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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
PERFORMING
|
Types of songs
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand Identify and name different types of songs performed for different purposes in the community Sing a variety of age appropriate songs in unison paying attention to accuracy and rhythm Enjoy singing a variety of age appropriate songs |
Learners are guided to:
Sing familiar song as an introduction to the lesson Talk about messages in the song |
During which activities do you sing?
|
Recorded different types of songs
ICT device Song books Internet Pitch pipe KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 1 | 2 |
PERFORMING
|
Types of songs
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand Identify and name different types of songs performed for different purposes in the community Sing a variety of age appropriate songs in unison paying attention to accuracy and rhythm Enjoy singing a variety of age appropriate songs |
Learners are guided to:
Sing familiar song as an introduction to the lesson Talk about messages in the song |
During which activities do you sing?
|
Recorded different types of songs
ICT device Song books Internet Pitch pipe KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 1 | 3 |
PERFORMING
|
Three part rounds
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand Sing three part rounds keeping to their respective parts Demonstrate three part round singing solo then in groups Enjoy singing three part round singing f |
Learners are guided to:
Sing familiar two part round for warm up In groups of three sing three part round |
Why is singing done in groups?
|
Audio-visual excerpts of relevant music
Musical instruments Print music material- Music scores, song books Resource persons Recording devices KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 1 | 4 |
PERFORMING
|
Kenya National Anthem
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand Identify the number of verses in the Kenya National Anthem Sing all the three verses of the Kenya National Anthem in Kiswahili and in English Appreciate that the Kenya National Anthem enhances patriotism, cohesion and peaceful co-existence |
Learners are guided to:
Sing a familiar song for warm up Recite words of the third verse of the anthem Sing in class while standing at attention |
When is the Kenya National Anthem performed?
|
Audio-visual excerpts of relevant music
Musical instruments Print music material- Music scores, song books Resource persons Recording devices KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 2 | 1 |
PERFORMING
|
Elements of music and vocal techniques
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand Sing different songs while observing the elements of music Use different vocal techniques while singing Appreciate the elements of music in promoting effective communication |
Learners are guided to:
Sing a familiar song for warm up Watch a recorded music that manifests the elements of music |
How do you use your voice to pass a message clearly when singing?
|
Music scores and lyrics
ICT devices Recorded music KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 2 | 2 |
PERFORMING
|
Elements of music and vocal techniques
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand Sing different songs while observing the elements of music Use different vocal techniques while singing Appreciate the elements of music in promoting effective communication |
Learners are guided to:
Sing a familiar song for warm up Watch a recorded music that manifests the elements of music |
How do you use your voice to pass a message clearly when singing?
|
Music scores and lyrics
ICT devices Recorded music KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 2 | 3 |
PERFORMING
|
Elements of music and vocal techniques
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand Sing different songs while observing the elements of music Use different vocal techniques while singing Appreciate the elements of music in promoting effective communication |
Learners are guided to:
Sing a familiar song for warm up Watch a recorded music that manifests the elements of music |
How do you use your voice to pass a message clearly when singing?
|
Music scores and lyrics
ICT devices Recorded music KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 2 | 4 |
PERFORMING
|
Expression of ideas, feelings and emotions through singing
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand Express ideas, feelings and emotions through singing Sing songs with coordinated body movements appreciate the self-expression that comes with singing |
Learners are guided to:
Listen to and watch recordings of songs Perform songs with relevant expression Sing familiar songs with body movement |
Which songs do you like to sing and what do you learn from them?
|
ICT device
Song books Music score KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 3 | 1 |
PERFORMING
|
Solo and choral performances
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand Sing familiar songs individually and in groups for enjoyment Record own and others performances using electronic devices Appreciate digital literacy by appropriately using electronic devices |
Learners are guided to:
Sing a familiar song for warm up Watch solo and choral performances on ICT devices Sing in groups and individually |
During which activities do you sing alone?
|
Song book
|
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 3 | 2 |
PERFORMING
|
Solo and choral performances
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand Sing familiar songs individually and in groups for enjoyment Record own and others performances using electronic devices Appreciate digital literacy by appropriately using electronic devices |
Learners are guided to:
Sing a familiar song for warm up Watch solo and choral performances on ICT devices Sing in groups and individually |
During which activities do you sing alone?
|
Song book
|
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 3 | 3 |
PERFORMING
|
Songs from diverse cultures and time
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand Sing familiar cultural songs individually and in groups for enjoyment Record own and others performances using electronic devices Appreciate the importance of singing songs from different diverse cultures and time |
Learners are guided to:
Sing familiar song from local culture for warm up Watch and listen to songs from diverse cultures Learn songs from diverse cultures |
What do you like about songs sung in your language?
