PERFORMANCE AND DISPLAY

Swimming - Body Position in Breaststroke

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

-Identify the correct body position in breaststroke.
-Describe the position of hands, legs, and head in breaststroke.
-Value proper body positioning in swimming.

Learner is guided to:
-Study pictures showing body positioning in breaststroke.
-Discuss how the body is positioned in the pictures.
-Describe how the swimmer has positioned her hands and legs.
-Discuss the position of the head.

How can we use inverted breaststroke in life saving?

MENTOR Creative Arts Grade 6 Learner's Book Page 167

- Observation -Oral questions -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Breaststroke Technique
Swimming - Observing Breaststroke

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

-Watch videos of breaststroke technique in swimming.
-Identify key movements in breaststroke.
-Discuss safety measures when swimming.

Learner is guided to:
-Using a digital device, watch a video clip showing breaststroke in swimming.
-Observe the body position, movement of arms and legs, and timing for proper breathing.
-Observe how the swimmer is moving in the water.
-Discuss safety measures that should be observed when swimming.

How is breaststroke performed in swimming?

MENTOR Creative Arts Grade 6 Learner's Book Page 167-168
MENTOR Creative Arts Grade 6 Learner's Book Page 168

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Swimming - Body Position in Inverted Breaststroke
Swimming - Floatation and Body Position

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

-Explain the inverted breaststroke technique.
-Identify the differences between standard and inverted breaststroke.
-Value the importance of different swimming strokes.

Learner is guided to:
-Watch an actual or virtual performance/illustration of inverted breaststroke.
-Explain the inverted breaststroke considering the progression.
-Compare the body positions in standard and inverted breaststroke.
-Discuss when inverted breaststroke might be useful.

How does inverted breaststroke differ from standard breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 169
MENTOR Creative Arts Grade 6 Learner's Book Page 169-170

- Observation -Oral questions -Peer assessment

PERFORMANCE AND DISPLAY

Swimming - Arm Action in Inverted Breaststroke
Swimming - Leg Action in Inverted Breaststroke

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

-Demonstrate the arm action for inverted breaststroke.
-Coordinate arm movements while maintaining body position.
-Show interest in mastering the arm action.

Learner is guided to:
-Practise the arm action for inverted breaststroke.
-Start with arms at sides, then move them outward in a semicircular motion.
-Pull water towards the feet, then return arms to starting position.
-Coordinate arm movements while maintaining supine position.
-Practise the arm action in and out of the water.

How is the arm action performed in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 170
MENTOR Creative Arts Grade 6 Learner's Book Page 170-171

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Breathing in Inverted Breaststroke
Swimming - Rhythm Establishment in Inverted Breaststroke

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

-Demonstrate proper breathing technique for inverted breaststroke.
-Coordinate breathing with arm and leg movements.
-Appreciate the importance of proper breathing in swimming.

Learner is guided to:
-Practise the breathing technique for inverted breaststroke.
-Keep face above water in supine position.
-Inhale when arms are at sides.
-Exhale during the arm pull phase.
-Coordinate breathing with arm and leg movements.

How is proper breathing maintained in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 171
MENTOR Creative Arts Grade 6 Learner's Book Page 171-172

- Observation -Skill assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Practising Floatation
Swimming - Practising Arm Action

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

-Carry out warm-up activities before swimming.
-Float with face facing up and arms stretched sideways.
-Demonstrate proper body alignment during floatation.

Learner is guided to:
-Carry out warm-up activities.
-With teacher guidance, float with face facing up and arms stretched sideways.
-Straighten the whole body from head to toe.
-Position the body horizontally on the water surface.
-Float for five seconds.
-Cool down and perform stretching exercises.

How can we maintain proper floatation for inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 172
MENTOR Creative Arts Grade 6 Learner's Book Page 172-173

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Practising Leg Action
Swimming - Coordinating Arms and Legs

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

-Perform warm-up activities before swimming.
-Execute the leg action for inverted breaststroke.
-Observe safety measures while practising.

Learner is guided to:
-Carry out warm-up activities.
-Under teacher supervision, maintain a horizontal position with arms stretched sideways.
-Start the kicking action by bending the knees.
-Gradually separate the knees and heels, and imitate the kicking motion of a frog.
-Repeat the leg action multiple times.
-Cool down after practice.

How can we improve our leg action in inverted breaststroke?

