Performing and Displaying

Swimming - Swimming endurance and technique consolidation

By the end of the lesson, the learner should be able to:
- Identify which breaststroke components to focus on maintaining as distance increases during the endurance challenge.
- Swim increasing distances using breaststroke with consistent technique, applying all components without coaching prompts.
- Value swimming endurance as both a fitness goal and an essential survival skill.

In groups, learners are guided to:
- Set an endurance challenge: swim two or three widths of the pool using breaststroke continuously.
- Focus on maintaining correct body position, arm action, leg kick and breathing throughout.
- Debrief: discuss how improving breaststroke endurance connects to water safety and fitness.

How does building swimming endurance alongside correct technique prepare a learner for real-life water situations?

- Hummingbird Creative Arts Learner's Book pg. 130
- Swimming pool

- Observation - Skill progression charts

Performing and Displaying

Swimming - Swimming endurance and technique consolidation

By the end of the lesson, the learner should be able to:
- Identify which breaststroke components to focus on maintaining as distance increases during the endurance challenge.
- Swim increasing distances using breaststroke with consistent technique, applying all components without coaching prompts.
- Value swimming endurance as both a fitness goal and an essential survival skill.

In groups, learners are guided to:
- Set an endurance challenge: swim two or three widths of the pool using breaststroke continuously.
- Focus on maintaining correct body position, arm action, leg kick and breathing throughout.
- Debrief: discuss how improving breaststroke endurance connects to water safety and fitness.

How does building swimming endurance alongside correct technique prepare a learner for real-life water situations?

- Hummingbird Creative Arts Learner's Book pg. 130
- Swimming pool

- Observation - Skill progression charts

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Identifying categories of indigenous Kenyan instrumental ensembles

By the end of the lesson, the learner should be able to:
- Identify the four categories of indigenous Kenyan instrumental ensembles: percussion, wind, string and mixed.
- Sort pictures of instruments into the correct ensemble categories and record names in a classification table.
- Appreciate the diversity and richness of Kenyan indigenous musical traditions.

In groups, learners are guided to:
- Watch video recordings of Kenyan indigenous ensemble performances and observe the instruments being played.
- Discuss the four categories: percussion (struck/shaken/scraped), wind (blown), string (plucked/bowed/struck) and mixed.
- Look at pictures of Kenyan ensembles and identify which category each belongs to.

What makes indigenous Kenyan instrumental ensembles important to Kenyan cultural identity?

- Hummingbird Creative Arts Learner's Book pg. 108
- Digital devices
- Video links to Kenyan ensemble performances

- Oral questions - Observation

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Identifying categories of indigenous Kenyan instrumental ensembles

By the end of the lesson, the learner should be able to:
- Identify the four categories of indigenous Kenyan instrumental ensembles: percussion, wind, string and mixed.
- Sort pictures of instruments into the correct ensemble categories and record names in a classification table.
- Appreciate the diversity and richness of Kenyan indigenous musical traditions.

In groups, learners are guided to:
- Watch video recordings of Kenyan indigenous ensemble performances and observe the instruments being played.
- Discuss the four categories: percussion (struck/shaken/scraped), wind (blown), string (plucked/bowed/struck) and mixed.
- Look at pictures of Kenyan ensembles and identify which category each belongs to.

What makes indigenous Kenyan instrumental ensembles important to Kenyan cultural identity?

- Hummingbird Creative Arts Learner's Book pg. 108
- Digital devices
- Video links to Kenyan ensemble performances

- Oral questions - Observation

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Identifying categories of indigenous Kenyan instrumental ensembles

By the end of the lesson, the learner should be able to:
- Identify the four categories of indigenous Kenyan instrumental ensembles: percussion, wind, string and mixed.
- Sort pictures of instruments into the correct ensemble categories and record names in a classification table.
- Appreciate the diversity and richness of Kenyan indigenous musical traditions.

In groups, learners are guided to:
- Watch video recordings of Kenyan indigenous ensemble performances and observe the instruments being played.
- Discuss the four categories: percussion (struck/shaken/scraped), wind (blown), string (plucked/bowed/struck) and mixed.
- Look at pictures of Kenyan ensembles and identify which category each belongs to.

What makes indigenous Kenyan instrumental ensembles important to Kenyan cultural identity?

- Hummingbird Creative Arts Learner's Book pg. 108
- Digital devices
- Video links to Kenyan ensemble performances

- Oral questions - Observation

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Classifying ensembles and reflecting on observations

By the end of the lesson, the learner should be able to:
- Classify observed indigenous Kenyan ensembles into percussion, wind and string categories based on playing method.
- Draw and complete the classification table, listing instrument names under each category with examples.
- Reflect on how watching and observing performances deepened understanding of ensemble categories.

In groups, learners are guided to:
- Draw and complete the classification table: string, wind and percussion ensemble columns.
- List the instruments observed in videos and pictures under the correct category.
- Reflect: what new instruments were learnt and how did video observation help understand ensemble categories?

How does classifying instruments into categories help a musician understand ensemble performance?

- Hummingbird Creative Arts Learner's Book pg. 109
- Classification table (exercise book)
- Digital devices

- Written assignments - Oral questions

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Classifying ensembles and reflecting on observations

By the end of the lesson, the learner should be able to:
- Classify observed indigenous Kenyan ensembles into percussion, wind and string categories based on playing method.
- Draw and complete the classification table, listing instrument names under each category with examples.
- Reflect on how watching and observing performances deepened understanding of ensemble categories.

In groups, learners are guided to:
- Draw and complete the classification table: string, wind and percussion ensemble columns.
- List the instruments observed in videos and pictures under the correct category.
- Reflect: what new instruments were learnt and how did video observation help understand ensemble categories?

How does classifying instruments into categories help a musician understand ensemble performance?

