases of throwing javelin.
Note down the phases of throwing javelin in note books.

What are the phases of throwing a javelin?

Digital devices.
Video clips.
Top Scholar PE & Sports pg 44-46.

Assessment rubric. Observation. Oral questions. Oral discussions. Written tests.

Creating and Performing in Creative arts.
Creating and Performing in Creative arts and Sports.

Athletics (Javelin).

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the types of grips used in javelin from a clip.
Describe the different types of javelin grips.
Demonstrate the different types of grips.
Acknowledge the different types of javelin grips.

In groups,learners are guided to;
use digital devices to watch a clip on the types of javelin grips.
identify the types of javelin grips.
describe the different types of javelin grips.
individually,practice the different types of javelin grips.

Which type of javelin grip do you know?

Top Scholar PE and Sports pg 44.
Digital devices.
Video clips.
Javelins.
Open field.
Top Scholar PE and Sports pg 47-48.

Observation checklists. Practical Activities. Oral questions. Oral discussion.

Creating and Performing in Creative arts and Sports.

Athletics (Javelin)

By the end of the lesson, the learner should be able to:
lesson, be able to;
Execute the javelin throw following the throwing phases for skill acquisition.
Appreciate each other's throwing effort by giving feedback.

In groups, individually,learners are guided to;
practice javelin throw while observing the five phases and basic rules.
use digital devices to record as they practice.

How do you throw the javelin?

Top Scholar PE & Sports pg 44-46.
Open field.
Javelins.

Assessment rubric. Observation checklists.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the steps of making a lark's head knot.
Describe the steps of making a lark's head knot.
Search for a video on steps of making lark's head macrame knots.
Acknowledge the steps followed in making of a lark's head knot.

In groups, learners are guided to;
outline the steps of making a lark's head knot.
describe the steps of making a lark's head knot.
use digital devices to search for clips on the steps of making a lark's head knot.

What steps do you follow in making a lark's head knot?

Digital devices.
Video clips.
Teacher's Notes.
Top Scholar Visual Arts pg 126-127
Weaving materials.
Visual Arts pg 120.

Observation. Oral questions. Oral discussions.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Search for clips on the 4 basic macrame knots used for weaving.
Outline the steps for making the basic macrame knots used for weaving.
Appreciate the basic macrame knots used in weaving.

In groups,learners are guided to;
observe clips and samples of four basic macrame knots used for weaving (the lark's head,half hitch, square spiral/half knots)
discuss the four basic macrame knots used for weaving.

What are the basic macrame knots used for weaving?

Digital devices.
Video clips.
Samples.

Observation. Oral questions. Oral discussions.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Practice tying knots using the basic macrame knots.
Appreciate each other's effort in tying knots using the basic macrame knots used for weaving.

In pairs or individually,learners are guided to;
observe teacher or resource person as he/she demonstrates tying knots.
collaboratively practice tying knots using the basic macrame knots used for weaving.

How do you tye a knot using the basic macrame knots?

Weaving materials.
Resource person.
Suitable weaving materials.
Digital devices.
Video clips.

Observation checklists. Practical demonstration.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Weave a handball goal net using the lark's head macrame knots.
Appreciate each other's effort in weaving a handball net goal net.

In groups,learners are guided to;
observe the teacher as he or she demonstrates how to weave the handball goal net.
collaboratively weave a handball goal net while observing the knots,size of the net and finishing.

How do you weave a handball goal net?

open field.
Weaving materials.

Observation checklists. Assessment rubrics. Practical demonstration.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Fix the net onto the goal posts .
Use the nets to practice shooting in a handball game.

In groups,learners are guided to;
fix the weaved nets onto the goal posts .
use the the fixed nets to practice shooting in a handball game.

How do you fix a handball goal net on the goal posts?

Weaved handball goal net.
Handball goal posts.
Open field.
Handball .
Digital devices.
Top Scholar PE and Sports pg 18-20.
Video clips.
Pictures.

Observation checklists. Practical Activity.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
;
Demonstrate the passing skills in handball.
Appreciate each other's effort in passing the handball.

Individually,in groups,learners are guided to;
practice the jump,side and flick pass in handball.
Use digital devices to record themselves as they practice and different types of pass in handball.

How do you pass in a handball game? What are the qualities of a good pass?

Open field.
Handball.
Digital devices.
Top Scholar PE and Sports pg 20-21.

Observation checklists. Assessment rubric. Practical Activity.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
;
Identify the types of dribbling in a handball game.
Describe the types of dribbling as used in handball game.
Search the internet for clips on the types of dribbling in a handball game.
Acknowledge the different types of dribbling used in handball.

