Foundations of Creative arts

Introduction of Creative Arts and Sports.

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

Brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
Outline the social roles of Creative arts and sports in society.
Appreciate the roles of creative arts and sports.

Learners are guided to brainstorm the meaning of cohesion, citizenship, patriotism and poverty.
In pairs, learners are guided to outline the social roles of Creative arts and sports in society.

What are the roles of Creative arts and sports?

Creative Arts and Sports
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Foundations of Creative arts
Painting

Introduction of Creative Arts and Sports
Imaginative Seascape Composition

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

Describe the roles of Creative Arts and Sports in society.
Make a storyboard highlighting the roles of creative arts and sports in society.
Appreciate the roles played by Creative Arts and Sports in society.

In pairs or in groups, learners are guided describe the roles of Creative Arts and Sports in society.
In pairs or in groups, learners are guided make a storyboard highlighting the roles of creative arts and sports in society.

What is the importance of Creative Arts and Sports in society?

Creative Arts and Sports
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 25-26

Oral questions Oral Report Observation

Painting

Cool colours
Paintings created using warm colours.

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

Explain the meaning of cool colours.
Draw a colour wheel that shows cool colours.
Discuss the effects created when cool colours are used in a painting.
Appreciate cool colours in our lives.

Learners are guided to explain the meaning of cool colours
Individually, learners are guided to draw a colour wheel that shows cool colours.
In groups, learners are guided to discuss the effects created when cool colours are used in a painting

Why are the colours considered cool? Which objects within your local environment have cool colours?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 26-27
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 27-28

Oral questions Oral Report Observation

Painting

Painting an Imaginative Composition.
Painting an Imaginative Composition

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

Outline the steps to painting an Imaginative Composition using warm colours.
Paint an Imaginative Composition of a Seascape using Warm Colours.
Appreciate warm colours in a painting.

In pairs or individually, learners are guided to outline the steps to painting an Imaginative Composition using warm colours
In pairs or individually, learners are guided to paint an Imaginative Composition of a Seascape using Warm Colours

Which steps have you taken to paint an imaginative composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 28-30
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 30-31

Oral questions Oral Report Observation

Painting

Imaginative Seascape Paintings
Symbolic Meanings of colours

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

Display their Imaginative Seascape paintings in an area visible to all.
Talk about their own and others' Seascape paintings.
Appreciate each other's feedback.

Learners are guided to display their Imaginative Seascape paintings in an area visible to all
In groups, learners are guided to talk about their own and others' Seascape paintings.

How did you create the advancing and receding effect in your paintings? Which warm and cool colours are identifiable in your paintings?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 31
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Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 32-33

Oral questions Oral Report Observation

Painting

Mosaic
Samples of Mosaic

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

Explain the meaning of Mosaic.
Identify the materials used to make Mosaic artwork.
Draw the Mosaic pictures in learner's book 8 page 34
Have a desire to learn more about Mosaic artworks.

In groups, learners are guided to explain the meaning of Mosaic
In groups, learners are guided to identify the materials used to make Mosaic artwork
Individually, learners are guided to draw the Mosaic pictures in learner's book 8 page 34

What is mosaic?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 34-35
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 35-36

Oral questions Oral Report Observation

Painting

Making a paper Mosaic Landscape Pictorial Composition.
Making and Egg Shell Mosaic Composition of a flower.

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

Making a paper Mosaic Landscape Pictorial Composition.
Outline the steps to make a Mosaic landscape pictorial Composition using paper.
Make a paper Mosaic landscape pictorial Composition.
Have fun and enjoy making the paper Mosaic landscape pictorial Composition.

In groups, learners are guided to making a paper Mosaic Landscape Pictorial Composition
In groups, learners are guided to outline the steps to make a Mosaic landscape pictorial Composition using paper
In groups, learners are guided to make a paper Mosaic landscape pictorial Composition

What have you learnt about paper Mosaic landscape?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 37-38
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 38-40

Oral questions Oral Report Observation

Picture making

Two-point Linear Perspective
Draw cuboid in two-point perspective from different views: Worms Eye View

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

Explain the meaning of two-point linear perspective.
Discuss the components of perspective in objects drawn in two-point perspective.
Draw the pictures in learner's book 8 page 14.
Appreciate the components of perspective in objects.