- Hummingbird Creative Arts Learner's Book pg. 109
- Classification table (exercise book)
- Digital devices

- Written assignments - Oral questions

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Discussing factors to consider when playing in an ensemble

By the end of the lesson, the learner should be able to:
- Identify and describe the key factors for successful ensemble playing: instrument understanding, listening, timing, communication and cultural respect.
- Discuss each factor in groups and role-play a short ensemble scenario demonstrating one factor (e.g. following the conductor).
- Develop respect for fellow musicians and appreciation for teamwork in musical performance.

In groups, learners are guided to:
- In groups, discuss why it is important to practise the instrument regularly and listen to fellow musicians.
- Discuss why rhythm and timing, eye contact, and blending sound are essential in ensemble playing.
- Reflect on why cultural understanding and following traditional ways of playing are important in indigenous ensembles.

Why is it important to listen carefully to fellow musicians when playing in an ensemble?

- Hummingbird Creative Arts Learner's Book pg. 109
- Exercise books

- Oral questions - Written assignments

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Discussing factors to consider when playing in an ensemble

By the end of the lesson, the learner should be able to:
- Identify and describe the key factors for successful ensemble playing: instrument understanding, listening, timing, communication and cultural respect.
- Discuss each factor in groups and role-play a short ensemble scenario demonstrating one factor (e.g. following the conductor).
- Develop respect for fellow musicians and appreciation for teamwork in musical performance.

In groups, learners are guided to:
- In groups, discuss why it is important to practise the instrument regularly and listen to fellow musicians.
- Discuss why rhythm and timing, eye contact, and blending sound are essential in ensemble playing.
- Reflect on why cultural understanding and following traditional ways of playing are important in indigenous ensembles.

Why is it important to listen carefully to fellow musicians when playing in an ensemble?

- Hummingbird Creative Arts Learner's Book pg. 109
- Exercise books

- Oral questions - Written assignments

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Discussing factors to consider when playing in an ensemble

By the end of the lesson, the learner should be able to:
- Identify and describe the key factors for successful ensemble playing: instrument understanding, listening, timing, communication and cultural respect.
- Discuss each factor in groups and role-play a short ensemble scenario demonstrating one factor (e.g. following the conductor).
- Develop respect for fellow musicians and appreciation for teamwork in musical performance.

In groups, learners are guided to:
- In groups, discuss why it is important to practise the instrument regularly and listen to fellow musicians.
- Discuss why rhythm and timing, eye contact, and blending sound are essential in ensemble playing.
- Reflect on why cultural understanding and following traditional ways of playing are important in indigenous ensembles.

Why is it important to listen carefully to fellow musicians when playing in an ensemble?

- Hummingbird Creative Arts Learner's Book pg. 109
- Exercise books

- Oral questions - Written assignments

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Selecting and preparing an instrument; practising playing techniques

By the end of the lesson, the learner should be able to:
- Identify the playing technique required for the chosen instrument (hitting, shaking, striking, plucking, bowing or blowing) before beginning.
- Select and tune the instrument correctly with teacher guidance, then demonstrate the appropriate playing technique.
- Appreciate the skill and cultural significance involved in correctly playing a Kenyan indigenous instrument.

In groups, learners are guided to:
- Select an instrument from available indigenous Kenyan instruments (drums, marimba, shakers, nyatiti, fiddle, chivoti).
- Learn to tune the instrument using tuning tools or reference tones.
- Practise the correct playing technique for the instrument, focusing on control, clarity of sound and appropriate strength.

How does mastering the correct playing technique for an instrument improve its contribution to an ensemble?

- Hummingbird Creative Arts Learner's Book pg. 110
- Indigenous instruments (drums, shakers, lyres, fiddles, flutes)
- Tuning tools

- Observation - Skill progression charts

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Selecting and preparing an instrument; practising playing techniques

By the end of the lesson, the learner should be able to:
- Identify the playing technique required for the chosen instrument (hitting, shaking, striking, plucking, bowing or blowing) before beginning.
- Select and tune the instrument correctly with teacher guidance, then demonstrate the appropriate playing technique.
- Appreciate the skill and cultural significance involved in correctly playing a Kenyan indigenous instrument.

In groups, learners are guided to:
- Select an instrument from available indigenous Kenyan instruments (drums, marimba, shakers, nyatiti, fiddle, chivoti).
- Learn to tune the instrument using tuning tools or reference tones.
- Practise the correct playing technique for the instrument, focusing on control, clarity of sound and appropriate strength.

How does mastering the correct playing technique for an instrument improve its contribution to an ensemble?

- Hummingbird Creative Arts Learner's Book pg. 110
- Indigenous instruments (drums, shakers, lyres, fiddles, flutes)
- Tuning tools

- Observation - Skill progression charts

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Practising in groups and coordinating ensemble timing

By the end of the lesson, the learner should be able to:
- Identify the rhythm or piece to be played and agree on tempo and cue signals before the group practice begins.
- Play the chosen instrument in a small group, maintaining rhythm and timing while adjusting volume to blend effectively.
- Appreciate the collaborative nature of ensemble playing and demonstrate respect for others' musical contributions.

- Form small groups with each learner playing a different instrument.
- Agree on a simple rhythm or piece and practise playing it together in sync.
- Rotate instruments within the group so learners experience different types; sanitise wind instruments before passing on.

How does listening to the overall ensemble sound help a musician adjust their own playing to blend better?

- Hummingbird Creative Arts Learner's Book pg. 110
- Indigenous instruments
- Floor space for ensemble practice

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Practising in groups and coordinating ensemble timing

By the end of the lesson, the learner should be able to:
- Identify the rhythm or piece to be played and agree on tempo and cue signals before the group practice begins.
- Play the chosen instrument in a small group, maintaining rhythm and timing while adjusting volume to blend effectively.
- Appreciate the collaborative nature of ensemble playing and demonstrate respect for others' musical contributions.

- Form small groups with each learner playing a different instrument.
- Agree on a simple rhythm or piece and practise playing it together in sync.
- Rotate instruments within the group so learners experience different types; sanitise wind instruments before passing on.

How does listening to the overall ensemble sound help a musician adjust their own playing to blend better?

