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
2.4 Indigenous Kenyan Craft - Modelling a Vase

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
-MENTOR Creative Arts Grade 6 Learner's Book Page 160-161
-Clay
-Modelling tools
-Sketching materials
-Rolling pins
-Workspace protection
-Reference images

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

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Slab Cutting and Assembly
2.4 Indigenous Kenyan Craft - Form Building

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

-Cut slabs into appropriate shapes.
-Join clay pieces using slip.
-Show precision in craftsmanship.

In groups, learners are guided to:

-Cut slabs into rectangular and circular shapes.
-Understand proportional relationships between pieces.
-Join rectangular slab to circular base using slip.
-Scratch parts before joining and applying slip.
-Tap lightly on clay joints to compact them.
-Continue building the form with additional slabs.

How are clay pieces joined effectively?

-MENTOR Creative Arts Grade 6 Learner's Book Page 161
-Clay slabs
-Cutting tools
-Slip clay
-Joining tools
-Measurement tools
-Reference models
-MENTOR Creative Arts Grade 6 Learner's Book Page 162
-Clay slabs and pieces
-Drying area
-Progress monitoring sheet
-Reference photos

-Cutting precision -Joining technique -Slip application -Joint compaction -Building skill -Proportional awareness

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Decoration Techniques
2.4 Indigenous Kenyan Craft - Decorating the Vase

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

-Identify pottery decoration techniques.
-Gather materials for decoration.
-Show appreciation for aesthetic enhancement.

In groups, learners are guided to:

-Learn about decoration techniques (stamping, burnishing).
-Gather materials for decoration (clay, decoration objects, firing area).
-Understand the leather-hard state ideal for decoration.
-Learn how to support the clay during decoration.
-Appreciate the aesthetic purposes of decoration.

How do decorations enhance pottery items?

-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
-MENTOR Creative Arts Grade 6 Learner's Book Page 163
-Leather-hard clay vases
-Stamping tools
-Burnishing tools
-Support materials
-Decoration guides
-Example pieces

-Technique identification -Material selection -Aesthetic appreciation -Decoration planning -Technique understanding

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Drying and Firing
2.4 Indigenous Kenyan Craft - Display and Critique

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

-Prepare pottery for drying.
-Understand the firing process.
-Value patience in the pottery process.

In groups, learners are guided to:

-Cover the clay vase lightly for drying.
-Store in a cool place for slow drying.
-Learn about traditional and modern firing methods.
-Understand the open-dug-out pit firing technique.
-Recognize the importance of complete drying before firing.
-Prepare the vase for firing.

Why are drying and firing critical to pottery success?

-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
-MENTOR Creative Arts Grade 6 Learner's Book Page 164
-Display area
-Display stands
-Lighting
-Feedback forms
-Critique guidelines
-Reflection prompts

-Drying preparation -Firing knowledge -Patience demonstration -Process understanding -Safety awareness -Timing comprehension

2.0 PERFORMING AND DISPLAYING

2.4 Indigenous Kenyan Craft - Learning Points
2.4 Indigenous Kenyan Craft - Extended Learning

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

-Explain decoration techniques in detail.
-Describe the pottery process from clay to firing.
-Value traditional firing methods.

In groups, learners are guided to:

-Learn about burnishing as a pottery treatment.
-Understand the leather-hard state for decoration.
-Learn about stamping techniques and support methods.
-Understand safe drying practices to prevent cracking.
-Appreciate the effectiveness of traditional kilns.
-Comprehend the complete pottery process.

How have traditional pottery methods evolved over time?

-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
-MENTOR Creative Arts Grade 6 Learner's Book Page 165
-Clay and tools
-Workspace
-Decoration materials
-Firing facility
-Display area
-Evaluation forms

-Explanation clarity -Process description -Traditional knowledge -Historical understanding -Technical vocabulary -Process sequencing

2.0 PERFORMING AND DISPLAYING
APPRECIATION IN CREATIVE ARTS

2.4 Indigenous Kenyan Craft - Cultural Significance
Analysis of Creative Arts Works - 2D and 3D Artworks

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

-Explain the cultural significance of pottery.
-Connect pottery to community traditions.
-Value cultural heritage in craft.

In groups, learners are guided to:

-Research the cultural contexts of pottery in different Kenyan communities.
-Identify traditional uses of pottery items.
-Understand how pottery traditions are passed down generations.
-Recognize the symbolic meanings in pottery designs.
-Appreciate the role of pottery in cultural identity.
-Connect personal craft work to cultural heritage.

How does pottery reflect cultural identity?

-MENTOR Creative Arts Grade 6 Learner's Book Page 165
-Cultural information resources
-Community elder interviews
-Traditional pottery examples
-Symbol interpretation guides
-Cultural context charts
-Heritage reflection prompts
MENTOR Creative Arts Grade 6 Learner's Book Page 186-187

-Cultural knowledge -Traditional understanding -Heritage valuation -Symbol recognition -Cultural connection -Research quality

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Gallery Visit
Analysis of Creative Arts Works - Creating a Catalogue

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

-Visit a gallery or view online artwork catalogues.
-Identify details about artworks in catalogues.
-Show interest in exhibited artworks.

Learner is guided to:
-Visit a nearby art gallery, cultural center, or museum with teacher guidance.
-Alternatively, view various online artwork catalogues.
-From the artwork catalogues, identify details about the artworks including the artist's name, type (2D or 3D), materials used, techniques used, and the meaning of each artwork.
-Discuss what they like about the exhibited artworks.

What information is included in artwork catalogues?

MENTOR Creative Arts Grade 6 Learner's Book Page 187
MENTOR Creative Arts Grade 6 Learner's Book Page 188

- Observation -Oral presentation -Discussion

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Creating and Displaying Artwork
Analysis of Creative Arts Works - Pitch in Music

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

-Collect materials and create an artwork.
-Display artwork in class.
-Value creativity in artwork creation.

Learner is guided to:
-In groups, collect required materials and create an artwork.
-Discuss their artwork in groups.
-Creatively display their artwork in class.
-Comment on each other's artwork.
-Take a class gallery walk and observe the displayed artworks.

How can we effectively display and evaluate artworks?

MENTOR Creative Arts Grade 6 Learner's Book Page 188-189
MENTOR Creative Arts Grade 6 Learner's Book Page 189-190

- Observation -Project assessment -Exhibition -Peer assessment

APPRECIATION IN CREATIVE ARTS

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

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

-Define melody in music.
-Perform melodies at different pitch levels.
-Relate melody to rhythm and pitch.

Learner is guided to:
-Watch a video clip about melody in music.
-Define melody based on the video.
-Perform the melody of the song "Happy Birthday to You" as shown in the video.
-Watch another video on "Making Melodies in My Heart".
-Perform the melody at different pitch levels (high and low).
-Discuss how melody relates to rhythm and pitch.

How does melody contribute to musical expression?

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

- Observation -Performance assessment -Oral presentation

APPRECIATION IN CREATIVE ARTS

Analysis of Creative Arts Works - Dynamics in Music
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 dynamics as used in music.
-Identify terms that indicate dynamics.
-Perform a song with appropriate dynamics.

Learner is guided to:
-Watch a video about dynamics in music.
-Define dynamics as used in music.
-Identify what the terms Piano (p), Forte (f), Mezzoforte (mf), and Mezzopiano (mp) indicate.
-Watch a video of the song "Big Dreams".
-Suggest instances when the song may be sung loud and when it may be sung soft.
-Perform the loud and soft sections as suggested.

How do dynamics enhance musical expression?

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