MENTOR Creative Arts Grade 6 Learner's Book Page 173
MENTOR Creative Arts Grade 6 Learner's Book Page 173-174

- Observation -Skill assessment -Self-assessment

PERFORMANCE AND DISPLAY

Swimming - Glide Game
Swimming - Montage Technique Introduction

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

-Participate in glide games to practise inverted breaststroke.
-Apply the complete technique in a game situation.
-Value teamwork in swimming activities.

Learner is guided to:
-Participate in glide games to practise inverted breaststroke.
-Push off from the wall and glide in supine position.
-Complete one full stroke cycle then glide.
-Compete with peers on gliding distance after each stroke.
-Observe safety measures during the game.

How can games help improve our inverted breaststroke technique?

MENTOR Creative Arts Grade 6 Learner's Book Page 174
MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Game assessment -Peer feedback

PERFORMANCE AND DISPLAY

Swimming - Montage Material Collection
Swimming - Creating a Montage

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

-Select pictures from old magazines, newspapers, and calendars.
-Cut out images for montage composition.
-Show interest in creating a montage.

Learner is guided to:
-Select and cut out pictures from old magazines, newspapers, and calendars.
-Choose images that relate to water conservation or swimming.
-Organize the cut-out images for the montage composition.
-Discuss how the images will be arranged in the composition.

What materials are suitable for creating a montage?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Materials collection assessment -Portfolio

PERFORMANCE AND DISPLAY

Swimming - Displaying and Evaluating Montages
Swimming - Video Analysis

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

-Display montage compositions.
-Talk about own and others' montages.
-Record and evaluate swimming performance.

Learner is guided to:
-Display the completed montage compositions.
-Talk about own and others' montages, focusing on the principles applied.
-In pairs, record video clips of own and others' swimming performance.
-Evaluate the performance and give constructive feedback.

How can we evaluate and improve our artistic and swimming performances?

MENTOR Creative Arts Grade 6 Learner's Book

- Exhibition -Peer assessment -Video analysis

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Slab Technique Identification
2.4 Indigenous Kenyan Craft - Clay Preparation

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

-Identify items made using slab technique.
-Describe decorations used on pottery.
-Show appreciation for indigenous craftsmanship.

In groups, learners are guided to:

-Look at pictures of pottery items.
-Identify items made using slab technique.
-Discuss the decorations used on the items.
-Appreciate the craftsmanship involved in creating the items.
-Begin to consider how to apply these techniques.

What decorative techniques are used in indigenous pottery?

-MENTOR Creative Arts Grade 6 Learner's Book Page 159
-Pictures of decorated pottery
-Decoration technique guides
-Magnifying glasses for detail
-Pattern examples
-Craft appreciation prompts
-MENTOR Creative Arts Grade 6 Learner's Book Page 159-160
-Clay preparation demonstration
-Clay samples in various stages
-Storage containers
-Process charts
-Safety guidelines

-Item identification -Decoration description -Craft appreciation -Technique understanding -Discussion participation

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Modelling a Vase
2.4 Indigenous Kenyan Craft - Slab Cutting and Assembly

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

-Prepare clay for modelling.
-Begin the slab vase modelling process.
-Demonstrate care and patience in craft.

In groups, learners are guided to:

-Gather needed materials (clay, pencil, string/wire).
-Knead clay to ensure proper texture and consistency.
-Prepare a sketch of the slab vase to be modelled.
-Consider height and width dimensions.
-Roll clay into flat slabs of uniform thickness.
-Begin the model construction process.

What considerations are important when planning a clay project?

-MENTOR Creative Arts Grade 6 Learner's Book Page 160-161
-Clay
-Modelling tools
-Sketching materials
-Rolling pins
-Workspace protection
-Reference images
-MENTOR Creative Arts Grade 6 Learner's Book Page 161
-Clay slabs
-Cutting tools
-Slip clay
-Joining tools
-Measurement tools
-Reference models

-Clay preparation -Sketch quality -Roll technique -Thickness uniformity -Care demonstration -Planning thoroughness

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Form Building
2.4 Indigenous Kenyan Craft - Decoration Techniques

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

-Complete the slab building process.
-Apply decorative elements during construction.
-Demonstrate patience in craft development.

In groups, learners are guided to:

-Cut out small and large circles from clay slabs.
-Overlay them while building up the clay form.
-Use slip when joining all pieces.
-Complete the clay form with attention to detail.
-Allow the form to settle in a cool place to dry.
-Avoid direct sunlight during drying.

How does the building process affect the final form?