|
Recorded performance on ICT
ICT devices Song books Resource persons KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 3 | 4 |
SINGING GAMES
|
Singing games from local and other cultures
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand Perform various singing games from the local culture Perform various singing games from other cultures Appreciate the importance of singing games from local and other cultures |
Learners are guided to:
Sing a familiar song Watch live and recorded singing games from diverse cultures Learn singing games from diverse culture phrase by phrase |
Which songs do children like singing?
|
ICT devices
Audio/Visual materials Relevant props Costumes Singing game book KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 4 | 1 |
SINGING GAMES
|
Aspects of a singing game
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand be able to perform singing games from local and other cultures: With appropriate application aspects of singing for enjoyment With coordinated body movement for aesthetic effect With appropriate application aspects of costumes for enjoyment |
Learners are guided to:
Sing a familiar song for vocal and physical warm up collect materials for use as props in the performance of singing games from local and other cultures |
How do you tell a good singer?
How do you tell a good dancer?
|
Costumes
Props Audio-visual devices Excerpts of relevant music Work sheets KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 4 | 2 |
SINGING GAMES
|
Aspects of a singing game
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand be able to perform singing games from local and other cultures: With appropriate application aspects of singing for enjoyment With coordinated body movement for aesthetic effect With appropriate application aspects of costumes for enjoyment |
Learners are guided to:
Sing a familiar song for vocal and physical warm up collect materials for use as props in the performance of singing games from local and other cultures |
How do you tell a good singer?
How do you tell a good dancer?
|
Costumes
Props Audio-visual devices Excerpts of relevant music Work sheets KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 4 | 3 |
SINGING GAMES
|
Aspects of a singing game
|
By the end of the
lesson, the learner
should be able to:
of the sub-strand be able to perform singing games from local and other cultures: With appropriate application aspects of singing for enjoyment With coordinated body movement for aesthetic effect With appropriate application aspects of costumes for enjoyment |
Learners are guided to:
Sing a familiar song for vocal and physical warm up collect materials for use as props in the performance of singing games from local and other cultures |
How do you tell a good singer?
How do you tell a good dancer?
|
Costumes
Props Audio-visual devices Excerpts of relevant music Work sheets KLB Visionary Music Activities Grade 3 Teacher |
Check
lists, Performance rubrics,
Adjudication Observation
Aural performance
|
|
| 4 | 4 |
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) 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 |
Oral tests, Aural tests,
Written tests
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
Creating/ Composing Music
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
strand, : create simple rhythms using French rhythm names (taa, ta- te) for crotchet and quaver |
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
|
|
| 7 |
Midterm |
||||||||
| 8 | 1 |
Creating/ Composing Music
|
Melody Creating
short
melodies
|
By the end of the
lesson, the learner
should be able to:
able to Record own melody based on d,r,m |
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 |
Oral tests, Aural tests,
Written
tests
|
|
| 8 | 2 |
Creating/ Composing Music
|
Melody Creating
short
melodies
|
By the end of the
lesson, the learner
should be able to:
able to Record own melody based on d,r,m |
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 |
Oral tests, Aural tests,
Written
tests
|
|
| 8 | 3 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
critical
listening to music
|
By the end of the
lesson, the learner
should be able to:
able to Practice critical listening to music Identify changes in the elements of music listened to for aural discrimination Describe music listened to using appropriate terminology |
Learners listen selected music drawn from different cultures and are guided in practising critical listening Learners listen to live/recorded music and identify changes in the element of music (rhythm, pitch,and dynamics) Learners refer to specific music and relate it to experiences/story/event. Learners listen to music and describe it using appropriate terminology as; pitch, rhythm and dynamics.
|
Why do you listen to music? How do you respond to music? How does music make you fee? Which events can you relate to the music you listen to? Which changes do you notice in the music you listen to?
|
Audio visual recording of
simples songs drawn from different cultures, resource person Foundation Music Grade 4 Pg. 58-60 |
Oral questions,
Aural tests,
Written tests, Short reports on
performanc
e
|
|
| 8 | 4 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
critical
listening to music
|
By the end of the
lesson, the learner
should be able to:
able to Practice critical listening to music Identify changes in the elements of music listened to for aural discrimination Describe music listened to using appropriate terminology |
Learners listen selected music drawn from different cultures and are guided in practising critical listening Learners listen to live/recorded music and identify changes in the element of music (rhythm, pitch,and dynamics) Learners refer to specific music and relate it to experiences/story/event. Learners listen to music and describe it using appropriate terminology as; pitch, rhythm and dynamics.
|
Why do you listen to music? How do you respond to music? How does music make you fee? Which events can you relate to the music you listen to? Which changes do you notice in the music you listen to?