- Hummingbird Creative Arts Learner's Book pg. 110
- Indigenous instruments
- Floor space for ensemble practice

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Practising in groups and coordinating ensemble timing

By the end of the lesson, the learner should be able to:
- Identify the rhythm or piece to be played and agree on tempo and cue signals before the group practice begins.
- Play the chosen instrument in a small group, maintaining rhythm and timing while adjusting volume to blend effectively.
- Appreciate the collaborative nature of ensemble playing and demonstrate respect for others' musical contributions.

- Form small groups with each learner playing a different instrument.
- Agree on a simple rhythm or piece and practise playing it together in sync.
- Rotate instruments within the group so learners experience different types; sanitise wind instruments before passing on.

How does listening to the overall ensemble sound help a musician adjust their own playing to blend better?

- Hummingbird Creative Arts Learner's Book pg. 110
- Indigenous instruments
- Floor space for ensemble practice

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Rehearsing and performing as a full ensemble

By the end of the lesson, the learner should be able to:
- Identify the sections of the piece that need the most rehearsal before beginning the full ensemble practice.
- Play through the selected piece as a full ensemble, blending sounds and maintaining rhythm, melody and all ensemble factors.
- Develop confidence and pride in performing as part of a Kenyan indigenous instrumental ensemble.

In groups, learners are guided to:
- Rehearse the selected piece as a full ensemble with everyone playing their chosen instrument.
- Focus on listening to the overall sound, blending individual contributions and maintaining a shared rhythm.
- Practise until the ensemble sounds cohesive, then prepare for a final group performance.

How does rehearsing together as a full ensemble develop musical unity and collective performance confidence?

- Hummingbird Creative Arts Learner's Book pg. 111
- Full set of available indigenous instruments

- Observation - Checklist

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Rehearsing and performing as a full ensemble

By the end of the lesson, the learner should be able to:
- Identify the sections of the piece that need the most rehearsal before beginning the full ensemble practice.
- Play through the selected piece as a full ensemble, blending sounds and maintaining rhythm, melody and all ensemble factors.
- Develop confidence and pride in performing as part of a Kenyan indigenous instrumental ensemble.

In groups, learners are guided to:
- Rehearse the selected piece as a full ensemble with everyone playing their chosen instrument.
- Focus on listening to the overall sound, blending individual contributions and maintaining a shared rhythm.
- Practise until the ensemble sounds cohesive, then prepare for a final group performance.

How does rehearsing together as a full ensemble develop musical unity and collective performance confidence?

- Hummingbird Creative Arts Learner's Book pg. 111
- Full set of available indigenous instruments

- Observation - Checklist

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Performing before an audience and reflecting

By the end of the lesson, the learner should be able to:
- Identify the performance expectations (rhythm, melody, blending, technique, cultural respect) before taking the stage.
- Perform the selected piece as a full indigenous Kenyan ensemble before an audience, maintaining all technical and musical standards.
- Reflect on ensemble playing and articulate what was learnt about collaboration and Kenyan musical heritage.

In groups, learners are guided to:
- Perform the rehearsed piece as a full ensemble for the class or at a school event.
- Pay attention to maintaining rhythm, melody, blending and technique throughout the performance.
- Reflect in groups: what was enjoyed most, which aspect was most challenging and what was learnt about Kenyan indigenous music.

What does a successful indigenous ensemble performance reveal about teamwork, culture and musical skill?

- Hummingbird Creative Arts Learner's Book pg. 112
- Full set of available indigenous instruments

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Performing before an audience and reflecting

By the end of the lesson, the learner should be able to:
- Identify the performance expectations (rhythm, melody, blending, technique, cultural respect) before taking the stage.
- Perform the selected piece as a full indigenous Kenyan ensemble before an audience, maintaining all technical and musical standards.
- Reflect on ensemble playing and articulate what was learnt about collaboration and Kenyan musical heritage.

In groups, learners are guided to:
- Perform the rehearsed piece as a full ensemble for the class or at a school event.
- Pay attention to maintaining rhythm, melody, blending and technique throughout the performance.
- Reflect in groups: what was enjoyed most, which aspect was most challenging and what was learnt about Kenyan indigenous music.

What does a successful indigenous ensemble performance reveal about teamwork, culture and musical skill?

- Hummingbird Creative Arts Learner's Book pg. 112
- Full set of available indigenous instruments

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Reviewing ensemble factors and appreciating Kenyan musical heritage

By the end of the lesson, the learner should be able to:
- Review and describe all key ensemble factors through group discussion.
- Demonstrate one ensemble technique (e.g. maintaining beat, blending volume) informally as part of the review activity.
- Value the role of indigenous Kenyan instrumental music in preserving and celebrating Kenyan cultural identity.

In groups, learners are guided to:
- Review the five ensemble factors discussed: understanding instrument, listening, rhythm and timing, communication and cultural understanding.
- Discuss the role of indigenous Kenyan ensembles in community celebrations, ceremonies and cultural preservation.
- Share one thing learnt about Kenyan cultural heritage through ensemble playing.

How do indigenous Kenyan instrumental ensembles help communities preserve and celebrate their cultural heritage?

- Hummingbird Creative Arts Learner's Book pg. 113
- Exercise books

- Oral questions - Written assignments

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Identifying pottery items made using slab technique

By the end of the lesson, the learner should be able to:
- Identify pottery items made using slab technique and describe how slabs are scored, slip-joined and assembled.
- Sketch a simple diagram of a slab-built item showing the base and side slabs and how they connect.
- Appreciate pottery as an important indigenous Kenyan craft tradition with deep cultural roots.

In groups, learners are guided to:
- Study pictures of pottery items made using slab technique and answer questions about the number of slabs and joining methods.
- Discuss what techniques (burnishing, stamping) were used to add texture and detail.
- Identify how slab technique differs from other pottery methods previously encountered.

How does the slab technique allow a potter to create functional and decorative pottery items?

