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

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)

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
Descant Recorder

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

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
Descant Recorder
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.
musical
Videos of
dances, ICT
devices,
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

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

Practical, observation, field work

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
Traditional
musical
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

Performing

Dance

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

strand,

perform a folk dance
observing own and
others safety

In groups learners
perform a Kenyan
folk dance
incorporating
formations observing
own and others’
safety

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

Creating/ Composing Music

Rhythm

By the end of the lesson, the learner should be able to:
interpret rhythmic pattern involving crotchet and quaver using French rhythm names (taa, ta-te

Individually and in groups, learners clap/tap rhythms of words involving taa, ta-te (crotchet and quaver) maintaining a steady beat.

How are rhythms created?

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

Oral tests, Aural tests, Written tests

Creating/ Composing Music

Rhythm

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

Learners interpret
(orally) rhythmic
patterns involving
crotchet and quaver
using French rhythm
names (taa, ta-te)
Individually and in
groups learners
create short
rhythmic patterns
using the French
rhythm names taa,
ta-te

How are rhythms created?

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

Oral tests, Aural tests, Written tests

Creating/ Composing Music

Melody Interpreting hand signs
Melody Creating short melodies

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

able to
Create short melodies using d,r,m for self-expression Create short melodies using B A G on the descant recorder

Learners create short melodies using the pitches d,r,m using the French rhythms names (taa, ta-te) Individually and in groups learners create short melodies using B A G and the rhythms learnt (ta, ta-te) on the descant recorder Learners record own melodies using recording devices

What is pitch? Which pitches do you know? How is a melody created?

Sheet music, melodic
instrument,
flash cards- of
rhythmic
patterns,
melodies, sol-
fa names
Foundation
Music Grade 4
Pg. 49-57
Sheet music,
melodic
patterns, melodies, sol- fa names
Foundation Music Grade 4

Oral tests, Aural tests, Written tests