-MENTOR Creative Arts Grade 6 Learner's Book Page 162
-Clay slabs and pieces
-Slip clay
-Cutting tools
-Drying area
-Progress monitoring sheet
-Reference photos
-MENTOR Creative Arts Grade 6 Learner's Book Page 162-163
-Decoration tools
-Example items
-Technique charts
-Decoration materials
-Visual aids
-Leather-hard clay samples

-Building technique -Decorative application -Joining quality -Drying knowledge -Patience demonstration -Form completion

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Decorating the Vase
2.4 Indigenous Kenyan Craft - Drying and Firing

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

-Apply stamping decoration technique.
-Apply burnishing decoration technique.
-Show creativity in pottery decoration.

In groups, learners are guided to:

-Apply the stamping technique to the leather-hard clay.
-Support the parts being stamped from inside.
-Use a pointed object for stamping impressions.
-Use smooth objects for burnishing.
-Apply even pressure during burnishing.
-Create varied textures and patterns.

How do different decoration techniques create varied effects?

-MENTOR Creative Arts Grade 6 Learner's Book Page 163
-Leather-hard clay vases
-Stamping tools
-Burnishing tools
-Support materials
-Decoration guides
-Example pieces
-MENTOR Creative Arts Grade 6 Learner's Book Page 163-164
-Drying covers
-Storage area
-Firing pit diagram
-Kiln information
-Timeline for drying/firing
-Safety guidelines

-Stamping technique -Burnishing quality -Support methodology -Pressure control -Creative expression -Pattern variety

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Display and Critique
2.4 Indigenous Kenyan Craft - Learning Points

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

-Display completed pottery items.
-Provide constructive feedback on others' work.
-Value peer learning in craft development.

In groups, learners are guided to:

-Display completed slab vases in class.
-Comment on each other's work.
-Identify strengths in peers' work.
-Suggest improvements tactfully.
-Receive feedback positively.
-Reflect on the learning process.

How does peer critique improve craft skills?

-MENTOR Creative Arts Grade 6 Learner's Book Page 164
-Display area
-Display stands
-Lighting
-Feedback forms
-Critique guidelines
-Reflection prompts
-MENTOR Creative Arts Grade 6 Learner's Book Page 164-165
-Technique information sheets
-Process diagrams
-Traditional kiln information
-Historical context materials
-Visual aids
-Example pieces

-Display arrangement -Feedback quality -Critique receptiveness -Observation skills -Reflection depth -Peer respect

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Extended Learning
2.4 Indigenous Kenyan Craft - Cultural Significance

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

-Create pottery through the complete process.
-Apply all learned techniques independently.
-Show pride in completed work.

In groups, learners are guided to:

-Model a vase using the slab technique in the Art Club.
-Apply appropriate decoration techniques.
-Complete the entire process from clay preparation to firing.
-Display the finished work.
-Comment on own work and that of others.
-Suggest improvements for future projects.

How can pottery skills be developed through independent practice?

-MENTOR Creative Arts Grade 6 Learner's Book Page 165
-Clay and tools
-Workspace
-Decoration materials
-Firing facility
-Display area
-Evaluation forms
-Cultural information resources
-Community elder interviews
-Traditional pottery examples
-Symbol interpretation guides
-Cultural context charts
-Heritage reflection prompts

-Process completion -Technique application -Work quality -Independence level -Pride expression -Self-evaluation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - 2D and 3D Artworks
Analysis of Creative Arts Works - Gallery Visit

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

-Identify different types of artworks.
-Distinguish between 2D and 3D artworks.
-Value the work of different artists.

Learner is guided to:
-Study different artworks displayed or shown in pictures.
-Identify what is shown in each artwork.
-Name the creators of the artworks.
-Identify artworks in 3D and those in 2D.
-Discuss the materials used in making the artworks.

Why is it important to showcase Creative Arts works?

MENTOR Creative Arts Grade 6 Learner's Book Page 186-187
MENTOR Creative Arts Grade 6 Learner's Book Page 187

- Observation -Oral questions -Group assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Creating a Catalogue
Analysis of Creative Arts Works - Creating and Displaying Artwork

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

-Identify artists and types of artworks.
-Identify materials and techniques used in artworks.
-Create a catalogue of exhibited artworks.

Learner is guided to:
-Study pictures of artworks.
-Name the artist of the artworks.
-Identify the types of artworks shown in the pictures.
-Identify the materials used in making the artworks.
-Identify the techniques used to make the artworks.
-Create a catalogue of the artworks displayed.

How do we create an effective catalogue of exhibited artworks?