- Hummingbird Creative Arts Learner's Book pg. 116
- Pictures of slab pottery items
- Digital devices

- Oral questions - Observation

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Identifying pottery items made using slab technique

By the end of the lesson, the learner should be able to:
- Identify pottery items made using slab technique and describe how slabs are scored, slip-joined and assembled.
- Sketch a simple diagram of a slab-built item showing the base and side slabs and how they connect.
- Appreciate pottery as an important indigenous Kenyan craft tradition with deep cultural roots.

In groups, learners are guided to:
- Study pictures of pottery items made using slab technique and answer questions about the number of slabs and joining methods.
- Discuss what techniques (burnishing, stamping) were used to add texture and detail.
- Identify how slab technique differs from other pottery methods previously encountered.

How does the slab technique allow a potter to create functional and decorative pottery items?

- Hummingbird Creative Arts Learner's Book pg. 116
- Pictures of slab pottery items
- Digital devices

- Oral questions - Observation

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Identifying pottery items made using slab technique

By the end of the lesson, the learner should be able to:
- Identify pottery items made using slab technique and describe how slabs are scored, slip-joined and assembled.
- Sketch a simple diagram of a slab-built item showing the base and side slabs and how they connect.
- Appreciate pottery as an important indigenous Kenyan craft tradition with deep cultural roots.

In groups, learners are guided to:
- Study pictures of pottery items made using slab technique and answer questions about the number of slabs and joining methods.
- Discuss what techniques (burnishing, stamping) were used to add texture and detail.
- Identify how slab technique differs from other pottery methods previously encountered.

How does the slab technique allow a potter to create functional and decorative pottery items?

- Hummingbird Creative Arts Learner's Book pg. 116
- Pictures of slab pottery items
- Digital devices

- Oral questions - Observation

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Identifying pottery items made using slab technique

By the end of the lesson, the learner should be able to:
- Identify pottery items made using slab technique and describe how slabs are scored, slip-joined and assembled.
- Sketch a simple diagram of a slab-built item showing the base and side slabs and how they connect.
- Appreciate pottery as an important indigenous Kenyan craft tradition with deep cultural roots.

In groups, learners are guided to:
- Study pictures of pottery items made using slab technique and answer questions about the number of slabs and joining methods.
- Discuss what techniques (burnishing, stamping) were used to add texture and detail.
- Identify how slab technique differs from other pottery methods previously encountered.

How does the slab technique allow a potter to create functional and decorative pottery items?

- Hummingbird Creative Arts Learner's Book pg. 116
- Pictures of slab pottery items
- Digital devices

- Oral questions - Observation

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Finding, preparing and kneading clay

By the end of the lesson, the learner should be able to:
- Identify local sources of clay (anthills, riverbanks) and the safety equipment needed for collection.
- Prepare clay through the full sequence: dry, crush, sieve, slake with water, drain and knead until smooth.
- Appreciate the importance of collecting clay responsibly and observing safety precautions to protect the environment and self.

In groups, learners are guided to:
- Identify local sources of clay (anthills, riverbanks) and collect only what is needed with adult supervision.
- Prepare the clay: dry, crush, sieve, slake with water, drain excess water through cloth and knead on a flat surface.
- Wedge the clay by cutting and slamming pieces together to remove air bubbles and achieve a smooth, even texture.

How does thorough preparation of clay before modelling affect the quality of the finished pottery item?

- Hummingbird Creative Arts Learner's Book pg. 119
- Clay from local environment
- Gumboots, gloves, rolling pin, hammer

- Observation - Checklist

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Rolling slabs and measuring and cutting clay pieces

By the end of the lesson, the learner should be able to:
- Identify the required dimensions for the base and side slabs of the vase before rolling and cutting.
- Roll clay into evenly-thick slabs using a rolling pin and wood guides, then measure, mark and cut to correct dimensions.
- Develop precision and patience in preparing clay slabs for construction.

In groups, learners are guided to:
- Use a rolling pin and flat wood pieces to roll the prepared clay into even slabs.
- Ensure all slabs are the same thickness for uniform construction.
- Measure, mark and cut the slabs to the correct dimensions for the base and sides of the vase.

How does rolling clay to an even thickness ensure the structural strength of a slab-built vase?

- Hummingbird Creative Arts Learner's Book pg. 119
- Prepared clay
- Rolling pin, flat wood pieces, ruler, knife

- Observation - Checklist

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Rolling slabs and measuring and cutting clay pieces

By the end of the lesson, the learner should be able to:
- Identify the required dimensions for the base and side slabs of the vase before rolling and cutting.
- Roll clay into evenly-thick slabs using a rolling pin and wood guides, then measure, mark and cut to correct dimensions.
- Develop precision and patience in preparing clay slabs for construction.

In groups, learners are guided to:
- Use a rolling pin and flat wood pieces to roll the prepared clay into even slabs.
- Ensure all slabs are the same thickness for uniform construction.
- Measure, mark and cut the slabs to the correct dimensions for the base and sides of the vase.

How does rolling clay to an even thickness ensure the structural strength of a slab-built vase?

- Hummingbird Creative Arts Learner's Book pg. 119
- Prepared clay
- Rolling pin, flat wood pieces, ruler, knife

- Observation - Checklist

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Rolling slabs and measuring and cutting clay pieces

By the end of the lesson, the learner should be able to:
- Identify the required dimensions for the base and side slabs of the vase before rolling and cutting.
- Roll clay into evenly-thick slabs using a rolling pin and wood guides, then measure, mark and cut to correct dimensions.
- Develop precision and patience in preparing clay slabs for construction.

In groups, learners are guided to:
- Use a rolling pin and flat wood pieces to roll the prepared clay into even slabs.
- Ensure all slabs are the same thickness for uniform construction.
- Measure, mark and cut the slabs to the correct dimensions for the base and sides of the vase.

How does rolling clay to an even thickness ensure the structural strength of a slab-built vase?

- Hummingbird Creative Arts Learner's Book pg. 119
- Prepared clay
- Rolling pin, flat wood pieces, ruler, knife

- Observation - Checklist

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Rolling slabs and measuring and cutting clay pieces

By the end of the lesson, the learner should be able to:
- Identify the required dimensions for the base and side slabs of the vase before rolling and cutting.
- Roll clay into evenly-thick slabs using a rolling pin and wood guides, then measure, mark and cut to correct dimensions.
- Develop precision and patience in preparing clay slabs for construction.