In groups,learners are guided to:
explain the meaning of dribbling.
watch a clip on dribbling and identify the types of dribbling.
describe the different types of dribbling from the clip watched.

What is dribbling? What are the types of dribbling in a handball game?

Top Scholar PE and Sports pg 29.
Digital devices.
Video Clips.
Pictures.
Open Field.
Handball pitch.
Handball.
Top Scholar PE and Sports pg 30-31.

Oral questions. Oral discussions. Written tests. Assessment rubrics.

Creating and Performing in Creative arts and Sports.

Handball.

By the end of the lesson, the learner should be able to:
;
Identify the different types of shots in a handball game.
Describe the types of shots in handball game.
Search the internet for clips on the types of shots in handball.
Acknowledge the different types of shots in handball game.

In groups, pairs, learners are guided to;
watch clips from the internet showing the different types of shots in handball.
identify the different types of shots in handball game.
discuss and demonstrate the different types of shots in handball game.

What are the different types of shots in handball game?

Top Scholar PE and Sports pg 32-34.
Digital devices.
Video clips.
Pictures.

Oral questions. Written tests. Oral discussions. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Handball
Handball.

By the end of the lesson, the learner should be able to:
;
Execute jump shot in handball game.
Appreciate each other's effort in shooting using the jump shot.

In groups, individually, learners are guided to;

observe the teacher as he/she demonstrates the jump shot.
practice the jump shot using drills and record themselves using digital devices.

How do you perform a jump shot?

Top Scholar PE and Sports pg 35-36.
Open Field.
Handball pitch.
Handball.
Teams.

Observation checklists. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Handball (Assessment)

By the end of the lesson, the learner should be able to:
;
Attempt the questions on Handball.

In pairs or individually,learners are guided to;
Answer the questions on the End of Handball assessment.

Assessment books.
Top Scholar PE and Sports pg 36.

Written tests. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Composing Melody.

By the end of the lesson, the learner should be able to:
;
Outline the qualities of a good melody.
Discuss the qualities of a good melody in reference to the melodies sung.
Sing the melody in learner's book using tonic sol-fas and hand signs.
Acknowledge the qualities of a good melody.

In groups,pairs,learners are guided to;
sing familiar tunes to outline the qualities of a good melody.
discuss the qualities of a good melody in reference to the melodies sung.

What are the qualities of a good melody?

MTP Performing Arts pg 69-70.
Songs.
Digital devices.
MTP Performing Arts pg 71-73.

Oral presentation. Oral discussion. Written tests.

Creating and Performing in Creative arts and Sports.

Composing Melody

By the end of the lesson, the learner should be able to:
;
Outline the steps to follow in creating a card design inspired by composed melodies.
Discuss the steps to follow in creating a card design inspired by composed melodies.
Search the internet for clips and more information on creating a card design.

In groups,pairs, learners are guided to;
search the internet for information and clips on steps in creating a card design.
outline the steps to follow in creating a card design inspired by composed melody.
discuss the steps in creating a card design inspired by composed melody.

Which steps do you follow in creating a card design?

Digital devices.
Internet.
Video clips
Teachers notes

Oral questions. Oral discussion. Checklists. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Composing Melody .

By the end of the lesson, the learner should be able to:
;
Create a card design inspired by the composed melody.
Appreciate the use of melody in creative arts and sports for expression.

In groups, pairs, individually,learners are guided to;
design a decorated one-fold window seasonal card inspired by the melody composed,
cut out a window on the front page of card.
create illustrations inspired by the melody inside the window,
embellish the window with found objects (papers, buttons,beads,straws) and music notations signs.
include the melody.
sign the card card using calligraphy.

How do you create a card design inspired by a composed melody?

Creating materials

Observation checklists. Assessment rubrics. Portfolios.

Creating and Performing in Creative arts and Sports.

Composing Melody.

By the end of the lesson, the learner should be able to:
;
Perform simple pieces of music in C major using voice or any other western instrument.
Enjoy performing the simple pieces of music in C major.

In pairs, groups,learners are guided to;
observe the teacher as he/she demonstrates performing pieces of music in C major.
watch clips showing performance of simple pieces of music in C major.
collaborate in performing simple pieces of music in C major and record themselves using digital devices.

In pairs, groups,learners are guided to; observe the teacher as he/she demonstrates performing pieces of music in C major. perform simple pieces of music in C major and record themselves using digital devices.