In groups, learners are guided to explain the meaning of two-point linear perspective
In groups, learners are guided to discuss the components of perspective in objects drawn in two-point perspective
Individually, learners are guided to draw the pictures in learner's book 8 page 14

Which eye views have been portrayed in the pictures? How has the illusion of depth and distance been created in the pictures?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 13-15
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 16-17

Oral questions Oral Report Observation

Picture making

Normal Eye View
Birds Eye View.

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

Outline the procedure to draw cuboid from different views.
Draw a cuboid of normal eye view.
Have fun and enjoy drawing cuboid of normal eye view.

Individually, learners are guided to outline the procedure to draw cuboid from different views.
Individually, learners are guided to draw a cuboid of normal eye view

Which view did you use when drawing your Composition?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 18-19
Pictures
Charts
Realia
Computing devices
KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 20-21

Oral questions Oral Report Observation

Picture making
Short play
Short play

Drawing buildings in two-point perspective and shading using cross hatching technique
Elements of a short play
Developing a scenario with a clear storyline for a short play.

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

Outline the procedure to draw two buildings in two-point perspective.
Draw buildings in two-point perspective and shading using cross hatching technique.
Have fun and enjoy drawing.

In groups, learners are guided to outline the procedure to draw two buildings in two-point perspective
In groups, learners are guided to draw buildings in two-point perspective and shading using cross hatching technique

Why did you use cross-hatching technique on your drawing?

KLB, Top Scholar Visual Arts Learner's Book Grade 8 pg. 22-24
Pictures
Charts
Realia
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 144-146
Moran; Performing Arts Learner's Book Grade 8 pg. 146-147

Oral questions Oral Report Observation

Short play

Researching important social issues to address in a short play.
Developing a scenario for a short play.

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

Research important issues or problems that exist in different Kenyan communities.
Discuss the important issues or problems that exist in different Kenyan communities.
Discuss the aspects of Consumer education.
Appreciate the ways to save this issues.

In groups, learners are guided to research important issues or problems that exist in different Kenyan communities
In groups, learners are guided to discuss the important issues or problems that exist in different Kenyan communities.
In groups, learners are guided to discuss the aspects of Consumer education

Which scenarios can be developed into a short play on types of consumers in the society?

Moran; Performing Arts Learner's Book Grade 8 pg. 147-148
Pictures
Charts
Realia
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 148-149

Oral questions Oral Report Observation

Short play

Writing a short play script.
Describing setting

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

Explain the meaning of conflict.
Discuss how characters in a scenario contribute to the development of conflict.
Examine how conflict develops a plot.
Appreciate the use of conflict to develop a plot.

In groups, learners are guided to explain the meaning of conflict
In groups, learners are guided to discuss how characters in a scenario contribute to the development of conflict
In groups, learners are guided to examine how conflict develops a plot

Why is conflict considered to very important in a short play?

Moran; Performing Arts Learner's Book Grade 8 pg. 149-151
Pictures
Charts
Realia
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 151-152

Oral questions Oral Report Observation

Short play

Describing characters
Developing characters in a short play

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

Explain the meaning of characters.
Examine how characters develops a plot.
Appreciate the importance of characters in a plot.

Learners are guided to explain the meaning of characters
Learners are guided to examine how characters develops a plot

Why are characters considered to be very important in a short play?

Moran; Performing Arts Learner's Book Grade 8 pg. 152-153
Pictures
Charts
Realia
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 153-154

Oral questions Oral Report Observation

Short play

Outline the short play story and develop action.
Developing dialogue and action for characters in a short play.

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

Give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending.
Break down the scenes with details of action, character and setting.
Appreciate the short play story.

Learners are guided to give their short play an interesting title and expand the scenarios to outline a proper plot structure that includes the beginning, the middles and the ending
Learners are guided to break down the scenes with details of action, character and setting

How do you develop action?