In groups, learners are guided to:
- Use a rolling pin and flat wood pieces to roll the prepared clay into even slabs.
- Ensure all slabs are the same thickness for uniform construction.
- Measure, mark and cut the slabs to the correct dimensions for the base and sides of the vase.

How does rolling clay to an even thickness ensure the structural strength of a slab-built vase?

- Hummingbird Creative Arts Learner's Book pg. 119
- Prepared clay
- Rolling pin, flat wood pieces, ruler, knife

- Observation - Checklist

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Joining slabs to form a vase

By the end of the lesson, the learner should be able to:
- Identify the scoring and slip-joining technique and explain why it creates a stronger bond than pressing slabs directly together.
- Score the edges, apply slip and attach the side slabs to the base, pressing firmly to form the vase body.
- Appreciate the importance of care and precision in forming a vase that is both structurally sound and aesthetically pleasing.

In groups, learners are guided to:
- Use a toothpick or pointed tool to score the edges of slabs where they will be joined.
- Mix clay with water to make slip and apply it to the scored edges as adhesive.
- Attach the sides to the base, pressing firmly, and smooth the interior joins with a finger or tool.

Why is scoring and applying slip essential for creating strong joins in slab-built pottery?

- Hummingbird Creative Arts Learner's Book pg. 120
- Cut clay slabs
- Toothpick, slip (clay and water mix)

- Observation - Project

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Burnishing and stamping patterns on the vase

By the end of the lesson, the learner should be able to:
- Identify what burnishing achieves (smooth, shiny surface) and select appropriate stamps for the decorative pattern before beginning.
- Burnish the vase surface using a smooth stone in circular motions and stamp decorative patterns using chosen stamps.
- Appreciate how burnishing and stamping combine functional finishing with artistic expression in indigenous craft.

In groups, learners are guided to:
- Moisten the vase slightly if too dry, then burnish the surface using a smooth stone in circular motions until shiny.
- Create or find stamps (carved wood, pen tubes, leaves) and press them into the surface of the vase.
- Arrange the stamps in a creative pattern, experimenting with different designs and spacing.

How does burnishing and stamping add both functional and aesthetic value to a pottery item?

- Hummingbird Creative Arts Learner's Book pg. 122
- Smooth stone or spoon
- Stamps (carved wood, pen tubes, leaves)

- Observation - Project

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Burnishing and stamping patterns on the vase

By the end of the lesson, the learner should be able to:
- Identify what burnishing achieves (smooth, shiny surface) and select appropriate stamps for the decorative pattern before beginning.
- Burnish the vase surface using a smooth stone in circular motions and stamp decorative patterns using chosen stamps.
- Appreciate how burnishing and stamping combine functional finishing with artistic expression in indigenous craft.

In groups, learners are guided to:
- Moisten the vase slightly if too dry, then burnish the surface using a smooth stone in circular motions until shiny.
- Create or find stamps (carved wood, pen tubes, leaves) and press them into the surface of the vase.
- Arrange the stamps in a creative pattern, experimenting with different designs and spacing.

How does burnishing and stamping add both functional and aesthetic value to a pottery item?

- Hummingbird Creative Arts Learner's Book pg. 122
- Smooth stone or spoon
- Stamps (carved wood, pen tubes, leaves)

- Observation - Project

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Burnishing and stamping patterns on the vase

By the end of the lesson, the learner should be able to:
- Identify what burnishing achieves (smooth, shiny surface) and select appropriate stamps for the decorative pattern before beginning.
- Burnish the vase surface using a smooth stone in circular motions and stamp decorative patterns using chosen stamps.
- Appreciate how burnishing and stamping combine functional finishing with artistic expression in indigenous craft.

In groups, learners are guided to:
- Moisten the vase slightly if too dry, then burnish the surface using a smooth stone in circular motions until shiny.
- Create or find stamps (carved wood, pen tubes, leaves) and press them into the surface of the vase.
- Arrange the stamps in a creative pattern, experimenting with different designs and spacing.

How does burnishing and stamping add both functional and aesthetic value to a pottery item?

- Hummingbird Creative Arts Learner's Book pg. 122
- Smooth stone or spoon
- Stamps (carved wood, pen tubes, leaves)

- Observation - Project

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Burnishing and stamping patterns on the vase

By the end of the lesson, the learner should be able to:
- Identify what burnishing achieves (smooth, shiny surface) and select appropriate stamps for the decorative pattern before beginning.
- Burnish the vase surface using a smooth stone in circular motions and stamp decorative patterns using chosen stamps.
- Appreciate how burnishing and stamping combine functional finishing with artistic expression in indigenous craft.

In groups, learners are guided to:
- Moisten the vase slightly if too dry, then burnish the surface using a smooth stone in circular motions until shiny.
- Create or find stamps (carved wood, pen tubes, leaves) and press them into the surface of the vase.
- Arrange the stamps in a creative pattern, experimenting with different designs and spacing.

How does burnishing and stamping add both functional and aesthetic value to a pottery item?

- Hummingbird Creative Arts Learner's Book pg. 122
- Smooth stone or spoon
- Stamps (carved wood, pen tubes, leaves)

- Observation - Project

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Drying the vase and appreciating indigenous Kenyan craft

By the end of the lesson, the learner should be able to:
- Identify the correct drying conditions (shaded area, away from sunlight, slow drying) and explain why they prevent cracking.
- Position the vase in the correct drying location and arrange all completed pottery items neatly in the classroom display area.
- Appreciate pottery as a significant indigenous Kenyan craft and a powerful form of cultural expression.

In groups, learners are guided to:
- Place the vase in a shaded area away from direct sunlight and allow it to dry slowly over several days.
- Check periodically to ensure it is drying evenly without cracking.
- Arrange completed vases for classroom display and talk about the materials, techniques and steps used.

Why is drying pottery slowly in the shade important for preventing cracking and preserving the item?