Musical instruments.
Music in C major.
Digital devices.

Observation checklists. Practical Activities. Assessment rubric.

Creating and Performing in Creative arts and Sports.

Composing Melody Composing Melody.

By the end of the lesson, the learner should be able to:
;
Perform simple pieces of music in C major.
Perform melodies with curwen hand signs and other gestures or body movements to create a warm-up routine.
Appreciate the use of melodies in Creative Arts and Sports for expression.

In groups,pairs,learners are guided to;
perform melodies with Curwen hand signs and other gestures or body movements to create warm-up routine.
give feedback on melodies composed by self and others.

How do Musical, Visual Arts and Physical fitness skills contribute to composing melody?

Melodies.
Open Field
Digital devices.

Observation checklists. Practical Activities. Assessment rubric.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Search the internet for clips on shooting techniques used in football.
Execute shooting skill in football.
Appreciate each other's effort in performing the shooting skill in football.

In groups,pairs, individually,learners are guided to:
use digital devices to watch clips of shooting skill in football.
individually learner to demonstrate confidence as he or she perform the shooting skill in football.

How do you shoot in a football game?

Digital devices.
Video clips.
School Field.
Soccer balls.

Assessment rubrics. Checklists. Observation schedule. Practical work.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify locally available materials that can be used to improvise crayons for drawing.
Collect the identified locally available materials for improvisation of drawing crayons.

In groups,pairs,learners are guided to;
collaborate in identifying the locally available materials that can be used to improvise crayons for drawing.
search the internet for the appropriate locally available materials that can be used to improvise crayons for drawing.
collect the identified locally available materials for improvisation of drawing crayons.

Which locally available materials can be used in making improvised crayons for drawing?

Environment.
Digital devices.
School compound.
Locally available materials; Candle wax, colour pigment, source of heat)

Practical work. Checklists.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the meaning of Crayon etching.
Describe the procedure of crayon etching .
Search the internet for clips on crayon etching art technique.
Appreciate the use of crayon etching art technique in expressing one's ideas.

In groups,pairs,learners are guided to;
explain the meaning of crayon etching.
search the internet and outline the procedure of crayon etching.
discuss the process of creating a crayon etching.
watch clips showing the crayon etching art techniques.

What is crayon etching? How is crayon etching done?

Teacher's notes
Digital devices.
Print materials.
Video clips.
Internet.

Assessment rubric. Oral questions. Oral discussion.

Creating and Performing.

Football.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Create a pictorial composition using crayon etching inspired by football game.
Value team effort in crayon etched drawing.

In groups,pairs, individually,learners are guided to;
outline the steps for creating a crayon etching inspired by football game.
source to cut out images inspired by the football skills.
apply crayon to fill the paper in varried shapes.
coat the surface with black media and trace the images to create a composition.
scratch creatively within the outline on the black media.
display their work for assessment.

How can you create a pictorial composition using crayon etching?

Crayons.
Wax paper.
Printing papers.
Black ink.
Working area in the environment.

Assessment rubrics. Checklists. Observation. Practical work. Portfolios.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the procedure of making an alternate repeat pattern by stencil printing on a fabric.
Describe the procedure of making an alternate repeat pattern by stencil printing on a fabric.
Desire to make an alternate repeat pattern by stencil printing on fabric.

In groups,pairs, individually,learners are guided to;
outline the procedure of making an alternate repeat pattern by stencil printing on a fabric.
discuss the procedure of making alternate repeat pattern by stencil printing on a fabric.

Why is colouring important on creating an alternate pattern on fabric? Why is registration important in printmaking?

Top Scholar Visual Arts pg 59-61.
Teacher's Notes.
Digital devices.
Pictures.

Assessment rubrics. Oral questions. Checklists.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Create an alternate repeat pattern by stencil printing on a fabric.
Appreciate own and others stencil printed work.

In groups,pairs or individually,learners are guided to;
collaborate in preparing the fabric, printing ink/paste and surface for printing.
make registration marks on the fabric.
dap to print an alternate repeat pattern on a fabric using contrasting colours to make a curtain for your class.
finish by trimming and ironing.

Why is registration important in printmaking?

Top Scholar Visual Arts pg 60-61.
Fabric.
Printing ink or paint .
Working area.

Practical work. Portfolios. Assessment rubrics. Observation schedule. Checklists.

Creating and Performing.

Multi Media Art.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Display their printed fabric for assessment.
Appreciate each others work as they display.

Individually,in pairs or groups,learners are guided to;
Present and display their printed fabric.
Critique the printed fabric and give feedback.