Moran; Performing Arts Learner's Book Grade 8 pg. 155-156
Pictures
Charts
Realia
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 156-157

Oral questions Oral Report Observation

Short play
Physical Fitness and Health

Writing a short play script
Post-Assessment for Fitness

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

Study a published short play script such as 'Kupotoka'
Write a 2-5-minute short play script in the correct format.
Appreciate a short play script.

Learners are guided to study a published short play script such as 'Kupotoka'
Learners are guided to write a 2-5-minute short play script in the correct format

Who are the characters in your story?

Moran; Performing Arts Learner's Book Grade 8 pg. 157
Pictures
Charts
Realia
Computing devices
Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 114-116

Oral questions Oral Report Observation

Physical Fitness and Health
Pitch

Journal on post-test records
Writing music notes on the bass staff.

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

Create a journal
Fill in the journal or creatively come up with a different way of filling the journal.
Appreciate the importance of Journals.

Individually or in pairs, learners are guided to create a journal
Individually or in pairs, learners are guided to fill in the journal or creatively come up with a different way of filling the journal

What is a journal?

Spotlight, Physical Education and Sports Learner's Book Grade 8 pg. 116-117
Pictures
Charts
Realia
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 34-36

Oral questions Oral Report Observation

Pitch

Writing notes with accidentals on the bass staff
Constructing the diatonic major scales

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

Define the term 'accidentals' used in music
Write notes with accidentals on the bass staff.
Appreciate the importance of accidentals in music.

Learners are guided to define the term 'accidentals' used in music
Learners are guided to write notes with accidentals on the bass staff.

What are accidentals?

Moran; Performing Arts Learner's Book Grade 8 pg. 36-37
Pictures
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Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 38-40

Oral questions Oral Report Observation

Pitch

Construct the scale of E flat major.
Writing major scales with key signatures

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

Write the scale of E flat major with the correct order of tones and semitones.
Construct the scale of B, E and A flat major.
Enjoy constructing diatonic major scales.

In groups, learners are guided to write the scale of E flat major with the correct order of tones and semitones
In groups, learners are guided to construct the scale of B, E and A flat major.

How do you construct a diatonic major scale?

Moran; Performing Arts Learner's Book Grade 8 pg. 40-42
Pictures
Charts
Realia
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 42-45

Oral questions Oral Report Observation

Pitch

Performing melodies in diatonic major scale in simple time
Describing melodic intervals in a simple melody
Describing the perfect octave

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

State ways of Interpreting melodies on the staff.
Interpret and perform simple melodies based on major scales.
Sing familiar melodies and describe the intervals in the melodies.
Appreciate different kind of melodies.

In groups, learners are guided to state ways of Interpreting melodies on the staff.
In groups, learners are guided to interpret and perform simple melodies based on major scales
In groups, learners are guided to sing familiar melodies and describe the intervals in the melodies.

How do you describe an interval?

Moran; Performing Arts Learner's Book Grade 8 pg. 45-46
Pictures
Charts
Realia
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 46-48
Moran; Performing Arts Learner's Book Grade 8 pg. 49-51

Oral questions Oral Report Observation

Pitch
Rhythm

Aurally recognise melodic intervals
Performing rhythmic patterns involving tied and dotted notes and their corresponding rests

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

Write intervals on the staff.
Aurally recognise melodic intervals.
Appreciate the importance of melodic intervals.

In groups or in pairs, learners are guided to write intervals on the staff
In groups or in pairs, learners are guided to aurally recognise melodic intervals

How do you recognise melodic intervals?

Moran; Performing Arts Learner's Book Grade 8 pg. 51-53
Pictures
Charts
Realia
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 9-11

Oral questions Oral Report Observation

Rhythm
Creating and Performing

Listening to music involving the dotted minim
Montage; Pictorial composition

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

Listen to the melody in learner's book 8 page 11 and sing the melody.
Extend the minim by use of a tie.
Have fun and enjoy the dotted minim rest.

In groups or in pairs, learners are guided to listen to the melody in learner's book 8 page 11 and sing the melody
In groups or in pairs, learners are guided to extend the minim by use of a tie.

Why are rests extended in music?