- Hummingbird Creative Arts Learner's Book pg. 123
- Completed decorated vases
- Display area

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Displaying pottery and giving constructive peer critique

By the end of the lesson, the learner should be able to:
- Describe the full construction process (finding clay, preparing, rolling, joining, burnishing, stamping, drying) before the display.
- Display completed pottery items and give and receive constructive feedback on shape, surface finish and pattern design.
- Value indigenous Kenyan pottery as a creative, cultural and functional art form.

In groups, learners are guided to:
- Arrange all completed pottery items in a classroom display area.
- Describe own item: materials sourced, slab preparation, joining method, burnishing and stamping choices.
- Give specific feedback to classmates on what was admired, what technique was creative and suggestions for improvement.

What makes a slab-technique pottery item successful and how does peer critique help a potter grow?

- Hummingbird Creative Arts Learner's Book pg. 123
- Completed pottery items

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Displaying pottery and giving constructive peer critique

By the end of the lesson, the learner should be able to:
- Describe the full construction process (finding clay, preparing, rolling, joining, burnishing, stamping, drying) before the display.
- Display completed pottery items and give and receive constructive feedback on shape, surface finish and pattern design.
- Value indigenous Kenyan pottery as a creative, cultural and functional art form.

In groups, learners are guided to:
- Arrange all completed pottery items in a classroom display area.
- Describe own item: materials sourced, slab preparation, joining method, burnishing and stamping choices.
- Give specific feedback to classmates on what was admired, what technique was creative and suggestions for improvement.

What makes a slab-technique pottery item successful and how does peer critique help a potter grow?

- Hummingbird Creative Arts Learner's Book pg. 123
- Completed pottery items

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Displaying pottery and giving constructive peer critique

By the end of the lesson, the learner should be able to:
- Describe the full construction process (finding clay, preparing, rolling, joining, burnishing, stamping, drying) before the display.
- Display completed pottery items and give and receive constructive feedback on shape, surface finish and pattern design.
- Value indigenous Kenyan pottery as a creative, cultural and functional art form.

In groups, learners are guided to:
- Arrange all completed pottery items in a classroom display area.
- Describe own item: materials sourced, slab preparation, joining method, burnishing and stamping choices.
- Give specific feedback to classmates on what was admired, what technique was creative and suggestions for improvement.

What makes a slab-technique pottery item successful and how does peer critique help a potter grow?

- Hummingbird Creative Arts Learner's Book pg. 123
- Completed pottery items

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Displaying pottery and giving constructive peer critique

By the end of the lesson, the learner should be able to:
- Describe the full construction process (finding clay, preparing, rolling, joining, burnishing, stamping, drying) before the display.
- Display completed pottery items and give and receive constructive feedback on shape, surface finish and pattern design.
- Value indigenous Kenyan pottery as a creative, cultural and functional art form.

In groups, learners are guided to:
- Arrange all completed pottery items in a classroom display area.
- Describe own item: materials sourced, slab preparation, joining method, burnishing and stamping choices.
- Give specific feedback to classmates on what was admired, what technique was creative and suggestions for improvement.

What makes a slab-technique pottery item successful and how does peer critique help a potter grow?

- Hummingbird Creative Arts Learner's Book pg. 123
- Completed pottery items

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Talking about own and others' pottery and reflecting on indigenous craft

By the end of the lesson, the learner should be able to:
- Describe the steps taken to create the pottery item including materials, techniques and challenges encountered.
- Reflect on the cultural significance of pottery as an indigenous Kenyan craft.
- Develop pride in creating an item that connects to Kenyan cultural heritage.

In groups, learners are guided to:
- Present own pottery item and describe: materials sourced and prepared, slab technique steps, burnishing and stamping.
- Discuss challenges faced (air bubbles, uneven slabs, cracking) and how they were overcome.
- Reflect on why pottery is valued as an indigenous Kenyan craft and how it can be preserved for future generations.

How does creating indigenous craft like pottery connect a learner to Kenyan cultural heritage?

- Hummingbird Creative Arts Learner's Book pg. 124
- Completed pottery items

- Written assignments - Portfolio

Appreciation in Creative Arts

Analysis of Creative Arts Works - Visiting an art exhibition centre and identifying artworks

By the end of the lesson, the learner should be able to:
- Identify different artworks on display during a local or virtual art gallery visit.
- Record key details about at least three artworks: artist's name, type of artwork and one personal observation.
- Appreciate the role of art exhibitions in preserving and sharing creative heritage.

In groups, learners are guided to:
- Visit a local art gallery or museum, or explore virtual art galleries online.
- Observe paintings, sculptures and photographs on display closely.
- Take notes recording the artist's name and the type of artwork for each piece observed.

How do art exhibitions help communities appreciate and preserve creative works?

- Hummingbird Creative Arts Learner's Book pg. 137
- Local art gallery or virtual gallery online
- Exercise books, pencils

- Oral questions - Observation

Appreciation in Creative Arts

Analysis of Creative Arts Works - Visiting an art exhibition centre and identifying artworks

By the end of the lesson, the learner should be able to:
- Identify different artworks on display during a local or virtual art gallery visit.
- Record key details about at least three artworks: artist's name, type of artwork and one personal observation.
- Appreciate the role of art exhibitions in preserving and sharing creative heritage.

In groups, learners are guided to:
- Visit a local art gallery or museum, or explore virtual art galleries online.
- Observe paintings, sculptures and photographs on display closely.
- Take notes recording the artist's name and the type of artwork for each piece observed.

How do art exhibitions help communities appreciate and preserve creative works?

- Hummingbird Creative Arts Learner's Book pg. 137
- Local art gallery or virtual gallery online
- Exercise books, pencils

- Oral questions - Observation

Appreciation in Creative Arts

Analysis of Creative Arts Works - Interpreting artworks and reflecting for inspiration

By the end of the lesson, the learner should be able to:
- Identify and describe the type, materials, techniques, meaning and aesthetic qualities of a chosen artwork.
- Write a personal reflection on how the artwork inspires own creative practice and what can be learnt from the artist.
- Develop respect for diverse artistic styles and appreciate the value of mentorship from established artists.