MENTOR Creative Arts Grade 6 Learner's Book Page 188
MENTOR Creative Arts Grade 6 Learner's Book Page 188-189

- Observation -Project assessment -Peer assessment

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Pitch in Music
Analysis of Creative Arts Works - Melody in Music

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

-Identify high and low pitch sounds.
-Produce sounds of different pitch.
-Value variation in pitch in musical performance.

Learner is guided to:
-Watch a video clip about pitch in music.
-Imitate the high sounds in the video clip.
-Imitate the low sounds in the video clip.
-Get into two groups - one to produce high-pitched sound and the other to produce low-pitched sound.
-Share preferences and reasons for pitch choices.

How is pitch used as an element of music?

MENTOR Creative Arts Grade 6 Learner's Book Page 189-190
MENTOR Creative Arts Grade 6 Learner's Book Page 190

- Observation -Performance assessment -Group discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Rhythm in Music
Analysis of Creative Arts Works - Dynamics in Music

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

-Define rhythm in music.
-Distinguish between rhythm and beat.
-Clap the rhythm of a song.

Learner is guided to:
-Find out from online or offline sources the meaning of rhythm.
-Discuss the difference between rhythm and beat.
-Watch a video clip of a song.
-Sing the song performed in the video while clapping the rhythm.

How is rhythm used in musical compositions?

MENTOR Creative Arts Grade 6 Learner's Book Page 190-191
MENTOR Creative Arts Grade 6 Learner's Book Page 191-192

- Observation -Performance assessment -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Tempo in Music
Analysis of Creative Arts Works - Texture in Music

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

-Define tempo in music.
-Identify Italian terms used for tempo.
-Perform activities at different tempos.

Learner is guided to:
-Watch a video about tempo in music.
-Walk at a fast tempo.
-Walk at a moderate tempo.
-March at a slow tempo while singing a familiar song.
-Define tempo based on another video.
-Identify Italian terms used to refer to tempo in music.
-Select an Italian term for tempo and perform a favorite song marking the selected tempo.

How does tempo affect musical performance?

MENTOR Creative Arts Grade 6 Learner's Book Page 192-193
MENTOR Creative Arts Grade 6 Learner's Book Page 193-194

- Observation -Performance assessment -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Relating Music to Life
Analysis of Creative Arts Works - Participating in Sporting Events

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

-Listen to songs addressing contemporary issues.
-Identify messages and values in songs.
-Relate musical elements to song messages.

Learner is guided to:
-Listen to the song "Save the Planet".
-Identify messages communicated in the song lyrics.
-Identify values promoted by the song.
-Describe the texture of the song.
-Listen to the song "Ajali" and identify its messages and values.
-Hum the tune of the song.
-Discuss road safety for motorists.

How can music communicate important social messages?

MENTOR Creative Arts Grade 6 Learner's Book Page 194-195
MENTOR Creative Arts Grade 6 Learner's Book Page 195-196

- Observation -Discussion -Oral presentation

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Categories
Indigenous Kenyan Instrumental Ensembles - Classification

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

-Identify string instruments from different Kenyan communities.
-Value Kenyan indigenous string instruments.
-Appreciate cultural diversity in music.

Learner is guided to:
-Study pictures of learners playing different instruments.
-Identify the instruments being played.
-Name the types of instruments shown in the pictures.
-Discuss which instruments they have played or would like to play.

How can one play an instrument in an instrumental ensemble?

MENTOR Creative Arts Grade 6 Learner's Book Page 148
MENTOR Creative Arts Grade 6 Learner's Book Page 148-149

- Observation -Oral questions -Self-assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - String Ensemble
Indigenous Kenyan Instrumental Ensembles - Wind Ensemble

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

-Identify instruments that belong to the string ensemble.
-Name string instruments from different Kenyan communities.
-Value the cultural significance of string instruments.

Learner is guided to:
-Study pictures of various instruments.
-Fill in a table with the name and type of ensemble each instrument falls into.
-Identify the string instruments among them.
-Name other instruments that fall into the string ensemble category.

What instruments make up a string ensemble?

MENTOR Creative Arts Grade 6 Learner's Book Page 149-150
MENTOR Creative Arts Grade 6 Learner's Book Page 150-151

- Observation -Written exercise -Group assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Percussion Ensemble
Indigenous Kenyan Instrumental Ensembles - Factors to Consider

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

-Identify instruments that belong to the percussion ensemble.
-Name percussion instruments from different Kenyan communities.
-Value the rhythmic role of percussion instruments.