How can you improve on the printed fabric after feedback?

Printed fabrics.
Display area.

Assessment rubric. Peer assessment. Observation schedule. Checklists.

Creating and Performing.

Picture Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the different types of lines in art.
Discuss the types of lines as elements and principle of art.
Appreciate the different types of lines used in art.

In groups,pairs,learners are guided to;
study virtual and actual sample drawing.
Examine lines as an element and principle of art.
Identify the lines used in the sample drawing.
Describe lines as elements and principle of art.

Why is line considered a fundamental element of art? Which types of lines are used as element of art?

Top Scholar Visual Arts pg 21-22.
Teacher's notes.
Sample drawings.

Assessment rubrics. Observation. Checklists. Oral questions.

Creating and Performing.

Picture Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define tone as an element of art.
Describe tone as an element of art.
Appreciate the role of tone as an element of art.

In groups,pairs or individually,learners are guided to;
State the meaning of tone as an element of art.
study virtual and actual sample drawing.
Anayse tone/value as element of art.

What is tone as an element of art?

Sample drawing.
Teacher's notes.
Digital devices.
Internet.

Assessment rubrics. Checklists. Oral questions. Observation.

Creating and Performing.

Picture Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define balance as a principle of art.
Identify different types of balance.
Analyse artworks that exhibit various forms of balance.
Appreciate balance in creating visual harmony and stability in artwork.

In groups,pairs,learners are guided to;
Define balance as a principle of art and discuss its significance in composition.
Study examples of artworks showcasing different types of balance.
Analyse drawings/artwork showing the different forms of balance.

What is balance as a principle of art? How is balance achieved in drawing?

Artwork and drawings samples.
Digital devices.
Internet.
Teacher's notes.
Colour wheels.
Pictures of paintings.
Top scholar visual arts grade 8 pg 25-28.

Assessment rubrics. Observation. Checklists. Oral questions. Checklists.

Creating and Performing.

Picture Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Create artworks that effectively utilize cool and warm colours.
Reflect on the use of cool and warm colours in personal work.

In groups,pairs ,learners are guided to;
Demonstrate colour mixing techniques to create cool and warm colours.
Collaborate in creating two artworks ,one using predominantly cool colors and the other using warm colours.
Display their artworks for peer assessment.

What effects are created by the colours in the artworks created?

Drawing books.
Paint.
Paint brush.
Water and palette.
Top Scholar Visual Arts grade 8 pg 28-31.

Assessment rubrics. Checklists. Observation schedule. Practical task.

Creating and Performing.

Picture Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the meaning of birds eye view in drawing.
Draw a cuboid from birds eye view to bring out the line,tone and balance as elements of art.
Enjoy drawing objects from the birds eye view.

In groups,individually,learners are guided to;
Define the term birds eye view as used in drawing.
Outline the procedure of drawing from birds eye view.
Draw objects,cuboids from the birds eye view.
Analyse tone,lines and balance from their drawings.
Display their drawings for assessment.

What is the birds eye view in drawing?

Drawing books.
Pencils and erasers.
Top scholar visual arts pg 26-27.
Pencils.
Erasers.
Top scholar visual arts pg 27-8.
Samples of drawings.

Assessment rubrics. Practical task. Checklists.

Creating and Performing.

Picture Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify and label the elements of art present in pictorial compositions drawn from memory.
Analyze and interpret visual compositions.
Appreciate creative expressions and artistic choices.

In groups,learners are guided to;
Study sets of pictorial composition drawn from memory.
Identify and label the elements of art present in each of the composition(balance,tone and line)

What is pictorial composition?

Pictorial compositions.
Digital devices.

Checklists. Observation. Checklists.

Creating and Performing.

Picture Making.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the procedure of drawing a pictorial composition from memory.
Discuss the procedure of drawing pictorial composition from memory.
Acknowledge the steps used in drawing pictorial composition from memory.

In groups,pairs,learners are guided to;
Outline the procedure of drawing pictorial composition from drawing.
Discuss the procedure of drawing pictorial composition from memory.
Watch clips showing how to draw pictorial composition from memory.

How can you draw a pictorial composition from memory?

Digital devices.
Internet.
Video clips.
Teacher's notes.
Pencils.
Drawing books.
Charcoal.
Crayons.

Assessment rubrics. Observation. Oral questions. Oral discussion.

Creating and Performing.

Descant Recorder

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline factors to consider in intepreting melodies on staff notation.
Describe the factors considered in interpreting melodies on staff notation.
Acknowledge factors considered in interpreting melodies on staff notation.