In groups, learners are guided to:
- Choose an artwork from the exhibition and answer analytical questions: type of art, materials used, techniques applied, meaning and aesthetic value.
- Write a short reflection on how the artwork inspires own work and what can be learnt from the artist.
- If possible, reach out to a local artist or art teacher for mentorship and share reflections with friends and family.

How can analysing and reflecting on an artwork inspire a learner's own creative development?

- Hummingbird Creative Arts Learner's Book pg. 138
- Artworks from gallery visit or own collection
- Exercise books

- Written assignments - Portfolio

Appreciation in Creative Arts

Analysis of Creative Arts Works - Interpreting artworks and reflecting for inspiration

By the end of the lesson, the learner should be able to:
- Identify and describe the type, materials, techniques, meaning and aesthetic qualities of a chosen artwork.
- Write a personal reflection on how the artwork inspires own creative practice and what can be learnt from the artist.
- Develop respect for diverse artistic styles and appreciate the value of mentorship from established artists.

In groups, learners are guided to:
- Choose an artwork from the exhibition and answer analytical questions: type of art, materials used, techniques applied, meaning and aesthetic value.
- Write a short reflection on how the artwork inspires own work and what can be learnt from the artist.
- If possible, reach out to a local artist or art teacher for mentorship and share reflections with friends and family.

How can analysing and reflecting on an artwork inspire a learner's own creative development?

- Hummingbird Creative Arts Learner's Book pg. 138
- Artworks from gallery visit or own collection
- Exercise books

- Written assignments - Portfolio

Appreciation in Creative Arts

Analysis of Creative Arts Works - Visiting an art exhibition and creating a catalogue of exhibited works

By the end of the lesson, the learner should be able to:
- Conduct a field trip to a local or virtual art exhibition and systematically observe displayed artworks.
- Record detailed information for each artwork (artist's name, type and media/material) and organise it into a structured catalogue.
- Appreciate the importance of systematic documentation in preserving and sharing knowledge about creative works.

In groups, learners are guided to:
- Visit a local or virtual art gallery and observe a range of artworks (paintings, sculptures, photographs).
- For each artwork record: artist's name, type of artwork and media/material used.
- Begin organising the notes into a catalogue — arranged neatly in a booklet or digital document.

What information must be captured in an artwork catalogue and why does each detail matter?

- Hummingbird Creative Arts Learner's Book pg. 137
- Local art gallery or virtual gallery
- Exercise books or digital devices

- Written assignments - Observation

Appreciation in Creative Arts

Analysis of Creative Arts Works - Designing and completing an artwork catalogue

By the end of the lesson, the learner should be able to:
- Identify the key elements required for each catalogue entry (artist, type, media/material, interpretive comment) before designing.
- Design and complete a personal catalogue of at least three artworks including all required elements for each entry.
- Value the catalogue as a practical tool for documenting and sharing appreciation of creative works.

In groups, learners are guided to:
- Review field trip notes and organise the information into a structured catalogue.
- Format the catalogue neatly: each entry includes artist's name, type of artwork, media/material and a short personal comment.
- Share the completed catalogue with a classmate and discuss the artworks chosen.

How does designing a catalogue deepen a learner's understanding and appreciation of artworks?

- Hummingbird Creative Arts Learner's Book pg. 137
- Field trip notes
- Exercise books, pens or digital devices

- Written assignments - Portfolio

Appreciation in Creative Arts

Analysis of Creative Arts Works - Choosing and analysing a personal artwork from the catalogue

By the end of the lesson, the learner should be able to:
- Identify which artwork from the catalogue has the most interesting combination of type, materials and meaning before analysing.
- Conduct a full analysis of the selected artwork covering type, materials, techniques, meaning and aesthetic value, and write a personal reflection.
- Show appreciation for the diverse artistic techniques and cultural backgrounds represented in the collected artworks.

In groups, learners are guided to:
- Choose a favourite artwork from the personal catalogue.
- Analyse it using five questions: type of art, materials used, techniques applied, meaning and aesthetic appeal.
- Write a personal reflection and share it with the class, explaining why the artwork was chosen and what it inspires.

How does a full analysis of one artwork help a learner understand and appreciate the creative process?

- Hummingbird Creative Arts Learner's Book pg. 138
- Personal artwork catalogue
- Exercise books

- Written assignments - Portfolio

Appreciation in Creative Arts

Analysis of Creative Arts Works - Listening to a song and identifying pitch in music

By the end of the lesson, the learner should be able to:
- Define pitch as how high or low a note sounds in music.
- Listen to "Earth Song" and hum the high chorus notes and lower verse notes to physically experience the difference in pitch.
- Appreciate how a songwriter uses pitch to guide listeners through different emotions within a single song.

In groups, learners are guided to:
- Watch the video and listen to "Earth Song" by Michael Jackson with the teacher's guidance.
- Read through the lyrics of the first two verses and chorus while listening.
- Identify the high notes in the chorus and the lower notes in the verses and discuss how the pitch change creates emotional contrast.

How does the use of pitch help a songwriter express different emotions in a song?

- Hummingbird Creative Arts Learner's Book pg. 144
- Digital devices
- "Earth Song" (Michael Jackson) — audio/video

- Oral questions - Observation

Appreciation in Creative Arts

Analysis of Creative Arts Works - Listening to a song and identifying pitch in music

By the end of the lesson, the learner should be able to:
- Define pitch as how high or low a note sounds in music.
- Listen to "Earth Song" and hum the high chorus notes and lower verse notes to physically experience the difference in pitch.
- Appreciate how a songwriter uses pitch to guide listeners through different emotions within a single song.

In groups, learners are guided to:
- Watch the video and listen to "Earth Song" by Michael Jackson with the teacher's guidance.
- Read through the lyrics of the first two verses and chorus while listening.
- Identify the high notes in the chorus and the lower notes in the verses and discuss how the pitch change creates emotional contrast.