|
Audio visual recording of
simples songs drawn from different cultures, resource person Foundation Music Grade 4 Pg. 58-60 |
Oral questions,
Aural tests,
Written tests, Short reports on
performanc
e
|
|
| 9 | 1 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
critical
listening to music
|
By the end of the
lesson, the learner
should be able to:
able to Practice critical listening to music Identify changes in the elements of music listened to for aural discrimination Describe music listened to using appropriate terminology |
Learners listen selected music drawn from different cultures and are guided in practising critical listening Learners listen to live/recorded music and identify changes in the element of music (rhythm, pitch,and dynamics) Learners refer to specific music and relate it to experiences/story/event. Learners listen to music and describe it using appropriate terminology as; pitch, rhythm and dynamics.
|
Why do you listen to music? How do you respond to music? How does music make you feel? Which events can you relate to the music you listen to? Which changes do you notice in the music you listen to?
|
Audio visual recording of
simples songs drawn from different cultures, resource person Foundation Music Grade 4 Pg. 58-60 |
Oral questions,
Aural tests,
Written tests, Short reports on
performanc
e
|
|
| 9 | 2 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
identifying changes in elements of music
|
By the end of the
lesson, the learner
should be able to:
able to Identify changes in the elements of music listened to for aural discrimination Describe music listened to using appropriate terminology |
Learners listen selected music drawn from different cultures and are guided in practising critical listening Learners listen to live/recorded music and identify changes in the element of music (rhythm, pitch,and dynamics) Learners refer to specific music and relate it to experiences/story/event. Learners listen to music and describe it using appropriate terminology as; pitch, rhythm and dynamics.
|
Why do you listen to music? How do you respond to music? How does music make you feel? Which events can you relate to the music you listen to? Which changes do you notice in the music you listen to?
|
Audio visual recording of
simples songs drawn from different cultures, resource person Foundation Music Grade 4 Pg. 58-60 |
Oral questions,
Aural tests, Written tests, Short
reports on
performanc
e
|
|
| 9 | 3 |
LISTENING,
RESPONDING AND APPRECIATION
|
Elements of music
identifying changes in elements of music
|
By the end of the
lesson, the learner
should be able to:
able to Identify changes in the elements of music listened to for aural discrimination Describe music listened to using appropriate terminology |
Learners listen selected music drawn from different cultures and are guided in practising critical listening Learners listen to live/recorded music and identify changes in the element of music (rhythm, pitch,and dynamics) Learners refer to specific music and relate it to experiences/story/event. Learners listen to music and describe it using appropriate terminology as; pitch, rhythm and dynamics.
|
Why do you listen to music? How do you respond to music? How does music make you feel? Which events can you relate to the music you listen to? Which changes do you notice in the music you listen to?
|
Audio visual recording of
simples songs drawn from different cultures, resource person Foundation Music Grade 4 Pg. 58-60 |
Oral questions,
Aural tests, Written tests, Short
reports on
performanc
e
|
|
| 9 | 4 |
Creating/ Composing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
Identify notes a rhythmic pattern using a French rhythm Interpret French rhythm names in a rhythmic pattern Enjoy sing in French rhythm |
Learners listen to/sing familiar/simple songs and are guided in identifying the notes (semibreve, minim, crotchet and quaver) using their French rhythm names (taa-aa-aa-aa, taa-aa, taa, and ta-te)
|
How are rhythmic patterns created?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 108-113 |
Oral tests Aural tests
|
|
| 10 | 1 |
Creating/ Composing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
s : Write music notes correctly and rhythms with familiar tunes Explain how music notes are related to French rhythm names Have fun creating rhythms using note symbols |
Learners practice writing the semibreve, minim, crotchet and a pair of quavers symbols. Learners clap and chant French rhythm names of musical notes displayed on flash cards
|
How are rhythmic patterns created?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 113-122 |
Oral tests Aural tests
|
|
| 10 | 2 |
Creating/ Composing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
s : Write music notes correctly and rhythms with familiar tunes Explain how music notes are related to French rhythm names Have fun creating rhythms using note symbols |
Learners practice writing the semibreve, minim, crotchet and a pair of quavers symbols. Learners clap and chant French rhythm names of musical notes displayed on flash cards
|
How are rhythmic patterns created?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 113-122 |
Oral tests Aural tests
|
|
| 10 | 3 |
Creating/ Composing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
s : Create simple rhythms using note symbols aurally recognize strong and weak beats in two and four beat patterns appreciate weak and strong notes |
Learners practice writing the semibreve, minim, crotchet and a pair of quavers symbols. Learners clap and chant French rhythm names of musical notes displayed on flash cards
|
How are rhythmic patterns created?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 123-131 |
Oral tests Aural tests
|
|
| 10 | 4 |
Creating/ Composing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
s : Create simple rhythms using note symbols aurally recognize strong and weak beats in two and four beat patterns appreciate weak and strong notes |
Learners practice writing the semibreve, minim, crotchet and a pair of quavers symbols. Learners clap and chant French rhythm names of musical notes displayed on flash cards
|
How are rhythmic patterns created?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 123-131 |
Oral tests Aural tests
|
|
| 11 | 1 |
Creating/ Composing
|
Rhythm
|
By the end of the
lesson, the learner
should be able to:
s : Appreciate rhythms created by self and others. Create own rhythms Describe how rhythms are created |
Individually and in groups, learners clap/tap/stamp the beat/ pulse, strong and weak beats of music. Clap/tap/use percussion instruments to imitate rhythms of songs in two and four beat patterns
|
How are rhythmic patterns created?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 132-134 |
Oral tests Aural tests
|
|
| 11 | 2 |
Creating/ Composing
|
Melody
|
By the end of the
lesson, the learner
should be able to:
: Identify the syllables for pitch discrimination Sing the sol-fa syllables for pitch discrimination Interpret corresponding hand signs of the sol-fa syllables Enjoy singing sol-fa syllables |
In groups, learners sing familiar songs based on d, r, m, f, s e.g. excerpts of songs such as; Skip to My Lou and Na Maua Learners interpret hand signs for d, r, m, f, s as demonstrated by the teacher.