Moran; Performing Arts Learner's Book Grade 8 pg. 11-14
Pictures
Charts
Realia
Computing devices
Curriculum Design; Creative Arts and Sports, Grade 8
Photographs
Digital devices

Oral questions Oral Report Observation

Creating and Performing

Interpretation of subject matter
Mounting surfaces

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

Identify the materials used to make montage composition.
Interpret subject matter of montage composition.
Appreciate interpretation of subject matter in montage composition.

Learners are guided to identify the materials used to make montage composition.
In groups, learners are guided to interpret subject matter of montage composition.
In groups, learners are guided to use digital devices to visit a number of websites showing montage pictures and learn more about this technique of picture making.

How to interpret subject matter of a montage composition?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Mounting surfaces
How to create a montage pictorial composition on wild animals

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

List the wild animals in Kenya.
Narrate what they have seen from a film or television programme concerning wild animals in Kenya.
State the importance of taking care of wild animals.
Appreciate the importance of wild animals.

In groups, learners to list the wild animals in Kenya.
In groups, learners to state the importance of taking care of wild animals.
In groups, learners to narrate what they have seen from a film or television programme concerning wild animals in Kenya

Which wild animals are referred as the big five?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Photographs
Digital devices
Computing devices
Painting materials
Papers
Pencils
Sharpeners
Erasers
Rulers

Oral questions Oral Report Observation

Athletics

Middle Distance Races

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

Discuss what is happening in learner's book 8 page 80
Describe the body positioning of the athlete in each phase.
Give two examples of races started in the same way as the one on the picture.
Develop a curiosity to learn more about middle distance races.

In groups or in pairs, learners are guided to discuss what is happening in learner's book 8 page 80
In groups or in pairs, learners are guided to describe the body positioning of the athlete in each phase.
In groups or in pairs, learners are guided to give two examples of races started in the same way as the one on the picture.

What is the body position of the athlete in each phase?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 80-81
Pictures
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Computing devices
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 81-83

Oral questions Oral Report Observation

Athletics

Middle Distance Races

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

Identify the facility where middle distance races are performed during athletics competitions.
Outline the process of performing the take- off position.
Perform the middle- distance races.
Have fun and enjoy performing the middle- distance races.

In groups or in pairs, learners are guided to identify the facility where middle distance races are performed during athletics competitions.
In groups or in pairs, learners are guided to outline the process of performing the take- off position.
In groups or in pairs, learners are guided to perform the middle- distance races.

What is the position of the runner on the track?

Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 83-85
Pictures
Charts
Realia
Computing devices
Spotlight; Physical Education and Sports Learner's Book Grade 8 pg. 85-86

Oral questions Oral Report Observation

Creating and Performing

Describing melodic intervals in a simple melody.
Construction of major scales of C,G,D and A

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

Use digital devices and musical instrument to sound intervals.
Discuss and describe intervals dictated to them.
Write intervals of music using tonic sol-fa and staff notation in groups.
Appreciate music written in major keys on treble staff.

In groups or in pairs, learners are guided to use digital devices and musical instrument to sound intervals.
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them
In groups or in pairs, learners are guided to discuss and describe intervals dictated to them

How are different musical features used in interpreting music in staff notation?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

The scale C major
The scale of G and D major.

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

Use a piano keyboard to play white keys starting from C to C'.
Sing melodies with scalic motion and different pitch levels.
Sing the C major scale ascending and descending using tonic sol-fa
Appreciate music scale written in staff notation.

In groups or in pairs, learners are guided to use a piano keyboard to play white keys starting from C to C'.
In groups or in pairs, learners are guided to sing melodies with scalic motion and different pitch levels.
In groups or in pairs, learners are guided to sing the C major scale ascending and descending using tonic sol-fa

How do we read the melody based on the scale of C major?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing
Games; Netball
Games; Netball

Interpret simple melodies in the key of C,D,G and A major
Chest pass in Netball
Dodging and marking in Netball

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

Sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
Read simple melodies in major keys on treble staff.
Appreciate different types of melodies.

In groups or in pairs, learners are guided to sing simple melodies in C, G, D and A major ascending and descending using appropriate pitching.
In groups or in pairs, learners are guided to read simple melodies in major keys on treble staff.