How does the use of pitch help a songwriter express different emotions in a song?

- Hummingbird Creative Arts Learner's Book pg. 144
- Digital devices
- "Earth Song" (Michael Jackson) — audio/video

- Oral questions - Observation

Appreciation in Creative Arts

Analysis of Creative Arts Works - Identifying melody and rhythm in a song

By the end of the lesson, the learner should be able to:
- Define melody as the main tune of a song and describe how the melody in "Earth Song" changes between verse and chorus.
- Define rhythm as the pattern of beats and clap the steady beat of "Earth Song" while discussing how it matches the song's serious message.
- Appreciate how melody and rhythm work together to give a song emotional depth and communicative power.

In groups, learners are guided to:
- Hum the melody of the verse and the chorus of "Earth Song" and discuss how the melody changes between the two sections.
- Clap along to the rhythm of the verses and the chorus and identify the steady beat pattern.
- Discuss how the calm, steady verse rhythm and the more powerful chorus rhythm match the song's serious environmental message.

How do melody and rhythm work together to strengthen the message of a song?

- Hummingbird Creative Arts Learner's Book pg. 144
- Digital devices
- "Earth Song" lyrics sheet

- Oral questions - Observation

Appreciation in Creative Arts

Analysis of Creative Arts Works - Identifying dynamics and tempo in a song

By the end of the lesson, the learner should be able to:
- Define dynamics (how loud or soft music is) and tempo (the speed of a song) as musical elements.
- Listen to "Earth Song" and tap the tempo, then identify where the music grows louder and describe how the dynamic change affects the mood.
- Appreciate how composers use dynamics and tempo together to make a song's message more emotionally powerful.

In groups, learners are guided to:
- Listen to "Earth Song" and identify where the music starts quietly and grows louder in the chorus.
- Tap a foot to the tempo and describe how the slow speed makes the urgent plea in the chorus more powerful.
- Discuss how starting softly and gradually increasing loudness creates emotional impact and highlights the environmental message.

How do dynamics and tempo combine to make a song's message more powerful and moving?

- Hummingbird Creative Arts Learner's Book pg. 144
- Digital devices
- "Earth Song" audio

- Oral questions - Observation

Appreciation in Creative Arts

Analysis of Creative Arts Works - Identifying texture, structure, messages and values in a song

By the end of the lesson, the learner should be able to:
- Describe texture as the layers of sound heard at once and identify the homophonic texture in "Earth Song".
- Listen to "Earth Song" and map its AB/ABA structure by labelling verses and choruses as they are heard, then discuss how the structure supports the message.
- Identify the environmental message and values in "Earth Song" and relate them to real-life concerns about the planet.

In groups, learners are guided to:
- Listen to "Earth Song" and identify the different layers of sound (voice, instruments, backing vocals) and discuss how they create texture.
- Identify the verses and choruses and discuss how the ABA structure develops and reinforces the song's plea.
- Discuss the message about protecting the Earth and the values of responsibility and care for the environment it promotes.

How do texture, structure and message work together in a song to convey important values?

- Hummingbird Creative Arts Learner's Book pg. 145
- Digital devices
- "Earth Song" audio and lyrics

- Written assignments - Oral questions

Appreciation in Creative Arts

Analysis of Creative Arts Works - Discussing messages and values in songs and connecting music to life

By the end of the lesson, the learner should be able to:
- Identify the message of patriotism and national unity in "Daima Mimi Mkenya" and discuss the values the lyrics promote.
- Choose a song, listen to it and write down its key message and values, then present the findings to the class.
- Appreciate how songs carry important values that connect to personal experiences and shape cultural identity.

In groups, learners are guided to:
- Listen to "Daima Mimi Mkenya" by Eric Wainaina, read through the lyrics and identify its message of patriotism and national identity.
- In groups choose other songs and discuss the messages and values they communicate.
- Connect the message of a chosen song to a personal experience, share the story and reflect on how music relates to daily life.

How do songs carry messages and values that connect to the experiences of everyday life?

- Hummingbird Creative Arts Learner's Book pg. 145
- Digital devices
- "Daima Mimi Mkenya" audio

- Oral questions - Written assignments

Appreciation in Creative Arts

Analysis of Creative Arts Works - Discussing messages and values in songs and connecting music to life

By the end of the lesson, the learner should be able to:
- Identify the message of patriotism and national unity in "Daima Mimi Mkenya" and discuss the values the lyrics promote.
- Choose a song, listen to it and write down its key message and values, then present the findings to the class.
- Appreciate how songs carry important values that connect to personal experiences and shape cultural identity.

In groups, learners are guided to:
- Listen to "Daima Mimi Mkenya" by Eric Wainaina, read through the lyrics and identify its message of patriotism and national identity.
- In groups choose other songs and discuss the messages and values they communicate.
- Connect the message of a chosen song to a personal experience, share the story and reflect on how music relates to daily life.

How do songs carry messages and values that connect to the experiences of everyday life?

- Hummingbird Creative Arts Learner's Book pg. 145
- Digital devices
- "Daima Mimi Mkenya" audio

- Oral questions - Written assignments

Appreciation in Creative Arts

Analysis of Creative Arts Works - Discussing messages and values in songs and connecting music to life

By the end of the lesson, the learner should be able to:
- Identify the message of patriotism and national unity in "Daima Mimi Mkenya" and discuss the values the lyrics promote.
- Choose a song, listen to it and write down its key message and values, then present the findings to the class.
- Appreciate how songs carry important values that connect to personal experiences and shape cultural identity.

In groups, learners are guided to:
- Listen to "Daima Mimi Mkenya" by Eric Wainaina, read through the lyrics and identify its message of patriotism and national identity.
- In groups choose other songs and discuss the messages and values they communicate.
- Connect the message of a chosen song to a personal experience, share the story and reflect on how music relates to daily life.

How do songs carry messages and values that connect to the experiences of everyday life?

- Hummingbird Creative Arts Learner's Book pg. 145
- Digital devices
- "Daima Mimi Mkenya" audio

- Oral questions - Written assignments