|
What makes a melody interesting?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 135-145 |
Oral tests Aural tests
|
|
| 11 | 3 |
Creating/ Composing
|
Melody
|
By the end of the
lesson, the learner
should be able to:
: Identify the syllables for pitch discrimination Sing the sol-fa syllables for pitch discrimination Interpret corresponding hand signs of the sol-fa syllables Enjoy singing sol-fa syllables |
In groups, learners sing familiar songs based on d, r, m, f, s e.g. excerpts of songs such as; Skip to My Lou and Na Maua Learners interpret hand signs for d, r, m, f, s as demonstrated by the teacher.
|
What makes a melody interesting?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 135-145 |
Oral tests Aural tests
|
|
| 11 | 4 |
Creating/ Composing
|
Melody
|
By the end of the
lesson, the learner
should be able to:
: Create short melodies using the sol-fa syllables Play own created melodies on the descant recorder Appreciate melodies created by self and others |
Individually and in groups, learners create short melodies using the sol-fa syllables d, r, m, f and s and rhythms learnt.
Individually and in groups, learners are guided to play the melodies created using the descant recorder |
What makes a melody interesting?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 145-151 |
Oral tests Aural tests
|
|
| 12 | 1 |
Listening, Responding And Appreciation
|
Elements of Music
|
By the end of the
lesson, the learner
should be able to:
s : Identify what critical listening to music entails Describe how different elements of music are used in a piece of music Appreciate the importance of elements of music |
In groups, learners brainstorm on what critical listening to music entails.
Learners listen to a variety of music and are guided to discuss how different elements of music (melody, rhythm, dynamics, tempo, structure) are used using appropriate terminology |
What elements of music do one pay attention to when listening and analysing music?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 152-158 |
Oral tests Aural tests
|
|
| 12 | 2 |
Listening, Responding And Appreciation
|
Elements of Music
|
By the end of the
lesson, the learner
should be able to:
s : Identify what critical listening to music entails Describe how different elements of music are used in a piece of music Appreciate the importance of elements of music |
In groups, learners brainstorm on what critical listening to music entails.
Learners listen to a variety of music and are guided to discuss how different elements of music (melody, rhythm, dynamics, tempo, structure) are used using appropriate terminology |
What elements of music do one pay attention to when listening and analysing music?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 152-158 |
Oral tests Aural tests
|
|
| 12 | 3 |
Listening, Responding And Appreciation
|
Elements of Music
|
By the end of the
lesson, the learner
should be able to:
: Aurally identify music in AB structure play simple melodies in AB structure using the descant recorder Appreciate music in AB structure |
Learners sing songs in AB structure and are guided in identifying the two different sections.
Learners play simple melodies in AB structure using the descant recorder |
What elements of music do one pay attention to when listening and analysing music?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 158-160 |
Oral tests Aural tests
|
|
| 12 | 4 |
Listening, Responding And Appreciation
|
Elements of Music
|
By the end of the
lesson, the learner
should be able to:
: Aurally identify music in AB structure play simple melodies in AB structure using the descant recorder Appreciate music in AB structure |
Learners sing songs in AB structure and are guided in identifying the two different sections.
Learners play simple melodies in AB structure using the descant recorder |
What elements of music do one pay attention to when listening and analysing music?
|
Song excerpts Percussion instruments Melodic instruments Audio recordings of songs
Curriculum design Grade 5 158-160 |
Oral tests Aural tests
|
|
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