Learner is guided to:
-Identify instruments that belong to the percussion ensemble from a word puzzle.
-Name percussion instruments from different Kenyan communities.
-Discuss how percussion instruments are played.
-Appreciate the rhythmic role of percussion instruments in ensembles.

What instruments make up a percussion ensemble?

MENTOR Creative Arts Grade 6 Learner's Book Page 151-152
MENTOR Creative Arts Grade 6 Learner's Book Page 152-153

- Observation -Word puzzle -Discussion

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Tuning and Technique
Indigenous Kenyan Instrumental Ensembles - Rhythm and Synchrony

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

-Describe how instruments are tuned in an ensemble.
-Identify appropriate playing techniques for different instruments.
-Value proper tuning and technique in ensemble playing.

Learner is guided to:
-Discuss how different instruments are tuned based on their structure.
-Identify appropriate playing techniques for different categories of instruments:
- Percussion: thumbing, beating, hitting, shaking, rubbing
- String: plucking, striking, bowing, strumming
- Wind: blowing
-Discuss how playing technique should be authentic to the cultural background of origin.

How are different instruments in an ensemble tuned and played?

MENTOR Creative Arts Grade 6 Learner's Book Page 153-154
MENTOR Creative Arts Grade 6 Learner's Book Page 154

- Observation -Oral questions -Discussion

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Instrument Selection
Indigenous Kenyan Instrumental Ensembles - Instrument Care

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

-Identify different musical instruments in pictures.
-Describe how each instrument is held or positioned.
-Demonstrate proper handling of instruments.

Learner is guided to:
-Name musical instruments shown in pictures.
-Describe how each instrument is held or positioned.
-Take turns to demonstrate how bowing, hitting, blowing, and shaking are done.
-Discuss how to care for musical instruments after playing.

How are different instruments properly held and played?

MENTOR Creative Arts Grade 6 Learner's Book Page 154-155
MENTOR Creative Arts Grade 6 Learner's Book Page 155-156

- Observation -Demonstration -Oral presentation

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Tuning and Playing
Indigenous Kenyan Instrumental Ensembles - Ensemble Performance

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

-Tune a selected instrument.
-Play the instrument in an ensemble using appropriate technique.
-Value proper tuning for quality sound.

Learner is guided to:
-Select an instrument to play in an Indigenous Kenyan instrumental ensemble.
-Correctly tune the selected instrument.
-Practise playing the instrument using appropriate technique.
-Play the instrument in an ensemble and receive feedback from peers.
-Clean the instrument after use.

How does proper tuning affect the quality of ensemble performance?

MENTOR Creative Arts Grade 6 Learner's Book Page 156
MENTOR Creative Arts Grade 6 Learner's Book Page 156-157

- Observation -Performance assessment -Peer feedback

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Tote Bag Materials
Indigenous Kenyan Instrumental Ensembles - Making a Tote Bag

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

-Collect materials for making a tote bag.
-Prepare materials for the bag construction.
-Value recycling in art creation.

Learner is guided to:
-Collect materials for making a tote bag: reusable fabric, thread, artificial or natural dyes, scissors, marking tool.
-Prepare the materials for bag construction.
-Discuss the importance of using recycled materials.
-Plan the design of the tote bag.

What materials can be used to create a functional tote bag?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Materials collection assessment -Planning assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Decorating the Tote Bag
Indigenous Kenyan Instrumental Ensembles - Finishing the Tote Bag

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

-Use stencils to print designs on the tote bag.
-Apply spraying technique for decoration.
-Value creativity in decoration.

Learner is guided to:
-Use paper stencils to print designs on the tote bag using spraying technique.
-Apply natural or artificial dye using spray cans or old toothbrushes.
-Create patterns and designs related to musical instruments or cultural motifs.
-Ensure even application of the dye.

How can we effectively decorate a tote bag using spraying technique?

MENTOR Creative Arts Grade 6 Learner's Book

- Observation -Project assessment -Creative assessment

PERFORMANCE AND DISPLAY

Indigenous Kenyan Instrumental Ensembles - Display and Appreciation

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

-Display the completed tote bags.
-Talk about own and peers' tote bags.
-Appreciate the role of percussion instruments in performances.

Learner is guided to:
-Display the completed tote bags.
-Talk about own and peers' tote bags, focusing on design, construction, and functionality.
-Discuss how the bags will be used for storing Creative Arts equipment.
-Appreciate the role of percussion instruments in performances and how the bags will help preserve them.

How can we evaluate and appreciate our creative work?

MENTOR Creative Arts Grade 6 Learner's Book

- Exhibition -Peer assessment -Discussion