How do you play melodies using a western music instrument?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Games; Netball

Dodging and marking in Netball
Footwork in Netball

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

Identify the drills in dodging and marking.
Play the dodge challenger game.
Have fun and enjoy playing dodge and marking in netball.

In groups, learners to identify the drills in dodging and marking
In groups, learners are guided to play the dodge challenger game

Why should two players look at the same direction?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Games; Netball

Footwork in Netball
Multi Media Art

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

Explain how to mark a player with a ball during a Netball match.
Practise footwork techniques in Netball games such as, the beeline, the sickle.
Have fun playing netball games.

In groups, learners to explain how to mark a player with a ball during a Netball match
In groups, learners are guided to practice footwork techniques in Netball games such as, the beeline, the sickle

How do you mark a player with a ball during Netball match?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Games; Netball
Creating and Performing

Multi Media Art

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

Discuss things to consider when creating a flip book animation.
Write down factors to ensure creation of a smooth transition
Appreciate creating a flip book animation.

Learners are guided in pairs, in groups or individually to:
Discuss things to consider when creating a flip book animation.
Write down factors to ensure creation of a smooth transition

how do we create a flip book animation?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

Identify the technique in tie, dye and batik.
Analyse tie and dye and batik in fabric decoration.
Appreciate the use of tie, dye and batik in fabric decorations.

In group or in pairs, learners are guided to identify the technique in tie, dye and batik.
In group or in pairs, learners are guided to analyse tie and dye and batik in fabric decoration.

How do you analyse tie and dye?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

Identify source of artificial dye with emphasis on pigment and fixatives.
Collaboratively prepare natural dye from the environment.
Appreciate the sources of artificial dyes.

In group or in pairs, learners are guided to identify source of artificial dye with emphasis on pigment and fixatives.
In group or in pairs, learners are guided to collaboratively prepare natural dye from the environment.

What are the sources of artificial dyes?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

Recycle candle wax and beeswax.
Prepare wax for batik from recyclable candle wax and beeswax.
Have fun and enjoy preparing wax for batik.

In group or in pairs, learners are guided to recycle candle wax and beeswax.
In group or in pairs, learners are guided to prepare wax for batik from recyclable candle wax and beeswax.

How do you preparing wax for batik?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Multi Media Art

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

List the materials used to dye or batik a curtain.
Collaboratively decorate a fabric with either tie and dye/ batik to make a curtain.
Have fun and enjoy decorating fabrics with either tie and dye/batik to make a curtain.

In group or in pairs, learners are guided to list the materials used to dye or batik a curtain
In group or in pairs, learners are guided to collaboratively decorate a fabric with either tie and dye/ batik to make a curtain

Which materials do you to dye or batik a curtain?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Realia
Computing devices

Oral questions Oral Report Observation

Creating and Performing
Performing

Multi Media Art
Descent recorder; G major on staff notation

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

Discuss what is animation
Share experiences on animation shows you have seen.
Appreciate animation as a way of creating art.

In groups, learners are guided to discuss what is animation.
In groups, learners are guided to share experiences on animation shows you have seen.

How do you think images are made to appear to be moving and talking?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices
Moran; Performing Arts Learner's Book Grade 8 pg. 193
Charts
Realia

Oral questions Oral Report Observation

Performing
Creating and Performing
Creating and Performing

Reading and interpreting the fingering chart for the notes on G major
Basic elements of a verse
Basic elements of a verse

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

Watch a video or a live performance of a person playing the scale of G major on the recorder.
Read the interpret the fingering chart for the notes on G major.
Practice playing individual letters of the scale of G major using the correct fingering.
Enjoy singing the scale of G using the correct fingering.

In groups or in pairs, learners are guided to watch a video or a live performance of a person playing the scale of G major on the recorder.
In groups or in pairs, learners are guided to read the interpret the fingering chart for the notes on G major.
In groups or in pairs, learners are guided to practice playing individual letters of the scale of G major using the correct fingering.

How is the G major scale played?