In groups,pairs,learners are guided to;
Use digital devices to search the internet for factors considered in interpreting melodies on staff notation.
Discuss the factors considered when interpreting melodies on staff notation.

Which factors are considered when interprenting melodies on staff notation? What is a descant recorder?

Digital devices.
Internet.
Teacher's notes.

Assessment rubric. Checklists. Oral discussions. Oral questions.

Creating and Performing.

Descant Recorder.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the steps for sight reading simple melodies on a descant recorder from staff notation.
Describe the steps for sight reading simple melodies on a descant recorder from staff notation.
Acknowledge the steps for sight reading simple melodies on descant recorder.

In groups,pairs,learners are guided to;
Search the internet for steps for sight reading simple melodies on a descant recorder.
Discuss the steps for sight reading simple melodies on a descant recorder from staff notation.
Practice sight reading melodies in the key of C major.

What is the value of sight reading music?

MTP Performing Arts pg 112-113.
Digital devices.
Internet.
Teacher's notes.
Sheet music for simple melodies.
MTP Performing Arts pg 112.
Descant recorders.

Assessment rubric. Observation. Checklists. Oral questions.

Creating and Performing.

Descant Recorder. Descant Recorder.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the techniques of playing the descant recorder.
Search the internet for clips on the technique of playing descant recorder.
Desire to practice the technique of playing descant recorder.

In groups,pairs,learners are guided tio;
Watch video clips on the techniques of playing the descant recorder.
Identify the techniques used in playing descant recorder.
Practice the techniques of playing the descant recorder for perfection.

Which techniques are used in playing descant recorder?

MTP Performing Arts pg 113-114.
Picture.
Descant recorder.
Digital devices.
Video clips.

Assessment rubrics. Checklists. Practical work. Observation.

Creating and Performing.

Descant Recorder.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the notes in the C major scale on the descant recorder.
Practice basic exercises to develop familiarity with the C major scale.
Desire to play the C major scale on descant recorder.

In groups,pairs, individually,learners are guided to;
observe keenly as teacher demonstrates the fingering for the C major scale on the descant recorder.
watch clips showing how to play the C major scale on descant recorder.
Practice playing the C major scale slowly and accurately using a simple melody .

How do you finger the C major scale on a descant recorder?

Descant recorders.
MTP Performing Arts pg 108-111.
Pictures.
Video clips.

Assessment rubrics. Practical work. Checklists Observation schedule.

Creating and Performing.

Descant Recorder.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Perform a piece in C major on a descant recorder with accuracy and expression.
Appreciate playing music on the descant recorder.

In groups,pairs, individually,learners are guided to;
choose a suitable piece of C major .
perform a solo descant recorder piece in C major and in 2/4 time and record using digital devices.
demonstrate proper breath control,tone quality and dynamics while playing.
give feedback and make improvements in playing technique.

How do you perform a C major on a descant recorder?

Descant recorders.
Digital devices.
MTP Performing Arts pg 109-111.
Melodies.

Practical work. Portfolios. Assessment rubrics. Observation. Checklists.

Creating and Performing.

Descant Recorder.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Perform a piece in C major on a descant recorder with accuracy and expression.
Appreciate playing music on the descant recorder.

In groups,pairs, individually,learners are guided to;
choose a suitable piece of C major .
perform a solo descant recorder piece in C major and in 2/4 time and record using digital devices.
demonstrate proper breath control,tone quality and dynamics while playing.
give feedback and make improvements in playing technique.

How do you perform a C major on a descant recorder?

Descant recorders.
Digital devices.
MTP Performing Arts pg 109-111.
Melodies.

Practical work. Portfolios. Assessment rubrics. Observation. Checklists.

Creating and Performing.

Descant Recorder.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the meaning of Performance directions.
Identify performance directions provided on the sheets of music.
Discuss the different directions techniques used in descant recorders.
Perform simple melodies on descant recorder observing performance directions.
Appreciate playing music on the descant recorder.

In groups,pairs or individually,learners are guided to;
identify and discuss the performance directions techniques used in descant recorder.
identify performance directions provided on sheets of music.
observe performance directions on Solo piece in C major.
perform familiar melodies and new pieces of music on descant recorder observing performance directions learnt.

Why are performance directions important in music? what are performance directions in music?

MTP Performing Arts pg 114-117.
Digital devices.
Descant recorders.
Simple pieces or melodies.
Video clips.

Assessment rubrics. Checklists Portfolios. Checklists Oral questions. Observation schedule.