Moran; Performing Arts Learner's Book Grade 8 pg. 194-196
Pictures
Charts
Realia
Computing devices
Curriculum Design; Creative Arts and Sports, Grade 8
Digital devices

Oral questions Oral Report Observation

Creating and Performing

Theme in verse

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

Explain the meaning of a theme.
Discuss theme in verse in relation to issues affecting society.
Watch videos of short verses and identify poetic use of language, meanings and emotions conveyed
Appreciate the use of themes language in communicating meaning.

In groups or in pairs, learners are guided to explain the meaning of a theme.
In groups or in pairs, learners are guided to discuss theme in verse in relation to issues affecting society.
In groups or in pairs, learners are guided to watch videos of short verses and identify poetic use of language, meanings and emotions conveyed

What is a theme in poems?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Voice techniques in reading and reciting a verse
Use of body and space techniques in a verse.

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

Read aloud short verses to convey meaning and emotions.
Use voice techniques in reading and reciting verse to enhance message delivery.
Appreciate the use of poetic language in communicating meaning.

In groups or in pairs, learners are guided to read aloud short verses to convey meaning and emotions.
In groups or in pairs, learners are guided to use voice techniques in reading and reciting verse to enhance message delivery.

How would you use language in a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse Identify a theme for a verse script
Verse; Writing a poem

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

Watch live or recorded verse performances to help identify pertinent issues in society which can be addressed through verse.
Identify an appropriate theme in society for a verse script in a group.
Appreciate appropriate themes to address specific issues in the community.

Learners are guided in pairs, in groups or individually to:
Watch live or recorded verse performances to help identify pertinent issues in society which can be addressed through verse.
In groups or in pairs, learners are guided to identify an appropriate theme in society for a verse script in a group.

How can you read a poem in order to bring out its meaning? How is a verse structured?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; Using poetic devices to write a verse
Verse; Improvising props

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

Identify poetic devices from a playing activity.
Draft a verse script with a clear structure and developed persona using poetic devices.
Have fun revising and proofreading the script to improve it.

Learners are guided in pairs, in groups or individually to identify poetic devices from a playing activity.
Learners are guided in pairs, in groups or individually to draft a verse script with a clear structure and developed persona using poetic devices.

Who is a persona in a poem? What is a draft?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse Persona's point of view
Verse

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

Discuss how a persona's point of view expresses meaning in a verse.
Rehearse the verse to internalize the persona.
Appreciate the use of persona in poems.

In groups or in pairs, learners are guided to discuss how a persona's point of view expresses meaning in a verse.
In groups or in pairs, learners are guided to rehearse the verse to internalize the persona.

What is the theme of the verse?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; Using body and space appropriately in a performance
Verse; Appreciating verse performance

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

State ways in which verse performance express issues in the society.
Use body and space appropriately in performing a verse to convey the intended message.
Develop curiosity in defining the persona point of view.

In groups or in pairs, learners are guided to state ways in which verse performance express issues in the society.
In groups or in pairs, learners are guided to use body and space appropriately in performing a verse to convey the intended message.

Which kind of body language should be used when reciting a poem?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Use of body, voice and space aids to effectively communicate the intended message
Use of costumes and props to enhance communication in a narrative

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

Explain how the use of body, voice and space aids to effectively communicate the intended message.
Demonstrate the use of body, voice and space.
Appreciate the narrative as a tool of addressing contemporary issues in society.

In groups or in pairs, learners are guided to explain how the use of body, voice and space aids to effectively communicate the intended message.
In groups or in pairs, learners are guided to demonstrate the use of body, voice and space

How does character development in narratives mirror the society?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Creating and Performing

Verse; criteria for evaluating a verse performance
Examine main characters and events in verse
Use of body, voice and space in a verse
Using verse to communicate issues in society

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

Examine the criteria for evaluating a verse performance
Watch a video clip on verse performance.
Appreciate the use of verse to communicate issues in society.

In groups or in pairs, learners are guided to examine the criteria for evaluating a verse performance
In groups or in pairs, learners are guided to watch a video clip on verse performance.

What does one look for when evaluating a verse?

Curriculum Design; Creative Arts and Sports, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation